PUAG 626 DLP 2010 626 DLP... · Las presentaciones deben ser creativas y amenas. Deben utilizar la...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo

PUAG 626

SPECIAL TOPICS TEMAS ESPECIALES

© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

PUAG 626 Special Topics

Prep. 2010. Nancy Sharifi, MPA, DLP

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ............................................................................................................................ 3

Study Guide ...................................................................................................................... 18

Workshop One .................................................................................................................. 33

Taller Dos.......................................................................................................................... 36

Workshop Three................................................................................................................ 39

Taller Cuatro ..................................................................................................................... 43

Workshop Five/Taller Cinco ............................................................................................. 46

Anejo A/Appendix A ........................................................................................................ 50

Anejo B/Appendix B......................................................................................................... 52

Anejo C/Appendix C......................................................................................................... 49

Anejo D/ Appendix D ....................................................................................................... 56

Anejo E/ Appendix E ........................................................................................................ 57

Anejo F/Appendix F ......................................................................................................... 59

Anejo G/Appendix G ........................................................................................................ 60

Anejo H/Appendix H ........................................................................................................ 61

Anejo I-Appendix I ........................................................................................................... 59

Anejo J/Appendix J ........................................................................................................... 60

Anejo K/Appendix K ........................................................................................................ 66

Anejo L/Appendix L ......................................................................................................... 67

Anejo M/Appendix M ....................................................................................................... 68



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PRONTUARIO

Título del Curso: Temas Especiales

Codificación: PUAG 626

Duración: Cinco Semanas

Prerrequisito: 9 créditos de concentración

Descripción:

El curso explora temas actuales y de interés en el campo de administración y

gerencia de agencias públicas y sin fines de lucro. Estudio de asuntos económicos,

políticos, sociales y retos contemporáneos que afectan a las organizaciones públicas y sin

fines de lucro. Entendimiento de las relaciones entre los sistemas sociales, políticos,

económicos y de comunicación del mundo actual. Análisis de las destrezas de gerencia y

liderazgo del administrador público de acuerdo a las nuevas estrategias administrativas en

el ambiente de cambio del siglo 21.

Objetivos Generales

Al final del curso, el estudiante podrá:

1. Aplicar los conocimientos obtenidos en los cursos básicos de gerencia y

administración de agencias públicas y sin fines de lucro para analizar asuntos

contemporáneos en el área de administración pública.

2. Identificar las destrezas de gerencia y liderazgo necesarias de un administrador del

sector público y las tendencias innovadoras en la gerencia de cambio.

3. Interpretar, criticar y evaluar los procedimientos administrativos utilizados en el

sector público y en las agencias sin fines de lucro.

4. Explorar estrategias innovadoras para crear valor público, negociar diferencias y

establecer concenso.

5. Recomendar estrategias y acciones en casos particulares de administración pública.

6. Reconocer las relaciones y el impacto de asuntos políticos, económicos y de otras

externalidades en el proceso de toma de decisiones en el sector de administración

pública y gerencia de agencias sin fines de lucro.



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7. Desarrollar el pensamiento crítico del estudiante y su capacidad de análisis en la

consideración de los asuntos y eventos mundiales para que pueda crear argumentos

persuasivos que sustenten su opinión personal sobre estos asuntos.

Lecturas Recomendadas

Agranoff, Robert. (2007). Managing Within Networks: Adding Value to Public

Organizations (Public Management and Change). Georgetown University Press.

Box, Richard. (2009). Public Administration and Society: Critical Issues in Public

Governance. 2nd Edition. M.E. Sharpe.

Bonk, Kathy, Tynes, Emily, Griggs, Henry, and Sparks, Phil. (2008). Strategic

Communications for Nonprofits: A Step-by-Step Guide to Working with the Media

(The Jossey-Bass Nonprofit Guidebook Series). 2nd Edition. Jossey-Bass.

Cohen, Steven, Eimicke, William and Heikkila, Tanya. (2008). The Effective

Public Manager: Achieving Success in a Changing Government.

4th Edition. Jossey-Bass.

Fisher, Roger, Paton, Bruce, and Ury, William L. (1991). Getting to Yes:

Negotiating Agreement Without Giving In. 2nd Edition, Penguin Publishers.

Godsmith, Stephen, and Eggers, William D. (2004). Governing by Network: The

New Shape of the Public Sector. The Brookings Institute Press.

Hart, Ted, Greenfield, James and Johnston, Michael. (2005). Nonprofit Internet

Strategies: Best Practices for Marketing, Communications, and Fundraising

Success. 1st Edition. Wiley Publishers.

Herman, Robert D. and Associates. (2005). The Handbook of Nonprofit

Leadership and Management. 2nd Edition. Jossey-Bass.

Ketti, Donald, and Fesler, James. (2008). The Politics of the Administrative

Process. 4th Edition. Washington, D.C.: CQ Press.

Lynn, Laurence. (2006). Public Management Old and New. 1st Edition.

New York: Routledge Publishers.

Shell, Richard G, (2006). Bargaining for Advantage: Negotiation Strategies for

Reasonable People. Penguin Publishers.

Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition. Oxford

University Press.



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Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New York,

N.Y.

Libros Electrónicos

Leitner, C. & Kreuzeder, M. (2005). Organisational Changes, Skills and the Role of

Leadership Required by eGovernment. Lecture Notes in Computer Science, Vol

3591. P. 210-217. http://www.suagm.edu UNE Biblioteca Virtual

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente:

Participación y contribución en clase

20%

Trabajos individuales

Análisis de noticias

Asignaciones

20%

10%

10%

Portafolio del curso

Diarios reflectivos/ Evaluación final

10%

Preparación de mini- temas

Presentación en clase

Trabajo escrito

20%

10%

10%

Monografía (Proyecto de investigación)

Presentación en clase

Trabajo escrito

30%

15%

15%

Las matrices valorativas a utilizarse para la evaluación de estas actividades se incluyen en

la sección de Anejos.



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Descripción de la evaluación

• Participación y contribución en clase: Se espera que todo estudiante asista a clases

preparado para discutir los temas del día (lecturas, preguntas asignadas, diario

actualizado) y que participe activamente en la discusión de temas. El Facilitador

evaluará la participación de cada estudiante en cada taller y tomará en cuenta el

grado de participación, nivel que el estudiante se preparó para la clase y su

contribución al desarrollo de la clase (Anejo A). El estudiante se autoevaluará a

través del diario. Al final del curso cada estudiante completará una auto evaluación de

su participación en el curso que el Facilitador considerará para hacer su evaluación.

La participación en clase a través del curso debe darse utilizando tanto el idioma

español como el inglés.

• Trabajos Individuales: El Facilitador distribuirá asignaciones y preguntas,

incluyendo una prueba en la tercera semana para que los estudiantes la trabajen en sus

casas y la entreguen en la cuarta semana. La redacción y composición de las

respuestas deberán utilizar el estilo APA (Anejo B). A través de sus contestaciones,

cada estudiante debe evidenciar que domina el tema y debe hacer referencia a las

lecturas, presentaciones de mini-temas, documentos o discusiones relacionadas con

en la clase. Estos trabajos deben hacerse de manera individual. El trabajo deberá ser

completado en el idioma designado del taller.

• Análisis de Noticias: Es importante que los estudiantes apliquen los conceptos y

métodos discutidos en clase para analizar lo que ocurre en la sociedad. Se requiere

que cada estudiante lea regularmente el periódico, revistas o noticias y eventos en

televisión, radio o internet para seleccionar noticias relacionadas con los temas de la

clase. Se debe seleccionar una noticia semanal. Los estudiantes deberán reflexionar

en los siguientes temas:

¿Cuál es la relación de estas noticias con los temas discutidos en clase?

¿Cómo me ayuda(n) esta(s) noticias a aplicar los conceptos discutidos en clase

con la gerencia pública y de agencias sin fines de lucro (si aplica)?

Cada estudiante incluirá una copia de la noticia y su análisis con las tareas semanales

que requiere el módulo. El Facilitador devolverá las tareas de las primeras tres

semanas en la cuarta semana y el estudiante podrá revisar, corregir y mejorar esas



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tareas en función de los comentarios del Facilitador y lo aprendido en clases. Los

trabajos deberán ser preparados en el idioma del taller. Las noticias deben incluirse en

el portafolio y ser en el idioma del taller.

• Portafolio del curso: Cada estudiante deberá preparar un portafolio del curso donde

reflexionará sobre los temas del curso. Es importante que cada estudiante trabaje este

portafolio a partir de la primera semana de clases y lo mantenga actualizado. El

Portafolio se evaluará en base a los requisitos detallados en los Anejos E-M.

• Diario Reflexivo: Al finalizar cada taller, cada estudiante contestará en su Diario

Reflexivo (Anejo H) en el idioma de su preferencia.

• Reflexión final: Cada estudiante evaluará el curso, auto evaluará su participación en

el mismo y hasta qué punto cumplió con los objetivos. Cada estudiante debe analizar

hasta qué punto logró los Objetivos Generales incluidos al principio de este módulo

contestando las siguientes preguntas:

Resumir en un párrafo lo que has logrado o aprendido sobre este objetivo.

¿Qué más te hubiera gustado aprender sobre este objetivo?

¿Qué sugerencias tienes para la próxima vez que se ofrezca el curso?

La Reflexión Final podrá ser preparada en el idioma de preferencia del

estudiante (español o inglés) e incluirse en el portafolio.

• Presentaciones de Mini-Temas: A través del curso, los estudiantes prepararán

presentaciones de mini-temas que sirvan para ampliar los temas y conceptos de la

clase para el resto del grupo. Las presentaciones serán individuales o grupales,

dependiendo del tamaño del grupo y las indicaciones del Facilitador. La

selección/asignación de los mini-temas se hará en la primera semana de clase. Las

presentaciones deben ser de 15 minutos (individuales) o de 30-45 minutos de

duración (por grupo). Como mínimo se asignarán los siguientes temas (para las

semanas indicadas)-

� Mini-Tema de la Segunda semana: Negociación y Resolución de

Conflictos en la Administración Pública (presentación en español):

� Teorías de “negociación y resolución de conflictos”

� Ejemplos de negociaciones o resoluciones de conflicto en relaciones

internacionales



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� Ejemplos de negociaciones y resoluciones de conflicto en relaciones

nacionales o locales

� Técnicas de negociación, mediación y resolución

� Mini-Tema de la Tercera semana: Terrorismo (presentación en inglés):

� Las causas políticas y económicas del terrorismo local e internacional

� Actores principales en el terrorismo internacional

� Actores principales en el terrorismo nacional o local

� Los efectos políticos y económicos del terrorismo local e

internacional

� ¿Cómo ha afectado el terrorismo a las agencias de gobierno a nivel

local? ¿A la calidad de vida de un gobierno democrático?

� ¿Cómo afectan los gastos para contrarrestar el terrorismo a las

agencias públicas?

� Diferencias entre tácticas militares tradicionales y tácticas para

combatir el terrorismo

� Mini-Tema de la Cuarta semana: Globalización (presentación en español):

� ¿Qué es globalización? ¿cómo surgió?

� ¿Cuál es el impacto en los países ricos? ¿En los países pobres?

� ¿Qué efectos directos o indirectos tiene la globalización en la

gerencia pública y agencias sin fines de lucro?

� ¿Cómo se benefician o se afectan las organizaciones de gobierno de

la globalización y la política económica del comercio libre? Dar

ejemplos.

� ¿Cómo afectan las relaciones monetarias internacionales a las

inversiones de los gobiernos y entidades sin fines de lucro?

� ¿Cómo afecta la crisis financiera a la economía de los Estados

Unidos? ¿A la economía de países internacionales?

Las presentaciones deben ser creativas y amenas. Deben utilizar la tecnología y/o

incluir la participación en clase de los estudiantes. Entre otros, se pueden hacer

presentaciones en PowerPoint, videos, dramatizaciones y otros recursos. Además de



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la presentación en clase, el estudiante o grupo que hace la presentación debe presentar

una copia escrita de la presentación al Facilitador.

• Monografía: Cada estudiante preparará una monografía basada en su investigación y

una presentación oral sobre una de las siguientes opciones:

� Un problema del mundo contemporáneo que se identifique con la

administración pública.

� Una presentación o análisis de un libro de un tema actual relacionado

a la administración pública.

La investigación y la presentación pueden ser individuales y/o grupales,

dependiendo del tamaño del grupo y las indicaciones del Facilitador.

Como mínimo, la monografía debe incluir los siguientes temas:

• Descripción del problema o tema escogido.

• ¿Cuál es el trasfondo histórico o social de este problema o tema?

• ¿Qué elementos políticos, sociales o económicos causan el problema o se

relacionan al tema?

• ¿Cuáles son las consecuencias económicas y políticas de este tema?

• ¿Cómo afecta este problema al mundo? ¿La nación? ¿La comunidad?

• ¿Nuestras vidas diarias?

• ¿Qué debemos hacer para resolver este problema o minimizar sus

consecuencias negativas?

• ¿Qué concluye el autor sobre el tema?

En la preparación del trabajo final se deben consultar varias fuentes de

información: uno de los recursos sugeridos en el módulo; un artículo; una fuente

de Internet u otros. El estudiante puede consultar al Facilitador para la selección

de un libro o tema. En el análisis de un libro y se deben asociar temas

relacionados al módulo o a la maestría. Recuerde que su trabajo debe ser original

y debe dar crédito a otras fuentes cuando se cita ó parafrasea. El trabajo escrito

será evaluado basado en los criterios establecidos en los Anejos B y D.

El tiempo de las presentaciones orales que resuman el contenido de la

investigación dependerá del número de presentaciones. El Facilitador indicará el

tiempo sugerido. Las presentaciones deben ser amenas y serán evaluadas bajo el



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criterio establecido en el Anejo C. Deben utilizar la tecnología y/o incluir la

participación en clase de los estudiantes. Entre otros, se pueden hacer

presentaciones en PowerPoint, carteles y, juegos, drama y otros recursos.

Además de la presentación en clase, el estudiante o grupo que hace la

presentación debe presentar una copia escrita de la presentación al Facilitador.

Los informes orales serán en un idioma (inglés o español) distinto al utilizado por

el estudiante para presentar su mini-tema. El trabajo escrito de la investigación

debe ser en inglés.

Escala

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,

Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

• Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basada en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados. El total de horas de práctica deben de estar incorporadas en

la sección de actividades del módulo.



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Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en íngles. .

Los cursos de lenguaje deben ser desarrollados en el idioma propio

en inglés o en español, según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle

al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo

a ser repuesto.



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Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado

en la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la

nota a dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero. El servicio de SafeAssign TM de Blackboard será

utilizado por los facilitadores para verificar la autoría de los trabajos escritos de



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los estudiantes. Es responsabilidad del estudiante el leer la política de plagio de

su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del

Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos tienen que ser originales y que de toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía. No se

tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la

institución. Los estudiantes deben observar aquellas prácticas dirigidas a evitar

incurrir en el plagio de documentos y trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.



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Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá

utilizar para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la

administración de cuestionarios o entrevistas, deben referirse a las normas y



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procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para

la certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board,

Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.



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Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión

entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.



17

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



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STUDY GUIDE

Course Title: Special Topics

Code: PUAG 626

Time Length: Five Weeks

Prerequisite: 9 concentration credits

Description:

The course explores modern themes in the field of public administration and

nonprofit management. Study of the economic, political, social affairs and contemporary

challenges that affect the administration of public sector and nonprofit agencies.

Understanding of the relationships between social, political, economic and

communication systems of today’s modern world. Analysis of the management and

leadership characteristics of the new public sector administrator, according to new

management trends in the changing environment of the 21st century.

General Objectives

At the end of the course, the student will be able to:

1. Apply knowledge obtained from core courses in public administration to analyze

contemporary affairs in the area of public administration.

2. Identify the necessary management and leadership characteristics of the new public

sector administrator and innovative trends in change management.

3. Interpret, criticize and evaluate the administrative procedures utilized in public sector

and nonprofit management.

4. Explore the options to create public value, negotiate differences, mediate and reach

consensus.

5. Recommend strategies and actions for particular management situations.

6. Recognize the relationships and impact of politics, economic issues and other

externalities in the decision making process.

7. Develop the student’s critical thinking and his/her capacity to analyze world events

and affairs in order to help him/her create persuasive arguments to support his/her

personal opinion.



19

Recommended Readings

The following texts are good resources for most of the topics included in the course:

Agranoff, Robert. (2007). Managing Within Networks: Adding Value to Public

Organizations (Public Management and Change). Georgetown University Press.

Box, Richard. (2009). Public Administration and Society: Critical Issues in Public

Governance. 2nd Edition. M.E. Sharpe.

Bonk, Kathy, Tynes, Emily, Griggs, Henry, and Sparks, Phil. (2008). Strategic

Communications for Nonprofits: A Step-by-Step Guide to Working with the Media

(The Jossey-Bass Nonprofit Guidebook Series). 2nd Edition. Jossey-Bass.

Cohen, Steven, Eimicke, William and Heikkila, Tanya. (2008). The Effective

Public Manager: Achieving Success in a Changing Government.

4th Edition. Jossey-Bass.

Fisher, Roger, Paton, Bruce, and Ury, William L. (1991). Getting to Yes:

Negotiating Agreement Without Giving In. 2nd Edition, Penguin Publishers.

Godsmith, Stephen, and Eggers, William D. (2004). Governing by Network: The

New Shape of the Public Sector. The Brookings Institute Press.

Hart, Ted, Greenfield, James and Johnston, Michael. (2005). Nonprofit Internet

Strategies: Best Practices for Marketing, Communications, and Fundraising

Success. 1st Edition. Wiley Publishers.

Herman, Robert D. and Associates. (2005). The Handbook of Nonprofit

Leadership and Management. 2nd Edition. Jossey-Bass.

Ketti, Donald, and Fesler, James. (2008). The Politics of the Administrative

Process. 4th Edition. Washington, D.C.: CQ Press.

Lynn, Laurence. (2006). Public Management Old and New. 1st Edition.

New York: Routledge Publishers.

Shell, Richard G, (2006). Bargaining for Advantage: Negotiation Strategies for

Reasonable People. Penguin Publishers.

Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition. Oxford

University Press.

Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New York,

N.Y.



20

E-Book

Leitner, C. & Kreuzeder, M. (2005). Organisational Changes, Skills and the Role of

Leadership Required by eGovernment. Lecture Notes in Computer Science, Vol

3591. P. 210-217. http://www.suagm.edu UNE Virtual Library

Evaluation

Students in this course will be evaluated as follows:

Class participation and contribution

20%

Individual Assignments

Analysis of Newspaper Articles

Assignments

20%

10%

10%

Course Portfolio

Includes Reflexive Diaries and Final

assessment

10%

Individual projects: Mini Topics

Class presentation

Written work

20%

10%

10%

Final Written/Investigative Report:

Oral class presentation

Written work

30%

15%

15%

The criteria to be used for these evaluations are included in the Appendix Section.

Evaluation’s description

• Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, up to date class

diary) and to actively participate in class. The Facilitator will evaluate the student’s

participation in each workshop; taking into consideration the degree of participation,



21

if it demonstrates that the student prepared for class and how much this participation

contributed to the class’ development. The student will self-assess his/her

participation through the class diary. At the end of the course, the student will use the

class participation form to self-assess his/her participation. The Facilitator will take

this self-assessment into consideration in awarding the grade for class participation.

Class participation throughout the course should be both in English and Spanish.

• Individual Assignments: The Facilitator will distribute assignments and questions

throughout the course, including a take home test on the third week of class with

questions to be answered by the students at home and returned by the fourth week of

class. Questions should be answered using APA style; writing composition will be

one of the factors to be evaluated. Through his/her answers, the student should

demonstrate that he/she knows the subject matter and should directly include and

refer to the relevant class readings, documents and discussions. This take home test

must be prepared individually. This work may be prepared in either English or

Spanish.

• News Analysis: It is important for all students to apply the concepts and methods

discussed in class to their personal or professional life and to the analysis of current

social events. Thus, students are required to regularly read newspapers, magazines,

journals and be in tune with television or radio news in order to select the news that

are related to the topic for the written paper that is selected during the first week. A

news article related with the module should be selected and analyzed each week.

Students must include the selected news and analysis in their weekly assignments

using the following questions as guidelines:

• What is the relationship between the news selected and the topics discussed in

this module?

• How does the news help me understand the topics discussed in class (if

applicable)?

The news selected to be included in the portfolio must be in the language that was

used in the workshop.



22

Every student must include in the portfolio a copy of the assignments required

throughout this module. The Facilitator will return the assignments from the first

three weeks during the fourth workshop so the student may revise, correct or improve

these assignments based on Facilitator’s comments and what was learned in class.

Assignments and news articles must be prepared in the language of the workshop and

included in the portfolio.

• Course portfolio: Each student must prepare a course portfolio where he/she will

reflect on course topics and development. It is important that all students work on the

portfolio from the first week of class, keep it up to date and bring it to class for

discussion and Facilitator revision. The Course Portfolio should be handed in the last

week of class. However, the students should begin preparing the portfolio as the

course develops to avoid accumulating work unnecessarily. Presentation is

important; it must be well organized and professionally prepared. It must include

each one of the sections explained above, appropriately labeled. The Portfolio should

include the criteria and elements established in Appendixes E-M.

• Reflexive Diary: After each workshop, each student will include in his/her diary the

answers to the following questions:

• What did I learn in this workshop?

• What was the workshop’s most interesting topic? Why?

• How did I contribute to class?

• What contribution from my fellow students impressed me the most? Why?

• What did I not understand? What doubts do I have?

The class diary may be written in either English or Spanish.

• Final Evaluation: Every student will evaluate the course, self-assess his/her

participation in the course and whether course objectives were met. Every student

will evaluate whether the General Objectives were met by answering the

following questions:

• Summarize in a short paragraph what you have achieved or learned about each

objective.



23

• What else would you have liked to learn about this objective?

• What suggestions do you have for the next time the course is offered?

The Final Course Assessment must be prepared in English.

• Mini-topics or presentations: Through the course, students will prepare

presentations that will work as mini-classes for the rest of the group. Presentations

could be individual or in groups depending on the size of the group and the

Facilitator’s indications. The selection of the topics or mini-classes will be

determined in the first workshop. The following topics will be assigned, at a

minimum:

• Second workshop: Negotiation and Conflict Resolution (presentations will be

conducted in Spanish)

- Negotiation and Conflict Resolution Theories

- Examples of conflict resolution in international relations

- Examples of conflict resolution in national or local governments

- Negotiation, Mediation and Resolution Techniques

• Third workshop: Terrorism (presentations will be conducted in English)

- Political and economical causes of international and local terrorism

- Principal actors in international terrorism

- Principal actors in national or local terrorism

- Political and economical effects of terrorism locally and internationally

- How terrorism has affected local government agencies? The quality of life

of a democratic society?

- Military differences between traditional and terrorist wars

- Financial aspects of terrorism: what is the financial impact of fighting

terrorism for governmental agencies?

• Fourth workshop: Globalization (presentations will be held in Spanish)

- What is globalization? How did it developed?

- How does globalization impact rich countries? Poor countries?

- What is the direct or indirect impact of globalization in public sector and

nonprofit organizations?



24

- How does government organizations benefit or is affected by globalization

and free trade? Give examples of trade policies.

- How does international monetary relations affect government

investments? The United States economy?

Mini-courses or presentations should have 15- minute duration for individual

presentations and 30-45 minutes for group presentations. They should be creative.

Students must incorporate technology and peer participation in class. Among others,

they can use power point, videos, dramatization and other presentation tools. A

written presentation must also be turned in to the Facilitator.

• Final Written Investigative Report and Oral Presentation: Each student will

prepare a written paper and an oral report related to one of the problems or issues

of the contemporary world or an analysis of a contemporary book of their choice.

Both exercises can be individual and/or in a group depending upon the size of the

group and the Facilitator’s indications. The written report must include the

following topics:

• Description of the issue or problem, or topic of the book selected

• Historical background of the issue or problem

• Political, economic or social elements that cause or affect the issue or

problem

• How does the issue or problem affects: the world, the nation, the

community and our daily life?

• What should be done to solve or minimize the issue or problem?

• What are the conclusions that the author presents about the topic or issue?

In preparation for this final report, the student should include a variety of sources of

information such as: resources suggested in this module; one article; one Internet

source, and any other sources determined by the student. Remember your work must

be original and appropriate credit should be given to the original source. The report

will be evaluated based on the criteria established on Appendixes B and D.

The Facilitator will determine the timeframe in which the oral presentations that

summarize the written reports will take place. They should be creative and

interesting. Students must incorporate technology and peer participation in class.



25

Among others, they can use power point, dramas and games. A written presentation

must also be turned in to the Facilitator.

The oral presentations will be evaluated based on the criteria established on Appendix

C.

The written paper/oral report should be prepared in a language (English or Spanish)

different from the mini-class presented by each student.

Scale

100-90 A 89-80 B 79-70 C 69-60 D 59-0 F

E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,

Virtual Library, & Voice E-mail.)

• Language Lab Minimum Requirement: Students must demonstrate that they have

complied with 10 hours of language lab usage for each language (English and Spanish)

per course. This equates to the use of the language lab for two hours weekly for each

language per course. The facilitator may require a higher number of hours for language

lab practice based on the language needs for listening, speaking, reading, and writing

skills in either or both languages. The total amount of language lab hours is integrated

in the activities for each workshop in the module.



26

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires

an average of ten hours of preparation, but could require more. Students must be

highly organized, structured, and committed to achieving success in this challenging

format.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow



27

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work.

However, each member will have to collaborate to assure the success of the group,

and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or



28

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an e-mail

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.



29

Note: If for any reason you cannot access the URL’s presented in the module, do not stop

your investigation. There are many search engines and other links you can use to search

for information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)



30

The facilitator may make changes or add additional professional educational Web

resources, if deemed necessary.

Note: If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview, he/she must comply with the norms and

procedures of the Institutional Review Board Office (IRB) and ask for authorization.

To access the forms from the IRB Office or for additional information, visit the following

link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for several

online certifications related to IRB processes. These certifications include: IRB

Institutional Review Board, Health Information Portability Accounting Act (HIPAA),

and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology



31

The activities for the course reflect the learning theory of Constructivism.

Constructivism is a philosophy of learning founded on the premise that, by reflecting on

our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. One of the main goals facilitators have

is assisting students in making connections between their prior knowledge of facts, and

fostering new understanding that is relevant to real live experiences. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret, and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.



32

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



33

Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Identify the main political, social and economic events of the 21st century.

2. Illustrate the impact of these events on contemporary society and in the development

of change management.

3. Identify the characteristics of a public sector administrator in the change management

environment.

4. Analyze the relevance of contemporary events on government and public sector

organizations.

Language Objectives

The student will:

1. Analyze and resolve problems by developing sound strategies orally and in writing,

and communicate them in English.

2. Interpret information, write and communicate orally with ideas, facts or concepts in

an organized and comprehensible manner.

3. Develop new ideas orally and in writing, based on acquired concepts and be able to

communicate them proficiently in English.

Electronic Links (URLs)

World Affairs

http://www.nytimes.com/

http://www.economist.com/

http://www.thetimes.co.uk/

http://www.slate.com/

Change Management

http://www.baekdal.com/downloads/ChangeManagement-EN.pdf

http://www.valuebasedmanagement.net/

http://managementhelp.org/org_chng/org_chng.htm

http://www.businessballs.com/changemanagement.htm

http://www.consultpivotal.com/lewin's.htm



34

Global Issues

http://www.globalissues.org

http://www.globaled.org/issues/index.html

Assignments before Workshop One:

1. Review the meaning of the following concepts: economics, politics, power, coercion

and influence.

2. Use two sources of information to define the concept of ” Change Management” in

public administration. Write your own definition of the concept.

3. Make a list of what you consider to be the five (5) most important management and

leadership characteristics of today’s public administrator. Explain why you consider

each one important.

4. Consult at least two news references, texts or sites in order to analyze information

about one of the following political and economic events of the 21st century: The

attacks of September 11, the Afghanistan War, the Iraq War, the Housing Market

Collapse, the US Economic Recession, the Election of the First Minority President,

the Evolution of E-government, Capital Markets Reform, Public Health Reform,

Immigration Reform or any other event you consider relevant to today’s public

administration issues.

5. After consulting the references:

• Write your own summary of the event.

• Answer the following questions:

� What political or economic factors took place during each event?

� What lasting impact of this event do you see in contemporary society

and/or your everyday life?

� Did any of these events impact the public sector; your every day life?

How?

� Which of the characteristics you identified as important for the 21st

century public sector administrator would be required to manage/deal

with the impact of this event?

Activities:



35

1. The Facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the Facilitator.

2. The Facilitator will discuss the module in detail with emphasis on course objectives,

evaluation activities and class expectations.

3. Students will select a student representative. The Facilitator will explain the role and

responsibilities of the student representative.

4. The students will share their definitions of change management. The Facilitator will

assist in the development of class definitions and the importance of change

management in today’s public sector environment.

5. Using individual easel pad pages or the whiteboard, the Facilitator will make an

inventory of all the most important management and leadership characteristics of a

public administrator chosen by the students in their assignments. A summary of why

each one is considered important and its impact on contemporary public sector issues

should also be included.

6. The Facilitator will divide the class into groups.

7. The groups will make presentations about their assignments describing one of the 21st

century events they selected. Emphasis will be placed on identifying the economic,

social and political factors involved in the event, and the impact on today’s public

sector administration.

8. The Facilitator will discuss the requirements of the final investigative project.

Depending on class size and Students/Facilitator preference, the projects may be

individual or group projects. Students will be encouraged to select from the variety

of topics identified in class or choose a book of a contemporary issue of their choice,

or others that the students or Facilitator may suggest. For any additional problem or

event identified as a topic, the analysis of how the problem or event affects the public

sector will be made.

Assessment:

1. The facilitator will evaluate assignments for readiness.

2. The student will complete a reflective diary for self-evaluation and assessment of

progress.



36

Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Comparará las teorías principales sobre las negociaciones y resoluciones de conflicto

en la administración pública.

2. Apreciará la importancia de la interrelación e interdependencia internacional.

3. Creará una demostración para dramatizar el comportamiento de los actores

principales en situaciones de conflicto y negociaciones en los asuntos de la

administración pública contemporánea al nivel local, nacional o internacional.

Objetivos del Lenguaje

El estudiante:

1. Leerá sobre asuntos de conflicto y propondrá soluciones a problemas y posibles

resultados basándose en diferentes teorías y estrategias, utilizando el idioma español.

2. Por medio de la investigación de temas, escribirá y demostrará en sus trabajos escritos

que se mantiene informado sobre asuntos y temas de actualidad y aplicará estos

conocimientos en actividades profesionales.

3. Mediante la discusión de temas y participación en clase, podrá oír puntos de vista,

interpretar referencias y desarrollar ideas basándose en conceptos adquiridos en las

áreas de gerencia y liderazgo de agencias públicas.

Enlaces Electrónicos y otros recursos

Noticias y temas contemporáneos:

http://www.un.org/en/globalissues/


http://www.state.gov/press/

Teorías de Negociación y Resolución de Conflicto:

http://www.gueb.org/Comunicacion/Tecnicas-de-Negociacion

http://www.slideshare.net/hbussenius/tecnicas-de-negociacion

http://www.monografias.com/trabajos36/resolucion-conflictos/resolucion-conflictos.shtml

http://www.gestiondeventas.com/resoluc_conflictos.htm

http://www.thirdside.org/stories.cfm

http://www.thirdside.org/thirdside.cfm?Language=Spanish



37

http://www.mindtools.com/CommSkll/NegotiationSkills.htm

Asignaciones antes del Taller:

1. Se sugiere leer las selecciones y enlaces electrónicos, familiarizarse con las teorías de

negociación y resolución de conflictos. Conectar el estudio de estas teorías con las

relaciones internacionales y negociaciones que tienen parte en la administración

pública a nivel nacional y local para discusión en clase.

2. Luego de hacer estas lecturas, el estudiante deberá resumir en forma de ensayo un

ejemplo de un conflicto personal o de trabajo. Utilizar las siguientes preguntas como

guía:

¿Cómo explica la naturaleza del conflicto?

¿Cuáles son los actores importantes en el conflicto?

¿Cómo se tomaron decisiones o se determinó cómo resolver el conflicto?

¿Cómo te ayudan estas teorías a entender o resolver futuros incidentes de

conflicto, alcanzar consenso o resoluciones a desacuerdos?

3. Buscar noticias vinculadas con el tema de negociación o conflicto. Analizar estas

noticias para discutir en clase y entregar con la asignación.

4. Los estudiantes o grupos de estudiantes a los que se le asignaron los temas de la

segunda semana, se prepararán para la presentación oral. Los estudiantes proveerán la

definición de la teoría de negociación y resolución de conflicto y discutirán sus

implicaciones en las relaciones internacionales por medio de ejemplos y referencias.

Deberán citar las referencias utilizadas para la presentación y someter un reporte

escrito al Facilitador al final de la presentación.

Actividades:

1. El Facilitador comenzará el taller con una actividad rompe hielo sobre las diferentes

perspectivas de los seres humanos utilizando el ejercicio que se encuentra en el

enlace: http://www.thirdside.org/3S_Perspective_Taking_Exercise.pdf

2. Los estudiantes compartirán ejemplos de los conflictos que han encontrado en la vida

personal o de trabajo, contestando las preguntas asignadas.

3. El Facilitador moderará una discusión sobre la historia de conflictos internacionales

para comprender su evolución y trayectoria. Entre los temas a discutirse estarán: el



38

medio ambiente, armas de destrucción nuclear, movimientos y tratados de paz,

desacuerdos de intercambio económico y otros.

4. El Facilitador presentará los diferentes tipos de personalidades y roles que se asumen

en una negociación, basándose en el proyecto de “Global Negotiation Project at

Harvard University” en el enlace: http://www.thirdside.org/roles.cfm#roles

5. Los estudiantes que tengan asignados el tema de esta semana, Negociaciones y

Resoluciones de Conflicto, darán sus presentaciones.

6. A cada presentación debe seguir un período de preguntas y/o discusión del tema

asignado.

7. Luego de finalizadas las presentaciones, la clase se dividirá en grupos. Cada grupo se

preparará para un ejercicio de dramatización sobre un conflicto y cómo ejercer

negociaciones para llegar a un consenso. El Facilitador asignará los roles que deben

dramatizar, incluyendo los casos del conflicto. Estos actores deberán resolver algún

problema o situación por medio de técnicas de negociación. Cada grupo utilizará las

formas encontradas en: http://www.docstoc.com/docs/3558962/CONFLICT-

RESOLUTION-WORKSHEETS/

8. Los estudiantes dramatizarán el ejercicio al resto del grupo.

9. Se discutirán las asignaciones y componentes del Taller Tres.

10. Se aclararán dudas del Taller antes de completar el Diario Reflexivo.

Avalúo

1. El facilitador evaluará las tareas para determinar dominio de conceptos y manejo del

idioma.

2. El estudiante deberá completar el diario reflexivo para asesorar el progreso en el

aprendizaje.



39

Workshop Three

Specific Objectives


1. Recognize the main political and economic causes and effects of terrorism.

2. Articulate the importance of different strategies to control terrorism and its impact on

contemporary society.

3. Formulate personal opinions on the issue and events related to terrorism.

4. Given a controversial argument, present his/her opinion in a balanced and logical

manner.

Language Objectives

The student will:

1. Propose innovative solutions through the integration of new information.

2. Given a situation that requires group work, the student will be able to propose a way

of making the group work effectively.

3. Present a persuasive argument to support his/her personal point of view using proper

English language skills.

Electronic Links (URLs):

Terrorism and related contemporary issues:

http://www.terrorism-research.com/

http://www.loc.gov/rr/international/hispanic/terrorism/terrorism.html

http://www.cfr.org/issue/135/terrorism.html

http://www.fema.gov/areyouready/terrorism.shtm

http://www.interpol.int/Public/Terrorism/default.asp

http://www.cato.org

http://www.fas.org/terrorism/

http://counterterrorismblog.org/

http://www.state.gov/s/ct/




40

Assignments before Workshop Three:

1. Search for a minimum of five current articles or books on terrorism (from the years

2001-present). At least three of these articles or books must be from different

authors, newspapers, magazines or journals. After reading them, write the answer the

following questions using your own words:

• What do you think are the main social, political and economic causes of

terrorism? Or, what political and economic factors lead to terrorism? Mention

at least five causes.

• What do you think are the main consequences or effects of terrorism in

contemporary society?

• How is the war on terrorism different from all other conventional wars? How is

it the same?

• How is terrorism financed? What is the cost of terrorism to governments and

contemporary society?

2. Students assigned for mini-classes in this workshop should prepare them.

3. Be prepared to discuss in class methods and strategies of counterterrorism.

Activities:

1. Students will share articles related to the topic of their class paper.

2. Students with assigned mini classes for the third week will give their presentations.

3. A general class discussion of the topics will follow each presentation.

4. Using their individual assignments (prepared in advance for this workshop) and the

information from the class presentations, the students will then work on designing

strategies to deal with, stop or minimize the impact of terrorism on society. In order

to do so, the class will divide into groups to design strategies in the following areas:

• Strategies to eliminate or minimize the political and economic causes of

terrorism: This group will discuss what are the causes of terrorism and the

strategies that would be effective in preventing those factors from leading to or

resulting in terrorism.

• Strategies to eliminate or minimize the social and political causes of terrorism:

This group will discuss the effects of terrorism on contemporary society and



41

devise strategies to deal with the following problem: if terrorism is an inevitable

part of contemporary society, what strategies can we use to minimize its social

and political impact?

• Strategies to more effectively fight the war on terrorism: This group will explore

the differences between conventional wars and the war on terrorism and make

recommendations.

• Strategies to deal with the financial aspects of terrorism: This group will discuss

how terrorism is financed and design strategies to make this financing more

difficult. It will also discuss the costs that terrorism brings to our society and our

community and design strategies to minimize the financial impact of terrorism in

our government.

If one or more students believe that the tactics of terrorism are positive in order to

achieve a goal and should be used in contemporary society, this student(s) will

discuss the reasons for their position. If there are not enough students for all groups,

the groups may discuss more than one set of strategies; regroup the strategies on

concentrate on only some of them. The Facilitator will provide guidance as needed.

5. After the groups discuss the strategies, they will present them to class in a visual

manner (posters, easel pad paper, written on the board or other). After all groups

have presented their proposed strategies, a general class discussion will follow,

concentrating on the discussion of two questions:

• Will these strategies, when implemented together, really minimize or stop

terrorism?

• Are these strategies realistic? Can they be implemented?

• If these strategies are implemented, would this be the kind of society we would

like to live in?

6. The Facilitator will lead a discussion about the controversy between civil liberties and

homeland security measures. Students will provide their opinions on this topic.

7. Based on the information shared in class and the information obtained from articles

and readings, each student will provide their own personal opinion on the future of

terrorism in the world. Do you think terrorism is just a phase in our history and will

not be a main driver in our future history?



42

8. The Facilitator will distribute the take home exam.

9. Students will have the opportunity to ask questions about the final project.

Assessment:

1. The Facilitator will assess students’ progress through evaluation of group discussions

and individual presentations.

2. Students will evaluate their own progress in their reflective diaries.



43

Taller Cuatro

Objetivos Específicos:

Al finalizar el Taller, el estudiante:

1. Analizará los elementos esenciales del fenómeno social contemporáneo de la

globalización.

2. Evaluará los efectos positivos y negativos de la globalización en la política y

economía del mundo contemporáneo.

3. Formulará una opinión sobre las consecuencias de la globalización.

Objetivos del Lenguaje:

El estudiante:

1. Por medio de su participación en clase, expresará su punto de vista profesional a

favor o en contra de un tema actual, discutirá argumentos con evidencia y lógica

utilizando el idioma español.

2. Escribirá reportes para demostrar que se mantiene informado sobre temas de

actualidad y explicará estos conocimientos en actividades tales como presentaciones

orales y debates.

3. Escuchará presentaciones sobre asuntos contemporáneos para desarrollar argumentos

profesionales que incluyan sus interpretaciones y conocimientos, utilizando el idioma

español.

Enlaces Electrónicos:

Globalización

http://yaleglobal.yale.edu/display.article?id=5852

www.monografias.com

www.imf.org

http://www.imf.org/external/pubs/ft/fandd/spa/2001/06/pdf/streeten.pdf

www.elmundo.es/especiales/2001/07/sociedad/globalizacion

http://www.gestiopolis.com/canales/economia/articulos/no19/efeglobal.htm

http://ideas.repec.org/

http://www.soloeconomia.com/

http://www.geocities.com/la_cou/global/economia.html

http://plato.stanford.edu/entries/globalization/



44

Asignaciones antes del Taller:

1. Buscar información sobre globalización en al menos dos fuentes para poder

reflexionar sobre las siguientes preguntas y estar preparado(a) para discutirlas en

clase: ¿A qué nos referimos cuando hablamos de globalización? ¿Qué aspectos

positivos y negativos tiene la globalización? ¿Quién gana y quién pierde?

2. Buscar información sobre las corporaciones multinacionales. Se recomiendan las

referencias de lectura para la asignación pero pueden utilizarse otros recursos citados

en el módulo o en revistas y textos sobre este tema de actualidad.

3. Los estudiantes con presentaciones asignadas para la tercera semana prepararán las

mismas.

4. Traer ejemplos de noticias o artículos de revista sobre un tema relacionado a su

trabajo de investigación.

Actividades:

1. Los estudiantes entregarán la prueba/ examen del taller anterior.

2. Los estudiantes compartirán ejemplos de las noticias que han encontrado en la prensa

sobre el tema de su trabajo de investigación.

3. Los estudiantes o grupos con mini clases o temas asignados para esta semana

compartirán las mismas con el grupo.

4. Una vez concluyan las presentaciones, el Facilitador dividirá el salón en grupos según

la opinión que expresen los estudiantes en ese momento:

• Un grupo de los que entienden que la globalización es un evento positivo

• Un grupo de los que entienden que la globalización es un evento negativo

• Un grupo de los que no están seguros de una cosa u otra

• Cada uno de esos grupos se reunirá para discutir las preguntas de la primera

asignación para este taller. Cada grupo escogerá un portavoz.

5. El Facilitador dirigirá un debate entre los tres grupos sobre las ventajas y desventajas

de la globalización. El Facilitador le pedirá a cada grupo que conteste las preguntas

de la asignación y otras preguntas relacionadas con el tema. Al concluir el debate, los

estudiantes expresarán las ideas más importantes planteadas en esta actividad.



45

6. Se analizarán las opiniones emitidas para determinar si hubo cambio en la opinión de

los estudiantes antes y después del debate.

7. El Facilitador ofrecerá conclusiones sobre el futuro y las consecuencias de la

globalización.

8. Se discutirá el Taller Cinco y las instrucciones para la presentación final.

Avalúo

1. Los estudiantes serán evaluados por la participación en clase.

2. Los estudiantes serán evaluados por el diario reflexivo.



46

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes,

deberán utilizar el idioma asignado para

cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should

use the language assigned for each

homework and activity.

Specific Objectives


1. Recognize the main causes and effects of a variety of contemporary political and

economic issues and events.

2. Critically analyze the impact of these events and issues on contemporary society.

3. Value the importance of international, political and economic events on their daily

lives.

4. Develop a broader view of the interrelationship of political and economic events at

the international, national and local levels.

Language Objectives

The student will:

1. Present a professional oral and written report to summarize main ideas using correct

grammar and spelling.

2. Given an area-related case, the student will be able to identify the main factors

affecting the situation and their relative relevance in both languages.

3. Identify the main action steps needed to solve a case, and organize those steps in

logical manner.

Electronic Links (URLs):

Political and Economic World News

http://www.globalissues.org/

http://www.state.gov/press/

http://www.state.gov/p/nea/ci/iz/index.htm

http://newstrust.net/world



47

www.cnn.com

http://www.usnews.com/

http://www.reuters.com/

www.msnbc.com

http://www.npr.org

http://www.nytimes.com/

Assignments before Workshop Five:

1. Students will work on the final preparation of their written and oral reports. The

Facilitator will assign the maximum time for the oral reports based on the number of

reports to be presented. It is important to remember that:

• Oral reports should be creative and the use of technology and/or class

participation is encouraged.

• A written report of the topic must be handed in to the Facilitator no later than

the end of Workshop Five.

2. Students will work on their portfolios.

3. Students will prepare a short paragraph answering the following questions: In your

opinion, what is the greatest challenge that the United States will phase in the 21st

century and why? Be ready to discuss in class.

Activities:

1. Each student will present their oral presentation. (In Spanish or English. The language

should be different than the one used in the mini presentation.)

2. After each report, each student will answer individually and in writing the following

questions about each topic (in English):

• How important to contemporary society do you think this problem, issue or

event really is?

• Do you agree with the presenter(s) opinion of what are the causes of this

problem or situation?



48

• What other actions or actions would you suggest to deal with the

consequences of this problem or situation?

3. Students will hand in their answers to the Facilitator.

4. The Facilitator will moderate a discussion of the answers to the question assigned for

today’s workshop. (in English)

5. The Facilitator will introduce a controversial international relations issue and ask

students to provide innovative solutions. (English)

6. Each student will provide and validate their position. (English or Spanish)

7. Students will complete their reflective diaries and hand in their portfolios.

8. The Facilitator will select a closing activity.

Assessment:

1. Students will be evaluated on their participation, oral presentations and written

reports.

2. Students will provide a final assessment of their class performance and their learning

experience.



49

Anejos/Appendixes



50

Anejo A/Appendix A

Matriz valorativa para evaluar asistencia y participación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= No faltó ni llegó tarde a los talleres

Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las

actividades de la clase.

2. Demuestra iniciativa y creatividad en las actividades de clase.

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado/a a clase. 5. Contribuye a la clase con material e

información adicional.

6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.

Rubric to evaluate attendance and class participation



51

NAME : __________________________ FINAL GRADE:________________

Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops

_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops

_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops

_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops

_____ 4= No absences but tardy at 1 or 2 workshops

_____ 5= No absences or tardiness

Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE 8. Contributes frequently to class discussion in

the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.



52

Anejo B/Appendix B

Matriz valorativa para trabajos escritos

Nombre del Estudiante: ______________________ Fecha: _______________ Criterio Puntos Puntuación

Contenido Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido. 10

La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad. 10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente. 10

Maneja adecuadamente la ortografía y los otros elementos de redacción.

10

Total Puntos 100 (70% contenido

y 30% lenguaje)

Puntuación Total:

_______

Firma del Estudiante: ____________________ Firma del Facilitador: ____________________



53

Rubric to evaluate written work

Student Name: ______________________ Date: _______________ Criteria Value Points Student Score

Content The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality. 10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly. 10

Manages and uses verbs appropriately and correctly. 10

Total Points 100 (70% content and

30% language)

Student’s total Score: _______

Student’s Signature: _____________________ Facilitator’s Signature: _____________________



54

Anejo C/Appendix C

Matriz valorativa para presentaciones orales

NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.

4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y tono adecuado.

La presentación es organizada y coherente y puede seguirse con facilidad.

Comentarios: ________________________________________________________________________________________________________________________________________________________________________________________________



55

Rubric to evaluate oral presentations

NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the

theme to be discussed.

2. Identifies purpose, objectives and principal ideas included in the presentation.

3. Effective projection, adequate body posture and audience management.

4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.

5. Captures audience attention and interest and/or promotes participation, depending on which applies.

6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.

7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

LANGUAGE 8. Utilized appropriate language with

syntactical and grammatical correction.

9. Clear diction, without pet phrases, barbarisms and with adequate tone.

10. Presentation is organized, coherent and can be easily followed.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________



56

Anejo D/ Appendix D

Outline for Final Project

The written report must include the following: • Description of the issue or problem.

• Historical background of the issue or problem.

• Political or economic elements that cause or affect the issue or problem.

• How does the issue or problem affects: the world, the nation, the community and

our daily life?

• What should be done to solve or minimize the issue or problem?

In preparation for this topic a minimum of five (5) sources of information must be

used: one of the resources suggested in this module; one article; one source on the

Internet and any other two sources determined by the student. Remember your

work must be original and appropriate credit should be given to the original

source.

The Facilitator will determine the timeframe in which the presentations that

summarize the written reports will take place. They should be creative and

interesting. Students must incorporate technology and peer participation in class.

Among others, they can use power point, dramas and games. A written

presentation must also be turned in to the Facilitator.

The written paper will be in English. The oral report should be prepared in a

language (English or Spanish) different from the mini-class presented by each

student.

Some Contemporary Political Issues: This is a list of suggestions for your

research. You may compare these issues in the United States with other countries in the

world.

National Health Care Capitalism in the 21st Century

Global Warming Internet Commerce

Oil Dependency Drug Wars

Immigration Reform Global Financial Crisis



57

Anejo E/ Appendix E

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front

pocket of the binder for identification purposes (Appendix F).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix G).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix H) required in each

workshop.



58

• Self assessment of the portfolio (Appendix I).

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• Letter of Return of Use and Discard of Portfolio (Appendices L & M).

• The entire portfolio will follow APA style: Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication Manual of

the APA, Fifth Edition.”

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together

as related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will

contain information pertaining to weaknesses and strengths found in students’

portfolios (Appendix K). Facilitators will focus their attention on showing

students what is possible and their progress rather than what is wrong; however,

this does not mean that facilitators will not cover weaknesses and areas for

improvement during the conference. Facilitators will send this feedback template

upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the

facilitator after every workshop.

6. Portfolio storage:

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendices L & M).



59

Anejo F/Appendix F:

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

PUAG 626 Special Topics 60


Anejo G/Appendix G: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.



Anejo H/Appendix H: Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

This entry is an example of an area I really need to improve:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

This entry is an example of an area I have improved:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________



Anejo H: Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

___________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

_____________________________________________________



Anejo I-Appendix I: Overall Portfolio Self-Assessment Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________

___________________________________________________________ _____ 2. _________________________________________________________

___________________________________________________________ _____ 3. _________________________________________________________

___________________________________________________________ _____ 4. _________________________________________________________

___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



Anejo J/Appendix J: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio

language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly

locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of the

portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

• Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough understanding of growth and development related

to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and group work? Does the student provide

clear understanding of collaboration, and use collaboration to support his/her learning?



� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective

thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and professional

conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential

employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments



Anejo L/Appendix L: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo M/Appendix M: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

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