UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING PART I CAMPUS MISSION DOMAINS Academic

c Program or Major: __Comparative Literature_______________________________

Activities and instruments used to collect information (direct or indirect measures) Academic Year: 2011-2012

Campus Mission Domains

Student Learning Objectives

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

Effective Oral Communication

Students will demonstrate effective oral communication in all of their in-class oral presentations, taking into account the following: The student will be able to 1) Communicate effectively, coherently and correctly in Spanish and in English in oral contexts. 2) Formulate and demonstrate hypotheses through textual analysis and effective use of relevant sources in the field, such as professional journals, specialized books, archives, systems and technologies of

Activities: a) Oral Presentation of a Critical Essay (summary and commentary) Instruments: a) Rubric to assess effective oral communication in oral presentations was used to assess student oral communication skills in an oral presentation of a critical essay.

The criteria evaluated, as expressed in the rubric, were the following: 1) Communicate the presentations main argument effectively. 2) Communicate content effectively on a more general level, throughout the presentation. 3) Organize ideas and arguments effectively in the presentation. 4) Utilize various types of materials (audio, visual, etc.) to enhance performance. 5) Capture and hold the

(First semester): Seven students (70%) demonstrated scores of 4 or higher in all criteria tested. Three (30%) received a score of 3 or lower in one or more criteria tested. This is slightly lower than the expected result that 75% or more of the students would receive a score of 4 or higher (in a 6 point rubric) in all criteria. When viewed as overall performance, with a total of 30 points possible (5 criteria, with 6 points maximum in each criterion), five students (50%) received an overall percentage of 75% or higher, and five students (50%) received lower than 75%. Of these five, four demonstrated percentages of 73%, not far from the goal of 75%. Only one student demonstrated a percentage (43%) well below the expected outcome. Conclusion: the actual findings

Transforming Activity #1 As results were slightly lower than expected, we plan to place more emphasis on oral communication in future semesters of LITE 3045, and in the undergraduate courses of Comparative Literature Program more generally. Transforming Activity #2 Rather than assessing student learning in one mid-term oral presentation only, we should also assess student oral communication skills at the end of the semester, to be able to evaluate how the students have improved during the course. Transforming Activity #3 We are working to incorporate technology in student learning in our classes. Along with improving student informational literacy (a

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Campus Mission Domains

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

information. 3) Analyze texts, taking into account technical, formal, historical and thematic aspects.

audiences attention were slightly lower than the expected through quality of voice, outcomes. eye contact, questions, interaction, and/or by See Appendix 4, Table 1 other means. 6) Demonstrate effective and appropriate use of language.

transforming activity proposed in last years assessment report), we are working to integrate audio and visual elements into our classrooms, and in the future will assess student use of technological aids in their oral presentations. Monitoring these transforming activities will be part of our Plan of Assessment in 20132014 (i.e. we will assess oral communication again in 2013-2014). Because results were much better than seen in the previous assessment in 2009-2010, our plan of academic advising seems to be working, overseeing that students take the course on literary theory at the proper time in their academic trajectory. Additionally, the new course in the major LITE 3045, Introduction to Comparative Literature, has introduced students to key concepts in the field at an earlier point in their studies. Thus, students demonstrate better critical thinking skills in the course LITE 3101, Literary Theory, when compared with previous years. Additionally, professors in the department have been transforming the course on literary theory so that it connects more clearly with the study of literature. This transformation emphasizes active student participation in

Critical Thinking

The student will be able to 1) Analyze texts, taking into account technical, formal, historical and thematic aspects. 2) Formulate and demonstrate hypotheses through textual analysis and effective use of relevant sources in the field, such as professional journals, specialized books, archives, systems and technologies of information. 3) Critique texts according to the adaptation and application of relevant

Activities: a) Final Exam/Paper Instruments: a) Rubric to assess critical thinking was used to assess student critical thinking skills in final exam paper.

The criteria to be evaluated, as expressed in the rubric, are the following: 1) Formulate an appropriate hypothesis (the problem, question or main argument to be developed or demonstrated) 2) Contextualize the hypothesis. 3) Make explicit the premises relevant for the analysis. 4) Present, develop and communicate a hypothesis that reflects a

(First semester): Results from 12 students were evaluated. The data is included in this report as Appendix 4, Table 2. Eight students (67%) demonstrated scores of 4 or higher in all criteria tested. Four (33%) received a score of 3 or lower in one or more criteria tested. This is slightly lower than the expected result that 75% or more of the students would receive a score of 4 or higher (in a 6 point rubric) in all criteria. When viewed as overall performance, with a total of 42 points possible (7 criteria, with 6 points maximum in each criterion), five students (42%) received an overall percentage of 75% or higher, and

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Campus Mission Domains

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

theoretical frameworks, above all those that have shaped and defined the field of literary studies and its relationships to other discourses and cultural manifestations. 4) Distinguish literary movements, ranging from Antiquity to Postmodernity, as well as their relationships to other cultural discourses. 5) Present and develop a relevant positioning or perspective, in dialogue with other relevant perspectives in the field. 6) Elaborate conclusions corresponding to the arguments developed and evidence presented in the paper. 7) Communicate effectively, coherently and correctly in Spanish and in English in oral and written contexts. Assessment Coordinator: __Dra. Marian Polhill_________

perspective or positioning in dialogue or debate with other relevant perspectives. 5) Present, analyze and utilize effectively the information/evidence (textual or other). 6) Elaborate conclusions corresponding to the arguments developed and evidence presented in the paper. 7) Communicate effectively, coherently and correctly. 8) Critique texts according to the alteration and application of relevant theoretical frameworks.

seven students (58%) received lower than 75%. Of these seven, four demonstrated percentages of either 71 or 74%, not far from the goal of 75%. Only three students (25%) demonstrated a percentage below 70%, but none showed results below 50%. Conclusion: the actual results were somewhat lower than the expected results. Even though these results were lower than expected, nonetheless, they are much better than the outcome seen the previous time this dominion was assessed in 20092010. At that time, only four of 13 students (31%) demonstrated an 80% competency level in all criteria, whereas two ranged between 50% and 66%, and 7 of the 13 (54%) achieved 36.1% or lower in the criteria for critical thinking.

identifying and evaluating different literary theories, thereby improving critical thinking skills. Transforming Activity #1 Because results were still somewhat lower than expected, we need to continue emphasizing critical thinking skills in classes before the course on literary theory, so that students are prepared for the challenging course. Transforming Activity #2 We should continue emphasizing active student participation in the course on literary theory, developing student higher thinking skills of evaluating, criticizing, and comparing, among others.

We will assess Critical Thinking again in 2013-2014.

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Campus Mission Domains

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

Research and Creation

The student will be able to: 1) Utilize, appropriately and effectively, sources of information, both in print form and on-line (i.e. Library Catalogues, Electronic Databases, etc.) 2) Select relevant information, in terms of both quantity and quality, to develop effectively the topic of research. 3) Formulate and demonstrate hypotheses through textual analysis and effective use of relevant sources in the field, such as professional journals, specialized books, archives, systems and technologies of information. 4) Analyze texts, taking into account technical, formal, historical and thematic aspects. 5) Present and develop a relevant positioning or perspective, in dialogue

Activities: a) Final Research Papers Instruments: a) Rubric to assess research in an analytical research paper was used to assess effective research skills in the final research paper.

The criteria to be evaluated, as expressed in the rubric, are the following: 1) Utilize, appropriately and effectively, sources of information, both in print form and on-line (i.e. Library Catalogues, Electronic Databases, etc.) 2) Select relevant information, in terms of both quantity and quality, to develop effectively the topic of research. 3) Formulate an appropriate hypothesis (the problem, question or main argument to be developed or demonstrated) 4) Contextualize the hypothesis. 5) Make explicit the premises relevant for the analysis. 6) Present, develop and

(Second semester): Results from 10 students were evaluated. The data is included in this report as Appendix 8.

Transforming Activity #1 As results were slightly lower than expected for the criteria tested, we need to develop more thoroughly students ability to formulate In the seven of the eleven criteria hypotheses, specify premises, develop evaluated, six students (60%) conclusions, etc., throughout the students demonstrated scores of 4 or higher in all trajectory in our departments courses. seven criteria tested. This is significantly Because this course was the capstone course of lower than the expected result that 75% or the major, in which students are expected to more of the students would receive a score write their undergraduate thesis, it is important of 4 or higher (in a 6 point rubric) in all that the students be able to demonstrate their criteria. critical thinking and research abilities through this final paper/thesis. When viewed as overall performance, with a total of 42 points possible (7 Transforming Activity #2 criteria, with 6 points maximum in each We must develop and implement a criterion), seven students (70%) received departmental policy of requiring effective use an overall percentage of 75% or higher, of technology and the relevant databases as and three students (30%) received lower part of our courses. This is especially true in than 75%. Conclusion: the actual results the core courses, such as LITE 3045, were slightly lower than the expected Introduction to Comparative Literature; the results. monographic courses at the 4000 level; and most especially in our capstone course at the Analyzing the mean student scores in each 4000 level, in which students are expected to of the seven criteria, the mean was higher write their undergraduate thesis. than 4 in all cases, and the percentage of mean/maximum points was 75% or higher Transforming Activity #3 in all cases. Conclusion: when viewed in We must train and monitor all professors who this way, our goal was met. teach these courses to ensure that they are Date submitted: __August 20, 2012_

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Campus Mission Domains

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

with other relevant perspectives in the field. 6) Elaborate conclusions corresponding to the arguments developed and evidence presented in the paper. 7) Communicate effectively, coherently and correctly in Spanish and in English in oral and written contexts. 8) Utilize correctly the conventional format relevant to the discipline for the documentation of bibliographical sources (i.e. MLA format).

communicate a hypothesis that reflects a perspective or positioning in dialogue or debate with other relevant perspectives. 7) Present, analyze and utilize effectively the information/evidence (textual or other). 8) Elaborate conclusions corresponding to the arguments developed and evidence presented in the paper. 9) Communicate effectively, coherently and correctly. 10) Critique texts according to the alteration and application of relevant theoretical frameworks. 11) Utilize correctly the conventional format relevant to the discipline for the documentation of bibliographical sources (i.e. MLA format).

NOTE: The professor of the course did not require independent research aside from the materials provided by the professor as course content. Therefore, it was not possible to assess four of the eleven criteria in the rubric, which correspond to research skills relating to information literacy and appropriate use of academic format (MLA).

including information literacy as an essential skill to be developed in research activities in our classes. Monitoring these transforming activities will be part of our Plan of Assessment in 20122013 (i.e. we will assess Research and Creation again in 2012-2013).

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Campus Mission Domains

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

Information Literacy

The student will be able to: 1) Utilize, appropriately and effectively, sources of information, both in print form and on-line (i.e. Library Catalogues, Electronic Databases, etc.) 2) Select relevant information, in terms of both quantity and quality, to develop effectively the topic of research. 3) Formulate and demonstrate hypotheses through textual analysis and effective use of relevant sources in the field, such as professional journals, specialized books, archives, systems and technologies of information. 4) Utilize correctly the conventional format relevant to the discipline for the documentation of bibliographical sources (i.e. MLA format).

Activities: a) Final Research Papers Instruments: a) Rubric to assess Information Literacy in research for a research paper was used to assess student information literacy in the final research paper.

The criteria to be evaluated, as expressed in the rubric, are the following: 1) Utilize, appropriately and effectively, sources of information, both in print form and on-line (i.e. Library Catalogues, Electronic Databases, etc.) 2) Select relevant information, in terms of both quantity and quality, to develop effectively the topic of research. 3) Utilize correctly the conventional format relevant to the discipline for the documentation of bibliographical sources (i.e. MLA format).

(Second semester): N/A. We were not able to assess this domain because the professor in the course did not require independent use of the relevant databases and resources aside from those provided by the professor as part of the course. The professor did not require or evaluate adherence to the MLA format.

1) We must develop and implement a departmental policy of requiring effective use of technology and the relevant databases as part of our courses. This is especially true in the core courses, such as LITE 3045, Introduction to Comparative Literature; the monographic courses at the 4000 level; and most especially in our capstone course at the 4000 level, in which students are expected to write their undergraduate thesis. 2) We must train and monitor all professors who teach these courses to ensure that they are including information literacy as an essential skill to be developed in research activities in our classes.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

II. Summary of Assessment carried out: In an additional sheet of paper, briefly describe the assessment activities undertaken, the assessment instruments used, how the instruments were developed, and how was the information collected analyzed. Please include the assessment instruments used. Discuss how the proposed transforming actions will be assessed. Appendices: Include the final version of Part I and II of the Plan of Assessment of Student Learning. If you have developed a table or a graph illustrating the results of the assessment findings, please include it.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

UNIVERSITY OF PUERTO RICO RO PIEDRAS CAMPUS ANNUAL REPORT OF ASSESSMENT OF STUDENT LEARNING PARTE II - KNOWLEDGE, SKILLS, OR ATITUDES OF THE ACADEMIC PROGRAM OR MAJOR Academic Program or Major: ___Comparative Literature____________________________________
Knowledge, Skills or Attitudes of the Academic Program or Major Activities and instruments used to collect information (direct or indirect measures) Academic Year: 2011-2012

Student Learning Objectives

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

Knowledge (and Application of Knowledge) of Literary Periods, Movements, Genres, and Theories

The student will be able to 1) Distinguish literary movements, ranging from Antiquity to Postmodernity, as well as their relationships to other cultural discourses. 2) Recognize theoretical schools that have shaped and defined the field of literary studies and its relationships to other discourses and cultural manifestations. 3) Critique texts according to the adaptation and application of relevant theoretical frameworks, above all those that have shaped and defined the

Activities: a) Exams, discussion type Instruments: a) Rubric to assess knowledge and application of literary periods and movements

The criteria to be evaluated, as expressed in the rubric: 1) Conocer los diferentes contextos histricos en los cuales se desarrollan los movimientos literarios o tericos bajo estudio. 2) Relacionar los movimientos literarios o tericos bajo estudio con otras expresiones culturales de la poca (filosofa, arte, ciencia, msica, religin, entre otros). 3) Comprender las relaciones de continuidad y

(Second semester): Results from 23 students were evaluated. Data was gathered at mid-semester through the midterm exam, and also at the end of the semester, using the information from the final exam. The data is included in this report as Appendix 9A and Appendix 9B. At mid-term, 18 students (78%) demonstrated scores of 4 or higher in all criteria tested. At the end of the semester, 20 students (87%) demonstrated scores of 4 or higher in all criteria tested. Thus, our goal was met. When viewed as overall performance, with a total of 66 points possible (11 criteria, with 6 points maximum in each criterion), only six students (26%)

As evidenced by the fact that our actual data correspond to or exceed the expected outcomes, our students appear to be acquiring the knowledge of literary periods, genres, movements and theories, which is the knowledge specific to the field of Comparative Literature. We will assess this skill again in 2012-2013.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Knowledge, Skills or Attitudes of the Academic Program or Major

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

field of literary studies and its relationships to other discourses and cultural manifestations. 4) Analyze texts, taking into account technical, formal, historical and thematic aspects.

discontinuidad entre un movimiento literario o terico y los de otras pocas. 4) Definir con precisin los conceptos temticos claves de un movimiento literario, cultural o terico. 5) Definir con precisin los discursos retricos, tericos o gneros literarios que son empleados en su objeto de estudio. 6) Identificar a qu movimiento literario, cultural o terico pertenece un texto, ensayo terico o expresin cultural. 7) Identificar los temas tpicos de un movimiento literario, cultural o terico en un objeto de estudio particular. 8) Aplicar conceptos temticos claves de un

received an overall percentage of 75% or higher at mid-term, and seventeen students (74%) received lower than 75%. Of these seventeen, ten demonstrated percentages over 70%, not far from the goal of 75%. At the end of the semester, the results had improved, with thirteen students (57%) receiving an overall percentage of 75% or higher, and twenty students (87%) scoring over 70%. Conclusion: the actual results were close to the expected results.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Knowledge, Skills or Attitudes of the Academic Program or Major

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

movimiento literario, cultural o terico en su anlisis. 9) Aplicar correctamente su conocimiento de discursos retricos, tericos o gneros literarios como parte de su anlisis. 10) Cuestionar, redefinir o ampliar el repertorio temtico de un movimiento literario, cultural o terico a partir de su propio anlisis del objeto bajo estudio. 11) Cuestionar, redefinir o ampliar el repertorio de discursos retricos, tericos o de gneros de un movimiento literario, cultural o terico a partir de su propio anlisis del objeto bajo estudio.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_

Knowledge, Skills or Attitudes of the Academic Program or Major

Student Learning Objectives

Activities and instruments used to collect information (direct or indirect measures)

Evaluation Criteria

Comparison of expected outcomes with the actual findings

Transforming actions to be implemented

II. Summary of Assessment carried out: In an additional sheet of paper, briefly describe the assessment activities undertaken, the assessment instruments used, how the instruments were developed, and how was the information collected analyzed. Please include the assessment instruments used. Discuss how the proposed transforming actions will be assessed. Appendices: Include the final version of Part I and II of the Plan of Assessment of Student Learning. If you have developed a table illustrating the results of the assessment findings, please include it.

Assessment Coordinator: __Dra. Marian Polhill_________

Department Chair: __Dr. Rubn Ros vila________

Date submitted: __August 20, 2012_