Appendix 21 Assessment in Freshmen Courses Info Competencies Libraries

Assessment in Freshmen courses informaton
Competencies (libraries):
Colleges of Natural Science and Business and School of Arch itectu re
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Academic Year: 2010-2011/2011-1 Biology Domain of Mission Campus evaluated Course: BIOL 3102 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 AugustDecember 2011 (10 sections) Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) August Expected: December 65% of 2011 students (10 sections) demonstrated Total/New a good level Admissions or more using the rubric. 57 /4 Results: 80% of the 73 /17 registered students 60 /38 were Date to Transforming integrate action to be all taken sections of the course
Information Literacy: research and creation ACRL Standard: The information literate student access to and use of information access to the information required to
Use electronic resources to research and expand their knowledge on topics assigned in class. Develop research skill based on scientific
Activity: modules about Information Search Using the Online Catalog Use of the databases How to prepare an oral report Instrument: Rubric for the evaluation of
008 007 006
Increase the percent of students that use the products that were developed to collect and analyze the results of assessment; to analyze the effectiveness
AugustDecember 2010 AugustDecember 2011
Domain of Mission Campus evaluated
Objectives approved by the Faculty or Committee / syllabus are updated and include objectives
Activities to develop and evaluate a competence integrated into the course
Number of sections impacted and total number of sections of the course in December 2011
Number of students impacted sections to December 2011
effectively and efficiently.
method.
the laboratory report. 009 005 004 003 002 73 010 65 001 30 / 4 61 / 51 59/ 45 72 /58 63 /53 475/270
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) analyzed. Excellent: 20.8% Good: 56.7% Regular: 19.7% Deficient: 2.8%
Date to Transforming integrate action to be all taken sections of the course
and ensure the continuation of integration. Although the goal was met, at the end of the academic year the different The goal was criteria met, since included in the 79% of the rubric are students being were analyzed to between identify areas good and to improve. excellent.
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS
College: Natural Science Academic Year: 2010-2011/2011-1 Chemistry Domain of Mission Campus evaluated Course: QUIM 3001 Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 AugustDecember 2011 (19 sections) 009 44/24 021 23/20 020 33/13 019 36/1 001 21/5 Course Learning objectives must be made explicit with respect to information Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A Transforming action to be taken Date to integrate all sections of the course
Information Literacy, critical thinking ACRL Standard: Information literate student acquires needed information effectively and
Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Students will develop analytical skills critical thinking and problem solving.
Activity: Professors prepared a module about primary and secondary sources of information: Using primary and secondary sources. An assignment is integrated in
AugustDecember 2011 (19 sections) 50/ 20
Skills to be Augustdeveloped as well December as the tasks required 2011 of students are to be explicitly stated. To be worked in the second semester and applied in August 2012.
Assessment results (including evaluation instrument, results compared with criteria established by the faculty)
Transforming action to be taken
Date to integrate all sections of the course
new research process.
32/14 004 15/11 005 707/306
Secciones (3)
Number of sections impacted and total number of sections of the course in December 2011 002
efficiently. Information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a
the course. Instrument: Pre y Pos test to demonstrate search competency
competencies. 28/7 A system is being designed to track students using the modules.
008 18/8 006 34/26 018 50/21 017 51/17 010 55/21 011 54/27 012 55/26 013 60/22 014 44/18 015 37/5 016
College: Natural Science Biology Domain of Mission Campus evaluated
Academic Year: 2010-2011/2011-1 Course: BIOL 3101 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) Expected: 65% of students demonstrated a good level or more from the rubric. Results: 80% of the registered students were analyzed. Excellent: 20.8% Good: 56.7% Regular: 19.7% Deficient: 2.8% The goal was met, since 79% of the students were between good and excellent. Transforming action to be taken Date to integrate all sections of the course
Information Literacy: research and creation, effective communication
Develop questioning and deductive processes. Develop research skill based on scientific method.
ACRL Standard: The student who is competent in access to and use of information is able to determine the nature and level of information needed.
Activity: modules about Scientific Method Location of information resources Using the online catalog Use of the databases Searches on the Internet Instrument: Pre y Pos Test Rubric for the evaluation of laboratory reports.
January-May 2011 (6 Sections) 001 002 003 004 005 006
January-May 2011 (6 Sections) 78 84 70 68 58 59
Collect assessment data from August to December 2011 and January to May 2012 to analyze and determine the effectiveness of the activities that have been integrated. With the results can modify the activities, if necessary, or continue with the same ensuring the continuity of their integration. The revision of the modules by teachers and librarians to identify which areas or issues need to be
January-May 2011 August-December 2011
Express correctly through writing his/her ideas and findings in English and Spanish.
Expected: 65% of the students
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) demonstrated a good level or more from the rubric. Findings: 80% of the registered students were analyzed. Excellent: 27.5% Good: 47.8% Regular: 23.6% Deficient: 1.1%
expanded or modified.
Although the goal was met, at the end of the academic year the different criteria included in the rubric were analyzed to identify the skills where the students were enhancing with the laboratory activities and the skills that needed to be reinforced in these and other courses.
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Biology Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: BIOL 3102 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) August December Expected: 65% of 2011 students (10 sections) demonstrated a good level or more 57 from the rubric. Results: 80% of 73 the registered students were 60 analyzed. Excellent: 20.8% 30 Good: 56.7% Regular: 19.7% 61 Deficient: 2.8% 59 72 63 010 The goal was met, since 79% of the students were between good and excellent. Transforming action to be taken Date to integrate all sections of the course
Information Literacy: research and creation ACRL Standard: The information literate student access to and use of information access to the information required to effectively and efficiently.
Use electronic resources to research and expand their knowledge on topics assigned in class. Develop research skill based on scientific method.
Activity: modules about Information Search Using the Online Catalog Use of the databases How to prepare an oral report Instrument: Rubric for the evaluation of the laboratory report.
August- December 2011 (10 sections) 008 007 006 009 005 004 003 002 73
Increase the percent of students use the products that were developed to collect and analyze the results of assessment to analyze the effectiveness and ensure the continuation of integration.
AugustDecember 2010 AugustDecember 2011
Although the goal was met, at the end of the academic year the different criteria included in the rubric were analyzed to identify the skills 3
65
001
where the students were enhancing with the laboratory activities and the skills that needed to be reinforced in these and other courses.
College: Natural Science Biology Domain of Mission Campus evaluated
Academic Year: 2010-2011/2011-1 Course: BIOL 4990 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) (Waiting results) Transforming action to be taken Date to integrate all sections of the course
Information Literacy ACRL Standard: The information literate student determines the nature and extent of the information needed.
Be able to critically analyze and interpret the literature published in scientific journals in the area of interest. They may also make use of computerized library resources. Be able to select an original problem on a current topic in biology and to prepare an experimental design aimed at solving the problem in the form of a research proposal.
Activity: Module: Research Article Academic Honesty Workshop about search in data base
August December 2011 (3 section)
August December 2011 (3 section)
011 012 013
157 165 84
Information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
After the implementation of the modules, analyze the results obtained in the work of students and determine the effectiveness to improve as necessary and ensure their continued use.
August December 2011

Academic Year: 2010-201
College: Natural Science Nutrition Domain of Mission Campus evaluated
Course: ECDO 4041 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) 97% of the students obtained B or more in the rubric. The expected result of 75% was met. Transforming action to be taken Date to integrate all sections of the course
Able to use current information technologies to locate ACRL Standard: and apply evidence The information literate student acquires needed based guidelines and information effectively and protocols. efficiently. Information Literacy The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process.
Activity: Case Study Portfolio Report Instrument: Rubrics were used for the following activities
August-December 2010
AugustDecember 2010
AugustIt is necessary to December 2010 identify the skills will be developed as well as the tasks required students to design learning products. Then they can implement, evaluate, to ensure the continued use of the products are designed. By the design, implementation and use of different learning products prepared by librarians, students are going to be able to develop the needed information 6
skills that will allow meeting the expected

Academic Year: 2010-201
College: Natural Science Nutrition Domain of Mission Campus evaluated
Course: ECDO 4165 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 AugustDecember 2011 (1 section) Number of students impacted sections to December 2011 AugustDecember 2011 (1 section) Assessment results (including evaluation instrument, results compared with criteria established by the faculty) 56% (n=41) obtained B or more in the rubric. The expected goal was not met. Transforming action to be taken Date to integrate all sections of the course
Information Literacy
Able to use current information technologies ACRL Standard: to locate and apply The information literate evidence based student acquires needed guidelines and protocols. information effectively and efficiently.
Activity: Modules: Criteria for evaluating information Use of the databases Evidence-based Practice Case Study Portfolio Report Instrument: Rubric used in case study, portfolio and report
001
August- December As presented in the 2011 assessment report, it must provide clear instructions about the task, therefore we will work to improve the assignment. Demonstrate how to identify relevant information. It s necessary to collect the data obtained after the use of prepared learning products, assess their effectiveness, modify as necessary and ensure the continued use of the products 8
that were worked. By the design, implementation and use of different learning products prepared by librarians, students are going to be able to develop the needed information skills that will allow meeting the expected goals
RECINTO DE RO PIEDRAS College: Natural Science Nutrition Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: NUTR 4175 Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011
January- may 2011 (Seccin 1) 001 Instrument: Rubrics were used for the following activities: Case study Portfolio Report

January- may 2011 (1 section)
Information Literacy ACRL: Standard The information literate student acquires needed information effectively and efficiently. The information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to develop a new research process. The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a
Able to use current information technologies to locate and apply evidence based guidelines and protocols.
Activity: Case study Portfolio Report
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) 41% obtained B or more in the rubric. The expected result of 75% was not met. 82% of the students identified relevant and recent articles. The 47% integrated information from articles to their courseworks.
As presented in the assessment report, it must provide clear instructions about the task, therefore we will work to improve the assignment. Demonstrate how to identify relevant information. It s necessary to collect the data obtained after the use of prepared learning products, assess their effectiveness, modify as necessary and ensure the continued use of the products that were worked.
January- may 2011
10
member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose
By the design, implementation and use of different learning products prepared by librarians, students are going to be able to develop the needed information skills that will allow meeting the expected goals
11
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Physics Academic Year: 2010-2011/2011-1 Course: FISI 3171
Objectives approved by Activities to develop and the Faculty or evaluate a competence Committee / syllabus integrated into the course are updated and include objectives

AugustDecember 2012
N/A
Activity: Modules Information Search Use of the databases Preparation of a report
Collect data from the implementation of learning products designed. Determine their effectiveness, improve as necessary and ensure its continued use.
following the Journal of Physics
12
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Interdisciplinary Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011

AugustDecember 2011
N/A
Activity: Modules: Information Search APA style manual Academic honesty
Instrument: Rubric, Report
Collect data from the implementation of learning products designed. Determine their effectiveness, improve as necessary and ensure its continued use.
13
College: Natural Science

Computer Science Course: CCOM 3029
Academic Year: 2010-2011/2011-1
Number of sections impacted and total number of sections of the course in December 2011 January-May 2011 (1 section)
Number of students impacted sections to December 2011 January-May 2011 (1 section) 24
Capacity for Research and Creation ACRL Standard: Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners. a. Participates in classroom and virtual/electronic discussions (e.g., email, bulletin boards, chat rooms) and uses discussions for
The student will understand and have Activity: Review of curiosity towards research in a seminal or current computer science research article Instrument: Rubric
0U1
Activity: Yearly student questionnaire Instrument: Questions in questionnaire
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) Expected Outcome: At least 70% of the students are competent as defined in the rubric Findings: (Spring 2011) 88% (7/8) of the students were competent as defined in the rubric. The goal was met (70% or more). Expected Outcome: At least 70% will answer that they have participated or are interested to participate in a research project Findings: (Spring
We will continue doing what we have done so far; there is no need to take actions at this time.
January-May 2011
Use modules in August 2012 About the topics of how searchng information an dusing diferente resources to integrates in the research process to improve outcomes.
14
validating understanding and interpretation of the information.
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) 2011) 91% (30/33) of the students that answered the question said that they have participated or are interested to participate in a research project. The goal was met (70% or more). Expected Outcome: At least 30% of the third and fourth year students have a research experience. Findings: (Spring 2011) 50% (9/18) of the third or fourth year students that answered the question had a research experience. The goal was met (30% or more). Expected Outcome: Each of the students that have worked on research for at least a
15
Assessment results Transforming (including action to be taken evaluation instrument, results compared with criteria established by the faculty) year have given a research presentation Findings: (Spring 2011) 100% (9/9) of the students that have worked on research project for at least a year gave a research presentation. The goal was met (100%).
16
College: Natural Science Computer Science
Academic Year: 2010-2011/2011-1 Course: CCOM 3030
Activities to develop and evaluate a competence integrated into the course Activity: Oral presentation of topic assigned for independent study Instrument: Rubric
Number of sections impacted and total number of sections of the course in December 2011 January May 2010 (1 section) 0U1
Information Literacy: capacity for independent study ACRL Standard: Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners. a. Participates in classroom and virtual/electronic discussions (e.g., email, bulletin boards, chat rooms) and uses
The student will have intellectual curiosity and capacity for independent study
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) January May Expected Outcome: 2010 At least 70% of the (1 section) students are competent as defined 24 in the rubric Findings: To be evaluated in Fall 2011
Use modules in August 2012 About the topics of how searchng information an dusing diferente resources to integrates in the research process to improve outcomes. We will continue doing what we have done so far; there is no need to take actions at this time.
January May 2010 January May 2013
17
discussions for validating understanding and interpretation of the information.
18
Activities to develop and evaluate a competence integrated into the course Activity: Module about writing essay Instrument: Rubric Essay at the end of the semester Instrument: Rubric Activity: Questionnaire on ethics at the beginning of the course. Instrument: Questions in questionnaire
Number of sections impacted and total number of sections of the course in December 2011 August- December 2010 (2 sections)
Number of students impacted sections to December 2011 AugustDecember 2010 (2 sections) 12 10
Information Literacy: oral and writing communication, social responsibility ACRL Standard: Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners. a. Participates in classroom and virtual/electronic
Will know and discuss principles of academic integrity. Will know the topics of research by teachers and students of the department. Will learn current issues related to Computer Sciences Learn how to search references and prepare a technical paper The student will have the ability to communicate effectively in Spanish and English. The student will display an ethical conduct in the course of their
001 002
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) Expected Outcome: At least 70% of the students are competent as defined in the rubric Findings: (Fall20100 100% (13/13) of the students are competent as defined in the rubric. The goal was met (100%)
The Department will meet to discuss the issue and propose action to follow.
Expected Outcome: Less than 50% of the students will have a positive attitude towards ethics Findings: To be 19
Activities to develop and evaluate a competence integrated into the course Activity: Group discussion with open ended questions Instrument: Notes on students opinions
discussions (e.g., email, bulletin boards, chat rooms) and uses discussions for validating understanding and interpretation of the information. Recognizes the value of ongoing assimilation and preservation of knowledge in the field. a. Recognizes that, for a professional, it is necessary to keep up with new developments that are published in the literature of the field. Defines and articulates the need for information. a. Identifies and/or paraphrases a research topic, or other information need such as that resulting from
profession, as well as attitudes that honor and enhance the profession.
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) evaluated in Fall 2011 Expected Outcome: Less than 50% of the students will have a positive attitude towards ethics Findings: To be evaluated in Fall 2011 Expected Outcome: At least 70% of the students will have a positive attitude towards ethics Findings: To be evaluated in Fall 2011
20
an assigned lab exercise or project. Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. a. Identifies appropriate investigative methods (e.g., literature search, laboratory experiment, simulation, fieldwork). Summarizes the main ideas to be extracted from the information gathered. a. Applies an understanding of the structure of a scientific paper and uses sections, such as the abstract or conclusion, to summarize the main ideas.
21
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Computer Science Academic Year: 2010-2011/2011-1 Course: CCOM 3982
Activities to develop and evaluate a competence integrated into the course Activity: Module about how prepare oral presentation Instrument: Rubric
Number of sections impacted and total number of sections of the course in December 2011 January May 2011 (2 Sections)
Number of students impacted sections to December 2011 January May 2011 (2 Sections)
Information Literacy: oral and writing communication, effective Communication ACRL Standard: Defines and articulates the need for information. a. Identifies and/or paraphrases a research topic, or other information need such as that resulting from an assigned lab exercise or project. Communicates the
Will design and prepare audiovisual material on a topic and make a presentation to the group. It also will design, prepare and submit a poster on the same subject. Will learn current issues related to Computer Sciences. The student will have the ability to communicate effectively in Spanish and English.
001 002
12 10
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) Expected Outcome: At least 70% of the students are competent as defined in the rubric. Findings: To be evaluated in Spring 2012.
January May 2011 (2 Sections)
Activity: Oral presentation of topic assigned. Instrument: Rubric
22
product or performance effectively to others. d. Communicates clearly and succinctly, if appropriate, with a style that supports the purposes of the intended audience. Recognizes the value of ongoing assimilation and preservation of knowledge in the field. a. Recognizes that, for a professional, it is necessary to keep up with new developments that are published in the literature of the field.
23
Objectives approved by the Faculty Activities to or Committee / syllabus are develop and updated and include objectives evaluate a competence integrated into the course The student will be able to identify, evaluate and organize information needed to design a database system. The student will have intellectual curiosity and capacity for independent study. Activity: Module Searching information Evaluation information for selection Instrument: Rubric Activity: Oral presentation of topic assigned for indepent study Instrument: Rubric Activity: Questionnaire for graduates Instrument Questions in questionnaire
Number of sections impacted and total number of sections of the course in December 2011 August a December 2010 (1 section)
Number of students impacted sections to December 2011 August a December 2010 (1 section)
Information Literacy: critical thinking, intellectual curiosity, capacity for independent study, effective communication ACRL Standard: Selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. a. Identifies appropriate investigative methods (e.g., literature search, laboratory
OUI
14
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) Expected Outcome: At least 70% of the students are competent as defined in the rubric Findings: To be evaluated in Fall 2012 Expected Outcome: At least 50% of the graduates continued to graduate school Findings: (Spring 2011) In process Expected Outcome: At least 70% will answer that they have participated or
August a December 2010 August a December 2011
24
Objectives approved by the Faculty Activities to or Committee / syllabus are develop and updated and include objectives evaluate a competence integrated into the course Activity: Yearly student questionnaire I
experiment, simulation, fieldwork). Compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information. a. Determines whether information satisfies the research or other information need. Validates understanding and interpretation of the information through discourse with other individuals, small groups or teams, subject-area experts, and/or practitioners. a. Participates in classroom and virtual/electronic discussions (e.g.,
Assessment results Transforming (including action to be taken evaluation instrument, results compared with criteria established by the faculty) are interested to participate in a research project Findings: (Spring 2011) 91% (30/33) of the students that answered the question said that they have participated or are interested to participate in a research project. The goal was met (70% or more). Expected Outcome: At least 50% will answer that they are interested in pursuing graduate studies Findings: (Spring 2011) 78% (25/31) of the students that answered the question said that they are interested in pursuing graduate studies. The goal was met (50% or
25
Objectives approved by the Faculty Activities to or Committee / syllabus are develop and updated and include objectives evaluate a competence integrated into the course
email, bulletin boards, chat rooms) and uses discussions for validating understanding and interpretation of the information. Identifies a variety of types and formats of potential sources for information. b. Considers experts or other researchers as potential information resources.
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) more). Expected Outcome: At least 30% of the third and fourth year students have a research experience. Findings: (Spring 2011) 50% (9/18) of the third or fourth year students that answered the question had a research experience. The goal was met (30% or more).
26
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Environmental Science Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: CINA 3005 Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A Transforming action to be taken Date to integrate all sections of the course
Information Literacy: critical thinking
ACRL Standard: The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to
Develop an environmental awareness that will enable you to think globally and act locally so that it can be an agent of change to benefit the environment and the society in which we live.
Under construction
August-December 2012 N/A
It is necessary to identify the skills will be developed as well as the tasks required students to design learning products. Then they can implement, evaluate, to ensure the continued use of the products are designed.
27
accomplish a specific purpose.
28
College: Natural Science Environmental Science
Academic Year: 2010-2011/2011-1 Course: CINA 4997
Objectives approved by Activities to the Faculty or Committee develop and / syllabus are updated and evaluate a include objectives competence integrated into the course
Development the ability to Under construction perform applied research in environmental problems ACRL Standard: whose solution requires the application of scientific Information literate method. Provide student understands competitive skills in applied science and empirically that information literacy is an develop the ability to ongoing process and identify, develop and an important analyze environmental issues from a scientific component of lifelong learning perspective. and recognizes the need to keep current regarding new developments in his or her field. Information Literacy
August- December 2012 N/A
August- December 2012 N/A
Assessment Transforming action results (including to be taken evaluation instrument, results compared with criteria established by the faculty) N/A It is necessary to identify the skills will be developed as well as the tasks required students to design learning products. Then they can implement, evaluate, to ensure the continued use of the products are designed.
August- December 2012
29
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Environmental Science Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: CINA 4127 Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A Transforming action to be taken Date to integrate all sections of the course
Objectives approved by Activities to the Faculty or Committee / develop and syllabus are updated and evaluate a include objectives competence integrated into the course
Designing a sampling method which includes identifying the parameters Estndares ACRL: to be analyzed according to each scenario, the matrix, Information literate places and sampling points taking into consideration the student acquires needed information topography of the system under study and the type of effectively and source of contamination, the efficiently. number of samples taken, Information literate the sampling methodology and sample preservation, student critically and chain of custody. evaluates the procured Critically analyze a real or information and its sources, and as a hypothetical, and design a curriculum that includes the result, decides identification of parameters whether or not to and arrays, the sampling, modify the initial Competencias de Informacin
Under construction
N/A
30
Objectives approved by Activities to the Faculty or Committee / develop and syllabus are updated and evaluate a include objectives competence integrated into the course
query and/or seek additional sources and whether to develop a new research process.
analysis and interpretation of data, and final recommendations arising based on the results.
31
UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS College: Natural Science Physics Domain of Mission Campus evaluated Academic Year: 2010-2011/2011-1 Course: FISI 3013 Activities to develop and evaluate a competence integrated into the course Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A Transforming action to be taken Date to integrate all sections of the course
Information Literacy ACRL Standard: The information literate student acquires needed information effectively and efficiently.
Be able to make reasonable predictions or formulate hypotheses regarding the probable outcome of an experiment learn to operate and handle laboratory equipment understand the concepts of experimental error, uncertainty, accuracy, discrepancy, random error, systematic error, reliability, percent, etc: Range of validity of results and to show the correlation of experiment to theory:
Activity: Modules: 1. Information Search 2. Use of the databases 3. Preparation of a report following the Journal of Physics
August- December 2011 (8 Sections) 002 003 004 005 006 007 009 010
August- December 2011 (8 Sections)
24 18 24 23 20 17 20 26
32
The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
learn and use various techniques of graphical analysis to investigate the relationship between experimental variables.
Be able to write a clear, informative, and logical scientific report.
33
34
College: Natural Science Chemistry Domain of Mission Campus evaluated Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Students will develop analytical skills critical thinking and problem solving
Academic Year: 2010-2011/2011-1 Course: QUIM 3001 Activities to develop and evaluate a competence integrated into the course Activity: Module: Using primary and secondary sources. Instrument: Pre y Pos test Number of sections impacted and total number of sections of the course in December 2011 Number of students impacted sections to December 2011 Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A Transforming action to be taken Date to integrate all sections of the course
Information Literacy, critical thinking ACRL Standard: Information literate student acquires needed information effectively and efficiently. Information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek additional sources and whether to
August- December 2011 (19 sections) 009
August- December 2011 (19 sections)
50 021 44 020 23 019 33 001 36 002 21 008 28 006 18 018 34 017 50
It is necessary to identify the skills will be developed as well as the tasks required students to design learning products. Then they can implement, evaluate, to ensure the continued use of the products are designed
AugustDecember 2011
35
develop a new research process.
010 51 011 55 012 54 013 55 014 60 015 44 016 37 004 32 005 15
36
Secciones (3)
37
College: Natural Science Chemistry
Academic Year: 2010-2011/2011-1 Course: QUIM 3255
Objectives approved by the Faculty or Committee / syllabus are updated and include objectives Development thinking skills that allow students to apply their knowledge of chemistry in new situations, analyze problems that require such knowledge, and evaluate potential solutions that may have these problems
Information Literacy, critical thinking ACRL Standard: The information literate student determines the nature and extent of the information needed. Information literate student acquires needed information effectively and efficiently. Information literate student critically evaluates the procured information and its sources, and as a result, decides whether or not to modify the initial query and/or seek
Activities to develop and evaluate a competence integrated into the course Activity: Modules Define the task Information Search Citing using ACS Preparing an oral presentation Instrument: rubric
Number of sections impacted and total number of sections of the course in December 2011 August-December 2011 (1 Section) 0U1
August-December 2011 (1 Section) 52
Assessment results (including evaluation instrument, results compared with criteria established by the faculty) N/A
Transforming action Date to integrate all to be taken sections of the course
It is necessary to identify the skills will be developed as well as the tasks required students to design learning products. Then they can implement, evaluate, to ensure the continued use of the products are designed
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Transforming action Date to integrate all to be taken sections of the course
additional sources and whether to develop a new research process. The information literate student understands the economic, ethical, legal, and social issues surrounding the use of information and its technologies and either as an individual or as a member of a group, uses information effectively, ethically, and legally to accomplish a specific purpose.
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Assessment in Freshmen
courses informaton
Competencies (Iibrar"es):
College of Business
Administraton
The FAE information literate student can1:

1. Define the nature and extent of information needed a. Demonstrate a clear understanding of the activity (assignment, research project, annotated bibliography, literature review, information or data or information need, among others) and its requirements. b. Develop a purpose statement and a timeline for completion of the activity. c. Clearly articulate a focused research question or problem. d. Identify types of materials (journals, government publications, books, web presentations) that may be used to complete the activity. e. Recognize the limitations of information availability. 2. Access information effectively and efficiently a. Choose key concepts or terms appropriate to the activity. b. Recognize that the organization of literature differs by discipline. c. Search the BAEs databases, web sites, online sources, and printed materials as needed. d. Follow a citation and use citation components for searches e. Modify the search strategy as necessary. 3. Evaluate information critically a. Determine if the information discovered is relevant for the needs of the activity. b. Distinguish between scholarly and popular sources, primary and secondary sources. c. Examine and compare information found in books, articles, and web sites, and evaluate for reliability, validity, accuracy, authority, scope, and timeliness. d. Identify prejudice, bias, deception, or manipulation. e. Draws conclusions and/or makes decisions based on the information gathered. 4. Organize, synthesize, and communicate information for a specific need a. Manage and store search strategies and search results from a variety of resources using various technological tools. b. Integrate new and prior information including quotations and paraphrasing in a way that supports the activity or research question. c. Present information in a manner that supports the activity or information need. 5. Ethically and legally access and use information a. Avoid plagiarism by appropriately summarizing, paraphrasing, quoting and acknowledging sources. b. Legally obtain, store, and use text and data, including sound and images. c. Select and consistently use a citation style appropriate to the discipline. d. Cite correctly printed, multimedia, and online sources.
1
Adapted from ACRL Standards the CSULA Library
Assessment en Freshmen
courses enformation
Competencies ( ibraries):
School 0 Architec ure
January19,2012 InformationCompetenciesundergraduateprograminArchitecture InformationCompetenciesfor ArchitectureNewlyAdmittedStudentsAugust,2011 GeneralEducationCourseARQU3121:coursefulfillstheGeneralEducationART requirementforstudentsfromallmajors.ItisalsoarequiredcourseforArchitecture Students.Fivesectionswereofferedduringfirstsemester20112012,143newlyadmitted studentsinthe2011cohortparticipated,ofwhich41wereArchitecturefreshmenstudents.. Integratingassessmentofinformationcompetenciesinthearchitecturecurriculumina systematicwaycommencedformallyduringfirstsemester20112012.Stepsweretakenin previoussemesters,suchas,preparingstudentmodules,meetingwithfaculty,preparingweb pagesandinstruments,offeringfacultyworkshopsonrubrics,approvinglearningobjectives, amongothers. Duringfirstsemester20112012allprofessorsofferingARQU3121participatedinassigningan essayaspartofcourserequirements.Studentspresentedafirstversionoftheessaypriorto takingtheinformationcompetenciesmodules(pre)andresubmittedafinalversionafter takingthemodules(post).ThemodulesaddressedACRLsfivestandardsasexpressedinthe documentInformationLiteracyCompetencyStandardsforHigherEducation.Themoduleswere madeavailableviatheInternetfromNovember22toDecember17,2011.Moststudentsin the5sectionsofARQU3121participated.Finalessaygradeswereevaluatedwithrespectto expectedoutcomes. Assessmentdatawillbeanalyzedtodeterminestudentsachievementscomparedto establishedcriteria.Onesectionhasalreadyprovidedlearningresultswhichevidencedan improvementinapplyinginformationcompetencies.Analysisofstudentscoresand performanceintakingthemodules,hasbroughtaboutchangestomodulesandinstructions giventostudentsintheprocess. SomeTransformingActionsunderwayorplannedareasfollows: 1. Afocalgroupwillbeconvokedtoanalyzetheprocessandmaterialsusedfromthe perspectiveoffacultyandstudents.
2. TheSchoolDeanhasaskedlibrarypersonneltopreparearesearchseminarcoursefor studentsenteringthearchitecturemastersprogramforsummer2012.Theassociate dean,programcoordinators,andlibrarypersonnelareworkingonthisProject. Informationcompetenciesatthislevelisalearningobjective. 3. TheundergraduatecoordinatorworkingwithfacultyisrevisingtheARQU3121syllabus orofficialcoursecontenttointegratethelearningobjectivesoninformation competenciesanddocumentagreements.Thisshouldbecompletedduringthis secondsemester. 4. Notallstudentswentthroughthemodules,thisfindingwillbeanalyzedtopropose changesifnecessary. 5. InformationcompetenciesarebeingintegratedinARQU6145agraduatecourse.

Appendix 21 Assessment in Freshmen Courses Info Competencies Libraries

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Appendix 21 Assessment in Freshmen Courses Info Competencies Libraries

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Assessment in Freshmen courses informaton

008 007 006

AugustDecember 2010 AugustDecember 2011

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

effectively and efficiently.

Date to Transforming integrate action to be all taken sections of the course

UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS

AugustDecember 2011 (19 sections) 50/ 20

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

new research process.

32/14 004 15/11 005 707/306

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

the course. Instrument: Pre y Pos test to demonstrate search competency

UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS

College: Natural Science Biology Domain of Mission Campus evaluated

Information Literacy: research and creation, effective communication

January-May 2011 (6 Sections) 001 002 003 004 005 006

January-May 2011 (6 Sections) 78 84 70 68 58 59

January-May 2011 August-December 2011

Expected: 65% of the students

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

AugustDecember 2010 AugustDecember 2011

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS

College: Natural Science Biology Domain of Mission Campus evaluated

August December 2011 (3 section)

August December 2011 (3 section)

011 012 013

August December 2011

UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS

College: Natural Science Nutrition Domain of Mission Campus evaluated

Domain of Mission Campus evaluated

Activities to develop and evaluate a competence integrated into the course

Number of students impacted sections to December 2011

Transforming action to be taken

Date to integrate all sections of the course

skills that will allow meeting the expected

UNIVERSIDAD DE PUERTO RICO RECINTO DE RO PIEDRAS

College: Natural Science Nutrition Domain of Mission Campus evaluated

Domain of Mission Campus evaluated