University of Puerto Rico at Utuado Self-Study Accreditation Process


The Self-study “demonstrates an institution’s commitment to continuous improvement and is used to strengthen and sustain the institution.” (MSCHE Website)

The University of Puerto Rico at Utuado will undergo the self-study process in preparation for the accreditation review by the Middle States Commission on Higher Education (MSCHE). The process allows the institution to reflect on what it does and ensures the regular assessment of the effectiveness of its work. As part of this process, the institution engages in an analysis of the priorities that it has identified in order to continue serving its students and the community.


Institutional Priorities of the University of Puerto Rico at Utuado


  1. Strengthening of Academic Programs. The institution will promote educational innovation by renewing its academic offerings integrating new learning competencies, such as entrepreneurship, self-management, community service, and research.
  2. Increase Student Enrollment. The UPR-Utuado seeks to increase its enrollment by focusing on two main strategies, increasing recruitment and improving retention.
  3. Developing and Offering of Distance Education Programs. With the developing and offering of distance education programs the institution will provide dynamic educational experiences to afford students opportunities for personal and professional enrichment.
  4. New Sources of Income through Research Development and Philanthropy. The University will promote sustainable development in all its services and programs through the search for external resources to meet current needs and serve as a model to serve future needs.

The Working Groups at UPR-Utuado will contribute to the self-study report and evidence inventory to ensure reaffirmation of accreditation by the Middle States Commission on Higher Education.

The Steering Committee will provide leadership and will offer direct oversight while working together with the members of each working group in the development of the  working group report.


 Steering Committee Members:

Dr. Aneidys B. Rodríguez-Santiago, Chair; Standard III Coordinator
MSCHE Accreditation Liaison Officer

Dr. Javier Lugo-Pérez, Co-chair; Standard VI Coordinator
Director of Planning & Institutional Research Office

Prof. Catalina Soto-Mercado, Standard I Coordinator
Director of the Learning Resource Center

Prof. Carlos Semidei-Delgado, Standard II Coordinator
Professor, Department of Agricultural Technology

Dr. Gloria Marín-Cruz, Standard IV Coordinator
Associate Professor, Department of Office Systems

Dr. Mariela Cordero-González, Standard V Coordinator
Professor, Department of Education

Dr. Eneida Rodríguez-Rossy, Standard VII Coordinator
Professor, Department of Business Administration

Mr. Luis Toro Rodríguez, President Student Council

Miss Nadia Dorado Sánchez, Student BA Sustainable Agriculture 

Miss Marbella Mercado Torres, Student Bachelor of Sciences and Arts  

Miss Linnette Rodríguez Rosales, Student BA Elementary Education 


Standards Description and Working Group Members

Standard I: Mission and Goals

The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission.


Working Group Members:

Dr. Catalina Soto Mercado, Coordinator
Director of the Learning Resource Center

 Dr. Olgaly Ramos Rodríguez
Professor, Department of Agricultural Technology

 Dr. Deyka Otero Lugo
Director of the Department of Languages and Humanities
Director of the Department of Education and Social Sciences

 Mrs. Noemí Rodríguez Valentín
Administrative Assistant, Deanship of Academic Affairs

Standard II: Ethics and Integrity

Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. in all activities, whether internal or external, an institution must be faithful to its mission, honor its contracts and commitments, adhere to its policies, and represent itself truthfully.

Prof. Carlos Semidei Delgado, Coordinator

Mrs. Maria Elena Alfonzo Zamot
Analyst, Human Resources Office

Standard III: Design and Delivery of the Student Learning Experience

An institution provides students with learning experiences that are characterized by rigor and coherence at all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations.


Dr. Aneidys B. Rodríguez Santiago, Coordinator
ALO; Institutional Researcher

 Dr. Carlos Rodríguez Sallaberry
Professor, Department of Natural Sciences

 Dr. Debra González Hernández
Associate Professor, Department of Office Systems

 Dr. Vilmarí López Ramos
Associate Professor, Department of Natural Sciences

Standard IV: Support of the Student Experience

Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.


Dr. Gloria Marín Cruz, Coordinator
Associate Professor, Department of Office Systems

Prof. Nathalie González Torres
Librarian, Learning Resource Center

Dr. Irma McCadney Santos

Mrs. Ivelisse Rivera Rodríguez
Administrative Assistant, Deanship of Academic Affairs

Standard V: Educational Effectiveness Assessment

Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.


Dr. Mariela Cordero González, Coordinator
Professor, Department of Education

 Dr. Frank Rivas Márquez
Director, Department of Business Administration and Office Systems

 Prof. Luis Díaz García
Director, Departments of Agricultural Technology and Natural Sciences

Dr. Limary Ruiz-Aponte
Director Departments of Languages and Humanities, and Education and Social Sciences

Standard VI: Planning, Resources, and Institutional Improvement

The institution’s planning processes, resources, and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges.

Dr. Javier Lugo Pérez, Coordinator
Director, Planning and Institutional Research Office
Professor, Department of Natural Sciences

Mrs. Carmen Matos Marín,

Mrs. Diana de Jesús Campos
Director, Budget Office

Mr. Anderson Montero-Rivera
Director, Finance Office

Standard VII: Governance, Leadership, and Administration

The institution is governed and administered in a manner that allows it to realize its stated mission and goals in a way that effectively benefits the institution, its students, and the other constituencies it serves. Even when supported by or affiliated with governmental, corporate, religious, educational system, or other unaccredited organizations, the institution has education as its primary purpose, and it operates as an academic institution with appropriate autonomy.

Dr. Eneida Rodríguez Rossy, Coordinator
Professor, Department of Business Administration

Prof. Gelsy Colón Quiñones
Professor, Department of Office Systems

Prof. Eladio González Fuentes
Professor, Department of Agricultural Technology

Mrs. Teresita Mattei Figueroa
Administrative Assistant, Deanship of Academic Affairs

During the Spring of 2020, the Working Groups and the Steering Committee Members developed the self-study design. This is a document that serves as a guide for the self-study process, enabling the steering committee members and the working groups to organize tasks.

In addition, the self-study design outlines the institution’s intended outcomes of the process, the approach of the self-study document, the organization of the steering committee and working groups, the communication plan, and the evidence inventory as the structure that will facilitate the organization, use and access to evidence.

The self-study design document was approved by the MSCHE staff liaison on June 22, 2020 (see Letter of Approval).

UPR-Utuado Self-Study Design Document


UPR-Utuado Self-Study Intended Outcomes:


Through the Self-Study process, UPR-Utuado seeks to attain the following outcomes:

  1. Demonstrate that the institution meets the Standards of Accreditation, Requirements of Affiliation, and Verification of Compliance with Accreditation-Relevant Federal Regulations.
  2. Identify areas for improvement that guarantee the fulfillment of the institutional mission.
  3. Review institutional initiatives to improve the achievement of its institutional priorities.
  4. Engage the university community in the advancement of the four institutional priorities and the fulfillment of UPRU’s mission.
  5. Promote the use of assessment results in the decision-making process to ensure an effective distribution of resources according to institutional priorities and needs.

An essential step in the self-study process is to share information with the campus community and to gather input from stakeholders. In order to accomplish this, the institution is asking you to provide feedback on the self-study report drafts.


The UPR-Utuado campus community is invited to provide feedback on the self-study document drafts by Standards (I to VII) and offer comments using the provided online form through October 8, 2021.


Drafts by Standard–September 2021

Self-Study Draft Questionnaire