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Sistema Universitario Ana G. Méndez Florida Campuses
School for Professional Studies Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
MSPA 510
Investigative Techniques and Applied Quantitative M ethods for public Administration
Técnicas de Investigación y Métodos Cuantitativos A plicados a la
Administración Pública
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 2
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................ .................................................................... 3
Study Guide ....................................... ................................................................ 14
Workshop One ...................................... ............................................................ 23
Taller Dos ........................................ .................................................................. 27
Workshop Three .................................... ............................................................ 31
Taller Cuatro ..................................... ................................................................. 34
Workshop Five/Taller Cinco ........................ ..................................................... 37
Anejo A/Appendix A ................................ ......................................................... 41
Anejo B/Appendix B ................................ ......................................................... 43
Anejo C/Appendix C ................................ ......................................................... 45
Anejo D/ Appendix D ............................... ......................................................... 47
Anejo E/Appendix E ................................ .......................................................... 49
Anejo F/Appendix F ................................ .......................................................... 50
Anejo G/Appendix G ................................ ......................................................... 51
Anejo H/Appendix H ................................ ......................................................... 52
Anejo I/Appendix I ................................ ............................................................. 54
Anejo J/Appendix J ................................ ........................................................... 55
Anejo K/Appendix K ................................ ......................................................... 56
Anejo L/Appendix L ................................ .......................................................... 57
Anejo M/Appendix M ................................ ......................................................... 58
Anejo N/Appendix N ................................ ......................................................... 60
Anejo O/Appendix O ................................ ......................................................... 62
Anejo P/Appendix P ................................ .......................................................... 64
Anejo Q/Appendix Q ................................ ......................................................... 65
Anejo R/Appendix R ................................ ......................................................... 66
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 3
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
PRONTUARIO
Título del Curso: Técnicas de Investigación y Métodos Cuantitativos
Aplicados a la Administración Pública
Codificación: MSPA 510
Duración: Cinco Semanas
Prerrequisito: Ninguno
Descripción:
El curso recoge los conceptos de la estadística y de la metodología investigativa
que son aplicables al programa en asuntos públicos. Presenta un enfoque
multidisciplinario apropiado a profesiones de las áreas de Asuntos Públicos.
Desarrolla en los estudiantes la capacidad para la toma de decisiones objetivas
con un mínimo de prejuicio y de subjetividad. El curso enfatiza los elementos
prácticos de la metodología y de las estadísticas aplicadas. Estudio y aplicación
de la metodología de investigación social.
Objetivos Generales:
Al finalizar el curso, el estudiante:
1. Desarrollar en los estudiantes capacidad crítica para ser consumidores
eficientes de investigación científica.
2. Reconocer y utilizar métodos y técnicas para diseñar sus propias
investigaciones en estudios post-graduados.
3. Conocerán cómo los métodos de investigación formales ayudan a
entender los problemas prácticos de la administración pública y a tomar
decisiones objetivas y efectivas para su solución.
4. Desarrollar destrezas en el uso de las estadísticas para analizar y
describir un problema o fenómeno y establecer inferencias y
generalización sobre el mismo.
5. Determinar qué tipo de análisis estadístico es el más adecuado, para
corroborar y o confirmar, una hipótesis. Contestar preguntas de
investigación.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 4
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
6. Interpretar el significado de estudios científicos, análisis tabulares y
análisis estadísticos.
Textos y Bibliografía
Hernández Sampieri, Roberto (2007) Metodología de la investigación. México
Mc Graw Hill Ed.
Villenueve Burgos (1992). Guía Práctica para la redacción de propuestas y
documentos de tesis. Publicaciones Puertorriqueñas, Inc.
Ander-Egg, Ezequiel (1992). Técnicas de Investigación Social. Buenos Aires
Editorial Humanista.
Taylor, Ralph B. (1994) Research Methods in Criminal Justice. Wash McGraw
Hill.
Publication Manual of the APA (2001) Washington DC Fifth Edition, American
Psychological Association.
Revistas en Disco Compacto (PRO QUEST):
Social Science: Criminology and Law Enforcement
Public Administration
Sociology and Social Research
Social Research
Evaluación:
La nota final de cada estudiante estará basada en la participación de todas las
actividades de aprendizaje tanto individual como grupal. La nota final de cada
estudiante estará basada en la ejecución de las actividades de acuerdo a su
peso relativo: NOTA: Las matrices a utilizarse en cada actividad se incluyen
como anejos. Los estudiantes serán evaluados en términos de su dominio del
contenido del curso, en adición de su dominio de los lenguajes de español e
inglés.
Escala:
1. Asistencia y Participación ----------------------- 100 puntos (50 cada uno)
2. Asignaciones…………………………………. 100 puntos
3. Portafolio del Curso -------------------------------100 puntos
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 5
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
4. Propuesta de Investigación --------------------- 200 puntos
____________
Total………………………….. 500 puntos
El estudiante deberá obtener nota de A o B para completar exitosamente el
curso.
NOTA: Las matrices valorativas a utilizarse para la evaluación de estas
actividades se incluyen al final del módulo respectivamente.
Descripción de la Evaluación
1. Asistencia y puntualidad : La asistencia es mandataria y la puntualidad
representa ética profesional. El Facilitador llevará un registro de la misma
para cada taller y, al finalizar el curso, utilizará el Anejo M para evaluar a
cada estudiante.
2. Participación y Contribución en clase: Es responsabilidad del
estudiante asistir a clases preparado para discutir los temas del día
(lecturas, preguntas asignadas, diario actualizado, etc.) y debe participar
activamente haciendo contribuciones efectivas. El Facilitador evaluará la
participación de cada estudiante en cada taller y tomará en cuenta el
grado de participación, si ésta demuestra que el estudiante se preparó
para la clase y su contribución al desarrollo de la misma. Los estudiantes
se autoevaluarán y evaluarán a sus compañeros a través de las
actividades de avalúo. La participación en clase a través del curso debe
darse utilizando el idioma del taller correspondiente. Al finalizar el taller, el
Facilitador evaluará el progreso académico de cada estudiante utilizando
el Anejo L. El Facilitador evaluará la participación y contribución de cada
estudiante al finalizar el curso utilizando el Anejo B.
3. Asignaciones : Las asignaciones deben ser completadas antes de cada
taller. Estas no serán substituidas y deberán ser entregadas al principio
del taller.
4. Portafolio del curso : Cada estudiante deberá preparar un portafolio del
curso donde reflexionará sobre los temas del curso y como éste se va
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 6
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
desarrollando (ver Anejo D hasta el Anejo K).Es importante que cada
estudiante trabaje este portafolio a partir de la primera semana de clases,
lo mantenga actualizado y lo traiga a clase cada semana para que lo
pueda utilizar y el Facilitador lo pueda revisar. Utilice el mismo tipo de
letra para todas sus tareas. El estilo APA recomienda Times New Roman,
Courier New o Arial, tamaño 12, a doble espacio. El Portafolio deberá
incluir los siguientes componentes:
a. Página de Título o Portada: La misma debe ser escrita utilizando el
estilo APA.
b. Tabla de Contenido: Luego de la página de titulo, los estudiantes
deberán de presentar una Tabla de Contenido incluyendo todas las
partes del portafolio.
c. Introducción: En la introducción del portafolio, los estudiantes podrán
reflexionar, criticar y analizar los trabajos del portafolio en general. Se
debe de realizar una comparación crítica entre los componentes del
porfolio. Además, se requiere que los estudiantes expongan la
importancia y el significado y aplicaciones en su trabajo/profesión de
los trabajos recolectados para el portafolio. Esta sección del portafolio
requiere que el estudiante se involucre en un alto nivel de reflexión y
evaluación en torno a los trabajos individuales del portafolio, así como
del portafolio visto como una sola unidad, a la luz de sus
objetivos/metas. Durante este proceso reflexivo, el estudiante deberá
sintetizar todos sus documentos, interpretarlos y avaluarlos, de
manera que tenga sentido, tanto para el propio estudiante como para
el que lo lea. La introducción del portafolio debe incluir:
i. El grado de logro en cuanto a las metas del estudiante.
ii. El crecimiento intelectual y académico que el estudiante
obtuvo a través del desarrollo del portafolio.
iii. El significado y aplicación que posee su recopilación de
trabajos como una totalidad.
d. Tareas semanales: Cada estudiante incluirá las tareas semanales:
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 7
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
estudios de casos, investigaciones, trabajos especiales, etc. que
requiere este modulo. Las mismas serán entregadas al finalizar cada
taller y el Facilitador devolverá las tareas en la siguiente clase con las
correcciones y recomendaciones a las mismas. El estudiante podrá
revisar, corregir y mejorar esas tareas en función de los comentarios
del Facilitador y lo aprendido en clase. Las tareas deberán ser
preparadas en el idioma del taller.
e. Actividades de avalúo: Los estudiantes deberán incluir todas las
actividades de avalúo realizadas en clase. Las mismas serán
evaluadas por el Facilitador en relación al conocimiento adquirido por
el/la estudiante sobre lo discutido en clase y en relación al dominio del
lenguaje del respectivo taller.
f. Apéndices: Los estudiantes debe incluir todos los documentos
utilizados en la preparación del portafolio.
g. Reflexión/Experiencia Personal/Conclusión: En esta fase, los
estudiantes habrán de analizar de forma crítica y exponer su punto de
vista con respecto a la importancia de los componentes colectados en
el portafolio. Los estudiantes deberán poner por escrito este
autoanálisis de cada elemento de su portafolio. Es importante que los
estudiantes escriban comentarios en torno a sus trabajos creados en
el portafolio, incluyendo aquellas partes del portafolio que necesitan
ser mejoradas. Los estudiantes se deben preguntar, durante la
evaluación de sus trabajos en el portafolio, lo siguiente:
h. ¿Cuál es la importancia y aplicación de este portafolio?
i. ¿Qué destrezas aprendió en el desarrollo de este portafolio?
j. ¿En qué destreza debe trabajar más para mejorar este trabajo
desarrollado para mi portafolio?
i. ¿Qué componentes del portafolio le atrajeron mas y por que?
ii. ¿Qué componentes del portafolio no le gustaron y por que?
k. Se debe recalcar que los estudiantes pueden libremente y sin miedo
comentar sobre sus logros, limitaciones y críticas constructivas en
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 8
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
torno a sus trabajos. Los estudiantes pueden trabajar en grupo
durante el desarrollo de su reflexión ante su portafolio. Los estudiantes
también deben sentirse libres de comentar sobre los trabajos de sus
compañeros de clase.
l. Referencias: Las mismas deben ser redactadas utilizando el estilo
APA. NOTA: El portafolio del curso deberá entregarse en la quinta
semana del curso. Sin embargo, el estudiante debe ir preparando el
mismo según progresa el curso. La presentación es importante y debe
estar preparado y organizado profesionalmente. Debe incluir cada una
de las secciones debidamente organizadas y rotuladas. El mismo será
evaluado utilizando el Anejo D hasta el Anejo K.
Otros:
El Facilitador/a puede crear cambios necesarios para el desarrollo del curso.
Incluyendo materiales, textos y añadiduras de sitios electrónicos para lograr los
resultados necesarios para llevar el curso.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 9
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
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 esta
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. Si un
estudiante tiene dificultad en hacer una pregunta en el idioma
especificado, bien puede escoger el idioma de preferencia para hacer la
pregunta. Sin embargo, el facilitador deberá contestar la misma en el
idioma designado para ese taller. Esto deberá ser una excepción a las
reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en inglés o todo 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.
Toda tarea a ser completada antes del taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 10
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
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 (vea
la política de honestidad académica).
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 esta 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.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 11
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 12
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
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.
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 intrínsicamente
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.
5. La evaluación debe servir como una herramienta de auto-análisis.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 13
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
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.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 14
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
STUDY GUIDE
Course Title: Investigative Techniques and Applied Quantitative Methods
for Public Administration
Code: MSPA 510
Time Length: Five Weeks
Prerequisite: None
Description:
The course gathers the statistical concepts and the investigative methodology
that are applicable to the program of public affairs. It presents a multidisciplinary
approach to the professional areas of public affairs. It develops in the students
the capacity and objectivity in decision making process with a minimum of
prejudice and subjectivity. The course emphasizes the practical elements of
methodology and applied statistical analysis; the study and application of the
methodology of a social investigation.
General Objectives:
At the end of the course the student will be able to:
1. Develop in the students a critical capacity to be efficient consumers of the
scientific investigation.
2. Recognize and utilize technical methods to design their own post graduate
studies investigation.
3. Will know how the formal investigative methods help understand the
practical problems of public administration and be able to make objective
and effective decisions for their solution.
4. Develop the necessary skills for statistical analysis and describe a
problem or a phenomenon and establish inferences and generalizations
accordingly.
5. Determine which statistical analysis is the most appropriate, to collaborate
and or confirm, a hypothesis. Answer investigative questions.
6. Interpret the meaning of a scientific study, tabular and statistical analysis.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 15
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Text and Bibliography
Hernández Sampieri, Roberto (2007) Metodología de la investigación. México
McGraw - Hill Ed.
Cooper, Donald R., Schindler, Pamela S. (2003) Business Research Methods
(8th Edition) USA, McGraw-Hill/ Irwin
Villenueve Burgos (1992). Guía Práctica para la redacción de propuestas y
documentos de tesis. Publicaciones Puertorriqueñas, Inc.
Ander-Egg, Ezequiel (1992). Técnicas de Investigación Social. Buenos Aires
Editorial Humanista.
Taylor, Ralph B. (1994) Research Methods in Criminal Justice Wash McGraw Hill
Publication Manual of the APA (2001) Washington DC Fifth Edition, American
Psychological Association
Revistas en Disco Compacto (PRO QUEST):
Social Science: Criminology and Law Enforcement
Public Administration
Sociology and Social Research
Social Research
Evaluation:
The final grade of each student will be based on the participation of all the
learning activities both individually and as a group. The final grade will also be
based on the execution of all the activities according to their respective grade.
Note: The rubrics to be used for each activity are included in the appendices. The
students will also be evaluated based on their understanding of the courses
content, in addition to their command of both Spanish and English languages.
Scale:
1. Attendance and participation……………………………100 points (50 each)
2. Assignments ………………………………………… ….100 points
3. Course Portfolio……………………………………… ….100 points
4. Investigation Proposal……………………………………200 points
Total………………………………………… 500 points
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 16
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Evaluation’s description:
1. Attendance and punctuality : Attendance is mandatory, and being punctual
reflects a professional ethic. The Facilitator will register the student’s
performance for both in every workshop. At the end of the course, the
Facilitator will evaluate each student with the rubric in Appendix M.
2. Weekly Assignments : Every student must include in the portfolio a copy of
the assignments required throughout this module. Every student must bring
all written assignments to class. The Facilitator will return the assignments in
the next class, so that the student may revise, correct or improve these
assignments, based on Facilitator’s comments and what was learned in class.
Assignments must be prepared in the language of the workshop. The
Facilitator will use Appendix A to evaluate written papers and Appendix C to
evaluate oral presentations. Students will complete Appendix R after each
workshop.
3. Participation and Class Contribution : It is the students responsibility to
attend classes prepared to discuss the topics of the day ( readings, assigned
questions, Reflexive diary completed, etc) and they must participate actively
with effective contributions. The facilitator will evaluate the participation of
each student in each workshop and will take into consideration their
participation, if the student prepared themselves for the class and their
contribution to the development of the workshop. The students will evaluate
and assess their co-students through assessment activities. At the end of the
workshop, the facilitator will assess the academic progress of each student
utilizing the Appendix I. The facilitator will also evaluate the participation and
contribution of each student at the end of the course utilizing Appendix B.
4. Assignments : The assignments should be completed before each workshop.
They will not be substituted and must be turned in at the beginning of the
workshop.
5. Course portfolio : Students should prepare a course portfolio (2” white binder
with front cover) where they would reflect upon course topics and
development (see Appendixes D thru K). It is important that all students work
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 17
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
on the portfolio from the first week of class, keep it up to date and, bring it to
class for discussion and Facilitator’s revision. The Portfolio should include the
following sections:
a. Title Page or Cover Page : It should be written APA style.
b. Table of conten t: After the Title Page, the students would include a Table
of Content including all parts of the portfolio.
c. Introduction : In the introduction of the portfolio, the students would reflect,
criticize and analyze all the components of it. They should write a critic
comparison between all the components of the portfolio. Also, it is required
that the students expose the importance, meaning, and applications of all the
components of their portfolios to their job or profession. This section of the
portfolio requires that the students get involve in a high level of reflection and
assessment regarding their individual assignments, and also as an
accomplishment of their objectives and goals. During the process of
reflection, the students should synthesize, interpret, and assess all the
documents, so that the introduction would have sense, not only for their own
interpretation but also for the reader. The introduction of the portfolio should
include:
i. The level of accomplishment of the students’ goals.
ii. The intellectual and growth of the students through time.
iii. The meaning and application of the recompilation of all the
assignments of the portfolio as a whole.
d. Weekly assignments : Assignments before every workshop are a
fundamental component of class participation. The students will complete
these assignments in the language of the workshop, and turn them in at the
end of it. The Facilitator will return the assignments on the next workshop with
the suggested corrections. The students should revise, correct and improve
these assignments, based upon the Facilitator’s comments. They should
show what was learned in class and, include this in their portfolios.
e. Assessment Activities : The student will include all the assessment
activities completed in class. The Facilitator will evaluate these activities in
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 18
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
relationship with the student’s gain in knowledge of the topics discussed in
class. They will also be evaluated for their performance in the dominant
language of the workshop.
f. Reflection/Personal and Academic Experience/Conclus ion: The
students should analyze, criticize, and explain their point of view regarding all
the components of their portfolio. They should write a self assessment for
each component. It is important that the students write their comments in the
development of their portfolios, including those that need improvement.
During the self assessment, the students should answer the following:
i. What is the importance and meaning of their portfolios?
ii. What skills they learned during the development of their portfolios?
iii. What skills they need to get better in order to improve their
portfolios?
iv. What components of their portfolios they like the most and why?
What components they did not like and why?
The students can freely and without fear make any comment regarding their
goals, limitations, and critics about their work. Also, they can work in groups
during the reflection on their portfolios, and make any comments on their
peers’ portfolios.
g. Appendixes : The students should include, for every workshop, all
documents used to prepare their portfolios.
h. References : Students should write their references using APA style.
Note: The Course Portfolio should be handed in, during the last week of
class. However, the students should begin preparing the portfolio as the
course develops, to avoid accumulating last minute work. Presentation is
important; it should be well organized and professionally prepared. It should
include each one of the sections explained above, appropriately labeled. The
Facilitator will evaluate the portfolio using Appendixes D thru K.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 19
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Other
The facilitator can and may create necessary changes to develop the course;
Including materials, texts, and additions of websites to achieve the necessary
results of the course.
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 English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. 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 ten hours of preparation but could require
more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 20
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
the missing work, if applicable. The facilitator will decide on the following:
allow 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 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
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students 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 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 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 (see Academic Honesty Policy).
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.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 21
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
9. The facilitator will establish a means of contacting students by providing an
email 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 in the university
community established by the institution and in this course.
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 informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if
deemed necessary.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 22
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Teaching Philosophy and Methodology
This course is grounded in 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. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. 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 the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
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.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 23
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Workshop One
Specific Objectives:
At the end of this workshop, the student will be able to:
1. Explain the process and methodology of an investigation
2. Describe the focus of quantitative and qualitative in an Investigation.
3. Recognize the necessary steps to develop an investigation.
4. Define the purpose of the investigation based on a public administration
problem and or a public affairs situation.
5. Establish the measurement tool, which will be used for the investigation
and the objective of the investigation.
Language Objectives:
The students will be able to:
1. Summarize the main ideas using correct grammar and spelling.
2. Explain the basic functions of the methodology of an investigation using
excellent written skills.
3. Express their personal opinion on how a scientific investigation affects the
decision making process to resolve problems in a business using excellent
oral command.
Electronic Links (URLs):
Investigation definition
http://www.maxibuscador.com/?mxb=investigacion+cientifica+definicion+funcion
es+tipo
Initializing an Investigation
http://www.mariapinto.es/e-coms/ini_inves.htm
Designing an Investigation
http://server2.southlink.com.ar/vap/DISENO%20DE%20LA%20INV.htm
Investigation proposal
www.des.emory.edu/mfp/ElementsInSpanish.pdf
Investigative Methods
http://www.doschivos.com/trabajos/biologia/116.htm
Scientific Investigation methods
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 24
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
http://www.svsu.org/curr/
Quantitative and Qualitative Methods
www.workhorseconstruction.com/2-5_files/frame.htm#slide0022.htm
Qualitative Investigative Method
http://www.fgcu.edu/cob/mkt/langford/mrnote1.htm
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials.
Pay close attention to the rubrics in the Appendix section. These rubrics
will be used to assess your knowledge, language skills and participation.
2. Research textbooks, specialized magazines, journals and the internet to
find the steps to develop an investigative project. Summarize the
information and bring it to class.
3. Select three central ideas (the possible topics of the investigation) for the
investigative report. These topics must be real and current in today’s
environment. The final idea must be approved by the facilitator.
4. Review “APA Style Guide for Students at Florida Campuses” available at
the learning center.
5. Write a two pages essay, using APA format, which will show and identify
the problem of your investigation. This essay must include the objectives
and the justification of the investigation.
6. Find information about the following topics:
a. The investigation process
b. The quantitative focus and qualitative focus in an investigation.
c. The steps to develop an investigative project.
Print and read the information. Highlight what you consider important and
bring it to class.
Activities :
1. The facilitator and the students will introduced themselves by engaging in
an icebreaking activity suggested by the facilitator.
2. The facilitator will verify that each student is enrolled in the class and will
discuss the class objectives.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 25
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
3. The group will select the Student Representative.
4. The facilitator will discuss the objectives and the evaluation of the course.
5. The facilitator will explain the parameters of the investigative work and the
parameters of the oral presentation that the student will prepare and the
rubrics to be used (Appendixes A and B).
6. The evaluation rubrics will be discussed; class participation (Appendix O),
writing assignments (Appendix B), oral presentation (Appendix C), written
report ((Appendix O) and Portfolio ((Appendixes D-K).
7. The facilitator will conduct a group and or an individual discussion by
asking questions identifying each student’s knowledge of the courses
content. This will be based on the student’s professional experience and
prior preparation of the workshop.
8. The class will be divided into three groups to discuss with the following
topics:
a. The investigation process
b. The quantitative focus and qualitative focus in an investigation.
c. The steps to develop an investigative project.
Each group will have a topic. They will prepare a summary and will
present it to the rest of the class (Appendix C).
9. The facilitator and the students will perform a brainstorming of possible
ideas for the research they will be conducting.
10. The facilitator will evaluate each student’s proposal and accept or reject it
depending on if it meets the courses criteria and requirements. If a student
does not have an approved idea; the facilitator may assign topics that are
relevant to the course and material given.
11. The student will prepare a concept map that will reflect the steps that need
to be followed during an investigation.
12. The facilitator will discuss how to present a research project in APA
format.
13. The facilitator will explain how the final project will be divided for
presentation purposes. The investigative project will be divided into two
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 26
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
parts; a) oral presentation that will be offered in Spanish and b) the written
portion, including the graphs and diagrams that will be written in English
(see Appendixes A and C).
Assessment:
1. The facilitator will ask open questions with the purpose to evaluate the
acquired knowledge during this workshop.
2. The student will prepare a Reflexive Diary on today’s workshop.
3. Written documents rubric.
4. Class participation rubric.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 27
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Taller Dos
Objetivos Específicos:
Los estudiantes podrán:
1. Evaluará el marco teórico sobre su problema de investigación.
2. Revisará la literatura relacionada con el problema.
3. Construirá una perspectiva teórica sobre su problema de investigación.
4. Definirá el alcance de la investigación a realizar entre las siguientes:
exploratoria, descriptiva, correlaciónale, o explicativa.
5. Redactará una hipótesis de investigación.
6. Detectará y definirá conceptual y operacionalmente las variables
dependientes e independientes.
Objetivos del Lenguaje:
Los estudiantes podrán:
1. Traducir un artículo en relación a la función de una investigación
utilizando excelente gramática, puntuación y ortografía.
2. Leer y resumir las ideas principales de un libro ó artículo sobre
investigación utilizando excelente uso del lenguaje incluyendo la sintaxis,
uso de vocabulario y conjugación de verbos.
3. Comunicar ideas verbalmente en español haciendo uso correcto de
verbos y dicción.
Enlaces Electrónicos:
Marco Teórico
http://www.cnep.org.mx/Información/teórica/metodología.htm-26k-
El marco teórico de una investigación
http://www.clasco.org.ar/.../Publicaciones/catalogo/colección.campus-
virtual/publicación.2006-03-20.576744413-23k
Construcción del marco teórico
http://www.paginas.ufm.edu/sabino/pl-cap-5.htm-59k-
El marco teórico o referencial como parte de la investigación social.
http://www.fhumyar.unr.edu.ar/escuelas/3/materiales%20de%20catedras/trabajo
%20de%campo/marco_teorico.htm-39k-
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 28
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
El marco teórico y su construcción.
http://www.crefal.edu.mx/bibliotecadigital/CEDAL/acvervo-
digital)colección_crefal/retablos%20depapel/RP03/tiv.htm-34k-
En investigación social no se puede separar el marco teórico del problema de
investigación.
Marco Teórico
http://server2.southlink.com.ar/vap/MARCO%20TEORICO.htm
El diseño de la investigación
http://server2.southlink.com.ar/vap/DISENO%20DE%20LA%20INV.htm
Métodos de investigación
http://www.doschivos.com/trabajos/biologia/116.htm El diseño de la investigación
http://server2.southlink.com.ar/vap/DISENO%20DE%20LA%20INV.htm
Las variables
http://server2.southlink.com.ar/vap/las_variables.htm
Ética en la Investigación
http://www.dsa.org/ethics/
http://www.ethics.org/
Componentes de investigación
http://portal.acm.org/citation.cfm?id=1181821
Métodos integrados de investigación
http://gis.esri.com/library/userconf/proc05/papers/pap1009.pdf
Asignaciones antes del Taller Dos:
1. Buscar información sobre el problema o tema de su investigación.
2. Preparar y entregar 15 fichas bibliográficas de libros, revistas profesionales e
Internet relacionadas al tema de su investigación. Para más información
acerca de las fichas bibliográficas visite:
http://www.monografias.com/trabajos10/ficha/ficha.shtml
3. Busca información para definir los siguientes conceptos: Marco teórico,
etapas del marco teórico, fuentes primarias, secundarias y terciarias, teoría y
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 29
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
estructura del marco teórico. Prepare una definición en sus propias palabras
de cada término.
4. Hacer una Tabla descriptiva de los teóricos o autores que utilizará en su
marco teórico y la teoría del autor sobre el tema.
5. Buscar información relacionada con los estudios exploratorios, descriptivos,
correlaciónales y explicativos. Prepare una tabla comparativa de los tipos de
estudio,
6. Buscar información sobre las clases de hipótesis y los tipos de variables.
Imprímala y llévela a clase.
7. Redactar una hipótesis de investigación para el problema de investigación
seleccionado.
8. Establecer la variable dependiente y la variable independiente de la hipótesis
de su investigación
Actividades:
1. El facilitador comenzará la clase con un breve repaso.
2. División de los participantes en tres (3) grupos para discutir los siguientes
temas: Marco teórico y su estructura, Fuentes de investigación, primaria,
secundaria y terciaria y teoría (ver Anejo B).
3. El facilitador moderará la discusión de las fichas bibliográficas.
4. Los estudiantes discutirán la Tabla descriptiva de Autores y teorías
relacionadas con el tema de investigación.
5. Los estudiantes discutirán la información encontrada sobre estudios
exploratorios, estudios descriptivos, estudios correlacionarles y estudios
explicativos.
6. Los estudiantes presentarán al grupo sus hipótesis de investigación y las
variables dependientes e independientes.
7. El facilitador ofrecerá ejemplos de hipótesis y de variables.
8. El facilitador discutirá las asignaciones antes del taller tres.
Avalúo
1. El/La facilitador(a) hará preguntas abiertas con el propósito de evaluar los
conocimientos adquiridos por los estudiantes durante este taller.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 30
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
2. El/La estudiante preparará un Diario Reflexivo sobre sus experiencias
durante este taller (ver Anejo R).
3. Matriz valorativa de trabajos escritos.
4. Matriz valorativa de participación en clase.
5. Matriz evaluativa de trabajos en Grupos
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 31
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Workshop Three
Specific Objectives:
The student after this workshop will be able to:
1. To select the appropriate design for an investigation between
experimental, pre-experimental or quasi-experimental and non
experimental.
2. Understand how to obtain the internal validity and external of an
investigation.
3. Know the designs of experimental, quasi-experimental and non-
experimental.
4. Use the quantitative method to select the sample of the population for their
investigation.
5. Determine the universe or the population of their investigation.
Language Objectives:
1. Summarize the main ideas using correct grammar and spelling of the
language.
2. Explain the basic functions of the sampling process using excellent written
skills of the language.
3. Express their personal opinion on how the data collected affects the
investigative study, using excellent oral command of the language.
Electronic Links (URLs):
The investigation design
http://server2.southlink.com.ar/vap/DISENO%20DE%20LA%20INV.htm
Investigative methods
http://www.doschivos.com/invest.htm
Quantitative and Qualitative methods
www.workhorseconstruction.com/2-5_files/frame.htm#slide0022.htm
Qualitative method of Investigation
http://www.fgcu.edu/cob/mkt/langford/mrnote1.htm
Sampling and Population
http://server2.southlink.com.ar/vap/poblacion.htm
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 32
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Sampling
http://server2.southlink.com.ar/vap/MUESTREO.htm
Measuring Instruments
http://www.dur.ac.uk/richard.gott/Evidence/cofe
.htm
http://www.sciencegems.com/physical.html#1
http://www.jamescmccroskey.com/publications/
56.htm
Reliability and Validity
http://www.konsultco.com/ReliabilityandValidity.html
Assignments before Workshop Three:
1. The student will prepare to discuss the concepts of sampling, population and the
selection process of sampling.
2. The student will come prepared to discuss the concept of data collection and
elaborating the measuring tool.
3. The student will write a two page essay on the reliability and validity of the
measuring tool. He/she must also indicate the relationships that exist between
the concepts and the success of the investigation.
4. The student will prepare a questionnaire with ten (10) questions related to the
investigative project and will come prepared to use it in the classroom with the
class.
5. The student will come prepared to discuss the concepts of the quantitative and
qualitative analysis.
6. The student will prepare a draft (turn-in) of their investigative work. It must
include all of the steps of the investigative process previously discussed in class.
Activities :
1. The facilitator will review the previous workshop and answer any questions and
clarify any doubts that the students may have.
2. The facilitator and the students will discuss today’s’ topics.
3. The facilitator will divide the class up in groups and will ask that each group
discuss their questionnaires and utilize them to conduct a sample measuring
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 33
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
utilizing their measuring tool. (the questionnaire maybe part of any of the
investigation projects)
4. Each group will conduct their pool with other students of the class.
5. Each group will analyze and tabulate the results.
6. The facilitator will discuss the results in class.
7. The facilitator will allow that the students ask questions and present topics or
issues relevant to their investigation for the purpose of feedback and clarifying
any doubts that may have risen during today’s class.
8. Each student will have five to ten minutes to present their current projects status
along with any corrections or changes that need to be done.
9. The facilitator will discuss next week’s assignments and workshop
Assessment:
1. The facilitator will ask questions for the purpose of evaluation of the acquired
knowledge of the students during this workshop.
2. The student will prepare their daily reflective about their experiences in today’s
workshop (see Appendix R).
3. The facilitator will use the rubric to evaluate written essay.
4. The facilitator will evaluate each student’s participation in group activities.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 34
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Taller Cuatro
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Conocerá el procedimiento de recolección de datos y seleccionará la técnica a
utilizar en su investigación.
2. Elaborará y aplicará el instrumento de medición seleccionado a la muestra de su
investigación.
3. Calculará validez y confiabilidad del instrumento de medición.
4. Codificará los datos para el análisis.
5. Analizará los datos de su investigación en forma cuantitativa o cualitativa.
6. Aplicará las estadísticas descriptivas para cada variable en su trabajo de
investigación.
7. Aplicará las estadísticas descriptivas para cada variable en su trabajo de
investigación.
8. Realizará la prueba de hipótesis de su investigación.
Objetivos del Lenguaje:
Los estudiantes podrán:
1. Leer y resumir las ideas principales de un libro ó artículo sobre investigación
utilizando excelente uso del lenguaje incluyendo la sintaxis, uso de vocabulario y
conjugación de verbos.
2. Comunicar ideas verbalmente en español haciendo uso correcto de verbos y
dicción.
3. Redactar un ensayo con excelente gramática, puntuación y ortografía donde
explicará las funciones del usuario en una investigación.
Enlaces Electrónicos:
Investigación científica en las ciencias sociales: métodos de recolección de datos y
fiabilidad.
http://www.bioteca.org/bioteca/investigando3.htm-30k-
Metodología de investigación: confiabilidad de los datos.
http://www.cnep.org.mx/información/teorica/metodología.htm26-k
Metodología de investigación: confiabilidad de los datos.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 35
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
http://www.paginas.ufm.edu/sabino/pl-cap9.htm-71k-
Un instrumento de recolección de datos.
http://www.unavarra.es/personal/vidaldiaz/pdf/problema.PDF
Exposición de la lógica del análisis de los datos en la investigación social.
Prueba de hipótesis en la investigación social.
http://www.tgrajales.net/pruehipot.pdf-
Desarrollo de Destrezas de Información
http://www.hets.org/leObj/desInfo/UPR%20LO/index.htm
Tecnología Commercial
http://www.brint.com/interest.html
Actividades de Investigación
http://mubs.mdx.ac.uk/research/
Temas de Investigación
http://www.questia.com/popularSearches/index.html
Investigaciones Cualitativas
http://www.qual.auckland.ac.nz/
Asignaciones antes del Taller Cuatro:
1. Buscar información sobre las Técnicas de recolección de datos.
2. Preparar una Tabla comparativa y descriptiva de Técnicas de Recolección de
datos.
3. Buscar información sobre el análisis de los datos en la investigación social.
4. Analizar los datos de su investigación en frecuencia y por cientos por cada
pregunta del cuestionario de su investigación.
5. Realizar la prueba de la hipótesis de su investigación.
6. Definir los siguientes términos: Análisis cuantitativos, estadísticas descriptivas,
estadística inferencial, significancia, prueba de hipótesis y medidas de tendencia
central.
7. Defina los siguientes conceptos: recolectar datos, medir, confiabilidad, validez y
sus clases, cálculo de confiabilidad, cálculo de la validez, pasos para construir
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 36
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
un instrumento de medición, escalas para medir actitudes, escala Likert,
cuestionarios y preguntas y codificación de preguntas.
8. Continúe trabajando con su portafolio.
Actividades:
1. El facilitador comenzará la clase con un breve repaso.
2. El/La estudiante vendrá preparado para discutir los conceptos de análisis
cuantitativos y análisis cualitativos.
3. El/La estudiante vendrá preparado para discutir el concepto de recolección de
datos y la elaboración de un instrumento de medición.
4. El/La estudiante vendrá preparado par discutir todo lo relacionado con la
elaboración del reporte de investigación.
5. El/La estudiante preparará un ensayo corto donde presente un contraste entre
los elementos del reporte de investigación en el contexto académico y el
contexto no académico para discutir en clase.
6. El/La estudiante preparará un borrador final “final draft” (para entregar) de su
trabajo de investigación. Este debe incluir todos los pasos de la metodología de
la investigación según discutidos en clase y escritos en el libro de texto.
7. Los estudiantes prepararán un mapa conceptual sobre el proceso de
recopilación de datos.
8. El facilitador discutirá las asignaciones antes del taller.
Avalúo
1. El/La facilitador(a) hará preguntas abiertas con el propósito de evaluar los
conocimientos adquiridos por los estudiantes durante este taller.
2. El/La estudiante preparará un Diario Reflexivo sobre sus experiencias durante
este taller (ver Anejo R).
3. El/la facilitador(a) se reunirá individualmente con cada estudiante para ofrecerle
retroalimentación en relación al borrador final “final draft” entregado.
4. El/la Facilitador (a) utilizara la matriz evaluativa para participación grupal.
5. El/la Facilitador (a) utilizara la matriz evaluativa para trabajos escritos.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 37
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
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:
At the end of this workshop the student will be able to:
1. Elaborate an investigation report or paper.
2. Select the type of academic paper.
3. Edit the academic paper and incorporate all the corresponding and available
graphic materials available
4. Present the Investigative report
.Language Objectives:
1. Explain the major points of the topic chosen for their final presentation, using
excellent written skills of the language.
2. Explain the major points of the topic chosen for their final presentation using
excellent oral command of the language.
3. Present the written portion of the presentation in the selected language using the
proper terms and concepts presented orally showing the proper usage of
grammar and syntax.
Electronic Links (URLs):
Elements of an Investigative Report
http://www.scielo.cl/cielo.php?pid=so718-22282000600010011&script=artttext-57k-
Measurement impact in an Investigative report
http://www.comacrep-org.mx/pdfs/concindesol.pdf-
Example of measurement impact
http://www.unidcampeche.edu.mx/vinculación/Manual%20de%20Reporte%20de20%Es
tudia%20empresarial.doc-
Investigative Skills Manual
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 38
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
http://www.sg.inter.edu/cai/destrezas/investiga/sld001.htm-49k-
Investigation development guide
http://www.2.uiah.fi/projekti/metodi/295.htm-39k.
Virtual library Portal for the University of Turabo
http://bibliotecavirtualut.suagm.edu/
Small business Portal
http://www.smallbusinessportal.co.uk/ntools.htm
Development of Informational skills
http://www.hets.org/leObj/desInfo/UPR%20LO/index.htm
Investigative Methodology
http://cariari.ucr.ac.cr/~rodolfor/protesis.html
Investigative Methods
http://www.monografias.com/trabajos11/metods/metods.shtml Assignments before Workshop Five:
1. The student will finalize their investigative project. They will present the oral portion
in Spanish.
2. The student will present the written portion in English including all relevant materials
used in the development of their investigative project.
3. The student will finalize their individual course portfolios. They must include the
proper appendices in regards to return or discard of portfolio.
Activities :
1. The facilitator will review the previous workshop in Spanish and answer any
questions.
2. The facilitator will discuss the assignments for workshop five in English.
3. Each student will present their investigative work in Spanish . The allotted time will
be 30-40 minutes.
4. The facilitator will request that students participate in a 5 minute “Question and
Answer” in English .
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 39
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
5. The facilitator at the end of the presentation portion of the class will review additional
oral presentation techniques and audio visual materials that will help the students
develop their presentation skills in English for future presentations.
6. The facilitator will review through an open discussion the topics covered throughout
the course if time permits.
7. Students will hand in the Portfolio.
8. Closing activity – to be determined by the facilitator.
Assessment:
1. The student will prepare their reflexive diary (Appendix R).
2. The facilitator will use the written report rubric (Appendix A).
3. The facilitator will use the oral presentation rubric (Appendix C).
4. The facilitator will use the Portfolio rubric (Appendixes D-K).
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 40
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejos/Appendixes
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 41
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo A/Appendix A
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:___________________
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 42
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Conten ido
Este trabajo esta 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 esta 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 verbos y acentuación apropiada y correctamente.
10
Total P untos 100 (70% conten ido y 30% lenguaje)
Puntuación Total : _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 43
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo B/Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criteri o Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 44
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteri a Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 45
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo C/Appendix C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL
ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 46
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
This evaluation is for the individual presentation within the group.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 47
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo D/ Appendix D
PORTFOLIO
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, reflexive 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 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.
• 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”
• 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 F ).
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 48
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix E ).
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 I ). 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:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix J ).
• 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 (Appendix K ).
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 49
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo E/Appendix E
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 50
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo F/Appendix F
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 51
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo G/Appendix G
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 52
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo H/Appendix H
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?
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 53
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
� 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 = Need s 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
MSPA 510 Investigative Techniques and Applied Quantitative Methods… 54
Prep. 2007. Tomasita Pabón, JD, MAP, Ph. D, Rev. 2008. Chalie Colón, MBA. IB, EPM, DLP.
Anejo I/Appendix I
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
MANA 700 Entrepreneurship/Empresarismo 55
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
Anejo J/Appendix J
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
MANA 700 Entrepreneurship/Empresarismo 56
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
Anejo K/Appendix K
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
MANA 700 Entrepreneurship/Empresarismo 57
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
Anejo L/Appendix L
Student’s Weekly Progress Record Sheet
Student Name: ________________________ Date _______________ Course Title _________________________ Professor_________________ Criteria Day One Day Two Day Three Day Four Day Five Total
Attendance (10 points each day)
Individual Participation (10 points each day)
Reflective Journal (15 points each day)
Group Work (25 points each)-( 3 Sessions)
Graphic Design (75 points)
Essay (30 points each) (3 Sessions)
Comic Strip (25 points)
Oral Presentation(50 points)
Class Assignments (30 points)
Portfolio (50 points)
Total of Points
Student’s Signature ________________________ Date ________________ Facilitator’s Signature ______________________ Date ________________
MANA 700 Entrepreneurship/Empresarismo 58
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
Anejo M/Appendix M
MATRIZ VALORATIVA PARA EVALUACIÓN DE ASISTENCIA Y P UNTUALIDAD
NOMBRE: __________________________ NOTA FINAL _____________
FECHA: ____________________________
La asistencia a cada taller es mandatoria y la puntualidad representa ética
profesional. El facilitador llevará un registro de las mismas para cada taller y, al
finalizar el curso, utilizará este anejo para evaluar a cada estudiante.
Asistencia y puntualidad: ______ x 2= _____%
_____ 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= Asistencia perfecta
Comentarios :
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________
MANA 700 Entrepreneurship/Empresarismo 59
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Attendance is mandatory, and being punctual reflects a professional ethic. The
facilitator will register the student’s performance for both in every workshop. At the
end of the course, the Facilitator will evaluate each student with this rubric.
Attendance and Punctuality: ______ x 2= _____%
_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in
2 workshops
_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more
workshops
_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more
workshops
_____ 3= Absent in 1 workshop or attended all workshops but was late in 3
workshops
_____ 4= Attended all workshops but was late in 1 or 2 workshops
_____ 5= Perfect attendance
Comments :
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
________________
MANA 700 Entrepreneurship/Empresarismo 60
Prep. 2004. Esther A. Rubio Negrón, MA. Rev. 2008 Bernardo Gil, MBA
Anejo N/Appendix N
RED CONCEPTUAL
La Red Conceptual consta de tres elementos básicos:
1. El tema central
2. Los sub-temas
3. Preguntas o situaciones esenciales para analizar la situación
CONCEPTUAL GRID The conceptual grid is comprised of three basic elements:
1. The main topic
2. Its sub topics
3. Special questions or critical situations that are needed to analyze the topic
Red Conceptual
Seleccione un tema de su área de estudio.
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 61
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Conceptual Grid
Select one topic to be researched
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 62
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Anejo O/Appendix O
MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CL ASE
NOMBRE: _________________________ FECHA:___________________
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.
Comentarios :
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Firma Facilitador:_________________________________
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 63
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Class Participation: ______ x 2 =_____% 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.
Comments :
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
____________________________
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 64
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Anejo P/Appendix P
COURSE EXPECTATIONS
Objective : To align the objectives of the course with the student’s
expectations.
Procedure:
Students will write their expectations of the course, the perceived
objectives and their goals to be achieved with the course. The
student will share their expectations with the rest of the group.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 65
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Anejo Q/Appendix Q
ONE MINUTE- PAPER
Name ________________________
Answer the following questions and return the document to the facilitator. These
answers will provide the facilitator with valuable information regarding your
doubts about the topics or concepts discussed in class today.
1. The most important topic or theme of today’s workshop was
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________.
2. After discussing the topic, some questions are still unanswered. These are…
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________.
3. I would like this discussion to go further into these other/s topic/s that are very
important for me.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________.
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 66
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Anejo R/Appendix R
DIARIO REFLEXIVO Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los
conceptos, los sentimientos y las actitudes que se desatan a partir de la
discusión y los trabajos de cada taller. Este proceso le ayudará en su
autoanálisis, así como propiciará la auto evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado
en el taller y conteste las mismas en forma de ensayo con excelente
gramática, ortografía y puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias
personales…
MSPA 510 Investigative Tecniques and Applied Quantitative M ethods for Public Administration 67
Prep. 2007, Tomasita Pabón, JD, MAP, PhD, Rev. 2008, C. Colón, MBA. IB, EPM, DLP
Reflexive Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts,
feelings, and attitudes experienced after class discussion and
assignments. This process will help your self-assessment.
Using the following questions, reflect about what was presented in this
workshop and answer the questions following an essay style using
excellent grammar, syntax and punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…