Self Study Report 1

Self-Study Report
for Accreditation in Journalism
and Mass Communications
Undergraduate site visit during 2010-2011
October 2010

Submitted to the
Accrediting Council on Education in Journalism and Mass Communications

Name of Institution: University of Puerto Rico ____________________________

Name of Journalism/Mass Communications Unit:

School of Communication ___________________________________________

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

_________________________________________________________________

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

We hereby submit the following report as required by the Accrediting Council on

Education in Journalism and Mass Communications for the purpose of an accreditation
review.

Journalism/mass communications administrator:

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

Title: Director ______________________________________________________

Signature: ________________________________________________________

Administrator to whom journalism/mass communications administrator reports:

Name: Astrid Cubano, Ph.D.__________________________________________

Title: Acting Academic Dean _________________________________________

Signature: ________________________________________________________
 Self Study Report 155

Part II: Standard 9. Assessment of Learning Outcomes

Please attach the unit’s written plan for assessment of student learning outcomes. This
plan must include the dates of its adoption and of implementation of its
components.

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

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

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

School of Communication
1. To prepare professionals in design, planning, and research in Communication,
whose intellectual and ethical assets will contribute to the enrichment and
dissemination of culture.
2. To promote excellence and social responsibility in the communication media by
means of respectful and creative dialogue with media corporations and the
community in general.
3. To be a forum for the discussion of communication-related topics in Puerto Rico
and in an international context.
4. To promote research, publications, and dissemination of the studies and
creative works of students and professors of the School.
5. To continue to develop opportunities for practical experience for students within
media corporations according to their particular areas of study.
6. To make available to the organizational, institutional, and corporate spheres the
School’s communications proposals resulting from study and research.
7. To advise, design, and help other public and private institutions to establish
strategies to solve specific problems in the field of communication.

Information and Journalism

The Bachelor of Arts in Communication with a major in Information and Journalism
is designed for students to:
 Acquire skills in print, television, radio, and Internet journalism while
developing their critical and investigative capacities vis-à-vis the media,
mediations, and new communication and information technologies.
 Receive a broad general education in diverse disciplines, providing them
with a solid academic and cultural foundation.
 Develop, from an ethical point of view, a sense of social responsibility that
should characterize every communications professional.
 Self Study Report 156

Advertising and Public Relations

The Bachelor of Arts in Communication with a major in Advertising and Public
Relations is designed for students to:
 Acquire the knowledge to conduct research, design, planning, and
implementation of integrated communications programs.
 Develop ethical attitudes and actions in the processes of communication
connected to Advertising and Public Relations.
 Develop skills for critical analysis in the use of mass media and the
development of communication strategies.
 Integrate a sense of responsibility and principles of social transformation
from an ethical perspective to their professional roles in the public relations
and advertising fields.

Audiovisual Communication
The Bachelor of Arts in Communication with a major in Audiovisual Communication
is designed for students to:
 Acquire theoretical and practical knowledge and skills in radio, cinema, and
television, as well as in emergent audiovisual technologies.
 Develop their creative and critical abilities, according to the potentials
offered by the various audiovisual media technologies, based on the
concepts of mediation and social transformation.
 Receive a comprehensive trans-disciplinary, general education which
provides a solid academic and cultural grounding.
 Integrate a sense of responsibility, principles of social transformation, and
an ethical perspective to their professional roles in the audiovisual
communication field.

2. Describe the involvement of members of journalism and mass communication

professions in the assessment process.

Currently, involvement by outside professionals in assessment of student learning

occurs through practice courses. As an indirect measure, practice evaluations provide
valuable outside feedback, to both professors and students, about overall learning at
the School. That is, because practice courses encompass all the academic and
professional characteristics that learning objectives synthesize, evaluations by industry
professionals offer perspectives and insights about what and how students learn at the
School, but from the distinct perspective of specific professions.

3. Describe the collection and reporting of data from both direct and indirect
assessment measures and how the unit used its analysis of the data to improve
curriculum, instruction, etc.

Introduction
In order to describe how the unit conducts the collection and reporting of assessment
data, it is important to describe how the School of Communication has been gradually
progressing in its understanding and implementation of an assessment infrastructure.
The School of Communication formally began preparing for the systematic assessment
of student learning in 2005, when the Río Piedras Campus began its accreditation
 Self Study Report 157

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

The assessment of student learning began its formal implementation through the
creation and approval, in 2006 (under the Certification of the Academic Senate Núm.
81, 2006-07) of the curricular revisions to our three baccalaureate programs. In this
major revision, all three programs were aligned with the curricular revision plan of the
Río Piedras campus through revisions to its mission, vision, learning objectives, and
course contents.

These assessment initiatives and actions were guided and supported by the Campus’s
Office of Student Learning Assessment. This office is responsible for ensuring that
assessment of student learning is implemented campus-wide and that assessment
efforts are effective and in tune with institutional goals and objectives. Since 2007, the
School of Communication has been rendering annual reports regarding the progress of
its student learning assessment initiatives and receives feedback and
recommendations directed at the improvement of the quality and effectiveness of our
programs.

Currently, Program Coordinators, in meetings with area faculty, determine the

assessment activities of the semester at the beginning of each term (for instance,
specific courses to be assessed). They facilitate instruments, measures, and feedback
to faculty regarding the collection of data and report preparation. At the end of the
semester, faculty members who are conducting assessment submit individual reports
in which they document the method of assessment, data collected, general
interpretations of data, and possible avenues of action resulting from findings.
Program Coordinators then analyze and collect data into a larger assessment report
that is submitted to the Associate Director, who assembles the data collected and his
observations into an annual, comprehensive report. Lines of action are discussed
among area faculty and the Associate Director and are implemented in the following
semester, when possible or relevant.

Academic year 2007-08

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

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

our programs were advised to integrate two key institutional learning objectives, “Social
responsibility” and “Critical skills.” Additionally, it was advised that efforts toward the
creation of a more specific assessment plan were implemented, which resulted in a
series of meetings with the School’s administration for clarifying certain parameters that
had to govern the assessment plan. These meetings also resulted in a resolution to
align the assessment instrument for the capstone course to ACEJMCs values and
competencies. Meetings also resulted in the inclusion of the capstone course as an
instance of assessment.
 Self Study Report 158

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

Academic year 2008-09

Assessment efforts for the 2008-09 academic year substantially increased in
robustness and methodology. To begin with, efforts were directed toward the
compatibility and alignment of the mission and goals of both the School and its three
majors with the values and competencies promoted by ACEJMC. Thus, each program
revised their particular mission, vision, goals, and learning objectives, and aligned them
with ACEJMC expectations. In addition, each program correlated specific courses with
relevant learning-objective competencies and measures of assessment.

Another important action consisted in addressing the writing deficiencies identified

through the diagnostic test administered in July of 2007 and August of 2008. First,
program coordinators for the Public Relations and Audiovisual Communication majors
contacted students who performed poorly and directed them to specific campus
support programs designed to help them with writing skills. Second, in the spring
semester of 2008-09, the School integrated into its offerings two sections of the Media
Writing and Style (INFP 4205) seminar in order to foster improvement in this area.

Discussion of assessment reports between Program Coordinators and the Associate

Director revealed that an important number of regular professors employed
assessment measures in their courses (such as rubrics for evaluating specific skills or
objectives), but that these efforts were individualized and not systematic. Thus, the
need to standardize assessment instruments was recognized and Program
Coordinators began to take actions toward the generalization of measures.

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

Program Course Objective assessed Instrument or

measure
COMA COMA 4315 – 7. Apply basic communication Screen play
Screenplay research methods from an ethical evaluation
writing and critical perspective.
REPU REPU 4018 – 1. Understand the theoretical, Research paper
Intro. to public research, and practical
relations considerations related to human
communication and media which
influence the practice of his or her
profession.
REPU REPU 4069 – 3. Comprehend the development, Advertising plan
Intro. to creation, and production processes
advertising of advertisements for various
traditional and nontraditional media.
REPU REPU 4155 - 3. Comprehend the development, Media plan
Media creation, and production processes
planning of advertisements for various
traditional and nontraditional media.
REPU REPU 4157 – 3. Comprehend the development, New client
Planning and creation, and production processes presentation
 Self Study Report 159

Program Course Objective assessed Instrument or

measure
production in of advertisements for various
advertising traditional and nontraditional media.
INFP INFP 4109 – General assessment of all INFP Practice course report
Journalism objectives and evaluations
practice
course
INFP ESIN 4077 – 6. Generate knowledge and analyze Research paper
Intro. information through various basic evaluation through
scientific research methods. rubric
research in
comm.
INFP INFP 4205 – 1. Be informed about the new Short essay
Comm. theoretical trends and practices in
seminar communication, particularly in the
areas of information and journalism.
2. Acquire a broad and
comprehensive understanding of the
historical, economic, technical,
artistic, and professional
development of communication
media in general and of the press in
particular, in Puerto Rico and abroad.
Source: Annual Assessment Report, 2008-09

Academic year 2009-10

During the fall semester of 2009-10, all three majors continued systematic assessment
exercises and data collection. In addition, all programs processed and evaluated data
for the previous year. Coordinators then discussed findings with area faculty members
and evaluated possible actions stemming from assessment findings. It should be
noted that assessment efforts for the spring semester of 2009-10 were hampered by
the student strike, which resulted in the halting of the Campus’s academic operations
for more than three months.

Journalism (INFP) – Fall 09-10

Course Objective assessed Instrument or
measure
COPU 4148 – Writing for 7. Master the basic principles of Texts for radio and for
the media writing for different formats and styles, television
taking into consideration the
particularities of media used and the
different tasks of the journalism
profession.

INFP 4001 – Journalistic
writing I
7. Master the basic principles of Two in-class news
writing for different formats and styles, reports of current
taking into consideration the events through rubric
particularities of media used and the
different tasks of the journalism
profession.

INFP 4002 – Journalistic 7. Master the basic principles of Opinion text

writing II writing for different formats and styles,
 Self Study Report 160

Course Objective assessed Instrument or

measure
taking into consideration the
particularities of media used and the
different tasks of the journalism
profession.

INFP 4059 – Electronic 7. Master the basic principles of Two in-class news
journalism writing for different formats and styles, reports for the internet
taking into consideration the through rubric
particularities of media used and the
different tasks of the journalism
profession.

INFP 4109 – Supervised Overall objectives Supervisor evaluations

practice in journalism

Advertising and Public Relations (REPU) – Spring 09-10

Course Objective assessed Instrument or
measure
REPU 4018 – Introduction 8. Have competency in basic Basic public relations
to advertising and public language and writing skills and the campaign
relations formats and styles of various media.

REPU 4166 – Advertising 5. Recognize the communication Advertising campaign

campaigns processes that are directed to, and
generate from, audiences as well as
their organization and socio-cultural
implications.

REPU 4165 – Public 5. Recognize the communication Case study analysis

relations campaigns processes that are directed to, and
generate from, audiences as well as
their organization and socio-cultural
implications.

REPU 4155 – Media 3. Comprehend the development, Media plan

planning creation, and production processes of
advertisements for various traditional
and nontraditional media

Audiovisual Communication (COMA) – Fall 09-10

Course Objective assessed Instrument or
measure
COMA 4315 – Screenplay 7. Apply basic communication Screen play evaluation
writing research methods from an ethical and through rubric
critical perspective.
Source: Program Assessment Reports, 2009-10

Actions
The analysis of assessment of student learning data is part of the larger assessment
mechanism at the School and aims at the improvement not only of student learning but
also the assessment of student learning proper (which would eventually result in more
 Self Study Report 161

effective learning). The following table describes important actions taken, or lines of
action proposed, resulting from assessment:

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

2008-09
Program Analysis Line of action or action taken
COMA Results from capstone course Curricular revision of the
assessment reveals deficiencies in program in order to emphasize
audiovisual content. production competencies and
new technologies (in progress,
continuous).
INFP Results from writing diagnostic tests Revision of INFP 4001, News
and assessment of journalism writing writing I and INFP 4002, News
competencies reveal deficiencies in writing II to boost journalistic
writing. techniques and writing
(completed).
INFP Weak emphasis on multi-media Revision of INFP 4001, News
journalism writing I and INFP 4002, News
writing II to incorporate sound
and photography and video and
web design, respectively (fall
2009 to spring 2010 ).
INFP Weak emphasis on journalistic writing Emphasis on electronic writing
for digital media in COPU 4148, Writing for the
media.
REPU Meta-assessment of student learning: Incorporate, directly or
stronger emphasis on research, indirectly, these areas in all
writing, and ethics. REPU courses.
COPU Various observations from the  Revise rubric to
(Core) assessment of the capstone course accommodate for
(all three coordinators). program core
competencies
 Better communicate
expectations to students
 Incorporate external
evaluators

Source: Program Assessment Reports, 2009-10

The assessment plan of the School of Communication finalizes in the spring semester
of 2011. After this, annual assessment reports from all programs will be collected and
analyzed by an Assessment Committee. Determinations about the strengths and
weaknesses of the plan, as well as findings about student learning, will be discussed
and translated into concrete actions to follow. A revised Plan for the Assessment of
Student Learning will be voted upon and introduced in the fall of academic year 2011-
12.
 Self Study Report 162

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

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

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

 Plena en la Plaza Festival, Special recognition: Alborada

 Distinguished Radio Journalist Recognition: Zuleika Andújar, News

Department, Radio Universidad

2008-09
 San Sebastián Award: Alborada, for its celebration of Puerto Rican music.

 Overseas Press Club Award: Rafael Josué Vega Arts, in the category of
Culture, and Entertainment, for the show Piedra, Papel y Tijera, Radio
Universidad

2007-08
 Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo in
the category of Human Interest Interview , for the show Piedra, Papel
y Tijera, Radio Universidad

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

 Overseas Press Club Award: Ileana Fuentes, in the category of

International Human Interest, for her work about frontier integration
between Haiti and the Dominican Republic

 ASPRO Award: Roberto Morales Cabán, for his investigative work on

the looting of archeological sites.

 4th International Journalism Award, Honorable Mention: Pedro Reina,

for the series Melodía sobre la arena, about Pablo Casals

 Overseas Press Club finalist: Natalia Ramos, Human Interest

Interview
 Self Study Report 163

2006-07
 Emmy Award, Suncoast Chapter, Nomination: Domingo García episode,
Prohibido Olvidar

 Emmy Award, Suncoast Chapter, Nomination: Bobby Capó episode,

Prohibido Olvidar

 Emmy Award, Suncoast Chapter, Nomination: Tito Rodríguez episode,

Prohibido Olvidar

 Overseas Press Club Award: Mario Roche, Radio Universidad

 Overseas Press Club Award: Roberto Morales Cabán, Radio Universidad

5. Discuss awards won by the unit’s students in local, regional or national competitions
in the past six years. If campus media operations are not under unit control, please
list only awards won by the unit’s majors.

Students of the School of Communication have consistently proven themselves to be of

the best caliber. While our students are constantly engaged with production activities
from their coursework and organizations, we are aware that the list provided here does
not encompass the totality of awards and recognitions that students have achieved in
the past six years. After this analysis, it has become evident to us that better
mechanisms to gather this type of information about students is imperative. The Office
of Student Affairs, as well as the School’s Direction, have welcomed the task of putting
in place such mechanisms.

2010-2011
 First Place, Show Your Environmental Footprint (competition), National
Association of Hispanic Journalists, UPR Chapter: Griselle M. Calderón
Morales, in the Investigative Journalism category

 First Place, Show Your Environmental Footprint (competition), National

Association of Hispanic Journalists, UPR Chapter: Tamara López Marcano,
in the Photography category

 Second Place, Show Your Environmental Footprint (competition), National

Association of Hispanic Journalists, UPR Chapter: Nathalia Vega Marzán, in
the Video-report category

 Honorable Mention, Show Your Environmental Footprint (competition),

National Association of Hispanic Journalists, UPR Chapter: Grinoshka Bou
Vázquez, in the Photography category

2009-10
 Puerto Rico Short Film Fest, Official Selection: Volver a Sentir by Raisa
Bonnet
 Self Study Report 164

2008-09
 Overseas Press Club Award: Rafael Josué Vega Arts, in the category of
Culture, and Entertainment, for the show Piedra, Papel y Tijera, Radio
Universidad

2007-08
 Overseas Press Club Award: Ana Teresa Toro and Pablo Arroyo in
the category Human Interest Interview, for the show Piedra, Papel y
Tijera, Radio Universidad

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

 Overseas Press Club Award: Ileana Fuentes, in the International

Human Interest category, for her work about frontier integration
between Haiti and the Dominican Republic

 Overseas Press Club finalist: Natalia Ramos, in the Human Interest

Interview category

2006-07
 Best Fiction Short, APPACS [Puerto Rican Association of Social
Communicacion Academic Programs]: May 29 by Jessenia Cotto and
Carlos Ramírez Esquilín

 Honorable Mention, Certamen de la Creación Audiovisual Universitaria:

Que hablen los tambores by Patricia Rivera, Laura López, Jessenia Cotto,
and Carlos Ramírez Esquilín

 Best Short Film, National Association of Latino Independent Producers: May

29 by Jessenia Cotto and Carlos Ramírez Esquilín

 Competitive selection, Women Voices, short film series: screenplay by

Lynnie Feliciano

 Competitive selection, Women Voices, short film series: screenplay by

Juliannette Reyes Torres

6. Give the total number of graduates from the unit since the institution first offered a
professional program. List by specialty each member of the graduating class of three
years ago and those graduates’ current jobs. If practical, please give a total number
of “unknowns” rather than including them in the list.

The total number of graduates since the School of Communication began offering its
BA program is summarized, by graduating class, below:
 Self Study Report 165

Graduating class Total number of graduates

Class of 1978-79 12
Class of 1979-80 32
Class of 1980-81 51
Class of 1981-82 53
Class of 1982-83 57
Class of 1983-84 74
Class of 1984-85 69
Class of 1985-86 86
Class of 1986-87 116
Class of 1987-88 104
Class of 1988-89 106
Class of 1989-90 97
Class of 1990-91 115
Class of 1991-92 84
Class of 1992-93 112
Class of 1993-94 120
Class of 1994-95 185
Class of 1995-96 106
Class of 1996-97 94
Class of 1997-98 100
Class of 1998-99 129
Class of 1999-00 137
Class of 2000-01 138
Class of 2001-02 149
Class of 2002-03 139
Class of 2003-04 165
Class of 2004-05 164
Class of 2005-06 176
Class of 2006-07 139
Class of 2007-08 139
Class of 2008-09 133
Class of 2009-10 124
TOTAL 3,505
 Self Study Report 166

School of Communication
Class of 2008-2007
Alumni Information
Unknowns = 123

Last name First Title Employer Major

Name
1. Aponte Ortiz Joel Intern- Production and Barefoot Company COMA
Edition
2. Aponte Elizabeth Media monitoring Publimedia REPU
Rivera
3. Couvertier Ivonne M. Media monitoring De La Cruz & INFP
Férnandez Asociados
4. Cuadrado José Broadcaster, Radio Clamor COMA
Cuadrado announcer (Radio
presenter,
commentator)
5. Díaz José Audiovisual technician Centro Estudios COMA
Vázquez Multidisciplinarios-
CEM
6. Jiménez Arnaldo Law Student University of Puerto REPU
González Rico, Río Piedras
7. López Alicea Keila L. Reporter El Nuevo Día INFP
8. Maldonado Lyraida Photographer Freelance COMA
Caraballo
9. Pagán Altieri María I. Program editor Canal 13- Teleoro INFP
10. Peréz Zayas Ian Second Bachellor UPR Río Piedras INFP
Degree in Education
11. Rivera Colón Evette Grad Student, Manhattan, New York INFP
International Relations
12. Rivera Alejandra Grad Student, University of Puerto INFP
Rodríguez Hispanic Studies Rico- Río Piedras
13. Rivera José E. Audiovisual production Freelance COMA
Rivera (Slowmotion) and fine
arts sculptor
14. Vega Janelyn Reporter Radio Universidad, INFP
Medina University of Puerto
Rico
15. Medina Xavier Photographer, Savannah School of COMA
Rodríguez Filmmaking student Art and Design
16. Meléndez Gisela Restaurant Unknown REPU
Colón Management

7. List graduates who have established distinguished careers in journalism and mass
communications.
Name
1. Adria Cruz
2. Aiola Virella
3. Alana Álvarez
4. Andrés Claudio
5. Anibal Quiñones
6. Ariel Crespo
7. Arnaldo Canales
8. Carmen Cedré
9. Celimar Adamés
Casalduc
10. Daisy Sánchez
11. Daniel Rivera Vargas
12. Doris Torres
13. Eduardo La Madrid
14. Edward Zayas
15. Eliud Juarbe
16. Elwood Cruz
17. Enrique Renta
18. Idia Martínez
19. Iran Martínez
20. Isamari Castrodad
Self Study Report 167
Position
Editor, Primera Hora, Puerto Rico
Executive Director, El Vocero
Reporter, El Vocero, Puerto Rico
President of Grey Puerto Rico
Interactive Creative Director / Senior Copywriter,
EJE Sociedad Publicitaria
CNN Bureau Chief, Mexico
Manager, Casa Publicitaria
General Manager, Draftfcb; President, Puerto Rico
Advertising Agencies Association
Anchorwoman, Televicentro de Puerto Rico
Anchorwoman, Telenoticias, Telemundo
Journalist, El Nuevo Día de Puerto Rico
Reporter, Canal 7
Public Relations, Interamerican University
Press Officer, Director of Communications, Office of
the Governor, Puerto Rico
Public Relations, Asociación de Empleados del ELA
(AEELA)
TV Reporter, Univision, Puerto Rico
Accomplished artist, Creative, EJE Sociedad
Publicitaria
President, Asociación de Relacionistas
Profesionales de Puerto Rico (Puerto Rico Public
Relations Professionals Association)
Sports Director, El Nuevo Día
Vice President of Marketing, Pueblo; TV Producer;
Talk Show Host
 Self Study Report 168

Name Position
21. Ivonne Solla Chief Anchorwoman, Telemundo, Puerto Rico

22. Joan Maldonado Escenario Section Director, El Nuevo Día

23. Joanisabel González Business Section Journalist, El Nuevo Día

24. Joe Bonilla President/Founder, The Crossover Agency

25. Jorge Gelpí Weather Reporter, Noticentro al Amanecer, WAPA

TV
26. José Delgado Correspondent, Washington, El Nuevo Día

27. Juan Férnandez Film Director and Critic, France

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

29. Layza Torres TV Reporter, Univisión

30. Lourdes del Río CNN, Atlanta

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

32. Madeline Ramírez Public Relations, APR

33. Maité Ribas Director of Supplement Publications, El Nuevo Día

de Puerto Rico
34. María de Lourdes General Manager, Channel 24, Puerto Rico
Gónzalez Buitrago

35. Maribel Mélendez Chief of Information, Radio Isla 1320

Fontán
36. Marie Custodio Reporter, El Nuevo Día

37. Mariliana Torres TV Reporter, Univision Puerto Rico

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

39. Mayra Acevedo Reporter, WIPR TV

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

41. Nelson Gabriel Berríos Associate Editor, Primera Hora

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

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

 Self Study Report 169

Name Position
44. Rafael Ayala Dean of the Communication Department, University
of Panamá
45. Rafael Vega Curry Assistant to the Sunday Editor, El Nuevo Día de
Puerto Rico
46. Randy Nieves Senior Editor and Reporter, Agence France Presse

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

48. Rosa Julia Parilla Chief of Information Canal 6

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

50. Sandra Torres Director, Bill’s Kitchen

51. Sarita Justicia Crime Reporter, Primera Hora

52. Sonia Fernández General producer, WIPR TV

53. Tania Suárez Public Relations Manager, Caribbean Restaurants

LLC
54. Tony Mojena Chief Producer, Telemundo

55. Vivian Dávila Vice President, Asociación de Relacionistas

Profesionales de Puerto Rico (Puerto Rico Public
Relations Professionals Association)
56. Yanira Hernández First Vice President, Asociación de Periodistas de
Puerto Rico (Journalists Association Of Puerto
Rico); Reporter, El Nuevo Día
57. Yolanda Vélez Arcelay Analyst and Reporter, Radio Isla 1320, Puerto Rico

58. Zenaida Ramos Reporter, El Vocero, Puerto Rico

59. Luis Torres Negrón Digital Desk Primera Hora

60. Luis García Associate Creative Director, draftfcb

61. Omar Marrero Sports Editor, Primera Hora

62. Nancy Piñero Attorney; Communications consultant

63. Noelia Quintero Director, Cáscara Lab Media Project ; Director,

Producer
64. Dayani Centeno Communications Consultant
 Self Study Report 170

8. Describe the program used to track graduates to assess their experience in the
professions and to improve curriculum and instruction. Discuss measures used to
determine graduates’ satisfaction with the educational experiences provided by the
unit. Describe maintenance of records of alumni employment histories and other
alumni records.

As discussed in Standard 6, response 6.11, one important evaluation mechanism that

the School has for improving curriculum and instruction through graduate feedback is
the exit interview conducted by the Campus’s Office of Academic Planning. In general,
this study measures the academic experience of our students.

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

Nonetheless, mechanisms for connecting with alumni and receiving feedback from their
academic experience, which is currently informed by their current professional
experiences, are currently underway. The School’s Alumni Office has created various
mechanisms, such as social media presence, for networking with alumni, and has been
able to significantly update alumni contact information (refer to Standard 6, responses
6.9 and 6.10).
In addition, it has concluded an alumni study whose main objective is to identify better
ways for connecting with alumni and get them involved in School activities. A
secondary objective of this study is to determine whether the graduates’ profile for the
School is congruent with alumni’s current professional life. The study consisted on
interviews and surveys conducted during the fall semester of the 2009-2010 academic
year. Results are expected by the fall semester of the 2010-2011 academic year.
The Alumni Office is also responsible for gathering information about alumni and
keeping a record of this information. This office has been able to create a database of
2,978 alumni and, in many cases, it keeps record of data such as postal address, e-
mail, major, student number, current job, professional achievements, and year of
graduation. With its limited resources, the office works toward further populating its
master list with information and create a stronger bond with alumni.