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MSCHE SELF-STUDY REPORT 2016
SISTEMA UNIVERSITARIO ANA G. MÉNDEZ
UNIVERSIDAD ANA G. MÉNDEZ-CAMPUS VIRTUAL
SAN JUAN, PUERTO RICO
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.
25
Table 2. Projected Operating Budget (2013-2014), updated July 31, 2015.
26
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
27
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;
34
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.
37
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:
38
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,
39
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.
40
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
41
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.
42
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
43
[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.
44
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]).
45
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.
46
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]).
47
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
48
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
49
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.
50
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).
51
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]).
52
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.
53
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].)
54
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.