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MSCHE SELF-STUDY REPORT 2016 SISTEMA UNIVERSITARIO ANA G. MÉNDEZ UNIVERSIDAD ANA G. MÉNDEZ-CAMPUS VIRTUAL SAN JUAN, PUERTO RICO

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Page 1: MSCHE SELF-STUDY REPORT 2016 - suagm.edu€¦ · MSCHE SELF-STUDY REPORT 2016 ... a. that guides faculty, ... otherwise responsible for institutional improvement and development;

MSCHE SELF-STUDY REPORT 2016

SISTEMA UNIVERSITARIO ANA G. MÉNDEZ

UNIVERSIDAD ANA G. MÉNDEZ-CAMPUS VIRTUAL

SAN JUAN, PUERTO RICO

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Table of Contents

General Information 1-2

Introduction 3-5

Steering Committee 6

Standard 1: Mission and Goals 7-11

Standard 2: Planning, Resource Allocation and Institutional Renewal 12-17

Standard 3: Institutional Resources 18-30

Standard 4: Leadership and Governance 31-41

Standard 5: Administration 42-45

Standard 6: Integrity 46-52

Standard 7: Institutional Assessment 53-58

Standard 8: Student Admissions and Retention 59-62

Standard 9: Student Support Services 63-67

Standard 10: Faculty 68-73

Standard 11: Educational Offerings 74-80

Standard 12: General Education 81-83

Standard 13: Related Educational Activities 84-87

Standard 14: Assessment of Student Learning 88-92

Conclusions 93

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COMPREHENSIVE INSTITUTIONAL SELF-STUDY

REPORT

Presented to:

Middle States Commission on Higher Education

Dr. Elizabeth Ciabocchi, President Peer Review Evaluation Team and Vice

Provost for Digital Learning, St. John's University

Dr. Tito Guerrero, Vice President, MSCHE, CHE Staff Liaison

March 2016

Migdalia Torres, Ph.D.

Chancellor

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Introduction

The Universidad Ana G. Méndez-Campus Virtual (UAGM­CV, by its Spanish acronym) is an

institution of higher education dedicated to the pursuit and dissemination of knowledge, to the

study and clarification of values, and to the advancement of the Puerto Rican and international

community.

The UAGM-CV believes that it meets the requirements of affiliation and the accreditation

standards of the Middle States Commission on Higher Education, since it has:

A mission appropriate to higher education, with well-defined and appropriate goals,

including goals for student learning.

Established conditions and procedures under which its mission and goals are realized.

Assessments of both institutional effectiveness and student learning outcomes, and

utilization of the results for improvement.

Accomplished its mission and goals substantially.

Organized and staffed the institution so that it continues to accomplish its mission and

goals.

The UAGM-CV’s evolution corresponds to the transformation of distance education initiatives

undertaken by the Sistema Universitario Ana G. Méndez (SUAGM, by its Spanish acronym) in a

continuous process of technological and pedagogical advances. In this continuum, the evolution

of the UAGM-­CV has gone through three distinct phases.

In the first phase, the SUAGM led the initiative to create a new and innovative way to teach, learn

and influence education in Puerto Rico using its existing telecommunications expertise.

The second phase was to integrate into one unit all the distance education courses taught at the

SUAGM’s institutions. However, this phase was short lived. From those experiences, the SUAGM

decided to evaluate the way to formalize and convert this innovation into an institution of higher

education.

Currently, the third phase consists of the construction and operation of an innovative institution

based on distance education.

The SUAGM has integrated the use of technology to its instructional methodology since the 70’s.

The process of continuous technological advances continued, and, in 1978, the SUAGM

established a Televised Studies Center called (CET, by its Spanish acronym), at the Puerto Rico

Junior College in Río Piedras. The element that distinguished CET, was the team of course

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developers, which was comprised of content experts, designers, script writers, educational

consultants, and a production crew.

Through the transformation of CET to the External University Education System (SEDUE, by its

Spanish acronym); in 1986, the SUAGM expanded its goal of offering academic general education

courses using television.

After that, a giant step forward was achieved, when the SUAGM opened WMTJ / Channel 40 TV

Station in San Juan. This was the first and only PBS (Public Broadcasting Service) station run by

an educational institution in Puerto Rico. Subsequently, in 1986, WQTO / Channel 26 was

established in order to expand the transmission to the southwest part of the Island.

In 1993, a new pioneering educational alternative emerged: Interactive Television Fixed Service

(ITFS). It was recently renamed as Educational Broadband Service (EBS). This was the one and

only transmitting network of closed circuit microwave technology that covered 95% of the island,

including the island municipalities of Vieques and Culebra.

Eventually, in 2000, the Center for Telecommunications and Distance Education (CETED, by its

Spanish acronym) was created to expand and administer the distance learning initiatives of the

SUAGM’s institutions (Universidad del Este, Universidad Metropolitana, and Universidad del

Turabo).

In 2001, CETED selected the Blackboard platform as the official Learning Management System

(LMS) for the development of Web based distance education. Two years later, in 2003, a video

conferencing system was included through the Integrated Services Digital Network.

Then in 2004, two new exciting initiatives strengthened the advanced use of technology in the

classroom: the creation of the online faculty preparation program (PCED, by its Spanish acronym)

which offers a certification in virtual teaching and the installation of Banner to digitally integrate

administrative services.

Later, in 2005, a Systemic Model of Distance Education was established by CETED. In the

process of creating this model, with an innovative and completely distance education format, the

second phase was implemented. This phase took place between the years 2005 and 2008.

Crucial to the second phase were the visits to the Open University of Catalunya, the Monterrey

Institute of Technology, Nova Southeastern University, and the Universidad Nacional de

Educación a Distancia of Spain (UNED, by its Spanish acronym). An important organization that

accompanied the institution during this phase was the Inter­American Consortium for Distance

Education (CREAD, by its Spanish acronym). The multiple visits to these universities and their

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respective visits to Puerto Rico provided rich discussions and proposals that permitted an

examination of a wide range of options in terms of administration and curriculum. It is necessary

to emphasize this because it provided the basis to understand the innovative nature of the UAGM-

CV and its initial scheme to become a totally online university.

In 2008, this systemic model of distance education prompted the SUAGM Board of Directors to

authorize the creation of the Universidad Ana G. Méndez-Campus Virtual (UAGM-CV). From its

inception, Dr. Migdalia Torres was designated as the person to carry out this new project.

With this focus, the UAGM-CV entered the third phase and actually developed seven online

masters programs which originated in the SUAGM sister institutions of the Universidad del

Turabo, the Universidad del Este, and the Universidad Metropolitana. These institutions had the

original license of the Puerto Rico Council of Education (CEPR, by its Spanish acronym) and the

accreditation of the Middle States Commission on Higher Education (MSCHE) to offer those

programs. However, in a meeting with representatives of the MSCHE, in 2010, the UAGM-CV

was informed that the best route to achieve its own accreditation for the programs was by way of

"brokering" or co­management, with the accredited sister institutions, by administering their on-

line courses and their distant learning services.

Since 2011, as "brokers" or program co­-managers, the UAGM­CV demonstrated the ability to be

an effective administrator, capable of developing and administering its own online graduate and

continuing education programs. This arrangement permitted the UAGM-CV to obtain its MSCHE

candidacy for accreditation status in November 21, 2013.

In August 2014, the UAGM-CV was granted a license to operate in Florida, permitting an

operation from within the United States. From this location, dual language courses are offered to

Hispanics students in Puerto Rico and the continental United States.

Presently, the UAGM-CV is offering its own curriculum, taking advantage of the situation where

distance education is an excellent educational alternative for Puerto Rican and international

students that want an interactive, dynamic and social learning environment in a United States

accredited institution.

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Steering Committee

In April 22, 2015, the UAGM-CV established a steering committee to design the Self-Study

Report. This committee is chaired by Dr. Wilfredo Colón, Vice Chancellor. The following table

lists the standards and the names and titles of the members of the steering committee assigned to

them:

STANDARD

NUMBER STANDARD NAME APPOINTED TO:

STANDARD 1 Mission and Goals Wilfredo Colón, Vice Chancellor

Ivelisse Rivera, Vice Chancellor of Administrative Affairs

STANDARD 2 Planning, Resource Allocation,

and Institutional Renewal Ivelisse Rivera, Vice Chancellor of Administrative Affairs

STANDARD 3 Institutional Resources Ivelisse Rivera, Vice Chancellor of Administrative Affairs

STANDARD 4 Leadership and Governance Wilfredo Colón, Vice Chancellor

STANDARD 5 Administration Wilfredo Colón, Vice Chancellor

Ivelisse Rivera, Vice Chancellor of Administrative Affairs

STANDARD 6 Integrity

Wilfredo Colón, Vice Chancellor

Ivelisse Rivera, Vice Chancellor for Administrative Affairs

Héctor Flores, Vice Chancellor for Student Affairs

Gisselle Tapia, Assistant Vice Chancellor for Academic Affairs

Dennise Rivera, Director of Assessment and Research

Rafael Rodríguez, Executive Director, Continuing Education

STANDARD 7 Institutional Assessment Dennise Rivera, Director of Assessment and Research

STANDARD 8 Student Admissions and

Retention Héctor Flores, Vice Chancellor for Student Affairs

STANDARD 9 Student Support Services Héctor Flores, Vice Chancellor for Student Affairs

STANDARD 10 Faculty Gisselle Tapia, Assistant Vice Chancellor for Academic Affairs

STANDARD 11 Educational Offerings Gisselle Tapia, Assistant Vice Chancellor for Academic Affairs

STANDARD 12 General Education Gisselle Tapia, Assistant Vice Chancellor for Academic Affairs

STANDARD 13 Related Educational Activities Rafael Rodríguez, Executive Director Continuing Education

STANDARD 14 Assessment of Student Learning

Dennise Rivera, Director of Assessment and Research

Dr. Juan Meléndez, MSCHE Liaison

Dr. Pura Echandi, Consultant

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Standard 1: Mission and Goals

SUMMARY

1. The UAGM-CV has a clearly defined the mission and corresponding goals:

a. that guides faculty, administration, staff and governing bodies in making decisions

related to planning, resource allocation, program and curriculum development, and

defining of program outcomes (Vision, Mission and Goals);

b. that includes support of scholarly and creative activity, at levels appropriate to the

institution’s purposes and character (UAGM-CV Online Faculty Guide [83]);

c. that are developed through collaborative participation by those who facilitate or are

otherwise responsible for institutional improvement and development; (UAGM-

CV Strategic Development Guide [1] and Strategic Development Guide Revision

Procedure [10];

d. that are periodically evaluated and formally approved (Strategic Development

Guide Revision Procedure [10]);

e. that are publicized and widely known by the institution’s members (Vision, Mission

and Goals web page).

2. The UAGM-CV’s mission and goals are simplified and quantifiable to facilitate assessment

(UAGM-CV Assessment Plan [3]).

3. The UAGM-CV’s mission and goals are related to external as well as internal contexts and

constituencies (Vision, Mission and Goals).

4. The UAGM-CV’s institutional goals are consistent with its mission (UAGM-CV Strategic

Development Guide [1]).

5. The UAGM-CV’s goals focus on student learning and institutional improvement (Vision,

Mission and Goals and UAGM-CV Assessment Plan [3]).

MISSION AND GOALS

The mission of the UAGM-CV clearly defines its purpose of innovation within the context of

higher education and indicates that it will serve an international population. The UAGM-CV’s

goals are consistent with the aspirations and expectations of higher education, and clearly specify

that they will fulfill the institution’s mission holistically (UAGM-CV Strategic Development

Guide [1]). The mission and goals are developed and recognized by the UAGM-CV with the ample

participation of the members of university community (Strategic Development Guide Revision

Procedure [10]).

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MISSION STATEMENT

In 2010 the UAGM-CV was integrated to the SUAGM’s planning process and was included in the

Strategic Development Guidelines [10]. The UAGM-CV’s mission was established as:

The Universidad Ana G. Méndez-Campus Virtual (UAGM-CV) is a distance learning

institution of higher education that offers an alternative to traditional education through

emerging technologies. Enacts an inclusive philosophy of appreciation for cultural

diversity. It offers and awards undergraduate and graduate academic degrees and

continuing education certifications, all designed to promote the holistic formation of the

local and international community.

The UAGM-CV’s mission lies within the framework of the SUAGM’s mission statement, which

reads as follows:

The Sistema Universitario Ana G. Méndez (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

multi-institutional system...(SUAGM Vision 2020 [4]).

INSTITUTIONAL OBJECTIVES (GOALS)

The UAGM-CV’s mission contains the following objectives:

1. Promote academic competency-based online programs adjusted to the demands of the local

and international market. (Program Description, Competencies and Curricular Map MBA

Human Resources [74], Program Description, Competencies and Curricular Map MBA

Marketing [75], Program Description, Competencies Curricular Map TESOL [76] and

Program Description, Competencies and Curricular Map Environmental Planning [77])

2. Diversify the academic offerings through the design of bilingual programs for

undergraduate and graduate levels. (Program Description, Competencies and Curricular

Map MBA Human Resources [74], Program Description, Competencies and Curricular

Map MBA Marketing [75], Program Description, Competencies Curricular Map

TESOL [76] and Program Description, Competencies and Curricular Map Environmental

Planning [77])

3. Offer continuing education opportunities in non-traditional educational environments for

students’ professional development and the community in general. (Continuing Education

web page)

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4. Promote an academic environment that provides opportunities for progress, continuing

professional development and participation in institutional processes. (UAGM-CV

Strategic Development Guide [1] and Assessment UAGM-CV Annual Work Plan [3])

5. Provide the essential tools to ensure that students achieve their goals and obtain their

desired degree. (Virtual Library webpage, Chancellor’s Significant Accomplishments

Report 2015 [8], Chancellor’s Significant Accomplishments Reports 2014 [7], Program

Description, Competencies and Curricular Map Environmental Planning [99], Student

Achievement Report 2015 [71])

6. Establish an academic and institutional assessment unit to develop and apply a continuous

improvement plan for quality standards and institutional processes. (UAGM-CV

Assessment Plan [3])

7. Strengthen the Student Services online program ensuring support and feedback in

approximately 24 to 48 hours. (Enrollment and Retention Management Plan [73],

Electronic Resources Web page and Chat)

8. Promote institutional values in initiatives and academic, student and administrative

processes. (Chancellor’s Significant Accomplishments Report 2015 [6], Chancellor’s

Significant Accomplishments Reports 2014 [7], SUAGM Technological Budget

Allocation [101], SUAGM Code of Conduct for Associates [53], SUAGM Faculty

Handbook [18], SUAGM Handbook of Administrative Staff [17], SUAGM Student

Regulations [29], UAGM-CV Student Handbook [28], Somos aquí, EEO Policy [107],

Guide to Plagiarism and Copyrights [49] and UAGM-CV News web page.)

9. Develop community projects and programs that promote a better quality of life for the

populations we serve. (Chancellor’s Significant Accomplishments Report 2015 [6],

Chancellor’s Significant Accomplishments Reports 2014 [7] and Quality Life and

Wellness Office web page.)

10. Maximize the use of technological infrastructure associated with online courses and student

services. (Chancellor’s Significant Accomplishments Report 2015 [6], Chancellor’s

Significant Accomplishments Reports 2014 [7] and SUAGM Technological Budget

Allocation [16].

11. Identify emerging technologies to upgrade procedures, and provide efficient and

innovative services (Chancellor’s Significant Accomplishments Report 2015 [6],

Chancellor’s Significant Accomplishments Reports 2014 [7] and Assessment UAGM-CV

Annual Work Plan [3]).

MISSION AND OBJECTIVES AS GUIDING PRINCIPLES FOR

PLANNING AND RESOURCE ALLOCATION

The shared institutional objectives guide the preparation of the UAGM-CV academic and

administrative units’ annual work plans, which are aligned to the SUAGM’s Vision 2020 [4], and

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to strategic goals of the 2011-2015 Strategic Development Guidelines [1]. The 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 last fiscal year of the Strategic Development Guidelines, the Vice

Presidency for Planning and Academic Affairs initiates the process of evaluation and updating of

the new Strategic Development Guidelines. A systemic committee is formed with the participation

of associates, faculty and students. Then each academic and administrative unit has to prepare a

work plan addressing the following vectors:

These vectors are subdivided into goals, strategic activities, starting and ending date of each

activity, person responsible for the activity, budgetary impact, and assessment.

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 (Example of the Assistant Vice Chancellor for Academic Affair’s Work

Plan [5]). This institutional wide dissemination of the work plan provides the opportunity for all

units to be aware of institutional goals and activities.

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

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at the institutional level, and serves to assess compliance with the institutional mission and goals

(UAGM-CV Assessment Plan [3]).

Each year, the Chancellor participates in a meeting where all the SUAGM institutions and Central

Administration units present their accomplishments according to the institutional goals and the

strategic vectors of the development guidelines. As a result of this formative evaluation process,

the UAGM-CV delineates an action plan for any goal and objective that was not accomplished

(Chancellor’s Significant Accomplishments Report 2015 [6], Chancellor’s Significant

Accomplishments Reports 2014 [7]).

The institution’s assessment model establishes the process through which the institution measures

its effectiveness in student learning in different instances (institutional, program, and course

levels), and how the findings are used to prepare action plans in order to “close the loop” in the

assessment process. The UAGM-CV has a commitment to promote a culture of academic quality

and effectiveness and to integrate assessment findings in the planning and resources allocation

process.

As a virtual university, the mission and goals are publicized in the UAGM-CV portal: (UAGM-

CV website). This information is also found in several key documents, such as: the 2011-2015

Strategic Development Guidelines [1], and the UAGM-CV Graduate Catalog [2].

STRENGTHS

The 2011­2015 Strategic Development Guidelines process offers the UAGM-CV an appropriate

method of planning, evaluation, and updating its mission, goals, and work plan. This process

guarantees that the UAGM-CV’s mission and goals are clearly aligned with the SUAGM’s mission

and goals and that the annual action plan responds to the results obtained during the assessment

process.

The UAGM-CV has a clear mission and attainable goals that help guide its development as an

online institution of higher education.

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Standard 2: Planning, Resource

Allocation, and Institutional Renewal

SUMMARY

1. The UAGM-CV’s goals and objectives, both at institution wide and at individual units are

clearly stated and reflect conclusions drawn from assessment results, which are linked to

mission and goal achievement, and are used for planning and resource allocation at the

institutional and unit levels (UAGM-CV Strategic Development Guide [83]).

2. The UAGM-CV’s planning and improvement processes are clearly communicated, provide

for constituent participation, and incorporate the use of assessment results (UAGM-CV

Assessment Plan [3]).

3. The UAGM-CV has well defined decision-making processes and the authority to facilitate

planning and renewal.

4. The UAGM-CV assigns responsibilities for improvements and assurance of accountability.

5. The UAGM-CV has a record of institutional and unit improvements and their assessment

of results (UAGM-CV Assessment Plan [3], Taskstream Academic Affairs Action

Plan [60], Taskstream Student Affairs Action Plan [61], and Taskstream Administrative

Affairs Action Plan [62]).

6. The UAGM-CV conducts periodic assessments of the effectiveness of planning, resource

allocation, and the institutional renewal process (UAGM-CV Assessment Plan [3], and

Assessment UAGM-CV Annual Work Plan [12]).

NATURE OF SUAGM AND UAGM-CV RELATIONSHIP

The SUAGM is a nonprofit entity dedicated to the development of higher education through a

multi-institutional structure consisting of the following institutions and units:

1. The Universidad del Este, licensed by the Puerto Rico Council on Education and fully

accredited by the MSCHE.

2. The Universidad del Turabo, licensed by the Puerto Rico Council on Education and fully

accredited by the MSCHE.

3. The Universidad Metropolitana, licensed by the Puerto Rico Council on Education and

fully accredited by the MSCHE.

4. The Universidad Ana G. Méndez - Campus Virtual, licensed by the Puerto Rico Council

on Education and is a candidate for accreditation by the MSCHE.

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5. Sistema TV University Channel (a noncommercial PBS station)

6. Central Administration

The Central Administration consists of the following offices:

a. President

b. Internal Auditor

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-DT)

i. Vice President for Financial Affairs

j. Vice President for National and International Affairs

(These positions are described in detail in the Corporate Bylaws [9]).

All processes at the UAGM-CV related to finance, planning, human resources, marketing, student

services, and administrative affairs are overseen by the SUAGM’s Central Administration; and all

its sister institutions as well. These systemic offices at the Central Administration level provide

continual support to the UAGM-CV.

The planning process is structured and executed according to guiding elements included in three

fundamental documents: the SUAGM Vision 2020 [4], the Strategic Development Guidelines [1],

and the UAGM-CV Mission Statement (Vision, Mission and Goals).

THE SUAGM FOUR LEVEL PLANNING PROCESS

The first planning level is the determination of the SUAGM’s long-term vision statement. The

SUAGM Vision 2020 [4], which states that: “By 2020, the Sistema Universitario Ana G. Méndez

(SUAGM) will be recognized as an institution of excellence in learning, research and in public

service, with great social responsibility, and growing global expansion.”

This document guides institutional long-term development, and is revised every ten years with the

participation of all the SUAGM institutional constituents, including faculty, staff, administrators,

students, alumni, Board of Directors, and the greater community. This statement defines the

SUAGM’s role in addressing the needs of the communities it serves in Puerto Rico, the continental

United States, and internationally. It addresses the process of discernment between what the

organization is and what it wants to become, considering its resources and opportunities.

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The Vice President for Planning and Academic Affairs (VPPAA) is responsible for the

coordination and monitoring of the development process of the SUAGM’s Vision statement as

outlined in Figure 1 (Strategic Development Guide Revision Procedure 2016-17 to 2019-

2020 [10]).

Figure 1. Schematic of the SUAGM’s institutional short, medium, and long-term planning

process.

The second planning level, also led by the VPPAA by providing guidance, technical support and

requested data (internal and external), is the development of the five year Strategic Development

Guidelines (SDG), which contain each institution’s individual strategic plan. Each academic and

administrative unit elaborates goals and objectives guided by an eight vector (areas) structure

established by the SUAGM’s Vision 2020 [4]. These vectors are grouped accordingly into three

categories that serve to prioritize goals, objectives, and initiatives:

Core Vectors:

1. Academics

2. Academic and Scientific Research

3. Student Development and Services

4. Public Engagement

Support Vectors:

5. Human Resources and Organizational Development

6. Physical and Technological Infrastructure

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7. Fiscal Strengthening

Assessment Vectors:

8. Institutional Quality and Effectiveness

The Assistant Vice President of Planning at each institution (in our case the Associate 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 four 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 each unit.

The third level is the programmatic plan, which establishes major projects to be developed over a

period of three years. These plans are elaborated by the units involved in the specific project.

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’s annual work plans:

Vice Chancellor’s Office for Academic Affairs

Vice Chancellor’s Office for Student Affairs

Vice Chancellor’s Office of Administrative Affairs

ANNUAL WORK PLANS: PLANNING AND BUDGETING

PROCESS

The planning and budgeting processes occur simultaneously, as specified in the systemic Guide

for Developing Unit’s Annual Work Plan and Budget Request [11], approved in 2009). This

document is used for the preparation of each unit’s annual work plan and budget request. The

Assistant Vice President for Planning at each institution (in our case the Associate Vice President

of Planning) and UAGM-CV Assistant Vice President of Analysis and Budget provide the

necessary support to prepare a specific guide for each year, based on the systemic document. The

Guide contains the Institutional Needs Report, and is 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 external environment.

Once each unit’s work plan is developed, the Vice Chancellor for Administrative Affairs in

coordination with the Associate Vice President of Planning integrates them into the Institutional

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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 of each fiscal year. The summary of the processes is as follows:

March: The UAGM-CV 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 (VPPAA). 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 takes into account multiple economic

factors. The enrollment projection is then submitted to the Associate Vice President of Analysis

and Budget, who coordinates their presentation and discussion with the Chancellor and Vice

Chancellors. The resulting projection is then presented and discussed with the Vice President

for Planning and Academic Affairs, and Vice President of Analysis and Budget, 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 Analysis and Budget 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.

In the institution, each Vice Chancellor 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 each unit’s 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:

The alignment of the SDG and the assessment results in a transparent way.

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Ensuring that the budget request will incorporate the institution fiscal commitments.

Ensuring funding allocation for the implementation of new projects according to the annual

work plan.

The institutional annual work plan’s level of compliance is evaluated twice, after the first

semester (formative evaluation) and at the end of the academic year (summative evaluation,

Assessment UAGM-CV Annual Work Plan [12]).

STRENGTHS

The UAGM-CV is fully integrated with the SUAGM systemic planning and budgeting process.

A five-year strategic plan that guides the institution in the achievement of its mission.

Institutional strategic plan, annual work plan, resource allocation, and budgeting are aligned to the

institutional mission.

The systemic planning and budgeting process is transparent, participatory and effective in guiding

the development of UAGM-CV annual work plan.

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Standard 3: Institutional Resources

SUMMARY

The UAGM-CV has strategies to measure and assess the level of, and efficient utilization of

institutional resources required to support the institution’s mission and goals.

1. The UAGM-CV has rational and consistent policies and procedures in place to determine

allocation of resources (Guide for Developing Annual Work Plan and Budget Request [11]

and UAGM-CV Strategic Development Guide [1]).

2. The UAGM-CV uses an allocation approach that ensures adequate faculty, staff, and

administration to support the institution’s mission and outcome expectations (UAGM-CV

Strategic Development Guide [1] and Approved Operational Budget 15-16 [101].

3. The UAGM-CV has a financial planning and budgeting process aligned with the

institution’s mission, goals, and plan that provides for an annual budget and multiyear

budget projections, both institution wide and among units (Guide for Developing Annual

Work Plan and Budget Request [11]).

4. The UAGM-CV has adequate institutional controls to deal with financial, administrative

and auxiliary operations, and rational and consistent policies and procedures to determine

in place to determine allocation of assets (Independent Audit Report [13], Banner Budget

Finance Procedure Manual [100]).

5. The SUAGM has an annual independent audit confirming financial responsibility, with

evidence of follow-up on any concerns cited in the audit’s accompanying management

letter (Independent Audit Report [13]).

6. The UAGM-CV has periodic assessments of the effective and efficient use of institutional

resources (Assessment UAGM-CV Annual Work Plan [3]).

7. The UAGM-CV recognizes that its comprehensive plan that include learning resources

fundamental to all educational and academic research programs and the library, are

adequately supported and staffed to accomplish the institution’s objectives for student

learning at a distance (Virtual Library Resources [15], Description and Duties Coordinator

Virtual Library [88]).

8. The UAGM-CV has a software and hardware acquisition and replacement plan, including

provision for current and future technology, as appropriate to the educational programs and

support services, and evidence of implementation (SUAGM Technological Budget

Allocation [16]).

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FINANCIAL RESOURCES

The SUAGM has experienced continuous growth in student enrollment for the past two decades,

however, in the last four years there has been a levering off phase. During the past several years,

the SUAGM has implemented effective measures to improve its liquidity and overall financial

condition.

The SUAGM is an enrollment driven institution in terms of budgeting. The budget is based on

funds from the projected headcount and credit hours for the year, per institution, as proposed and

approved by the Chancellors under the direction of the Office of Planning and Institutional

Research. It is also based on 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.

The following four (4) funds compose the budget:

1. Operational Fund - includes the revenues and expenditures that cover operations of the

institution. Facilities Fund - includes revenues from construction fees paid by students.

2. Facilities Fund - includes revenues from construction feed paid by students.

3. Restricted Fund - includes revenues from grants and contracts that are subject to donor

imposed stipulations.

4. 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.

The SUAGM structured its financial policies around what is called Revenue Center Management

or Responsibility Center Management. The 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, the 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) and its goal 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 administrative related expenses in any given year. Nevertheless,

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specific conditions determine the actual distribution of funds and the contribution to be made to

the Central Administration by the institutions each year. Due to the nature of the institutional

developmental relationship between Central Administration and the UAGM-CV, there is no

distribution of revenues at this moment.

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 to the SUAGM’s

priorities, as established by a Capital Improvement Plan, approved by the President, after thorough

discussion with the Planning and Capital Improvement Committee.

Tuition revenues total more than 70 percent of the SUAGM’s 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, for example:

Existing salary and fringe benefits expenditures (as of the end of the prior year) must be

budgeted, unless an organizational restructuring is being implemented.

Debt service payments must be funded.

Maintenance of facilities expenses should be evaluated and properly budgeted so as to be

able to cover utilities, cleaning services, security, and others. The SUAGM institutions

outsource the majority of these services.

The 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 purchase orders 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.

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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 operational

results (revenues and expenditures) and project results at yearend. 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, the SUAGM’s Board of Directors and its Finance Committee meet at

least three times per year to review the operational results as well as quarterly financial statements.

These policies and systems have been developed through the years and have enabled the SUAGM

to grow and prosper, being now the largest private nonprofit educational institution in Puerto Rico.

The fact that the SUAGM oversees the four educational institutions, in financial terms, works to

their benefit, as the SUAGM will, if necessary, try to compensate shortfalls, although making each

one accountable for their operations.

Nevertheless, the SUAGM policies have proven effective and flexible enough so as to cover

contingencies and unforeseen circumstances. Since the UAGM-CV inception in 2008, the

SUAGM has covered its operational needs.

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THE SUAGM’S AUDITED FINANCIAL RESULTS

The audited financial results for year 2015 compared to 2014 for SUAGM, are explained below.

Table 1. The SUAGM financial results for 2015 compared to 2014).

As shown in Table 1, for the fiscal year ended July 31, 2015. SUAGM’s total revenues, gains and

other support presented an increase 2% or $6.2 million when compared with 2014 (from $285.2

million to $291.3 million). This change was driven by an increase in Net tuition and fees of $10.6

million or 5% when comparing 2015 to 2014 (from $224.9 million to $235.6 million, respectively).

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This increase was related to: (a) an increase of $4.4 million (from $26.9 million in 2014 to $31.3

million in 2015) in tuition and fees revenues of SUAGM’s off-campus centers located in Florida,

Maryland, and Texas and (b) an increase of $6.2 million (from $198.1 million in 2014 to $204.3

million in 2015) in tuition and fees revenues due to an increase in costs in campuses and other off

campus locations in Puerto Rico. The average undergraduate tuition costs in Puerto Rico increased

by 2.6% or $146 from $5,514 in 2014 to $5,660 in 2015.

On the other hand, the Institution experienced an unrestricted net appreciation in the value of its

investments of $2.1 million in 2015, which represents a decrease of $3.4 million when compared

with the prior year (from $5.6 million in 2014 to $2.1 million in 2015).

SUAGM’s total operating expenses and other deductions for the year ended July 31, 2015

increased 5% or $13 million when compared with the prior year (from $281.9 million in 2014 to

$294.9 million in 2015). This change was driven by increases in the following expenses categories:

(a) Instruction increased by 6% or $6.9 million (from $114.7 million in 2014 to $121.6 million in

2015) mainly due to an increase in faculty and administrative positions that produced an increase

in salaries and related fringe benefits expenses; and (b) Institutional support increased by 7% or

$6.6 million (from $93.7 million in 2014 to $100.3 million in 2015) mainly due to an increase of

$4.3 million (from $26.9 million in 2014 to $31.2 million in 2015) related to the operations of our

wholly-own subsidiary, AGMUS Ventures, Inc. – this subsidiary is in charge of SUAGM’s off-

campus centers located in the United States (Orlando, South Florida, Tampa, Maryland, and

Dallas).

Total non-operating pension related changes other than net periodic cost shows a negative change

of $4.2 million (from positive $1.3 million in 2014 to negative $2.8 million in 2015) due to changes

in actuary’s assumptions (discount rate, mortality tables, etc.) and Plan’s assets return as of the

end of the fiscal year 2015.

As a result of the transactions described above, SUAGM’s change in unrestricted net assets for

2015 was negative $6.3 million.

THE UAGM-CV BUDGET

Table 2 shows the UAGM-CV’s Projected Operating Statement 2015-2016 as of July 31, 2015.

For this fiscal year, the institution began to earn revenues from tuitions and fees. However, 79.5%

of current revenue comes from institutional scholarships offered by the UAGM-CV. These

scholarships are offered because we have not yet received the final approval letter and the Program

Participation Agreement from the U.S. Department of Education to be eligible for Title IV Funds.

In addition, the UAGM-CV derives its revenues from online courses and workshops for continuing

education ($250,535). On the other hand, UAGM-CV generates revenues from telecourses of the

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general education component offered to students of Universidad Metropolitana, a SUAGM’s sister

Institution (SEDUE Radio televised courses web page). These revenues are registered in the

Projected Operating Statement under the category of Transfers and Contributions, specifically the

entry under Contribution to UV ($700,992).

Under the category of Expenditures, 58.7% consists of expenses related to salaries and fringe

benefits ($1,334,874). Other expenditure items that reflect significant amounts are:

17.5% of Operating and Maintenance of Plant ($401,235)

7.5% of Professional Services ($173,348)

5.9% of Contribution to Special Programs ($135,198)

5.6% of Miscellaneous ($128,844)

The Projected Operating Statement shows that the projection as of July 31, 2016 will be

($379,245). However, the fact that SUAGM oversees the four (4) educational institutions, in

financial terms, works to their benefit, as SUAGM will, if necessary, compensate shortfalls,

although making each one accountable for their operations. SUAGM is unconditionally committed

to cover any and all expenses or debt incurred as a result of an underperformance of UAGM-CV.

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Table 2. Projected Operating Budget (2013-2014), updated July 31, 2015.

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HUMAN RESOURCES

The Vice Presidency for Human Resources is responsible for ensuring compliance with the

SUAGM Handbook of Administrative Staff [17], and the SUAGM Faculty Handbook [18].

Recruitment, development, and evaluation procedures for faculty and administrative personnel are

clearly stipulated in these documents, as well as the conditions for contract termination.

PHYSICAL RESOURCES

The UAGM-CV has a main office, with a space area of 7,500 square feet in San Juan, Puerto Rico,

which houses all the administrative, academic and student support units (Master Plan [19]). The

institution strives to improve the existing physical facilities to provide an adequate environment

for its academic offerings. The four main categories of resource allocation funds are:

1. Permanent improvement funds: for the design and construction of new physical facilities.

2. Capital improvement funds: for renovations and expansions on existing facilities, and

acquisition and replacement of equipment.

3. Maintenance program funds: for minor repairs, painting of facilities, and preventive

maintenance of equipment and facilities.

4. Construction funds: for short and medium term construction projects, and for external

grants matching funds. These funds come from student construction fees.

TECHNOLOGICAL RESOURCES

Technological resources are ascribed to the Information Technology and Telecommunications

Office (OCIT, by its Spanish acronym) at the Central Administration Level and through the Online

Support Services Administrator at the UAGM-CV who is responsible for:

1. Identifying equipment, programming, and communications needs.

2. Recommending the acquisition, installation, maintenance, and replacement of technology

equipment and systems, according to the institutional strategic plan.

3. Monitoring of information integrity and security.

As mentioned before, technological fees are managed at the Central Administration level for

technological development. These funds are assigned to projects such as substitution of

technological equipment according to the SUAGM’s priorities.

Every year, OCIT prepares a work plan that outlines the distribution of available funds on a

systemic and institutional level (SUAGM Technological Budget Allocation [16]), establishing

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acquisitions for new developments, and replacement of existing equipment. All of the SUAGM’s

hardware has a 5 year guarantee contract with its supplier, after that the computers are considered

obsolete then changed; the UAGM-CV is included in this agreement. In terms of software there is

an annual license agreement in some products, in other cases this agreement is for 2, 3 or more

years.

The institutions of the SUAGM feature the latest technology dedicated to providing first-rate

services for students, faculty and employees. The OCIT allows the SUAGM institutions in Puerto

Rico and in the continental United States (Metro Orlando, Tampa Bay, South Florida, Maryland,

Washington, DC and Dallas) to service over 44,000 students.

The OCIT has a Programming and Development Unit, which is responsible for designing new

applications and service tools for users. The Networks and Telecommunications Unit is

responsible for establishing protocols to ensure stability at the point of voice and Internet access.

The Database Servers Unit is responsible for safeguarding and maintenance of student information.

The OCIT also has a help desk which handles almost a thousand calls a week. These are received

from students, faculty and employees. This Unit responds to requests for access, configuration of

operating systems and preventive maintenance of equipment, among others. Similarly, all

telephone SUAGM pictures are 100 percent digital and incorporate the latest voice technology.

This represents greater speed, efficiency and substantial savings in financial terms for SUAGM as

voice data are transmitted through the Voice Over IP technology.

Blackboard Learn (previously the Blackboard Learning Management System), is a virtual learning

environment and course management system developed by Blackboard Inc. It is a Web-based

server software which features course management, customizable open architecture, and scalable

design that allows integration with student information systems and authentication protocols. It is

either installed on local servers or hosted by Blackboard ASP Solutions. Its main purposes are to

add online elements to courses traditionally delivered face-to-face and to develop completely

online courses with few or no face-to-face meetings.

The following list comprises the current Software and Product Licenses at the SUAGM:

1. Blackboard subscription modules: License from March 28, 2014 to September 27, 2017.

Consolidation of licensing, technical support and Blackboard November 17, 2014 to

November 16, 2019.

2. CampusEAI Consortium provides Members consulting services in cloud hosting,

enterprise portal, WCMS, SSO, identity management, mobile apps, and service desk.

Campus EAI (Campus Cloud Space Upgrade) December 18, 2014 to December 18, 2015.

3. Banner® by Ellucian. The BANNER Student Information System is a database of student

records and information. The system is divided into the modules: Admissions, Registration,

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Billing/Accounts Receivable, Financial Aid, and Graduate Student Data. August 1, 2011

to July 31, 2020

4. Microsoft Campus Agreement: For education customers who purchase software in

quantity and manage software across multiple computers. Microsoft Campus Agreement

from January 01 to December 31, 2015.

5. Respondus Version 4.0 Campus Wide: Application for creating and managing exams

that can be printed to paper or published directly to the LMS. This program allows users to

transform tests done in Word format on Web delivery form. Enhances the assessment

capabilities (Annual License renewal). Respondus Version 4.0 Campus Wide License

renewal August 1, 2014, to July 31, 2016.

6. Respondus LockDown Browser™: It is a specialized browser that provides a secure

testing environment within the LMS. When a student starts a test started the desktop of the

user is locked and it is not possible to print, copy, navigate or access other applications.

Increases security of online testing. Respondus LockDown Browser™ Campus Wide

License renewal August 1, 2014, to July 31, 2016.

7. SoftChalk Cloud 4 GB renewal 5 pack: This program is for transforming academic

content into HTML format that includes a wide variety of learning activities. It also allows

users to include assessment and evaluation tools that can be connected to the Blackboard

Grade Center. Once students review and complete the activities included in the softchalk

module, a completion certificate can be printed. SoftChalk Cloud 4 GB renewal 5 pack

subscription renewal April 2015 to June 2016.

8. Prezi: It is a multimedia application that present different topics and ideas in a refreshing

way that contains visual effects and simulate interactive space to keep audience attention.

Prezi License subscription renewal August 2015 to July 2016. Lynda Pro Annual Premium

subscription renewal, April 2015 to April 2016.

9. Courseval: Web-base and mobile-based course assessment system. Surveying and

evaluation software. It can be integrated to the LMS. Courseval annual License renewal

April 1, 2015 to March 1, 2016.

10. Dropbox 200 GB space x 10 users renewal, June 22, 2015 to June 21, 2016.

11. Shutterstock: It allows the downloading of high quality images that can be used legally in

the design of modules and educational purposes creations. Shutterstock 365-day

subscription, standard license renewal, February 2015 to February 2016.

12. Taskstream: Learning achievement tool. Manage data that streamlines workflow and

improves process. Provide custom workflow, data collection and reporting capabilities to

support outcomes assessment initiatives that engage faculty, students and administrators.

Taskstream SaaS June 2015 to June 2016.

13. Bio-Sig Authentication ID product 1-year service + fee June 2015 to June 2016.

14. ADOBE CS6: This license consists of several software’s. ADOBE CS6: Design Web

premium license, February 2013 to February 2016.

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Adobe Bridge, uses a separate installer, and does not get installed along with other

applications.

Adobe Flash Professional, create HTML content and export high-definition video

and audio.

Adobe Media Encore, enables you to create DVDs, Blu-ray discs, and web DVDs,

all from a single interface.

Adobe ExtendScript Toolkit CS6, is used for creating, editing, and debugging

JavaScript to be used for scripting Adobe applications.

Adobe Extension Manager CS6, provides an easy way to install and delete

extensions in Adobe applications, ad to find information about extensions already

installed.

Photoshop CS6, create powerful images with the professional standard. Illustrator

CS6, explore new paths with the essential vector tool.

InDesign CS6, design professional page layouts for print and digital publishing.

Dreamweaver CS6, design, develop, and maintain standards-based websites and

applications.

Fireworks CS6, optimize beautiful designs in a snap for websites and mobile apps.

15. Snagit provides the tools needed to create eye-catching images and short videos for easy

sharing. It is an excellent tool to capture a section of a screen or a video. On the other hand,

Camtasia helps to create professional videos easily. This program can record on-screen

activity, customize and edit content, add interactive elements, and share the videos or

tutorials with anyone, on nearly any device. They both do video captures, Snagit is great

for screen shots and Camtasia is great to create tutorials. Snagit & Camtasia, February 28,

2013 to February 2016.

16. Articulate Studio 09: Presenter: Quickly create Flash-based presentations and e-learning

courses. Engage: Easily add stunning interactive content to your e-learning courses.

Quizmaker: Effortlessly craft Flash-based quizzes, assessments, and surveys. Video

encore: convert your videos into the popular Flash video format. Articulate Studio 09

(Presenter, Engage, quizmaker y Video encore) October 15, 2014-upgrade from 2013.

17. Unified Agent desktop (CHAT) September 2015 for student services of the UAGM-CV.

18. Vimeo: Public Portal Videos August 2015 to August 2016 for Web Publishing.

19. Drupal Templates with support. One time purchase in April 2015 for Web Publishing.

The UAGM-CV also manages the (SEDUE Radio website). This radio station transmits refreshing,

educational and entertaining 24-hour programming.

SEDUE Radio has:

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Online general education undergraduate courses, such as Spanish, English, Humanities,

Social Sciences, History and Math. This is a collaborative project between the UAGM-CV

and its sister institution Universidad Metropolitana. (SEDUE Radio televised courses web

page).

Variety of music 24/7.

Radio programs of general interest.

SEDUE Radio is hosted with Bluehost, Inc., September 8, 2015 to September 8, 2016. The SEDUE

Domain as an annual license from September 8, 2015 to September 8, 2016. The Bandwidth of

UAGM-CV is 400 Mbps of download and 300 Mbps of upload, with 2 antennas fiber air that

behaves like one, with redundancy and if one antenna fails the other one take the control. The

connection is from building to building and is located in Central Administration (OCIT).

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Standard 4: Leadership and

Governance

SUMMARY

1. The UAGM-CV has a well defined system of collegial governance including written

policies outlining governance responsibilities of administration and faculty which is readily

available to the campus community (Institutional Bylaws [20], SUAGM Faculty Handbook

[18]).

2. The UAGM-CV has written governing documents, such as a constitution, bylaws, enabling

legislation, charter or other similar documents, that delineate the governance structure and

provide for collegial governance, and the structure’s composition, duties and

responsibilities to assign authority and accountability for policy development and decision

making (Corporate Bylaws [9]).

3. The UAGM-CV has a governing body capable of reflecting constituent and public interest

and of an appropriate size to fulfill all its responsibilities, and which includes members

with sufficient expertise to assure that the body’s fiduciary responsibilities can be fulfilled

(Corporate Bylaws [9] and SUAGM Board Members 15-16 [102]).

4. The UAGM-CV has a governing body that certifies to the Commission that the institution

is in compliance with the eligibility requirements, accreditation standards and policies of

the Commission (Corporate Bylaws [9], Institutional Bylaws [20]).

5. The UAGM-CV has a conflict of interest policy for the governing body, which addresses

matters such as remuneration, contractual relationships, employment, family, financial or

other interests that could pose conflicts of interest, and that assures that those interests are

disclosed and that they do not interfere with the impartiality of governing body members

or outweigh the greater duty to secure and ensure the academic and fiscal integrity of the

institution (SUAGM Code of Conduct for Associates [21], Conflict Interest Form SUAGM

Executives [103] and Conflict of Interest Form Member BD [104]).

6. The UAGM-CV has appropriate opportunity for faculty (SUAGM Faculty Handbook

[18]), student (UAGM-CV Student Handbook [28]), and associates (SUAGM Handbook

of Administrative Staff [17]) input regarding decisions that affect them. Associates, faculty

and student are represented in the governing boards or through the Vice Presidency of

Human Resources (SUAGM Employee Handbook Web Page).

7. The UAGM-CV describes itself in identical terms to all its accrediting and regulatory

agencies; communicates any changes in its accredited status; and agrees to disclose

information required by the Commission to carry out its accrediting responsibilities,

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including levels of governing body compensation, if any (SUAGM Handbook for Public

Relations and Media Management [50]) (About Us).

8. The UAGM-CV has a governing body that assists in generating resources needed to sustain

and improve the institution (Institutional Bylaws [20]).

9. The UAGM-CV has a process to provide in service training for new faculty members

(Online Faculty Certification Program [22]) and also programs workshops and meetings to

provide continuing updates for current members of the governing body about the

institution’s mission, organization, and academic programs and objectives (Orientation and

Evaluation Process BD [105]).

10. The UAGM-CV has a chief executive officer, appointed by the governing board, with

primary responsibility to the institution (CV Chancellor, Dr. Migdalia Torres [23]).

11. The UAGM-CV conducts periodic assessment of the effectiveness of institutional

leadership and governance (Institutional and Academic Assessment Policy [24],

Institutional and Academic Assessment Results [12]).

GOVERNANCE AND LEADERSHIP STRUCTURE OF THE

SUAGM AND THE UAGM-CV

The UAGM-CV 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. Figure 2 shows the relationship between the UAGM-CV, the

SUAGM’s Central Administration, and the SUAGM’s other institutions.

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Figure 2. The SUAGM multi-institutional organizational structure.

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 [9] are the single, most important reference regarding governance, and its

structures and functions at the SUAGM and its institutions, and as such, they supersede any other

policies related to such functions. They clearly define and establish the purpose 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 November 13, 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;

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permanent or elected (previously, the president was selected among the elected members of the

Board).

INSTITUTIONAL BYLAWS

Institutional Bylaws [20] establish in a more specific manner, the structural and functional

organization of the universities and other institutional components of the SUAGM. They state the

nature of the 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, 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 from all institutions, was appointed

by the 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. The major changes or revisions include the following:

Elimination of the Telecommunications and Distance Learning Center (CETED, by its

Spanish acronym), and its substitution with the new Universidad Ana G. Méndez-Campus

Virtual (UAGM-CV, by its Spanish acronym).

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 for 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).

Provisions were included for the future development of student government, Academic

Board, and Administrative Council of the new UAGM-CV.

Based on these normative policies, the governance structure of the SUAGM and the UAGM-CV

can be summarized as follow:

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BOARD OF DIRECTORS

As a nonprofit university system, the 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).

The 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 the

SUAGM’s mission. In addition to educators, it includes distinguished community leaders from the

fields of medicine, engineering, law, business, diplomacy, and economics. The current members

of the Board (including tenure as Board member) are:

Permanent Members:

MEMBERS TITLE YEARS

José F. Méndez The SUAGM President 42 years

Félix R. Schmidt

The SUAGM Board Vice Chair, MD, Pediatrics,

Private medical practice; President Bridges for

Health in PR.

8 Years

José F. Méndez, Jr. The SUAGM Vice President 7 Years

Rafael A. Nadal-Arcelay Partner, Cancio Nadal Rivera & Díaz, P.S.C. 5 Years

Herminio Martínez Executive Director, Bronx Institute, Lehman

College 2 Years

Elected Members:

MEMBERS TITLE YEARS

Ramiro Millán-Catasús The SUAGM Board Chair, President of BBDO PR

Advertising 7 years

Héctor A. Jiménez Consultant in Marketing and Advertising 7 Years

Víctor R. Hernández, DMD Private Practice 12 Years

René A. León President, Kybalion, LLC, Consulting firm in trade

and international projects. 6 Years

Manuel Agosto García EMACRO Health Care, President 2 Years

Wilfredo Cosme Ortiz RENOVA Solutions, President 1 Year

Rene A. Soto Diversity Global Group Corp., President 1 Year

Rita DiMartino Retired 1 Year

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A policy of conflict of interest is included as part of the Corporate Bylaws [9], 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 institutions 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 the SUAGM or with organizations conducting business with the

SUAGM; and (c) abstain from participating in Board meetings 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 the four institution’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 three-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 (AGB Current

Members web page) 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 briefing addresses the mission, vision, institutional values, organization, programs, and plans.

Additionally, through Board and Committee meetings and their participation in other corporate

matters, new board members become familiar with all the 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, who is the Chief Executive Officer of the

SUAGM.

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THE SUAGM PRESIDENT

Dr. José F. Méndez has been President of the SUAGM since 1974 (CV President of the SUAGM

[25]). He has been very active in numerous capacities both in Puerto Rico and in the continental

United States. 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). Until recently, he

chaired 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 Colorado, and the 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 inter-institutional

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 Vice Presidencies are 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 the 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. The current President and Vice

Presidents of the SUAGM are:

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THE SUAGM

OFFICIALS TITLE

ACADEMIC

PREPARATION

Dr. José F. Méndez President Dr.h.c.; MBA

José F. Méndez, Jr. Executive Vice President MBA

Dr. Jorge Crespo VP of Planning and Academic Affairs PhD

Alfonso L. Dávila VP of Financial Affairs MA

Ricardo Rodríguez VP of Administrative Affairs MBA

Luis J. Zayas VP of National and International Affairs MA

Dr. Victoria De Jesús VP of Human Resources EdD

Dr. Mayra Cruz VP of Marketing and Student Affairs EdD

Dr. David Méndez VP of International Affairs PhD

Margarita T. Millán VP and General Manager of SISTEMA

TV

JD, BA

THE UAGM-CV CHANCELLOR

The Chancellor of the UAGM-CV is Dr. Migdalia Torres whose responsibilities and powers are

regulated by the SUAGM Corporate Bylaws [9] which establish that the Chancellors are granted

full professor status. Among their responsibilities, it states that they: are to take all steps that are

necessary to develop their institutions, and represent the institution before the community and

corresponding organizations; preside over graduation ceremonies and faculty meetings; provide a

development vision and demonstrate accomplishments that are aligned with the institutional

mission and objectives; develop and maintain educational programs and administrative services

according to the community needs, and the mission and objectives of the institution.

THE UAGM-CV GOVERNING BODIES

The UAGM-CV 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.

1. The Administrative Council (Internal Rules Administrative Council [26]) is chaired by the

Chancellor, with participation of all the vice chancellors, 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 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,

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moratorium of academic programs, and administrative affairs. If the decisions made by the

UAGM-CV governing bodies involve a substantive change, the Chancellor then submits

them for final approval to the SUAGM’s 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.

2. The Academic Board (Internal Rules Academic Board [27]), which functions similarly to

a faculty senate, is chaired by the Vice Chancellor 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. academic research agenda,

d. assessment of student learning,

e. academic resources,

f. academic norms,

g. degree approval,

h. and institutional effectiveness.

It is composed by: an adequate representation of faculty (faculty members always have the

simple majority by design), associate deans, and student representatives, as stated in the

institutional bylaws. 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.

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. However, the UAGM-CV is in the process of selecting, through democratic

nominations and voting procedures, the faculty and student representative for these

governing bodies.

THE UAGM-CV ADMINISTRATIVE STRUCTURE

Each office has specific functions and responsibilities, as specified by the Corporate Bylaws [9],

Institutional Bylaws [20], the SUAGM Faculty Handbook [18] and the SUAGM Handbook for

Administrative Staff [17]. The Handbook for Administrative Staff includes policies and

procedures concerning all matters related to the administrative staff and administrative aspects of

faculty members’ employment.

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The 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 needs for fulltime associate and faculty positions are established, job openings are posted

on the SUAGM’s web page (SUAGM jobs web page). 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.

As part time faculty positions are required in the institution, jobs openings are also posted on the

SUAGM’s web page. 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 fulltime 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.

FACULTY REPRESENTATION

The Institutional Bylaws [20] and the SUAGM Faculty Handbook [18], clearly delineate the rights

and responsibilities of the faculty members of the institution. The UAGM-CV faculty will provide

input regarding decisions affecting them in the following forums: biannual general faculty

assemblies, monthly Academic Board meetings, and monthly Administrative Council meetings.

Faculty members will elect their representatives to the institutional governing bodies in the annual

general faculty assembly at the beginning of each fall semester. Faculty representatives will also

be elected to participate in different committees at the institutional levels and central

administration level (systemic committees).

STUDENT GOVERNANCE STRUCTURE

Student activities are governed by the SUAGM Student Regulations [29] and the UAGM-CV

Student Handbook [28]. The SUAGM Student Regulations was revised in order to reflect the

inclusion of the UAGM-CV.

At the beginning of each semester the Vice Chancellor of Student Affairs convenes a general

assembly (Chancellor’s Letter Invitation Faculty Assembly [84]) to select the student delegates.

Student representatives are elected through direct participation, and in turn, select and organize the

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Student Council. These general assemblies are programmed for October. The Student Council is

composed by the following officials: president, vice president, secretary, and treasurer.

The students will provide input regarding decisions that affect them through the Student Council.

The student representatives will hold meetings with the Vice Chancellor of Students Affairs to

present their concerns on the institutional processes and services. These representatives will have

permanent participation in the UAGM-CV Academic Board and Administrative Council where

they 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.

STRENGTHS

The SUAGM and the UAGM-CV governance structure and policies are well defined and

articulated in appropriate documents that are readily available to the academic community as well

as all the licensing and accrediting agencies.

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Standard 5: Administration

SUMMARY

1. The UAGM-CV has a Chancellor whose primary responsibility is to lead the institution

toward the achievement of its goals and is responsible for the administration of the

institution (Institutional Bylaws [20]).

2. The Chancellor has a combination of academic background, professional training, and

other qualities appropriate to an institution of higher education of distance learning (CV

Dr. Migdalia Torres, Chancellor [23]).

3. The UAGM-CV’s administrative leaders have the appropriate skills, degrees and training

to carry out their responsibilities and functions (CV Dr. Wilfredo Colón, Vice Chancellor

[30]; CV Ivelisse Rivera, Vice Chancellor for Administrative Affairs [31]; and CV Héctor

R. Flores, Vice Chancellor for Student Affairs [32]).

4. The UAGM-CV has qualified staffing appropriate to the goals, type, size, and complexity

of the institution (CV Gisselle Tapia, Assistant Vice Chancellor for Academic Affairs [33];

Dennise Rivera, Director of Assessment and Research [34]; CV Rafael Rodriguez,

Executive Director, Continua Education [35]; CV José J. Rivera, Registrar [36]; CV

Eduardo Vera, Director Student Aid [37]), and CV Grisel Vega, Professional Counselor

[38]).

5. The UAGM-CV has adequate information and decision making systems to support the

work of administrative leaders (UAGM-CV Strategic Development Guide [1]).

6. The UAGM-CV has clear documentation of the lines of organization and authority

(Institutional Bylaws [20]). The UAGM-CV has periodic assessment of the effectiveness

of administrative structures and services (UAGM-CV Assessment Plan [3]).

INTRODUCTION

Currently the UAGM-CV has twenty (20) full-time associates. The current positions and names of

associates that occupy them as of February 1, 2016, is presented in Figure 3.

The organizational structure is divided into four (4) major administrative units. These are: Office

of Administration (Chancellor), Office of the Vice Chancellor for Academic Affairs, Office of the

Vice Chancellor of Student Affairs, and Office of the Vice Chancellor for Administrative Affairs.

Currently the UAGM-CV is immersed in revising and developing the new Strategic Development

Guidelines (SDG) for the next four years (Revision Process Strategic Development Guidelines

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[10]). This task is carried out by a multidisciplinary committee named Planning Task Force (PTF)

representing central administration, all the units of the UAGM-CV, faculty and students. The PTF

is going through the institution's mission, vision and values. They will carry out a SWOT analysis,

identify and develop goals and strategies for the SDG. Then they have to communicate the SDG

to the university community and finally evaluate its effectiveness (PTF Work Plan 2015 [39]).

Figure 3. The UAGM-CV organizational structure.

GOVERNANCE AND LEADERSHIP STRUCTURE OF THE

SUAGM AND THE UAGM-CV

The UAGM-CV 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 the SUAGM, the UAGM-CV in turn, responds and is

aligned to the SUAGM’s mission, strategic goals, and systemic policies.

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THE UAGM-CV CHANCELLOR

Dr. Migdalia Torres has been the Chancellor of the UAGM-CV since 2005, and she has been the

driving force behind the development of this new university within the SUAGM. Dr. Torres

obtained her PhD in Curriculum & Instruction-Instructional Design from Penn State University,

her MA in Educational Technology from Bridgeport University and her BA in Elementary

Education from the University of Puerto Rico. Previously she held a key position at the SUAGM,

as Vice-President and General Manager of Telecommunication and Distance Education Center.

The Chancellor, is the chief academic and administrative officer, is appointed by and reports

directly to the SUAGM’s President. Not being a self standing institution, the UAGM-CV

Chancellor has a shared governance with the SUAGM’s President. The responsibilities of these

executives are clearly defined and established in the Institutional Bylaws [20]. The Chancellor’s

main responsibilities encompass providing leadership in the definition and fulfillment of the

institutional mission and goals, develop a five year strategic plan as well as the annual plan, and

ensure the effectiveness and integrity of institutional academic and administrative 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 three Vice Chancellors, each responsible

for key functional areas: academic affairs, administrative affairs, and student affairs.

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.

LEADERSHIP AND FUNDRAISING

Fundraising at the SUAGM occurs at many levels. As such, the 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 the UAGM-CV 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 Associate Vice President for Institutional

Development and Alumni Division (Fundraising Training Workshop [40]).

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ASSESSMENT OF ADMINISTRATION

As stated previously, the UAGM-CV administration, identified as associates, is governed by the

Handbook of Administrative Staff [17]. This handbook stipulates policies concerning recruitment,

evaluation, grievance, discipline, and dismissal of employees.

The UAGM-CV institutional assessment plan evaluates the effectiveness of its mission and goals

with respect to administration utilizing the Taskstream platform. Taskstream permits us to

customize our data collection and reporting capabilities. We integrated our institutional goals and

aligned them with the respective units in a manner that we are able to carry out our assessment

plan in it’s entirely.

STRENGTHS

Both the SUAGM and the UAGM-CV have the administrative leaders and qualified staff with the

appropriate skills, degrees and training to effectively carry out their responsibilities and functions.

The SUAGM provides sufficient administrative support to the UAGM-CV in the areas of planning,

finance, external resources, operations and physical plant, international affairs, and information

resources.

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Standard 6: Integrity

SUMMARY

1. The UAGM-CV has fair and impartial processes, published, and widely available, to

address student grievances, such as alleged violations of institutional policies. The

institution assures that student grievances are addressed promptly, appropriately, and

equitably (UAGM-CV Procedure for the Investigation of Student Complaints, SUAGM

Student Grievance Policy and Procedure [41]; UAGM-CV Student Handbook [28]).

2. The UAGM-CV has fair and impartial practices in the hiring, evaluation and dismissal of

employees (SUAGM Policy for the Recruitment of Human Resources [42]; SUAGM

Policy for the Evaluation of Human Resources [43];and SUAGM Policy for the

Termination of Employment [44]).

3. The UAGM-CV has sound ethical practices and respect for individuals through its

teaching, scholarship/research, service, and administrative practice (Human Resources

Handbook [17]), including the avoidance of conflict of interest or the appearance of such

conflict in all its activities and among all its constituents. (Conflict Resolution Policy [106])

4. The UAGM-CV has a climate of academic inquiry and engagement supported by widely

disseminated policies regarding academic and intellectual freedom. The SUAGM Faculty

Handbook [18], states in section 8, page 21, that faculty is guaranteed academic and

intellectual freedom.

5. The UAGM-CV has equitable and appropriately consistent treatment of constituencies, as

evident in such areas as the application of academic requirements and policies, student

discipline, student evaluation, grievance procedures, faculty promotion, retention and

compensation, administrative review, curricular improvement, and institutional

governance and management (SUAGM Faculty Handbook [18]; UAGM-CV Student

Handbook [28]).

6. The UAGM-CV has an institutional commitment to principles of protecting intellectual

property rights (Patent Policy [45]; Guide to Educational Platforms and Copyrights [46];

Use of Materials in Digital Form and Copyrights [47]; Guide to Copyrights [48]; Guide to

Plagiarism and Copyrights [49]).

7. The UAGM-CV has a climate that fosters respect among students, faculty, staff, and

administration for a range of backgrounds, ideas, and perspectives. (EEO Policy [107])

8. The UAGM-CV has honesty and truthfulness in public relations announcements,

advertisements, and recruiting and admissions materials and practices (Handbook for

Public Relations and Media Management [50]).

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9. The UAGM-CV’s web page provides each catalog electronically and these are updated

periodically (Catalogs).

10. The UAGM-CV discloses accurately and in a timely manner to the institution’s

community, to the Middle States Commission on Higher Education, and to any other

appropriate regulatory bodies issues affecting institutional mission, goals, sites, programs,

operations, and other material changes (MSCHE Institutional Report 2016 [51]).

11. Information on institution wide assessments are available to prospective students,

including graduation, retention, certification and licensing pass rates, and other outcomes

as appropriate to the programs offered (Student Achievement Report [71]).

12. Institutional information is provided in a manner that ensures student and public access,

such as print, electronic, and video presentation (Publications and About Us).

13. The UAGM-CV fulfills all applicable standards and reporting and other requirements of

the Commission.

14. Periodic assessment of the integrity is evidenced in institutional policies, processes,

practices, and the manner in which these are implemented (SUAGM Whistleblower Policy

[54] and Operating Procedures Handbook [108]).

INTRODUCTION

The UAGM-CV guiding principles are excellence, innovation, justice, respect, freedom of thought

and action, equity, effective communications, integrity, and social responsibility. Institutional

integrity is considered a fundamental value at the UAGM-CV, and as such is reflected in all of its

academic and administrative practices, and is interwoven into the very fabric of the institution.

(Values)

Integrity is reinforced through the development, dissemination, and implementation of regulations

and policies that influence and guide all institutional endeavors. The UAGM-CV 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.

The UAGM-CV 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, the UAGM-CV distributes these

in print and in digital format, making them available to students, faculty, and administrative staff

through different communication channels, such as: the UAGM-CV web page (Consumer

Information / Policies); webmail; internal mail service; students’ academic advising and

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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 (Calendar

of Events Vice presidency of Human Resources [52]).

Assessment of institutional integrity is conducted using data and information from 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.

The Office of the Vice Chancellor of Academic Affairs is in charge of issues related to faculty and

academic integrity. This Office also performs activities geared to assess academic integrity of

academic programs and student learning in the delivery of academic and support services.

ACADEMIC FREEDOM AND INSTITUTIONAL CLIMATE

The UAGM-CV's commitment to intellectual freedom is expressed in the SUAGM Faculty

Handbook [18]. Academic Freedom has two key dimensions: (a) the freedom for all faculty

members in the 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 the UAGM-

CV's guiding principles.

EQUITY AND DIVERSITY

The UAGM-CV aspires to serve a diverse population of students. This aspiration of providing

access and opportunity is reflected in the institution’s academic offerings and services, as

evidenced by the following:

Access to higher education for students from different geographic areas in Puerto Rico, the

continental US, and international students (Somos de Aquí).

Demographic diversity in terms of age.

Offering Spanish only and Dual Language masters programs.

Offering Citizenship Training to Non-US Citizen participants (Obtienen ciudadanía

americana a través de proyecto de la Universidad Ana G. Méndez-Campus Virtual).

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) describes the

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process used in hiring academic and administrative personnel, including strict use of

nondiscriminatory practices. Additionally, this systemic policy identifies those laws that 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).

CONFLICT OF INTEREST

The 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:

SUAGM Corporate Bylaws [9]

SUAGM Institutional Bylaws [20]

SUAGM Handbook for Administrative Staff [17]

SUAGM Code of Conduct for Associates [21]

SUAGM Code of Conduct for Financial Aid Professionals [53]

SUAGM Whistleblower Policy [54]

UAGM-CV Norms and Procedures for Registrar [55]

SUAGM Conflict Resolution Policy [106]

The Whistleblower Policy 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 conduct covered by the system policies.

ETHICAL CONDUCT AND FAIR APPLICATION OF

ACADEMIC AND ADMINISTRATIVE POLICIES

All of the UAGM-CV constituents have the responsibility of behaving ethically, as established in

their respective handbooks: the UAGM-CV Student Handbook [28], the SUAGM Faculty

Handbook [18], and the Handbook for Administrative Staff [17]. 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.

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STUDENTS

Article VIII of the SUAGM Student Regulations [29], 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 time frame in which a decision

should be reached, and the appealing process available to a student in case of an adverse decision

(SUAGM Student Regulations [29]).

FACULTY

The SUAGM Faculty Handbook [18] provides a description of the processes related to faculty

recruitment, performance evaluation, and evaluation for rank promotion. In addition, the Faculty

Handbook 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.

ADMINISTRATORS

The Handbook for Administrative Staff [17], along with the Policy for the Recruitment of Human

Resources [42], Policy for Evaluation [43] and Policy for Termination of Employment [44],

provides the procedural framework for management of personnel in administrative positions.

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. Periodically, the institutional catalogs

(continuing education and graduate) are updated and made accessible through the UAGM-CV

webpage in the Academic Offerings, Admissions, and Quick Links areas.

The Office of the Vice Chancellor of Academic Affairs makes sure the UAGM-CV is in

compliance with all of its research and academic activities with local and federal regulations.

Systemic committees run by faculty members from the SUAGM institutions have been created to

monitor and regulate the participation of human and animal subject in research, assure laboratory

safety, and properly disposal of biological and chemical hazards. These committees are:

Institutional Review Board (IRB), Animal Care and Use Committee (ACUC), and Institutional

Biosafety Committee (IBC). (SUAGM IRB Committees).

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INTELLECTUAL PROPERTY RIGHTS

The Office of the Associate VP for Intellectual Property and Commercialization, under the Office

of the VPPAA, is in charge of intellectual property issues, in addition to offering training and

advice. This office developed and updated, during the last two years, the various policies regarding

intellectual property in the SUAGM and its institutions (SUAGM Intellectual Property and

Commercialization).

In addition, this office has prepared supplemental materials and guidelines to facilitate

interpretation and administration of these policies. For example; Patent Policy [45]; Guide to

Educational Platforms and Copyrights [46]; Use of Materials in Digital Form and Copyrights [47];

Guide to Copyrights [48]; Guide to Plagiarism and Copyrights [49]).

TRUTHFUL INSTITUTIONAL INFORMATION

The UAGM-CV 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 (UAGM-CV) units. The Handbook for Public Relations and Media Management [50]

emanates from the Office of the Vice President of Marketing and Student Affairs, and 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.

The UAGM-CV website and electronic mails are the channels regularly used to maintain the

internal community informed about the institutional activities and dissemination of policies

(Consumer information / Policies). The UAGM-CV website provides information to prospective

students about academic offerings, accreditations, cost of studies, and financial aid. In addition,

we have available different institutional indicators, such as admissions and enrollment data,

students’ profile, and the institutional retention rate (Student Satisfaction Study [64], Admission

Ratio [66], Retention Rates (Student Achievement Report [71]).

The SUAGM has established a policy for the adequate use of electronic mail which regulates its

use by associate, faculty and students (SUAGM Email Use Policy [56]).

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STRENGTHS

The SUAGM has developed and implemented comprehensive policies and regulations that assure

the integrity of the institution. These policies impact all endeavors related to administration,

academia, research and public function.

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Standard 7: Institutional Assessment

SUMMARY

1. The UAGM-CV has documented, organized, and sustained an assessment process to

evaluate and improve the total range of programs and services; achievement of institutional

mission, goals, and plans; and compliance with accreditation standards (The UAGM-CV

Assessment Plan [3], Taskstream Academic Affairs Action Plan [60], Taskstream Student

Affairs Action Plan [61], and Taskstream Administrative Affairs Action Plan [62]) that

meets the following criteria.

A. Foundation in the institution’s mission and clearly articulated institutional, unit

level, and program level goals that encompass all programs, services, and initiatives

and are appropriately integrated with one another (Institutional Goals Aligned with

Unit Level Work Plan [57], Institutional Competencies Aligned with Program

Level Goals [58]).

B. Systematic, sustained, and thorough use of multiple qualitative and/or quantitative

measures that: maximize the use of existing data and information are clearly and

purposefully related to the goals they are assessing; are of sufficient quality so

results can be used with confidence to inform decisions (The UAGM-CV

Assessment Plan [3]).

C. Support and collaboration of faculty and administration.

D. Clear realistic guidelines and and timetable, supported by appropriate investment

of institutional resources (Example of the Assistant Vice Chancellor’s Work Plan

[5]).

E. Periodic evaluation of the effectiveness and comprehensiveness of the institution’s

assessment process (Annual Evaluation of the Work Plan 2015 [59]).

2. The UAGM-CV has evidence that assessment results are shared and discussed with

appropriate constituents and used in institutional planning, resource allocation, and

renewal; and to improve and gain efficiencies in programs, services and processes,

including activities specific to the institution’s mission (Taskstream Academic Affairs

Action Plan [60], Taskstream Student Affairs Action Plan [61], Taskstream Administrative

Affairs Action Plan [62], Agendas and Presentations of Meetings with Employees

[96], Agenda of Meetings with Faculty [97] and The UAGM-CV Assessment Plan [3].)

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INSTITUTIONAL COMMITMENT TO ASSESSMENT

The UAGM-CV is committed to assessment through the utilization 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.

In order to facilitate the management of information collected through the assessment process, the

UAGM-CV has acquired the Taskstream web based platform. This platform allows the alignment

between the institutional mission, the units’ goals, effectiveness indicators, assessment data

collection techniques, benchmarks, timelines, responsible persons, evaluation and analysis of

results, and action plans of all the units that make up the UAGM-CV.

Taskstream allows us to store the evidence in the assessment process and to generate a series of

reports for demonstrating compliance with the goals and objectives outlined in the assessment

plan.

The 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, the SUAGM conducts external surveys and

audits, as required by federal regulations.

THE UAGM-CV’S ASSESSMENT MODEL

The focus of the UAGM-CV assessment model is to strengthen its academic offerings, student

learning and the effectiveness in achieving the institutional mission and goals. Figure 4 presents

the principle elements of the UAGM-CV assessment model.

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Figure 4. Diagram of the UAGM-CV Assessment Model.

The UAGM-CV Assessment Model integrates three major components: the academic, student

services, and the administrative (support services) components. The assessment of these

components allows for improvement of the learning and teaching processes as well as the

institution’s support services (i.e., student affairs, retention, 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 (Taskstream Academic Affairs Action Plan

Report [60], Taskstream Student Affairs Action Plan Report [61], Taskstream Administrative

Action Plan Report [62]).

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,

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goals, and institutional effectiveness indicators with assessment results, and actions taken to

improve processes. In addition, the Chancellor’s Office prepares an annual report presenting the

percentage of achievement of the institutional annual plan (Chancellor’s Annual Report to Board

of Directors 2015 [63], Annual Evaluation Work Plan 2015 [59]).

ASSESSMENT OF THE STUDENT AFFAIRS COMPONENT

The assessment of the student affairs component defines the assessment of the effectiveness of

processes related to support services, specifically those related to Information Resources, Student

Affairs and Retention. 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,

Scholarships and Internships, Wellness and Quality of Life, among others (Student Satisfaction

Survey Results [64], Freshmen Student Needs Survey Results [65], Application and Admission

Ratio Data [66], Student Grievances Report [67], Taskstream Student Affairs Action Plan [61]).

ASSESSMENT OF THE ADMINISTRATIVE COMPONENT

The assessment of the effectiveness of the administrative component draws on data elicited from

administrative staff. Data collection methods used, in addition to reviewing information available

on university databases, include evaluation of annual work plans, and progress reports (Taskstream

Administrative Action Plan Report [62]).

ASSESSMENT OF THE ACADEMIC COMPONENT (STUDENT

LEARNING)

The institutional goals and competencies, 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 Goals Aligned with Unit Level Work Plan [57], Institutional

Competencies Aligned with Program Level Goals [58], Taskstream Academic Affairs Action Plan

Report [60]).

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INSTITUTIONAL LEVEL ASSESSMENT

The purpose of institutional level assessment includes the evaluation of the UAGM-CV’s mission

and institutional learning goals; encourages changes in support services, and teaching-learning

processes; and ensures that processes and institutional resources deliver quality learning for the

UAGM-CV students (End of Course Faculty Evaluation [68]).

Through the institutional assessment measurements of identified effectiveness indicators,

academic issues are periodically monitored. Assessment findings are then considered in the

UAGM-CV’s strategic planning and decision-making. Assessment at the institutional level relies

on data drawn from active students, faculty, and information found in the UAGM-CV’s databases.

Data collection methods include institutional and systemic (SUAGM) surveys, questionnaires,

retention and graduation rates, and institutional statistics, among others.

PROGRAM LEVEL ASSESSMENT

The program level assessment includes exploring students’ development of the competencies

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 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, and relevant documents. Data collection methods include

questionnaires, program revisions rubrics, tests collected at specific instances (e.g. gatekeeper,

midpoint, capstone courses) statistics of programs admission, programs retention and graduation

rates, among others (Taskstream Pilot Program Assessment of Competencies Report [69]).

COURSE LEVEL ASSESSMENT

The institution is running a Pilot Project in Taskstream with two courses of the Environmental

Planning Program. The course modules, assignments and the rubrics, are aligned to the student

learning outcomes of the academic program. We have been able to effectively evaluate and

determine the student’s work and progress through the courses. This platform also allows us to

generate a series of individual and aggregate reports to evidence the progress of the students.

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

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difficulties, guide professional development for faculty, and promote the use of learning

technologies. This level of assessment draws on data from the Pilot Project (Taskstream Pilot

Program Assessment of Competencies Report [69]).

The institution collects information pertaining to student learning in courses in a variety of ways,

including tests, rubrics (oral presentations, case study, written works, and essays), exams, quizzes,

course evaluations, faculty evaluations, and grade distributions (Examples of Rubrics [90]). 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 (Examples of Course

Evaluations Activities in Bb [70] and Student Achievement Report [71]).

STRENGTHS

The UAGM-CV assessment model is well defined and articulated in a web based platform. All

units participate in the assessment process and have developed action plans based on assessment

results. The SUAGM assist the UAGM-CV in the implementation of assessment instruments,

analysis of the results, and updating of its work plan.

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Standard 8: Student Admissions and

Retention

SUMMARY

1. The UAGM-CV has admissions policies, developed and implemented, that support and

reflect the mission of the institution (UAGM-CV Graduate Catalog [2]).

2. The UAGM-CV has admissions policies and criteria available to assist the prospective

student in making informed decisions (UAGM-CV Graduate Catalog [2]).

3. The UAGM-CV has statements of expected student learning outcomes and information on

institution wide assessment results, as appropriate to the program offered, available to

prospective students (Student Achievement Report 2015 [71]).

4. The UAGM-CV has accurate and comprehensive information and advice where

appropriate, regarding financial aid, scholarships, grants, loans, and refunds (Consumer

Information / Financial Aid).

INTRODUCTION

The mission of the UAGM-CV 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 are 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 nontraditional

students, credit and noncredit programs, in a variety of academic terms, sites, and settings,

impacting students from prospect status to graduation (UAGM-CV Graduate Catalog [2]).

RECRUITMENT

The Vice Chancellor of Student Affairs, 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

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the institution’s mission and goals, prospect student profile, and local, national, and international

educational market tendencies (SUAGM Marketing and Enrollment Plan [72]). The Office of

Student Affairs Staff promotes the institution to prospective students and the general public

through diverse strategies, such as exhibitor booths at professional meetings, advertising media,

and international visits.

The UAGM-CV’s marketing plan disseminates academic program information and admission

requirements, and provides scholarships information to prospective students. Promotion and

recruitment activities include phone calls, emails, and printed, and electronic publications. To

ensure the accuracy of the academic information being disseminated, the Office of Academic

Affairs monitors the academic content of all marketing and recruitment promotional materials. The

following is a list of some examples of our promotional material:

1. UAGM-CV Newspaper Ad

2. UAGM-CV Artboard

3. UAGM-CV Flyer

4. UAGM-CV Brochure

5. SUAGM Newspaper Ad

6. UAGM-CV Newspaper Ad Full page

7. SUAGM International Scholarships

ENROLLMENT

In order to maximize human, physical, and technological resources for enrollment management,

Student Services has designed the UAGM-CV Enrollment and Retention Management Plan [73].

This plan includes an enrollment calendar and schedules. Active students may enroll through the

electronic platform, MiUAGM. This enrollment process is led by the Registrar.

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 the SUAGM’s Board of Directors for approval.

ADMISSIONS

The UAGM-CV’s two main objectives concerning admissions policies are to provide admissions

to as many qualified applicants 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

graduate work.

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Admitted students are classified as: new to the institution, readmission after interrupting studies

for one or more terms, transfer from another higher education institution, or special to fulfill a

professional requirement or complete another major. Transitory is a classification that is given to

student who wished to complete a course requirement with the authorization from their home

institution. International is a classification for those students who do not have American citizenship

or permanent residency.

General admission requirements are detailed on the catalog (UAGM-CV Graduate Catalog [2]),

and are promoted on the web page, and printed material. Each academic program has clearly

defined admissions and graduation requirements, and sequentially designed curricula to guide all

admitted students through their course of studies (Program Description, Competencies and

Curricular Map MBA Human Resources [74], Program Description, Competencies and Curricular

Map MBA Marketing [75], Program Description, Competencies and Curricular Map TESOL [76],

Program Description, Competencies and Curricular Map Environmental Planning [77]).

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 non-discriminatory, however, prospects and

applicants are instructed that some programs have additional requirements to meet professional

licensures. The general admissions requirements, as specified in the UAGM-CV Graduate Catalog

[2], are:

1. Successfully completed a Bachelor’s Degree.

2. An undergraduate grade point average (GPA) of 2.75 or more.

3. Submit corresponding application fee of $25.00 with completed application.

4. Submit official transcript from the accredited university where Bachelor’s Degree was

obtained.

5. TESOL candidates have to go through an interview process.

6. Submit two (2) letters of recommendation from previous professors, counselors, deans or

supervisors.

7. Send by email a full color front and back copy of a valid identification (government issued

ID) with a photo to evidence an address where the applicant resides. This ID can be:

a. Passport

b. Driver’s License

c. Citizenship card or certificate of citizenship (International Students)

In recognition of the International migrant population served, evidence for meeting those

requirements is not limited to official transcripts, allowing equivalent foreign credentials as

evidence. The Registrar’s Office is well trained and experienced in foreign credential evaluation,

a service provided free of cost to applicants.

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To ensure compliance with institutional mission, goals, and policies, an Integrated Services

Coordinator, ascribed to the Office of Student Affairs supervises the admissions process

personally, and monitors the weekly admissions report, online statistics, and Banner database

reports (Application to Admission Ratio [66]).

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, implement an

Enrollment and the Enrollment and Retention Management Plan [73], and stimulate faculty to

create learning environments that incorporate formal and informal strategies to promote student

academic success.

STRENGTHS

The SUAGM supports the UAGM-CV in its marketing, promotion, recruitment and enrollment

efforts. The Office of the Vice Chancellor for Student Affairs has the necessary policies, processes

and trained and experience human resources to provide excellent services to our potential and

current student body.

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Standard 9: Student Support Services

SUMMARY

The UAGM-CV has a program of student support services appropriate to student strengths

and needs, reflective of institutional mission, consistent with student learning expectations,

and available regardless of place or method of delivery (Quality Life and Wellness Office

web page).

The UAGM-CV has qualified professionals to supervise and provide the student support

services and programs (CV Héctor R. Flores, Vice Chancellor for Student Affairs [32]; CV

José J. Rivera, Registrar [36]; CV Eduardo Vera, Director Student Aid [37]; and CV Grisel

Vega, Professional Counselor [38]).

The UAGM-CV has procedures to address the varied spectrum of student academic and

other needs, in a manner that is equitable, supportive, and sensitive, through direct service

or referral (Procedure for the Investigation of Student Complaints).

The UAGM-CV has reasonable procedures, widely disseminated, for equitably addressing

student complaints or grievances (Procedure for the Investigation of Student Complaints).

The UAGM-CV maintains a data bank for student complaints or grievances (Student

Grievances Report [67]).

The UAGM-CV has policies and procedures, developed and implemented, for safe and

secure maintenance of student records (Policy for Management of Student Report [78]).

The UAGM-CV provides a procedure for non-academic complaints (Procedure for the

Investigation of Student Complaints).

The UAGM-CV has published and implemented policies for the release of student

information (Student Consumer Information).

The UAGM-CV has ongoing assessment of student support services and the utilization of

assessment results for improvement (Taskstream Student Affairs Action Plan [61]).

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:

Provide the essential tools to ensure that students achieve their goals and obtain their

desired degree.

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Strengthen the Student Services online program ensuring support and feedback in

approximately 24 to 48 hours.

Promote institutional values in initiatives and academic, student and administrative

processes.

Maximize the use of technological infrastructure associated with online courses and student

services.

Identify emerging technologies to upgrade procedures, and provide efficient and

innovative services.

In order to fulfill these goals, services are provided to prospective and active students through the

following units: (a) Student Portal, (b) Registrar Office, (c) Financial Aid Office, (d) Admission’s

Office, (e) Bursar’s Office, (f) Quality Life and Wellness Office (UAGM-CV Student Services

web page).

The UAGM-CV 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 (CV Héctor R. Flores, Vice Chancellor for Student Affairs [32]; CV José J. Rivera,

Registrar [36]; CV Eduardo Vera, Director Student Aid [37]; and CV Grisel Vega, Professional

Counselor [38]).

Student Services are affiliated with many professional organizations including, PR Financial Aid

Administrators Association: Association of College Registrars and Admissions Officers, PR

Association of College Registrars, and Admissions Officers. 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 the UAGM-CV 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.

The Banner Student Module simplifies recruitment, admissions, financial aid, and enrollment

processes. Staffs are granted authorization to access the Module, and are required to register all

student interventions. It also allows students to use the self service module in which they enroll,

pay their tuition, and change personal information, view grades and a student copy of their

academic transcript.

Due to its online nature, the UAGM-CV receives and creates digital files for each student in On

Base, a platform that captures, processes, accesses, integrates, measures and stores paper images

and electronic files. Integrated student services staffs are cross trained, which allows them to meet

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the complex and multidimensional service needs of the students (Policy for Management of

Student Report [78]).

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 of their FERPA

rights by mail, emails and through the UAGM-CV web page on an annual basis. To guarantee

institutional protection of academic records, the UAGM-CV has established clear policies in the

Handbook of Norms and Procedures for Registrar [55].

The UAGM-CV 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 (Policy for Management of Student Report [78]).

QUALITY OF LIFE AND WELLNESS OFFICE

The Office of Quality of Life and Wellness is currently managed by a part-time counselor (CV

Grisel Vega, Professional Counselor [38]). In compliance with the Community Free of Alcohol,

Tobacco and Controlled Substances policy, students receive information encouraging healthy

lifestyles and accident, drug, violence, and alcohol prevention. Students with special needs are

serviced in compliance with the American Disabilities Act (ADA). These services allow for an

equal opportunity of educational experiences for this population (Student Consumer Information /

Policies).

Table 3 shows the number of graduate students currently enrolled in the graduate programs as of

January 18, 2016. Of these, women make up 66% of the student body.

MAJOR NUMBER OF GRADUATE

STUDENTS PERCENT

Environmental Planning 10 31%

Business 14 42%

Teaching English as a Second

Language (TESOL) 9 27%

Total 33 100%

Table 3. The current number of graduate students enrolled in the UAGM-CV.

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INTERNATIONAL STUDENTS

The Office of Student Affairs has been promoting activities to expand and extend the institution

beyond its boundaries. Through the Vice Presidency for International Affairs, the Vice Chancellor

for Student Affairs manages scholarships to promote student participation through online

educational experiences and diverse programs. (SUAGM International website). For example the

SUAGM is currently offering scholarships in alliance with the Organization of American States

(SUAGM International Scholarships web page).

There are currently five (5) international students enrolled at the UAGM-CV from the following

countries, Colombia, Ecuador, Honduras, Panama, and Peru. These students received scholarships

and orientation about the available online student support services. These past years’ experience

has enabled the institution to identify the particular needs of international students.

DIFFUSION 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 via the private MiUAGM portal and the public UAGM-CV

official website.

A considerable amount of information is conveyed electronically on the private MiUAGM portal,

including academic information, institutional policies, services, procedures and activities, federal

and local regulations, and projects relevant to student university life. The UAGM-CV also

manages and conveys information to students through social networks such as Facebook and

Twitter.

QUALITY AND RIGOR OF PROCESSES AND SERVICES

The Office of Student Affairs ensures a comparable quality and rigor of student services, provided

through various initiatives: (1) standard procedures for recording, storage and digitalization of

information in electronic and digital formats regardless of site (Policy for Management of Student

Report [78]), (2) consistent and comparable processes through scheduled staff professional

development and trainings coordinated at the systemic and institutional level (Examples of

Certificates VC Office of Student Affairs [79]), (3) administrative processes updates are

disseminated, as necessary (4) continuous and direct staff communication through emails,

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telephone calls and meetings, (5) regular monitoring and assessment is conducted by Student

Services staff scheduled for each term (Taskstream Student Affairs Action Plan [61]).

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 their arguments or grievances to the Office electronically (Informe de querella,

Procedimiento complaints). All complaints are submitted to each respective office using the

Complaint Report, and as specified in the Student Grievance Policy and Procedure a response time

should not exceed 30 calendar days. Grievances concerning academic issues are addressed in

collaboration with the Office of Academic Affairs.

Students that do not comply with policies and/or procedures as established in the UAGM-CV

Student Handbook [28], are referred to a Disciplinary Board. 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 (SUAGM Student Regulations [29]). All

student situations are registered and documented in the Banner system and OnBase by the Office

of Student Affairs. Disciplinary situations are referred to the corresponding office, with continued

follow-up until the case culminates its investigation.

ASSESSMENT OF STUDENT SERVICES

The UAGM-CV Assessment Plan [3] is aligned to the institutional mission, its goals and

objectives. At the institutional level, the Director of Assessment and Research is responsible for

the processes and the administration of the instruments on campus.

The instruments administered annually to collect information are: (a) Student Services Satisfaction

Survey [64], which determines the awareness and satisfaction with student services; and (b)

Freshmen Students Needs Survey [65], and (c) End of Course Faculty Survey [68], which explores

student satisfaction with academic and student services processes. Additionally, electronic data is

collected to evidence accomplishment with indicators.

STRENGTHS

The UAGM-CV effectively manages and provides adequate student services to its student

population.

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Standard 10: Faculty

SUMMARY

1. The UAGM-CV faculty is appropriately prepared and qualified (List of Faculty [80]) for

the positions they hold, with roles and responsibilities clearly defined, and sufficiently

numerous to fulfill those roles effectively (UAGM-CV Guide for Online Faculty

Recruitment [81]).

2. The educational curricula is designed, maintained, and updated by faculty and other

professionals who are academically prepared and qualified (Program Description,

Competencies and Curricular Map MBA Human Resources [74], Program Description,

Competencies and Curricular Map MBA Marketing [75], Program Description,

Competencies and Curricular Map TESOL [76] and Program Description, Competencies

and Curricular Map Environmental Planning [77]).

3. The UAGM-CV faculty demonstrates excellence in teaching and other activities, and

demonstrates continued professional growth (UAGM-CV Guide for Online Faculty

Recruitment [81]).

4. There is appropriate institutional support for the advancement and professional

development of faculty (Online Faculty Certification Course (PCED [22]).

5. The UAGM-CV publishes and implements standards and procedures for all faculty and

other professionals, for actions such as appointment, promotion, tenure, grievance,

discipline and dismissal, based on principles of fairness with due regard for the rights of

all persons (SUAGM Faculty Handbook [18]).

6. The UAGM-CV has carefully articulated, equitable, and implemented procedures and

criteria for reviewing all individuals who have responsibility for the educational program

of the institution (UAGM-CV Guide for Online Faculty Recruitment [81]). The UAGM-

CV has criteria for the appointment, supervision, and review of teaching effectiveness

using faculty coach in the virtual classroom (Description and Duties of Faculty Coach

[82]).

7. The UAGM-CV adheres to principles of academic freedom, within the context of

institutional mission (SUAGM Faculty Handbook [18]).

8. The UAGM-CV has assessment policies and procedures to ensure the use of qualified

professionals to support the institution’s programs (UAGM-CV Assessment Plan [3]).

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FACULTY PROFILE

As in any teaching institution, the faculty body is the center piece of the UAGM-CV. The UAGM-

CV recognizes the three main faculty roles as teaching, service, and academic research (SUAGM

Faculty Handbook [18]). The UAGM-CV recognizes the importance of a well prepared faculty

body in the teaching learning process, as expressed in the following institutional goal of promoting

an academic environment that provides opportunities for progress, continuing professional

development and participation in institutional processes (List of Faculty [80]).

Table 4 shows that the UAGM-CV currently has a cohort of forty-one (41) certified faculty

members that have successfully completed the on-line faculty review and recruitment

process. Forty-four percent hold doctorate degrees, 10% hold Juris Doctorate degrees, and 46%

have masters.

The UAGM-CV is committed to faculty development and offers its faculty the opportunity to

enroll free of charge in the course, Certification for Teaching Distance Learning (Online Faculty

Certification Course, PCED [22]). However, all new faculty will be required to complete this

certificate before entering the virtual classroom.

SPECIALIZATION DEGREES

OBTAINED

NUMBER OF

FACULTY PERCENT

Environmental

Planning

Masters 4 44%

Juris Doctorate 3 33%

Doctorate 2 22%

9 100%

Business

Masters 10 40%

Juris Doctorate 1 4%

Doctorate 14 56%

25 100%

TESOL*

Masters 5 71%

Juris Doctorate

Doctorate 2 29%

7 100%

TOTAL: 41

*Teaching English as a Second Language

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FACULTY RECRUITMENT, RETENTION, DEVELOPMENT,

AND EVALUATION

The UAGM-CV has policies and procedures in place that govern the processes of recruiting,

developing, evaluating, and retaining qualified faculty. All these processes are guided by the

SUAGM Faculty Handbook [18], which include 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 [18].

FACULTY RECRUITMENT AND RETENTION

The UAGM-CV’s faculty recruitment plan is aligned with the regulations and bylaws established

in the SUAGM Faculty Handbook [18]. 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/or 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 current recruitment process which is outlined in the UAGM-CV Guide for Online Faculty

Recruitment – Appendix 81 includes:

1. reviewing the candidate’s credentials,

2. an online interview with the candidate,

3. evaluation of the candidate’s written essay,

4. an evaluation of the candidate’s correction of a student essay,

5. a self-assessment and

6. the candidate’s presentation of a short demonstrative online class.

Candidates passing the recruitment process are included in a database of part-time candidates. In

the final step of the process, the faculty must complete several mini online workshops in

preparation to offer online classes or complete our on-line certification program (Online Faculty

Certification Course, PCED) [22]. However, from now on all faculty must complete the course,

Certification for Teaching Distance Learning. After all workshops are completed, courses are

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assigned considering the offering and faculty expertise. The UAGM-CV promotes, supports, and

recognizes the academic and professional endeavors of its faculty members.

FACULTY DEVELOPMENT

In order to continually increase the breadth, depth, and updating of faculty’s professional,

pedagogical, and technological competencies, the UAGM-CV has established an institutional

faculty development plan. This process is clearly delineated in the following documents: (1)

UAGM-CV Online Faculty Guide [83], and (2) UAGM-CV Guide for Online Faculty Recruitment

[81].

At the beginning of each semester, online meetings are organized to inform faculty of relevant

information related to assessment results, new institutional initiatives, and the annual work plan.

Professional development activities are usually discussed in these meetings. These compulsory

professional development activities include topics related to online teaching and learning, new

technologies, best practices, and information literacy, among other (Chancellor’s Letter Invitation

Faculty Assembly [84]).

FACULTY EVALUATION

The evaluation process is determined by the SUAGM Faculty Handbook [18], which establishes

requisites and evaluation criteria for annual and multiannual fulltime and part-time faculty.

TEACHING

The UAGM-CV is a primarily online teaching institution with a constructivist approach to teaching

and learning, as established in its mission statement. Faculty credentials and experience provide

support to the teaching and learning process, and the UAGM-CV’s curricular needs. To ensure a

smooth transition into the UAGM-CV’s online academic structure, new faculty receive induction

training, including orientation on:

a. institutional administrative structure,

b. norms and procedures,

c. online teaching learning process (UAGM-CV Online Faculty Course Checklist [89]),

d. the UAGM-CV students’ profile,

e. and online student learning assessment and evaluation (UAGM-CV Online Faculty Guide

[83]).

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The SUAGM Faculty Handbook [18] 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,

best online teaching practices, learning styles, assessment and evaluation techniques, conceptual

development, and integrating and applying new technology in teaching, among others (UAGM-

CV Online Faculty Guide [83]).

Individualized mentoring services through a faculty coach are also provided to develop and

improve faculty’s teaching skills. The faculty coach/faculty mentor is a resource that is assigned

to mentor faculty in the pedagogy of online learning, creating learning communities, promote

communication in the classroom, developing presence, observation of the classroom and the

administrative tasks of the virtual classroom. The person in this role has specific duties and

scheduled activities through the term or semester. Equally, the faculty coach has the responsibility

of reporting any intervention activities carried out in conjunction with the faculty facilitating the

online course. The institution closely supervises faculty’s teaching performance through the

evaluation processes previously described (Description and Duties of Faculty Coach [82]).

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 will be required to complete course assessment activities

that include student learning results (UAGM-CV Assessment Plan [3]).

The SUAGM Faculty Handbook recognizes academic freedom as a fundamental right. Under the

UAGM-CV’s definition, the professor has the right to participate in the revision of 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 and course content previously

established. A grievance procedure describes how to proceed when the faculty member perceives

that his/her rights have been violated (SUAGM Faculty Handbook [18]).

RESEARCH

The UAGM-CV is in a capacity building stage and seeks to develop the culture, and infrastructure

necessary for institutional development in the area of academic research.

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SERVICE

The UAGM-CV is in a capacity building stage and seeks to develop the culture, and infrastructure

necessary for institutional development in the area of service. The Vice Chancellor’s Office for

Academic Affairs is committed to promoting, coordinating, and disseminating service activities

and projects.

STRENGTHS

The UAGM-CV has effectively certified a cohort of forty-one (41) on-line faculty members. The

SUAGM Faculty Handbook was revised and updated in order to respond to the online faculty and

pedagogical trends.

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Standard 11: Educational Offerings

SUMMARY

1. The UAGM-CV has educational offerings congruent with its mission, which include

appropriate areas of academic study of sufficient content, breadth and length, and

conducted at levels of rigor appropriate to the programs or degrees offered (Program

Description, Competencies and Curricular Map MBA Human Resources [74], Program

Description, Competencies and Curricular Map MBA Marketing [75], Program

Description, Competencies and Curricular Map TESOL [76] and Program Description,

Competencies and Curricular Map Environmental Planning [77]).

2. The UAGM-CV has a formal graduate program, leading to a degree, designed to foster a

coherent student learning experience and to promote synthesis of learning.

3. The UAGM-CV has program goals that are stated in terms of student learning outcomes

(Program Description, Competencies and Curricular Map MBA Human Resources [74],

Program Description, Competencies and Curricular Map MBA Marketing [75], Program

Description Competencies and Curricular Map TESOL [76], Program Description,

Competencies and Curricular Map Environmental Planning [77]).

4. The UAGM-CV has learning resources, facilities, instructional equipment, library services,

and professional library support adequate to the institution’s educational needs (Virtual

Library website, Virtual Library Resources [15]).

5. The UAGM-CV has policies and procedures to assure that the educational expectations,

rigor, and student learning within its on-line degree program are comparable to those that

characterize more traditional program formats (Equivalencies between Face to Face and

Online Modality [85], and MSCHE Institutional Report [51]).

6. The UAGM-CV course syllabi incorporate expected learning outcomes (Examples of

Syllabi [86]).

7. The UAGM-CV assesses student learning and program outcomes relative to the goals and

objectives of the graduate programs and the use of the results to improve student learning

and program effectiveness (Taskstream Institutional Competencies Aligned with Program

Level Goals [58]).

EDUCATIONAL OFFERINGS

The UAGM-CV currently offers the following totally on-line graduate degree programs in

Spanish:

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1. Master’s in Science in Environmental Management with a major in Environmental

planning

2. Master’s in Business Administration with majors in:

a. Human Resources

b. Marketing and Sales

c. Agribusiness

d. Management

e. Chain Supply and Logistic

3. Master’s in education with a major in teaching English as a Second Language (TESOL).

The UAGM-CV also offers the following totally on-line graduate degree programs in Dual

Language (Spanish-English):

4. Master’s in Science in Environmental Management with a major in Environmental

planning

5. Master’s in Business Administration with a major in Management.

6. Master’s in Education with a major in teaching English as a Second Language (TESOL).

In addition, the UAGM-CV has submitted to the Puerto Rico Council for Education authorization

to offer the following undergraduate programs:

1. Accounting

2. Management

3. Information Systems

These undergraduate educational offerings are aligned to the institutional mission and are

responsive to educational needs. The development of educational offerings has been guided by the

UAGM-CV institutional goals, which are: to develop a well-rounded person through a

multidisciplinary and liberal education and to develop current and pertinent academic courses that

respond to society’s needs.

These undergraduate programs will 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 settings at local and global levels.

The UAGM-CV offers 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 academic research (Examples of Syllabi [86]).

To determine if programs have “sufficient content, rigor and depth” two factors were examined

based upon the 2014-2015 graduate catalog including number of credits requirements and capstone

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experiences. Tables 5 and 6 show the number of credits and types of capstone experiences required

in the graduate programs (UAGM-CV Master Degrees webpage).

MINIMUN NUMBER

OF CREDITS

REQUIRE FOR

DEGREE

NUMBER OF

GRADUATE

PROGRAMS WITH

THIS REQUIREMENT

NAME OF

PROGRAMS

Fewer than 40 3 Only TESOL, TESOL DL,

MBA DL Management Rest 40-46 7

Table 5. Total Credits Required in Graduate Program (10 programs).

TYPE OF CAPSTONE

EXPERIENCE

NUMBER OF

PROGRAMS WITH

THIS REQUIREMENT

NAME OF

PROGRAMS

4 2

Management,

Logistics,

Human Resources,

Marketing and Sales

Management,

Environmental Planning,

TESOL DL,

MBA Agribusiness

1 1

Table 6. Types of Capstone Experience Required (10 programs).

The UAGM-CV’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 by areas of

academic effectiveness and development, academic research development, faculty development,

student retention, licensing and accreditation, and assessment. The Office of Academic Affairs is

responsible for:

1. The delivery of academic programs, degree and non-degree.

2. The planned and structured implementation of academic policies, procedures, and methods

that ensure the achievement of the institutional mission.

3. The evaluation of academic programs and activities to ensure their quality.

4. Faculty recruitment and on-line certification.

5. Promotion of faculty enhancement through the fostering of intellectual and teaching skills

development.

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6. Promotion of student retention through academic counseling, support services, and student

tracking.

7. 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 the

UAGM-CV’s governing bodies, as established in the Institutional Bylaws [20].

COURSE OBJECTIVES

Like program goals, each course offered at the UAGM-CV consists of a series of measurable

objectives that are consistent with, and cascade from the program goals (Examples of Syllabi [86]).

Course objectives are clearly identified and are communicated to students primarily through course

syllabi. The Taskstream assessment data collection system has been selected in order to track

student achievement of learning goals (objectives) for the purposes of assessment and evaluation

of the effectiveness of the programs (Taskstream Institutional Competencies Aligned with

Program Level Goals [58]).

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,

b. adequate course programming and student tracking for degree attainment in the allotted

time,

c. and hiring faculty with the required qualifications (List of Faculty [80]).

These policies and procedures, which apply to all modalities and locations, are contained in the

UAGM-CV Graduate Catalog [2] which includes policies on admissions, program requirements,

course validation and substitution, independent study, student learning assessment model,

evaluation of academic achievement, and satisfactory academic progress, among others.

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ACADEMIC INTEGRITY

The UAGM-CV has in place a number of documents, policies, norms, and procedures related to

academic integrity. The UAGM-CV Website provides guidance concerning academic integrity of

faculty in issues such as information that should be provided to students in the course outline

(UAGM-CV Intellectual Property and Copyright web page), accessibility of course grades, and

student evaluation (MiUAGM Student Services Portal login). All our syllabi specify academic

integrity issues related to students concerning plagiarism (Examples of Syllabi [86]).

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.

Both entities work together to achieve compliance with the norms and policies that promote

academic integrity.

PROGRAM REVISION

As a means of measuring and improving the effectiveness of the academic programs offered at the

UAGM-CV, courses and programs are revised periodically (UAGM-CV Assessment Plan [3])

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. the alignment to changes in the institutional mission,

c. the program evaluation process, which may identify opportunities for improvement,

d. the review of courses by the facilitator before being offered to update and add new topics

or supplementary material, if applicable,

e. and 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 Puerto Rico Council for Education (CEPR) after

being approved by the institution’s governing bodies.

PROGRAM EVALUATION

Programs are evaluated following the SUAGM policy stipulated in the SUAGM Guidelines for

Evaluation of Academic Programs [87]. The Director of Assessment and Research is responsible

for developing an institutional timetable that establishes the evaluation of all academic offerings

at the UAGM-CV. Academic programs will be evaluated every five years, according to the

systemic policy (UAGM-CV Assessment Plan [3]).

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LIBRARY RESOURCES AND SERVICES

Library: The Virtual Library (Virtual Library website), provides collections and resources to

support the UAGM-CV educational and research programs. The library provides students (system

wide) and the University community with quality information. Library users have 24/7 virtual

access to the library and its resources. Student and faculty access and user privileges to adequate

and/or appropriate library collections and services are consistent with the levels and types of

degrees offered through ownership or formal agreements at the SUAGM and other institutions.

The library maintains a balanced collection of materials with a growing collection of electronic

databases, e-journals and e-books. The number of these items is shown in Table 7.

TYPE OF MATERIAL NUMBER OF ITEMS

Newspaper database (Library Press Display) 2,200 Titles

Electronic Books (E-books) 311,999

Electronic Journals and other serials 134

Table 7. Library Resources.

Some of the databases available to all the UAGM-CV students and faculty are:

ABI/INFORM Complete

Bizjournals

Dialnet Plus

Dissertation & Theses Global

DOAJ

DOAR

Emerald

E-revistas

Films on Demand

Highwire Press

Library Press Display

Océano Administración de Empresas

ProQuest Accounting Tax

Sage Journals

Scielo

Social Science Research Network

VAST Collection

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The collection and resources development program establishes policies and procedures to assure

the consistent and logical growth of the collection in support of the curriculum at the UAGM-CV.

This process is achieved with the collaboration of faculty members, students, and associates.

Library staff: The UAGM-CV employs a professional part-time librarian (Description and Duties

Coordinator Virtual Library [88]) to provide asynchronous information services and technical

library services to its students and faculty. These services are mainly provided through an email

created specifically to serve students and faculty.

Information literacy: The UAGM-CV is in the process of implementing a research and information

literacy program to promote effective use of library resources, technology, and the development

of information literacy competencies.

ACADEMIC PROGRAMS EFFECTIVENESS AND STUDENT

LEARNING

The UAGM-CV has various academic initiatives that provide support for student learning and

degree completion. For example, the Office for Student Affairs which provides academic

counseling through integrated services coordinators and the division of quality of life and student

welfare.

The following measurements are used to determine student learning and program effectiveness for

graduate programs: course assessment reports, comprehensive tests, panel discussions, debates,

publishable essays, academic research projects, case study analysis, and other graduate work.

These are evaluated with institutional analytical rubrics aligned with the institutional profile and

program competencies, which provide information on student learning, and for program

improvement (Examples of Course Evaluation Activities Used Bb [70]).

The UAGM-CV’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 the UAGM-CV’s

educational offerings (UAGM-CV Assessment Plan [3]).

STRENGTHS

The UAGM-CV has well defined graduate academic programs with curricular alignment to ensure

the achievement of student learning outcomes. In addition, to a well-structured instructional and

technological support services.

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Standard 12: General Education

SUMMARY

1. The UAGM-CV has a program of general education of sufficient scope to enhance

students’ intellectual growth, in our core graduate programs (Taskstream Institutional

Competencies Aligned with Program Level Goals []58).

2. The UAGM-CV has, consistent with institutional mission, a program of general education

that incorporates study of values, ethics, and diverse perspectives (Program Description,

Competencies and Curricular Map MBA Human Resources [74], Program Description,

Competencies and Curricular Map MBA Marketing [75], Program Description,

Competencies and Curricular Map TESOL. Program Description [76], Competencies and

Curricular Map Environmental Planning [77]).

3. The UAGM-CV has institutional requirements assuring that, upon degree completion,

students are proficient in oral and written communication, scientific and quantitative

reasoning, and technological competency appropriate to the discipline (Program

Description, Competencies and Curricular Map MBA Human Resources [74], Program

Description, Competencies and Curricular Map MBA Marketing [75], Program

Description, Competencies and Curricular Map TESOL [76], Program Description,

Competencies and Curricular Map Environmental Planning [77]).

4. The UAGM-CV assesses its general education outcomes within the institution’s overall

plan for assessing student learning, and utilizes these assessment results for curricular

improvement (UAGM-CV Assessment Plan [3]).

INTRODUCTION

As an institution of higher education, the UAGM-CV’s graduate programs include a solid General

Education component, which are reflected in the core courses, with clearly defined expected

learning outcomes, and aligned to the institutional mission, goals and the student institutional

profile.

NARRATIVE

The General Education requirements for each academic program are clearly stated in the

institution’s graduate catalog, in the academic program descriptions presented on the UAGM-CV’s

website, and in program curricular sequence hardcopy versions (Program Description,

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Competencies and Curricular Map MBA Human Resources [74], Program Description,

Competencies and Curricular Map MBA Marketing [75], Program Description, Competencies and

Curricular Map TESOL [76] and Program Description, Competencies and Curricular Map

Environmental Planning [77]).

The component is included in the required courses. The main expected learning outcomes of the

component are:

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,

g. and information literacy.

These learning outcomes were aligned to the institutional mission, goals, the student profile

competencies, and to the individual course objectives and thematic content. The component was

designed in such a way that each main area of focus has required courses. The required courses

were stipulated by each academic program (Program Description, Competencies and Curricular

Map MBA Human Resources [74], Program Description, Competencies and Curricular Map MBA

Marketing [75], Program Description, Competencies and Curricular Map TESOL [76] and

Program Description, Competencies and Curricular Map Environmental Planning [77]).

To determine student learning, assessment results are obtained from the assessment and evaluation

performed in the Pilot Project using Taskstream as the platform to centrally store, manage, and

track assessment across the courses, evaluations activities, program goals (Taskstream Institutional

Competencies Aligned with Program Level Goals [58]).

In summary, all the General Education competencies were assessed using direct and indirect

measurements in the Pilot Project integrating Taskstream and Blackboard.

Some measurements instruments used were:

Institutional rubrics that evaluate oral presentations, portfolios, case study analysis, essays,

among others, containing evaluation criteria of information and digital literacy, critical

thinking, research, ethical, and communicative skills (Examples of Rubrics Utilized in the

Courses [90]).

Student satisfaction surveys, including the exit survey that contains constructs on critical

thinking and technological skills (Student Satisfaction Survey Results [64] and End of

Course Faculty Evaluation [68]).

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STRENGTHS

The UAGM-CV’s academic offerings have the quality, rigor, breath, and depth required for a

higher education institution with curricular alignment to ensure the achievement of student

learning outcomes.

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Standard 13: Related Educational

Activities

SUMMARY

1. The UAGM-CV offers noncredit offerings consistent with institutional mission and goals

(UAGM-CV Continuing Education website).

2. The UAGM-CV has clearly articulated program and course goals, objectives, and

expectations of student learning that are designed, approved, administered, and

periodically evaluated under established institutional procedures. (UAGM-CV Continuing

Education Catalog).

3. The UAGM-CV has periodic assessment of the impact of noncredit programs on the

institution’s resources (human, fiscal, physical, etc.) and its ability to fulfill its institutional

mission and goals (Classroom Course Summary Assessment [91], Continuing Education

Faculty Assessment [109], Continuing Education Course Evaluation PCED [92], and

Continuing Education Attendance Report [93]).

NONCREDIT OFFERINGS CONSISTENT WITH

INSTITUTIONAL MISSION AND GOALS

The UAGM-CV 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, the UAGM-CV has demonstrated that it complies with the

American National Standard Institute (ANSI/IACET) which is recognized internationally as a

standard of good practice. Thus, the School of Continuing Education at the UAGM-CV offers

continuing education units (CEU) for programs that qualify under ANSI/IACET Standards.

The UAGM-CV noncredit offerings are consistent with institutional mission and goals. The

essential mission of the division 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 the online modality. In addition, the academic

offerings are aligned to the following UAGM-CV goals:

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1. To promote continuing education opportunities in nontraditional educational environments

for the professional development of students and the community in general.

2. To promote an environment that allows professors and associates ample and continual

professional development opportunities and participation in varied institutional processes.

3. To establish an academic and institutional assessment component to develop and

implement a plan for continuous improvement according to quality oriented institutional

standards.

4. To encourage programs and community projects that help improve the quality of life of the

population they serve.

5. To identify emerging technologies to upgrade processes and provide efficient and

innovative services.

The UAGM-CV Continuing Education division provides continuing education, professional

certifications, and other educational activities at the individual and corporate level in the public

and private sectors, government agencies, industries, and organizations. Courses are developed

according to identified needs in the community, and professional disciplines related to the

UAGM-CV academic programs.

The UAGM-CV has an online Continuing Education Catalog (UAGM-CV Continuing Education

Catalog) which lists the courses offered and is updated each year. However, academic offerings

are updated each academic term (UAGM-CV Continuing Education January - May 2016 Course

Calendar). The catalog specifies the contact hours and cost of each course. The 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 development with the academic

rigor expected of a higher education institution. For example, the UAGM-CV offers a College

Board Preparation course (College Board Preparation Course web page) that helps high school

students take the college entrance exam. The course provides a review in the subjects of English,

Spanish and Math. Also, the UAGM-CV offers the course Certification for Teaching Distance

Learning (UAGM-CV Continuing Education Certifications web page), which prepares

participants to offer distance education courses. This particular certification is highly recognized

in the academic community and professors from UAGM-CV and other institutions continuously

enroll and complete the course.

Courses are scheduled and promoted via our official web page (Continuing Education Course

Calendar web page), presentations, flyers, electronic mail, and social networks (Facebook and

Twitter), and prospects contact the UAGM-CV for information and enrollment. Although the

course programming is currently available electronically, services are fully integrated to the

Registrar and student coordinator services as a one stop online service for registration (Continuing

Education Online Registration) and payment procedures (Continuing Education Payments web

page).

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Online courses are structured with clear expectations of learning outcomes and content, faculty

certifications and experience, evaluation and assessment results. The course outline and online

structure is developed by a Content Specialist and by the assigned Instructional Designer and the

Executive Director for Continuing Education. All continuing education courses are designed by

integrating the same quality standards which are used to design the graduate degree courses. In

addition, the Continuing Education division has the same course development tools to guarantee

excellent learning experiences.

The UAGM-CV has a clearly articulated program with course goals, objectives, and expectations

of student learning that are designed, approved, administered, and periodically evaluated under

established institutional procedures. (Classroom Course Summary Assessment [91], Continuing

Education Course Evaluation PCED [92], and Continuing Education Attendance Report [93]).

The Executive Director qualifies and selects faculty resources considering academic credentials,

field experience, and teaching experience. Credentials and experience requirements vary

depending on the course. External faculty resources and the selection for professional services are

hired through a professional service contract, transacted by the Executive Director. We have

created an online questionnaire to assist potential facilitators in the development of new academic

offerings (Continuing Education Online Questionnaire for Course Creation). Faculty resource

assessment is included in the end of course survey. (Classroom Course Summary Assessment [91],

Continuing Education Course Evaluation PCED [92], and Continuing Education Attendance

Report [93]).

PUBLIC SERVICE

The Continuing Education division has recently obtained approval and funding by the Department

of Education of Puerto Rico for three (3) projects (Department of Education Approval letters

[110]). These are:

1. Alliance for the Transformation and Learning of Conversational English. Funds total

$76,500 for one year. This project will impact 60 participants who work full-time to help

them improve their English skills.

2. Alliance for the Transformation and Learning of Conversational English for Adults in the

Municipality of Aibonito. Funds total $76,500 for one year. This project will impact 60

participants who work full-time to help them improve their English skills. (Continuing

Education Faculty Assessment [109])

3. Academic Institute for Civic Education Integrating Technology. Funds total $51,300 for

one year. The objective of this project is to help 45 participants to gain the knowledge

necessary to take and pass the American citizen test. (Continuing Education Faculty

Assessment [109])

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ADMINISTRATIVE INTEGRITY

The Alliance for the Transformation and Learning of Conversational English and the Academic

Institute for Civic Education Integrating Technology grants were evaluated by the Department of

Education of Puerto Rico in the following criteria: faculty, evaluation, administration, fiscal

aspects, services and facilities. The UAGM-CV obtained 59 out of a possible 60 points in both

grants and was deemed outstanding by the Department of Education of Puerto Rico (Alliance for

the Transformation and Learning of Conversational English Evaluation Report [94], Academic

Institute for Civic Education Integrating Technology Evaluation Report [95]).

STRENGTHS

The Continuing Education division offers extensive and flexible continuing education courses and

certifications. The division has received recognition by the Department of Education of Puerto

Rico in its management of their grants.

The Continuing Education division is accredited as an Authorized Provider of Continuous

Education and Training by the International Association for Continuing Education and Training

(IACET) until 2018.

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Standard 14: Assessment of Student

Learning

SUMMARY

1. The UAGM-CV has clearly articulated statements of expected student learning outcomes

at all levels (institution, degree/program, courses); and for all programs that aim to foster

student learning and development. These are appropriately integrated with one another;

consonant with the institution’s mission; professional competencies; and consonant with

the standards of higher education and of the relevant disciplines (Environmental Planning

Assessment Plan [99], Program Description, Competencies and Curricular Map MBA

Human Resources[74], Program Description, Competencies and Curricular Map MBA

Marketing [75], Program Description, Competencies and Curricular Map TESOL [76].

Program Description, Competencies and Curricular Map Environmental Planning [77]).

2. A documented, organized, and sustained assessment process to evaluate and improve

student learning through the use of multiple qualitative and/or quantitative measures

(UAGM-CV Assessment Plan [3]).

3. Assessment results that provide sufficient, convincing evidence that students are achieving

key institutional and program learning outcomes (Taskstream Pilot Program Assessment

of Competencies Report [69]).

4. Evidence that student learning assessment information is shared and discussed with

appropriate constituents and is used to improve teaching and learning (Taskstream

Academic Affairs Action Plan [60]).

5. Documented use of student learning assessment information as part of institutional

assessment (UAGM-CV Assessment Plan [3], Taskstream Pilot Program Assessment of

Competencies Report [69]).

INTRODUCTION

The UAGM-CV’s assessment processes demonstrate compliance with MSCHE’s student learning

and institutional assessment standards (UAGM-CV Assessment Plan [3], Taskstream Academic

Affairs Action Plan [60]).

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ACADEMIC COMPONENT (STUDENT LEARNING)

The academic component articulates learning goals at the institutional, program, and course levels

(Program Description, Competencies and Curricular Map MBA Human Resources [74], Program

Description, Competencies and Curricular Map MBA Marketing [75], Program Description,

Competencies and Curricular Map TESOL [76]. Program Description, Competencies and

Curricular Map Environmental Planning [77]).

The UAGM-CV has identified and defined a set of competencies that guide the learning

assessment processes. Upon completion of the course, the student will be able to develop the

following competencies:

Professional - Mastery of knowledge, theories and skills that enable students to become

outstanding professional leaders and change agents.

Communicative - Fluency and accuracy in oral, written and non-verbal communication in

English and Spanish.

Critical Thinking and Research - Mastery of higher order thinking skills to conduct

research, find and examine information, solve problems, make decisions and be creative in

the performance of their professional and personal roles.

Information and Digital Literacy - Responsibility in the use of technology to research

and document their contributions in the work environment, seeking truth, and respecting

copyright laws and policies to access and disclose information.

Ethical-moral attitude and Respect for Diversity - Achievement of a respectful attitude

for diversity, knowledge and respect for laws, social and professional principles, to assume

an ethical-moral attitude in their professional and personal performance.

Assessment at the UAGM-CV considers the alignment or articulation of the institutional mission

with the academic programs and individual courses. In other words, it emphasizes the relationship

between the learning goals at the institutional, program, and course levels (Taskstream Pilot

Program Assessment of Competencies Report [69]).

A structure is in place that 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 (Taskstream Pilot

Program Assessment of Competencies Report [69]).

At the institutional level, information is obtained from direct and indirect assessments. Among the

direct assessments used are: performance or achievement tests, performance on writing tests

(Examples of Course Evaluation Activities in Bb [70]). Among the indirect assessments used are:

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student satisfaction surveys, exit surveys, graduation rates, retention rates, and grade point

averages of graduates (Student Achievement Report [71]).

STUDENT LEARNING AT PROGRAM LEVEL

The assessment of student learning begins with the academic programs. The UAGM-CV has

developed an assessment plan for various programs. In these assessment plans, the program’s

mission and learning outcomes are aligned with the institutional mission. The plans establish when

and how objectives are measured, which techniques are used, and the expected outcomes for these

objectives (benchmarks) (Environmental Planning Assessment Plan [99], Taskstream Pilot

Program Assessment of Competencies Report [69]).

At the program level, the UAGM-CV obtains information from direct and indirect

assessment. Among the direct assessments are: midpoint and capstone course assessments and/or

academic research projects (Examples of Course Evaluations Activities in Bb [70]). Among the

indirect assessments are implementation of specific program reviews following the SUAGM

Guidelines for Evaluation of Academic Programs [87]. This information will be used to improve

academic programs through curricular revisions, service improvements, and the acquisition of

instructional equipment and learning resources (UAGM-CV Assessment Plan [3]).

STUDENT LEARNING AT THE COURSE LEVEL

The UAGM-CV will implement the faculty assessment model used by the SUAGM. At the course

level, faculty members will be responsible for assessing student learning and course effectiveness.

Course assessments will be 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.

Currently, at the course level, information is obtained from direct and indirect assessment. Table

8 describes the direct assessment strategies, activities, and instruments used by our faculty in the

graduate courses.

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INSTRUCTIONAL

STRATEGIC ASSESSMENTS ACTIVITIES ASSESSMENT INSTRUMENTS

Group project:

Observe, group and individual

conduct, interaction and/or

independent attitude.

Discussion board

Blogs

Wiki

Written report

Oral Presentation

Synchronous virtual

meetings

Graphic organizers

Debates

Case studies

Projects

Peer evaluation

Specific Rubrics for:

Essay

Case Study

Written report

Synchronous virtual

meetings

Forums

Blogs

Open questions

Individual projects:

Obtain information on self-

evaluation and the levels of

achievement of competencies.

Reflective dairy

Immediate written reaction

Oral journal

Reflective journal

Reflective forums

Reflective questions

Reflective portfolio

Pre Test

Comic Strips

Participation on electronic

communication (email,

blogs, chats, forums,

others)

Self reflection

Provide Assertive

Feedback

Written projects:

Determine writing skills,

applications, expression of logical

ideas, technical/professional

vocabulary, and use of technology.

Case study

Interview

Essay

Professional written report

Monograph

Projects

Reports: field work,

workshop, conferences

Observational reports

Graphic organizers

Oral Presentations:

Determine oral presentation skills,

self-confidence, applications, and

use of technology.

Oral reports

Dramatizations

Debates/Class Virtual

Podcast/Messages

Dialogs

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Role Playing

Practical applications:

These activities demonstrate their

level of accomplishment of

competencies. In addition, reflects

the ability of research and ethical

behavior.

Analysis and problem

resolution

Graphic organizers

Work Plan

Technical summary

Professional planning

Reports and documentation

Marketing plan

Business plan

Questionnaires, surveys

and interviews

Official documents writing

Videos and documentaries

Workshops, conferences

Research project

Table 8. Assessment strategies, activities and instruments used in the graduate courses.

Among the indirect assessments used will be course assessment reports submitted by the faculty,

end of course assessment surveys, satisfaction surveys, programs admission statistics, programs

retention and graduation rates, grades distribution, among others. This information will be used to

improve courses through curricular revisions, professional development for faculty, and

acquisition of instructional equipment and learning resources.

PROGRAM REVIEWS

As a means of measuring and improving the effectiveness of the academic programs offered at the

UAGM-CV, programs will be revised periodically using the SUAGM Guidelines for Evaluation

of Academic Programs [87]. which carries out the following activities: (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.

STRENGTHS

The UAGM-CV’s student learning assessment model is well defined and articulated. Information

is gathered in a timely manner. Effectiveness of teaching and learning strategies are monitored in

order to ensure academic quality.

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Conclusions The SUAGM is totally committed to the development of the UAGM-CV as evidenced by its full

and continual support in the areas of finance, administration, programmatic, academia, assessment,

and planning.

Assessment is an institutional priority, and the UAGM-CV has developed and implemented a three

level assessment model (institutional, programmatic, and course level), with across-the-board

participation (faculty, student, staff). The institution has been able to clearly connect assessment

results with planning, resource allocation and budgeting processes. Student learning assessment

instruments at the course, programmatic, and institutional levels have been put in place and are

instrumental in guiding the institution forward in order to strengthen the academics programs.

The UAGM-CV admissions, financial aid, and student support services system demonstrate

strength in most aspects of the process.

The UAGM-CV maintains high quality standards and continually evolving information and

technological infrastructure to provide learning resources, instructional equipment, and services to

the university community.

The institution’s leadership is composed of highly qualified human resources.

The UAGM-CV has made possible the advancement in the use of technological tools and

information technology for educational and assessment purposes.

In summary, it is evident that improvements in academic programs, assessment processes,

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.