All UDC centers have a Internal Quality Assurance System (IQAS), verified by the Agency to Calidade do Sistema Universitario de Galicia (ACSUG) and ANECA in FIDES programs and AUDIT, respectively, and in accordance with the standards and Guidelines for Quality Assurance in the EHEA. Within IQAS centers integrate all their degrees and masters. IQAS procedures established who and how to follow up and monitoring of the results and the student's learning process in the titration, establishing coordinating bodies and mechanisms, evaluation and continuous improvement of the studies, which are the academic comittee and the quality assurance commision of center.
The IQAS establish how UDC centers measure and analyze the learning outcomes. To do the IQAS uses rates and global indicators for assessing the quality of training provided. Included among the results, in addition to the fees included in the title verification reports (efficiency rates, graduation and dropout), assessment rates, success and performance. We compare the results obtained in the title with the center's results for each indicator.
To ensure that the title is developed in accordance with the verification report presented the center conducts an annual monitoring report in accordance with the procedures of the center IQAS and results. This report is reviewed by the ACSUG, external evaluation agency.
The outcome of this analysis will emerge corrective actions and improvement proposals that achieve the intended objectives and the improvement of the degree.
In order to ensure proper standards and quality at UDC, an academic management committee and a quality assurance committee are appointed for each faculty/school. In addition to, each faculty/school will be able to establish a specific academic management committee of the study.
|Total enrolled credits||2018/2019||789|
|Credits on 1st enrollment||2018/2019||765|
|Credits on 2nd enrollment||2018/2019||24|
|Credits on 3rd enrollment and above||2018/2019||0|
|% credits repeated||2018/2019||3.04|
|Average credits by student||2018/2019||49.31|
|Total enrolled credits||2018/2019||116,100|
|Credits on 1st enrollment||2018/2019||107,900|
|Credits on 2nd enrollment||2018/2019||4,841|
|Credits on 3rd enrollment and above||2018/2019||3,344|
|% credits repeated||2018/2019||7.05|
|Average credits by student||2018/2019||53.83|
|Total enrolled credits||2017/2018||1,095|
|Credits on 1st enrollment||2017/2018||1,083|
|Credits on 2nd enrollment||2017/2018||12|
|Credits on 3rd enrollment and above||2017/2018||0|
|% credits repeated||2017/2018||1.1|
|Average credits by student||2017/2018||54.75|
|Total enrolled credits||2017/2018||115,400|
|Credits on 1st enrollment||2017/2018||107,900|
|Credits on 2nd enrollment||2017/2018||4,595|
|Credits on 3rd enrollment and above||2017/2018||2,938|
|% credits repeated||2017/2018||6.53|
|Average credits by student||2017/2018||54.21|
|Total enrolled credits||2016/2017||1,540|
|Credits on 1st enrollment||2016/2017||1,499|
|Credits on 2nd enrollment||2016/2017||41|
|Credits on 3rd enrollment and above||2016/2017||0|
|% credits repeated||2016/2017||2.66|
|Average credits by student||2016/2017||48.13|
|Total enrolled credits||2016/2017||114,700|
|Credits on 1st enrollment||2016/2017||106,700|
|Credits on 2nd enrollment||2016/2017||4,934|
|Credits on 3rd enrollment and above||2016/2017||2,983|
|% credits repeated||2016/2017||6.9|
|Average credits by student||2016/2017||53.66|
Success Not success Not presented
Success Not success Not presented
Success Not success Not presented
These are the master thesis works that have been read in recent academic years.
Analysis of the episodic structure, the cohesive resources and the lexical diversity of the narrative in a student with ADHD comorbid with Dyslexia
Lexical processing in cochlear users.
Logopedic intervention to develop linguistic and communicative skills in the Specific Language Impairment: a case study
Project of intervention directed to the increase of pragmatic competences of the communication (identification and answer to interpersonal emotional demands) in students with Asperger
The understanding based on the evidence: development of Social Stories in a case of Autism Spectrum Disorder
Academic learning competences in subjects with ADHD
Access to the lexicon in participants with auditory disability
An analysis of the relations between the measures of phonological awareness of the LolEva and of the PSL
Analysis of the Narrative Discourse in a Group of Children from Year One of Primary School
Assessment of sleep in adolescents with ADHD: relationship between sleepiness and attention.
Descriptive analysis of Executive Functions in a subject with developmental dyslexia
Efficacy of a care program in the treatment of vowel tics in a case of Tourette's syndrome
Intervention Program of Speech Therapy in a case of Language Delay
Narrative skills of children with slow language development: a comparative study.
Phonological processes evaluation through a pseudowords repetition test in children with language problems: a comparative study.
Proposal of morphosyntactic intervention program in Down syndrome
The role of the executive functioning and phonological awareness in language development
Adaptation of protocols for assessment and intervention to establish a system of augmentative and alternative communication in a single of brain traumatic injury
An analysis of the pragmatic profiles in TL and TEA through EDPRA.
Assessment of language skills in oral bilingual children with cochlear implants versus bilingual children with typical development: a comparative study.
Assessment of verbal fluency in people diagnosed with Alzheimer's disease and older adults without cognitive impairment: A comparative study
Design and application of a program of training in communication empática in a sample with Intellectual Disability
Design of a program of development of emotional empathy. Intervention in Specific Language Impairment (SLI) with children.
Development of empathic communicative skills in children with Intellectual Development Disorder
Effects of an intervention program based on the use of abbreviations SMS about the difficulties of writing in students of 6º primary education
Intervention in conversational skills and narrative discourse in an adolescent with intellectual disability
Intervention in pragmatic skills and social communication: a case study
Oral language stimulation in early childhood education through an educational play-based program
Project Intervention of a case study in reading comprehension and orthographic.
Proposal for early intervention in families of children with Down Syndrome
Proposal of familiar intervention in children with ADHD
Proposal of teaching methodology for children with ADHD
Recognition and emotional expression in down syndrome: case of study
Relationship between the type of attachment, the theory of mind and the development of language in children of 4 and 5 years
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
|academic year 2017/2018|