Requisitos PAB

GRADUATE SCHOOL OF PLANNING

UNIVERSITY OF PUERTO RICO

Rio Piedras Campus

Planning Accreditation Board

PUBLIC INFORMATION REQUIREMENTS

Updated December 2018

The Planning Accreditation Board requires Planning Schools to provide Program information regarding:

  • Overall Student Achievement
  • The Average Annual Cost of Tuition for Regular Full-Time Students
  • Student Retention and Graduation Rates
  • AICP Exam Passing Rate 2013 to 2018
  • Employment Rate

 NAME OF DEGREE PROGRAM:

 Master in Planning

 GOALS OF THE MASTER OF PLANNING PROGRAM:

 Period of 2010 to 2018

  1. The Planning program is focused on theoretical learning, social engagement, and application of state-of-the-art qualitative and quantitative techniques of analysis, synthesis, and prognosis. Techniques that professional planners use in connection with the design of plans, programs and projects related to environmental, urban, social and economic problems and issues, affecting Puerto Rico’s society as an integral part of the Caribbean archipelago.
  1. To develop planning as a discipline and a profession by updating the teaching of knowledge, skills and attitudes in relation to theoretical, methodological and institutional aspects and on the content of plans, policies, programs and instruments resulting from the practice.
  1. To advance the knowledge of planning theory and practice in order to address objectives and social and planning problems of Puerto Rico and Latin America through systematic research on the part of professors and students.

Learning Objectives

 Within the context of the above goals, the RPS’s Long-Term OBJECTIVES are to provide a learning experience for the student to develop the following:

  1. A high level of ethical conduct regarding the citizens’ rights to be informed and to participate effectively in plans, programs and projects that affect them and their natural and social and cultural environment.
  1. A multi-disciplinary capacity to analyze economic, social, urban and environmental factors blocking the improvement of PR society and its natural and built environments and to recognize the features most relevant to planned interventions and improvements.
  1. A lifetime commitment to formulate innovative, creative and feasible solutions in the form of plans, programs and projects; to foresee their consequences and to evaluate their results in search of continuous improvements.
  1. A lifetime commitment to improve his/her theoretical abilities, practical techniques and communicative, oral, written and graphic skills, by frequently reading professional books and journals and attending related courses.

Overall Student Achievement

 Learning assessment of graduating students:

This assessment of learning  is executed with a 70 items rubric which covers the relevant competencies of these three domains: Research, Planning and Communication skills. Its mastery is measured with these items and assigns an ordinal value in a scale of 0 to 2 points. These points correspond, in the same order, to unmet, partially met and met criteria.

Measures of assessment rubrics of learning objectives on research, critical planning, and communication skills applied to planning project by graduating students

  • Research skills consist to identify, define, and frame a research questions; design and implement a research method to validate, measure and analyze the problem; based on findings identify and/or design actionable solutions to the problem.
  • Communicative skills to effectively present his/her ideas and work in written, verbal, graphic and visual modes.
  • Planning methodologies cover the whole integrated planning process consisting in the design of a plan or intervention, objectives, strategies, resources, outcomes and evaluation.

 Rubric assessment results for the academic year 2017 to 2018

 SCALE:

 UNSATISFACTORY: BELOW 70% OF ITEMS

SATISFACTORY: 70 TO 84% OF ITEMS

EXCELLENT: ABOVE 85% of ITEMS

 

 

August 2017 to August 2018

   75 % of  8  students had satisfactory, and 67%  excellent research skills.
   100% had satisfactory, and 80% excellent critical planning skills.
   100% had satisfactory  and 77%  excellent communication skills.

 

  • The program was included in the Noteworthy Practices Document of the PAB for its student assessment practices (2017).

Impact on local and U.S.A. federal policy.

  • Our graduates and faculty are part of local and federal policy-making.

Employed as planners in local and federal agencies as well as private and community        organizations,  among them FEMA, Enterprise Community, Rand Corporation, Foundation for Puerto Rico, municipalities among others.

  • In the past year (2018 ) GSP graduates comprise the core planning staff of FEMA-Disaster Recovery programs
  • During the period of 2012 to 2016 graduates served as Secretary of the Departments of Labor and of Environmental and Natural Resources   and advisors of  different legislators.
  • One of our graduates received the internationally prestigious Goldman Award 2016  for outstanding environmental policy impact and activism.
  • In 2018 a graduate was appointed Director of EPA Caribbean Region.

Assessment by employers

In the year 2015, focus groups with employers of city government and community based organizations shared their assessments of employability and performance of program graduates as well as student interns.  According to participants, our students and graduates have a high sense of social responsibility and professional ethics; are able to effectively work in interdisciplinary teams; and can design and implement adequate methods and techniques to problems at hand.

Other recognitions of the student’s achievements during the years 2012 to 2018:

 Follow-up Ph. D. Studies

 In the past 6 years (2012 to 2018):

  • Three graduates have been admitted to Ph.D. programs in planning in the universities in the USA, (Southern California, Florida State University and University of Illinois).
  • One graduate has enrolled in 2016 in a Ph.D. program of Community and Regional Planning at the University of Texas in Austin.
  • One graduate of 2016 has been admitted to Ph.D.in Environmental Studies in the University of Vermont.
  • Six other graduates are pursuing Ph.D. in Environmental Sciences at the University of Puerto Rico, sponsored by IGERT program of the NSF

Three others in Ph.D. programs in the UPR Río Piedras Campus:

  • Social Policy
  • History
  • Education

TUITION AND FEES

 The Average Annual Cost of Tuition and Fees for Regular Graduate Full-Time Students: Academic Year 2018-2019.

 

2018-2019

Academic Year

Tuition Fees Total
US Citizens and residents in PR $ 4,200.00 $342.00 $4,542.00
US Stateside $8,400.00 $342.00 $8,742.00
Foreign students $12,600.00 $342.00 $12,942.00

 

 

 

Student retention rate

Percentage of students who began studies in fall 2017 and continued into fall 2018 75%
Student Graduation Rate
Percentage of students graduating within 4 years, entering class of 2014 (15)            27%

 

Student Retention and Graduation Rates:

Years 2009 to 2016

Academic Year Number Enrolled

In

First Year

Retention Rate

(enrolled in following year)

 

Graduated within 4 years or less Graduation Rate  in 4 years or less.
2011-2012 18 78% 5 28%
2012-2013 27 52% 9 33%
2013-2014- 22 91% 11 *50%
 2014-2015 15 60% *4 *27%
 2015-2016 19 74% n/a n/a
 2016-2017 23 24% n/a n/a
 2017-2018 16 75%
 2018-2019 18

*Less than 4 years

 

Number of Master in Planning degrees awarded:

Academic year        Number of graduates

2017-2018___________________  9

 

 AICP Certification
Percentage of master’s graduates taking the AICP exam within 5 years who pass, graduating class of 2013

No graduate took the exam.

No students graduated in 2013 took the AICP Exam in the years 2015 to 2018.

Professional planner license exam in Puerto Rico:  

Percentage of master’s graduates taking the License exam in Puerto Rico exam within 5 years who pass, graduating class of 2013…………………………………………………………………75%

 Employment Percent
Percentage of fulltime graduates obtaining professional planning, planning-related or other positions within 12 months of graduation, graduating class of 2017 90%

Mentorship/Advising Program

To support students’ progress and achievement since the year 2013 the Program has a Mentorship program for all students beginning in their first year in the graduate program.  They are assigned formally to a professor that will provide individual advising and mentorship.  A yearly survey will provide information on the students’ progress, developing interests and needs that can be attended by the academic mentor or be referred to another professor.