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||2019/2020||1,175|
|Credits on 1st enrollment||2019/2020||1,079|
|Credits on 2nd enrollment||2019/2020||96|
|Credits on 3rd enrollment and above||2019/2020||0|
|% credits repeated||2019/2020||8.17|
|Average credits by student||2019/2020||43.5|
|Total enrolled credits||2019/2020||117,300|
|Credits on 1st enrollment||2019/2020||109,000|
|Credits on 2nd enrollment||2019/2020||4,823|
|Credits on 3rd enrollment and above||2019/2020||3,487|
|% credits repeated||2019/2020||7.09|
|Average credits by student||2019/2020||52.92|
|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||115,900|
|Credits on 1st enrollment||2018/2019||107,700|
|Credits on 2nd enrollment||2018/2019||4,835|
|Credits on 3rd enrollment and above||2018/2019||3,338|
|% credits repeated||2018/2019||7.05|
|Average credits by student||2018/2019||53.85|
|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|
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.
“Systematic rewiew about the evaluation of executive functions and working memory in schoolchildren with ADHD”
Adaptation of an instrument to assess auditory and phonological discrimination in children with ASD
Analysis of the use of the SMS abbreviations by children with and without ADHD: a research project
Assessment and Intervention in Autism Spectrum Disorder (ASD): bibliographic review of early therapy techniques and procedures
Dental care in patients with Autism Spectrum Disorder in the province of A Coruña.
Design and implementation of direct instruction on the acquisition of letter-sound correspondences by an adolescent with cerebral palsy: a case study
Early assessment of language development in children with hearing impairment: a bibliographical review
Evaluation of textual inferences in a case of difficulties of learning associated to a disorder of fetal alcoholism
Gestural Dictionaries recognizement and responsiveness to non symbolic communication of a Person with Severe Disability
Improving the literacy skills of Spanish-speaking students with dyslexia for learning English
Influence of physical frailty on language and executive functioning in older people: A pilot study
Intervening writing planning in 3rd and fourth primary education graders
Intervention methods for language development in children with hearing impairment: a bibliographic review
intervention program for a case of specific language disorder
Intervention proposal in productive writing for the second cycle of primary education.
'Proposal for an Intervention Program in Executive Processes for access to literacy in Primary Education'
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
Offer available places last year and, for degree studies, you can also check the cut notes of those admitted by PAAU.
|academic year 2018/2019|