SOSC 112 Individuo, Comunidad, Gobierno y Responsabilidad ... 112 DLP... · Individual, Community ... Identificar los indicadores que miden el desarrollo económico y su ... Toda

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

SOSC 112

Individuo, Comunidad, Gobierno y Responsabilidad Social II

Individual, Community, Government and Social Responsibility II

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

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

SOSC 112 Individual, Community and Government II 2

Prep. 2009 Amparo Rodríguez Ramos, MCR. Rev.08-20-2010 Ivette Bóssolo-Pérez, Esq. (EPM, MPS)

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Guía de Estudio ............................................................................................................................... 3

Study Guide .................................................................................................................................. 15

Workshop One .............................................................................................................................. 27

Taller Dos...................................................................................................................................... 31

Workshop Three............................................................................................................................ 35

Taller Cuatro ................................................................................................................................. 39

Workshop Five/Taller Cinco ......................................................................................................... 43

Anejo A/Appendix A .................................................................................................................... 47

Anejo B/Appendix B..................................................................................................................... 48

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

Anejo D/Appendix D .................................................................................................................... 50

Anejo E/Appendix E ..................................................................................................................... 51

Anejo F/Appendix F ..................................................................................................................... 53

Anejo G/Appendix G .................................................................................................................... 54

Anejo H/Appendix H .................................................................................................................... 55

Anejo I/Appendix I ....................................................................................................................... 57

Anejo J/Appendix J ....................................................................................................................... 58

Anejo K/Appendix K .................................................................................................................... 59

Anejo L/Appendix L ..................................................................................................................... 61

Anejo M/Appendix M ................................................................................................................... 62

Anejo N/Appendix N .................................................................................................................... 63



Guía de Estudio

Título del Curso: Individuo, Comunidad, Gobierno y Responsabilidad Social II

Codificación: SOSC 112

Duración: 5 semanas

Prerrequisito: SOSC 111

Descripción

Estudio de los elementos cívicos, sociales, culturales y psicológicos del individuo en sociedad;

con énfasis en la dimensión ciudadana, política, económica y ambiental.

Objetivos Generales

1. Reconocer la importancia de la participación del individuo en los procesos políticos.

2. Aplicar los principios del derecho, de la ley y del gobierno que rigen las relaciones de los

ciudadanos entre sí y frente al estado.

3. Enumerar las principales organizaciones internacionales gubernamentales y no

gubernamentales y su impacto en los procesos políticos.

4. Conocer la relación que existe entre los procesos de producción, consumo, inserción

regional y la globalización.

5. Identificar los indicadores que miden el desarrollo económico y su impacto en el

individuo, la comunidad y el gobierno.

6. Comprender los diversos eventos ambientales a nivel regional, local y global tales como:

calentamiento global, contaminación de las aguas superficiales, contaminación

atmosférica y deterioro de la capa de ozono.

7. Conocer estrategias para el uso y manejo de los recursos naturales.



Textos y Recursos

Ferguson, S. J. (2010). Mapping the Social Landscape: Readings in Sociology (6th ed.). McGraw

Hill

Torres, Lizandra y Torres, Lina (2008). Introducción a las Ciencias Sociales: Sociedad y

Cultura Contemporánea Tercera Edición NY: International Thomson Editores.

Torres Rivera, Lina M., editora. (2008). Ciencias Sociales: Sociedad y Cultura Contemporáneas;

Cengage Learning Editores, S.A. de C.V. 4ta Ed., México

ISBN: 13: 978-970-830-083-4

ISBN: 10:970-830-083-7

Hunt, E.F., Colander, D.C. (2008). Social Science: An introduction to the study of

society (13th ed.). Boston: Pearson

Perry, J.A., Perry, E. K. (2006). Contemporary Society: An Introduction to Social

Science (11th ed.). Boston Pearson

Gelles, Richard J. y Levine, Ann. (2001). Sociología; Mc Graw Hill/Interamericana

Editores, S.A. de C.V. 6ta Ed., México ISBN: 970-10-2928-3

Libro Electrónico

Ianni, O. (2006). Las ciencias sociales y la sociedad global [e-book]. Red Perfiles Educativos.

http://www.e-libro.com

Evaluación

La evaluación del curso consiste en medir el grado de aprovechamiento que el estudiante haya

obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten de las

siguientes actividades:



Asistencia y Participación en Clase 15%

Asignaciones 15%

Portafolio Académico 10%

Examen 20%

Proyecto Especial 40%

TOTAL 100%

Nota: La puntuación final obtenida será la suma de la puntuación obtenida en todas las

actividades desarrolladas. La sumatoria final será de 100 puntos con curva estándar. Las

matrices a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El

estudiante será evaluado en términos del dominio del conocimiento adquirido a través del curso y

de su dominio del idioma, tanto del inglés como del español.

Descripción de la evaluación

1. Asistencia y Participación: La asistencia es mandataria y la puntualidad representa ética

profesional. El Facilitador llevará un registro de las mismas para cada taller y, al

finalizar el curso, utilizará el Anejo J para evaluar a cada estudiante. Se espera que todo

estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado) y que participe activamente. 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. La participación en clase a través del curso debe



darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la

participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo

A. En adición a la asistencia mandataria al salón de clase y participación durante la

misma, el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de

idiomas. A través de los cinco talleres el estudiante deberá recopilar evidencia de su

trabajo para ser entregada al facilitador en el quito taller.

2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación

en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán

entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones

sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar

esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.

3. Portafolio Académico: Cada estudiante deberá preparar un portafolio del curso (carpeta

blanca de 2” – 3” con portada) donde reflexionará sobre los temas del curso y cómo éste

se va desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de

la primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana

para que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado

utilizando los Anejos G-N y debe incluir las siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. División en cinco talleres

i. Asignaciones

ii. Avalúo



e. Conclusión – Evaluación Final

f. Bibliografía/Referencias estilo APA

Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller

Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso

para no acumular trabajo innecesariamente. La presentación es importante, preparado y

organizado profesionalmente. Debe incluir cada una de las secciones debidamente

organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejos G-N.

4. Examen: A ser administrado durante el Taller Cuatro. El modo de administración – en el

salón o en la casa – queda a discreción del facilitador, quien preparará a los estudiantes

durante los talleres anteriores en cuanto al estilo y contenido del mismo.

5. Proyecto Especial/Trabajo Investigativo: En el primer taller el facilitador dividirá la

clase de tres a cuatro grupos (dependiendo del número de estudiantes matriculados).

Cada grupo escogerá un tema de impacto para investigar y deberá completar las

instrucciones y etapas del trabajo durante los próximos cuatro talleres. Cada grupo

defenderá claramente los aspectos más importantes que definen y caracterizan el tema

seleccionado. El grupo utilizará su creatividad y el método más apropiado para presentar

el tema en cuestión observando la relevancia del tema y la integración de los diversos

conceptos estudiados en clase. En la preparación del tema se deben consultar diversas

fuentes de información: uso de los recursos sugeridos en el módulo; artículos; fuentes de

Internet; otras. El grupo tiene que proyectarse de forma organizada, al defender el tema

en cuestión, debe ser de forma concisa, asertiva y coherente. El grupo presentará una

presentación oral en inglés y un trabajo escrito en español donde se expongan los temas a

presentarse. Ambos se presentaran durante el último y quinto taller.



6. Laboratorio de Lenguaje

En adición a la asistencia mandataria al salón de clase y participación durante la misma,

el estudiante deberá cumplir veinte (20) horas de ejercicio en el laboratorio de idiomas.

A través de los ocho talleres el estudiante deberá recopilar evidencia de su trabajo para

ser entregada al facilitador en el último taller. El facilitador determinara la distribución

de horas entre ambos idiomas – inglés y español – de acuerdo a las necesidades

individuales de cada estudiante. El estudiante deberá completar sus horas físicamente en

el laboratorio de idiomas – en cada centro – o desde su casa/trabajo a través del programa

“Tell Me More”.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

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.

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

opciones:

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

nota existente.

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

por debajo de la nota existente.

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

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

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar



que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

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

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

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

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

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

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.



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

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

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

correo electrónico, teléfonos, y el horario disponibles.

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

deberá permanecer en vibración o en silencio.

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

clases.

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

rigen al SUAGM y el curso.

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

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

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

• http://www.chegg.com/ (alquiler)



• http://www.bookswim.com/ (alquiler)

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

• http://www.alibris.com/ (compra)

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

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

necesario.

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

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

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

Cumplimiento pueden visitar este enlace

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

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

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

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

(RCR).

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

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo



Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

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

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

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

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

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

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

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

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

primarios, no en hechos aislados.



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

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

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la

educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su aprendizaje.

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

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

perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: Individual, Community, Government and Social Responsibility

Code: SOSC 112

Time Length: 5 weeks

Pre-requisite: SOSC 111

Description

Study of civic, social, cultural and psychological elements of the individual in society; with

emphasis in political, economic and environmental dimensions.

General Objectives

1. To recognize the importance of the participation of the individual in the political process.

2. To apply the principles of the legal and judicial system, the government that regulates the

relations of the citizens among each other and with the state.

3. To enumerate the main governmental and nongovernmental international organizations

and their impact in the political process.

4. Understand the relation that exists between the production process, consumption, regional

insertion, and globalization.

5. Identify the indicators that measure the economic development, its impact on the

individual, the community, and the government.

6. Understand the diverse environmental events at regional, local and global level such as:

global warming, contamination of superficial waters, air pollution and deterioration of the

ozone layer.



7. Identify strategies for the use and handling of natural resources.

Texts and Resources

Ferguson, S. J. (2010). Mapping the Social Landscape: Readings in Sociology (6th ed.). McGraw

Hill

Torres, Lizandra y Torres, Lina (2008). Introducción a las Ciencias Sociales: Sociedad y

Cultura Contemporánea Tercera Edición NY: International Thomson Editores.

Torres Rivera, Lina M., editora. (2008). Ciencias Sociales: Sociedad y Cultura Contemporáneas;

Cengage Learning Editores, S.A. de C.V. 4ta Ed., México

ISBN: 13: 978-970-830-083-4

ISBN: 10:970-830-083-7

Hunt, E.F., Colander, D.C. (2008). Social Science: An introduction to the study of

society (13th ed.). Boston: Pearson

Perry, J.A., Perry, E. K. (2006). Contemporary Society: An Introduction to Social

Science (11th ed.). Boston Pearson

Gelles, Richard J. y Levine, Ann. (2001). Sociología; Mc Graw Hill/Interamericana

Editores, S.A. de C.V. 6ta Ed., México ISBN: 970-10-2928-3

E-book

Ianni, O. (2006). Las ciencias sociales y la sociedad global [e-book]. Red Perfiles Educativos.

http://www.e-libro.com

Evaluation

The evaluation of the course will consist in measuring the academic grade the students obtained.

Such evaluation consists of the percentage points achieved from the following activities:

Attendance and Class Participation 15%



Assignments 15%

Academic Portfolio 10%

Exam 20%

Final Investigative Project 40%

TOTAL 100%

Note: The final grade will be the sum of all individual activities. The final grade will be based

on a standard 100 points curve. The rubrics to be used for these evaluations are included at the

end of the module. The student will be evaluated in terms of their dominion of the content of the

course as well as the dominion of both languages: English and Spanish.

Evaluation’s description

1. Attendance and Participation: 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 J. All students are expected to attend class prepared to discuss

workshop topics (readings, assigned questions, etc.) and, to actively participate in class.

The Facilitator will evaluate the students’ participation in each workshop, taking into

consideration the degree of participation, if it demonstrates that the student prepared for

class and how much his participation contributed to the class’ development. Class

participation throughout the course should be in the language of the workshop. At the

end of the course, the facilitator will evaluate each student with the rubric in Appendix A.

In addition to the mandatory attendance and class participation the student shall complete



twenty (20) hours of language laboratory. Through each week the student shall keep

evidence of his/her work in order to turn it in at the fifth workshop.

2. 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. 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.

3. Academic Portfolio: Students should prepare an academic portfolio (2” – 3” white

binder with front cover) where they would reflect upon course topics and development.

It is important that all students work on the portfolio from the first week of class, keep it

up to date, bring it to class for discussion and Facilitator’s revision. The Portfolio should

include the following sections:

a. Cover APA style

b. Table of Content

c. Introduction

d. Five Workshops Divisions

i. Assignments

ii. Assessments

e. Conclusion – Final Evaluation

f. References APA style

Note: The Academic Portfolio should be handed in, during the last week of class,

Workshop Five. 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, and appropriately labeled. The facilitator will evaluate the portfolio

using Appendixes G-N.

4. Exam: To be administered during Workshop Four. The mode of administration – in

class or take-home – it is at the discretion of the facilitator, who will prep students during

the previous workshops as to the style and depth of such.

5. Final Investigative Project: During the first workshop the facilitator will divide the

class into three or four groups (depending on the number of registered students). Each

group will choose subject/topic of impact, related to the course subject and objectives, to

investigate. They will have to follow the facilitator’s instructions through the different

stages of the project during the next four workshops. Each group will defend clearly the

most important aspects that define and characterize their topic. The group will use its

creativity and more appropriate method to present the subject, paying special attention to

the relevance of the subject and the integration of the diverse concepts studied in class.

While completing the project the group shall consult diverse sources of information, such

as those resources suggested in the module; articles; journals; Internet; and others.

During the oral presentation the group must deliver in an organized manner.

Additionally, the presentation must be concise, assertive and coherent. The group will

deliver an oral presentation in English and turn in a written report in Spanish. They both

are due in the last and fifth workshop.

6. Language Lab

In addition to the mandatory attendance and class participation the student will complete

twenty (20) hours of language laboratory. Throughout each week the student will keep



evidence of his/her work to turn in on the last workshop. The facilitator will determine

the distribution of hours among the two languages – English and Spanish – according to

the individual needs of each student. The student can complete the laboratory

requirements either physically at the centers – language laboratories – or at home/work

through the web-based program “Tell Me More.”

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 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. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

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

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

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

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

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

information. These are some examples:

• www.google.com

• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

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



• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

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

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms

from the IRB Office or for additional information, visit the following link:

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

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

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

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

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

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936



Teaching Philosophy and Methodology

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.



Workshop One

Specific Objectives:

At the end of this workshop, the student will:

1. Be able to apply the importance of social sciences to the contemporary world and its

impact on the individual, with particular emphasis on the political dimension.

2. Have reconciled the interaction of the individual as a member of society and his role

within the concept of social responsibility.

3. Understand the development of politics as a science, and its role in the legal/judicial

system and the government of the United States.

4. Identify the participation or lack thereof of the private individual on the political process.

Language Objectives:

Students will be able to:

1. Express themselves orally and in writing using English as the language of

communication.

2. Research, read, and understand the assigned material in order to develop written papers

virtually free of grammatical errors, and oral presentation with clear and easily

understood pronunciation with correct use of grammar and verb usage.

3. Listen, analyze and share in group the assigned material and homework.

Electronic Links (URLs):

Virtual Library UNE

http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html

Virtual Library UMET

http://www.suagm.edu/suagm/umet/biblioteca.aspx



Virtual Library Turabo

http://bibliotecavirtualut.suagm.edu/

USA Government

http://www.usa.gov/

USA Judicial System

http://www.usa.gov/Agencies/Federal/Judicial.shtml

USA Legal System

http://www.enotes.com/everyday-law-resources/overview-american-legal-system

Assignments before Workshop One:

1. Read SOSC 112 module carefully and come to class prepared with questions or

comments regarding the module, the evaluation, or the assignments if necessary.

2. Be prepared to discuss the specific objectives of this workshop.

3. Define in writing to be turned in to the facilitator, the flowing basic concepts:

a. Civil Rights

b. Community

c. Constitution

d. Constitutional Rights

e. Democracy

f. Economy

g. Government

h. Human Rights



i. Individual

j. Political Party

k. Republic

l. Social Responsibility

m. Society

n. State

4. After reading, researching, and studying the recommended resources; write a critical

essay APA style, depicting the individual as member of society and his role within social

responsibility.

5. After reading the Bill of Rights create an illustration (i.e. table, graph, etc.,) detailing the

main constitutional rights guaranteed by the USA Constitution to its citizens.

Activities:

1. The facilitator will introduce himself to the group and will use an icebreaker activity of

his choice and the students will present themselves.

2. The facilitator will explain the course, assignments, evaluation techniques and module to

the group, will answer possible questions from the students and hand out changes or

amendments to the module if necessary.

3. A student representative will be selected and the facilitator will explain his/her role.

4. The facilitator will lead a class discussion through which the group will define the basic

concepts, reaching a consensus for the most appropriate definition to be used in the next

five (5) workshops.



5. The facilitator will introduce the concepts of politics, government, legal and judicial

system in the United States to the class.

6. The students will discuss the involvement or lack thereof of the private individual in the

political, legal and governmental process.

7. The facilitator will lead a class analysis of the concept on social responsibility and the

idea that every action or decision a private individual make will have an impact not only

on his life, the society and the community as a whole.

8. The facilitator will review the material covered and answer any question or doubt.

Additionally, he will discuss next week assignments.

Assessment:

Using a technique and/or activity of his choice the facilitator shall assess students’ understanding

of the class. The actual assessment shall be in writing and completed either in class or submitted

via Blackboard – Discussion Board. Attendance and Participation will be evaluated using

Appendixes A and E.



Taller Dos

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Aplicará la importancia del estudio de las ciencias sociales en el mundo contemporáneo y

su impacto en el individuo, con énfasis en la dimensión económica.

2. Comprenderá el concepto de economía desde las perspectivas del individuo, la

comunidad y el gobierno.

3. Podrá identificar los indicadores que miden el desarrollo económico y su impacto en el

individuo, la comunidad y el gobierno.

4. Analizará el surgimiento y desarrollo del capitalismo como sistema económico en los

Estados Unidos de Norte América.

Objetivos del Lenguaje:

Los estudiantes podrán:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como

lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera

clara y concisa.

3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET




Biblioteca Virtual Turabo


Economía

http://www.tueconomia.net/fundamentos-de-economia/fundamentos-basicos-y-una-introduccion-

la-economia.php

Capitalismo

http://www.tueconomia.net/sistemas-economicos/capitalismo.php

http://www.capitalism.org/

Capitalism a Love Story – Documentary

http://www.youtube.com/watch?v=IhydyxRjujU

http://www.michaelmoore.com/words/mike-in-the-news/michael-moore-unveils-title-of-new-doc

Asignaciones antes del Taller Dos:

1. Identificar el tema de estudio para el proyecto final. Redactar un abstracto de la

introducción (no más de dos páginas) donde se detalle de manera breve el propósito,

relevancia actual y contemporánea, el impacto del tema en el individuo, la comunidad y

el gobierno; así como las áreas principales del trabajo.

2. Luego de leer, investigar y estudiar los recursos sugeridos redacta un ensayo descriptivo,

estilo APA donde se desplegué el desarrollo del capitalismo como sistema económico en

los Estados Unidos de Norte América. Como parte del ensayo deberá completar un

análisis de beneficios y desventajas que ofrece el sistema capitalista, tanto para el

individuo en particular como para la sociedad y comunidad en general.

3. Realice una búsqueda de al menos dos (2) artículos periodísticos/revistas donde se

proyecte el problema económico estatal, nacional y/o internacional, enfocado en el



individuo, su comunidad, el gobierno y la relación que existe entre estos. Prepare un

breve análisis crítico sobre el tema y los artículos seleccionados. Nota: deberá incluir los

artículos seleccionados como parte de su trabajo escrito.

Actividades:

1. El facilitador contestará posibles dudas o preguntas del taller anterior.

2. El facilitador guiará una discusión plenaria sobre el trasfondo histórico del concepto de

capitalismo y su surgimiento y desarrollo en los Estados Unidos de Norte América.

3. Luego de la introducción del concepto capitalista como modelo económico, la clase se

dividirá en dos grupos. Un grupo estará a favor del capitalismo por encima de otro tipo

de sistema económico, mientras que el segundo grupo identificara las desventajas del

sistema. El grupo o estudiante que mejor exponga sus ideas y plataforma recibirá diez

(10) puntos de bono en el examen del curso.

4. A través de la participación de los estudiantes y utilizando una exposición visual, se

explorará el tema de los indicadores que miden el desarrollo económico de nuestra

sociedad, y su impacto en el individuo, la comunidad y el gobierno.

5. Una vez finalizada la actividad de los indicadores del desarrollo económico, el facilitador

guiara una reflexión acerca de indicadores sociales, familiares y personales que miden el

desarrollo de la comunidad – tales como crimines violentos, crímenes de violencia

domestica, uso y consumo de drogas, deserción escolar, tasa de divorcios, etc. La clase

deberá analizar el rol que desempeñan el individuo, la comunidad y el gobierno al lidiar

con dichos factores e indicadores.

6. Utilizando la técnica de preguntas y respuestas el facilitador guiara una cobertura de la

inserción del Estado de la Florida en la economía nacional y la inserción de los Estados



Unidos de Norte América en la economía global. ¿Qué aporta cada uno (el estado y la

nación)?

7. Para finalizar el facilitador discutirá las asignaciones para el próximo taller.

Avalúo

Utilizando alguna técnica y/o actividad de su selección, el facilitador evaluará el entendimiento y

aprovechamiento del grupo. El instrumento de avaluó deberá ser entregado por escrito y

completado en clase o a través de Blackboard – Discussion Board. Asistencia y Participación

serán evaluadas utilizando en Anejos A y E.



Workshop Three

Specific Objectives:

At the end of this workshop, the student will:


impact in the individual, with particular emphasis on the environmental dimension.

2. Define the concepts environment, ecology and ecosystems in politics and governmental

affairs, their theoretical models and their relation between the private individual and his

community.

3. Discuss the reach of the environmental public policy in the United States of North

America.

4. Describe strategies for an effective use and handling of natural resources.

Language Objectives:


1. Express themselves orally and in writing using English as the language of

communication.


virtually free of grammatical errors and oral presentation with clear and easily understood

pronunciation with correct use of grammar and verb usage.



Virtual Library UNE








Environmental Protection Agency

http://www.epa.gov/

Natural Resources and Environment

http://www.usa.gov/Citizen/Topics/Environment_Agriculture/Environment.shtml

USA Environmental Public Policy

http://www.epa.gov/lawsregs/

http://www.policyagendas.org/pdf/agnone_paper1.pdf

Living Green

http://www.livinggreen.org/

http://www.thegreenguide.com/

Environmental and Ecological Disasters

http://www.lenntech.com/environmental-disasters.htm

http://earthfirst.com/americas-top-10-worst-man-made-environmental-disasters/

http://www.womansday.com/Articles/Family-Lifestyle/10-Worst-Manmade-Environmental-

Disasters.html

Assignments before Workshop Three

1. In regards to the final group project – the group shall turn in a draft of the methodology

and body of the project. If the group decided to issue questionnaires or host a group

study, they shall have a complete and detailed plan (in addition to the actual instrument)



for the facilitator’s approval. If they have elected to complete a more research paper,

they must submit at least five (5) resources they plan to use.

2. Create a table illustrating at least five (5) ecological disasters and/or controversies

occurring from 1975 and 2010. Make reference to Appendix F (page 46) for further

instructions. Be ready to share your work with the rest of the class.

3. Answer the following questions – in writing to be turned in to the facilitator:

a. What are the top three (3) challenges or threats of our environment today?

b. Name at least three (3) eco-friendly alternatives to those challenges or threats.

c. Is everyone following such alternate way of living? Why or why not?

4. After reading, researching and studying the recommended resources, write a critical

essay, APA style depicting the response of the USA government when dealing with

environmental dangers. Compared to other countries, have they done enough? What

else, in your perspective, can they do? Why haven’t they? Is it even their responsibility?

Activities:

1. The facilitator will answer any possible doubt or question from last week’s material.

2. The facilitator will lead a group discussion in the areas of the environment,

contamination/pollution and political ecology and the role the USA and Florida

governments along with the private sector had played.

3. The facilitator will divide the class into five (5) groups. Each group will share their work

in reference to the five ecological disasters and controversies from 1975-2010. They

shall reach a consensus choosing ONLY one (1). Each group will present their

disaster/controversy to the rest of the class explaining what, where, and when it



happened. They will also comment on the effects on the private individual, the

community and the government.

4. The facilitator will hand-out or present either case scenarios, judicial decision or video in

reference to the ecological topic. The class will have time to read or watch the material

and then discuss at large.

5. The class will complete an analysis of the USA environmental public policy in contrast

with different countries. The facilitator will either list the countries and/or bring a

summary hand-out of their public policies.

6. To finalize, the facilitator will review and answer any question or doubts, in addition to

discuss next week’s assignments.

Assessment:

Using a technique and/or activity of his/her choice, the facilitator shall assess the understanding



Appendixes A and E.



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Aplicará la importancia del estudio de las ciencias sociales en el mundo contemporáneo y

su impacto en el individuo, con énfasis en la dimensión del medioambiente.

2. Analizará el impacto del crecimiento poblacional en algunas regiones y el deterioro en

los recursos básicos.

3. Conocerá el concepto de desarrollo sustentable y el rol que desempeñan el gobierno –

estatal, nacional e internacional – y el individuo.

4. Identificará estrategias para el buen uso y manejo de los recursos naturales.

Objetivos del Lenguaje:

Los estudiantes podrán:

1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como

lenguaje asignado.

2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera

clara y concisa.

3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET


Biblioteca Virtual Turabo




Agencia de Protección Ambiental

http://www.epa.gov/espanol/

Desarrollo Sustentable

http://desarrollo-sustentable.cl/

Iniciativas Hispanas – para el manejo de recursos naturales y el ambiente

http://www.epa.gov/ohr/hispanicoutreach/

Crecimiento Poblacional

http://www.census.gov/

http://www.census.gov/prod/2005pubs/censr-18sp.pdf

Asignaciones antes del Taller Cuatro:

1. Utilizando todo el material discutido en clase estudiará para prepararse para la

administración del examen parcial.

2. Define por escrito, para entregar al facilitador los conceptos de recursos básicos, recursos

naturales y desarrollo sustentable.

3. Luego de leer, investigar y estudiar los recursos sugeridos contesta por escrito y para

entregar las siguientes preguntas:

a. ¿Cómo ha fluctuado la población en los Estados Unidos de Norte América en los

pasados 20 - 30 años?

b. ¿Cómo ha fluctuado la tasa de natalidad en el mismo periodo?

c. ¿Qué de la expectativa de vida?

d. ¿Cuál es la relación entre dichas fluctuaciones y la disponibilidad de recursos

básicos y naturales?



e. ¿El ingreso per cápita o promedio?

f. Escoge un país de tu interés, y contesta las mismas preguntas (a-d). ¿Cómo se

compara con los Estados Unidos de Norte América?

4. De acuerdo a tus hallazgos completando la asignación anterior, reflexiona por escrito en

la posibilidad de que el gobierno – a nivel estatal o nacional – limite y controle la

procreación. En tu escrito explora áreas y variables como: estatus civil, edad,

procreación natural o artificial, nivel económico y poder adquisitivo, consecuencias y

multas para posibles violaciones, etc.

Actividades:

1. El facilitador contestará posibles dudas o preguntas de la clase pasada.

2. Los estudiantes completaran el examen del curso o entregaran el mismo – de acuerdo a

las instrucciones previamente ofrecidas por el facilitador.

3. A través de una discusión plenaria la clase explorara los temas de desarrollo sustentable,

crecimiento poblacional y recursos naturales.

4. La clase se dividirá en dos grupos, uno debe apoyar la posición de desarrollo sustentable

como responsabilidad legal del gobierno, mientras que el segundo grupo deberá defender

la posición de que el desarrollo sustentable le pertenece al individuo en su carácter

personal y a la empresa privada; en todo caso la responsabilidad es una ética y moral mas

no legal; mas aun el desarrollo sustentable limita el crecimiento y desarrollo económico

de nuestro país. El facilitador conducirá el debate a través de preguntas a cada panel y

sus miembros. El grupo o estudiante que mejor exponga sus ideas y plataforma recibirá

diez (10) puntos de bono en el trabajo final.



5. Los estudiantes estarán listos para compartir los resultados de su investigación de

crecimiento poblacional. El facilitador guiara un análisis comparativo entre el

crecimiento poblacional y la disponibilidad o falta de recursos naturales y/o servicios

básicos en nuestras comunidades – tales como: alimento, educación, cuidado médico, etc.

6. Los estudiantes reflexionaran sobre la alternativa del gobierno limitar la procreación. El

facilitador se asegurara que se integren los siguientes componentes: religión, privacidad,

derechos constitucionales, limitación a nivel estatal vs. nacional, procreación natural vs.

artificial, medidas correctivas y/o multas, entre otros.

7. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que discute las

asignaciones para la próxima semana.

Avalúo

Utilizando alguna técnica y/o actividad de su selección, el facilitador evaluará el entendimiento y

aprovechamiento del grupo. El instrumento de avaluó deberá ser entregado por escrito y

completado en clase o a través de Balckboard – Discussion Board. Asistencia y Participación

serán evaluadas utilizando Anejos A y E.



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.

Specifics Objectives:

At the end of this workshop, the student will


impact on the individual, with particular emphasis on the international relations and

globalization.

2. Combine all learned material to successfully complete an Academic Portfolio.

3. Understand the constant challenges faced by the individual, the community and the

government when dealing with political, economic, environmental and international

affairs.

Language Objectives/


1. Express themselves orally and in written using English and Spanish as the languages of

communication.


virtually free of grammatical errors and oral presentation with clear and easily understood

pronunciation with correct use of grammar and verb usage.





Virtual Library UNE






Globalization

http://www.imf.org/external/np/exr/ib/2000/esl/041200s.htm

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

International Environmental Affairs

http://www.state.gov/g/oes/

http://international-environmental-affairs.suite101.com/

Assignments before Workshop Five:

1. Complete the Academic Portfolio.

2. Complete the oral presentation and written report on the final project. The oral

presentation shall be completed in English, while the written report in Spanish.

3. Define in writing to be turned in the concepts of globalization and international affairs.

To be completed in English.

4. After reading, researching and studying the recommended resources, write a critical

essay, APA style depicting the concept of globalization and international affairs. How do

they affect the private individual? How much saying does he really have? What other

interest or components, such as politics, economics, government, private interest, etc. are



involved? What about the impact on society and community? To be completed in

English.

Activities:

1. The facilitator will clarify any questions or doubts from last week’s material in Spanish.

2. The facilitator will review the exam results and answers. This activity shall be completed

in Spanish.

3. The class will discuss the topics of globalization and international affairs, particularly

their effect on the private individual, the community and the government. This activity

shall be completed in Spanish.

4. The students will deliver their special project oral presentations. After each presentation

the facilitator will lead a question/answer session with the group members and the rest of

the class. The oral presentations shall be completed in English.

5. The facilitator will allow students to turn in their Academic Portfolios and deliver

a brief presentation and a synopsis of material and concepts learned throughout the

course. This activity shall be completed in English.

6. The student representative will administer and the class will complete the end of course

and facilitator evaluation.

Assessment:

Using a technique and/or activity of his/her choice the facilitator shall assess the understanding



Appendixes A and E.



Anejos/Appendixes



Anejo A/Appendix A

Rubric to Evaluate Class Attendance and Participation Student’s Name: ______________________ Total ________ Attendance _______ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _______

0 1 2 3 4 5 Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent



Anejo B/Appendix B

Rubric to Evaluate Written Essay

Student’s Name: ______________________

Criteria Value Points Student Score Content

Introductory statement is clear and well stated. 10

Major or relevant details are exposed in essay. 10

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

10

Sentences are cohesive and ideas flow as the essay is read.

10

Establish a writer’s relationship with the subject, providing a clear perspective of the subject matter and engaging the audience’s attention.

10

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

10

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

10

Language

Demonstrate a command of standard English or Spanish (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 + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo C/Appendix C

Matriz Valorativa para Ensayos Escritos

Nombre de Estudiante: ______________________

Criterio Puntos Puntos del estudiante

Contenido Introducción clara y bien establecida. 10

Detalles principales y relevantes son expuestos en el ensayo.

10

Presenta la idea y la sustenta de manera persuasiva y sofisticada proveyendo ejemplos precisos y relevantes.

10

Oraciones son coherentes y las ideas fluyen sin dificultad al leer el ensayo.

10

Establece una relación con el tema de manera que provee una perspectiva clara y atrae la atención de la audiencia.

10

Establece conclusiones claras que reflejan la discusión.

10

Demuestra la comprensión de ideas significativas las cuales utiliza apropiadamente para alcanzar un nivel más alto de entendimiento.

10

Lenguaje Demuestra un dominio del Español (vocabulario, sintaxis y flujo de ideas).

10

Utiliza la gramática de manera apropiada y correcta. 10

Maneja y utiliza verbos de manera apropiada y correcta.

10

TOTAL DE PUNTOS 100 (70 contenido + 30 lenguaje)

TOTAL del estudiante __________

Firma del Estudiante: _______________________

Firma del Facilitador: _______________________

Fecha: _________________



Anejo D/Appendix D

Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener.

10

The speaker uses arguments which are adapted to the values and motivation of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively and enthusiastic fashion.

10

The volume varies to add emphasis and interest. 10

Pronunciation and enunciation are very clear. The speaker exhibits very little disfluency such as (“ahs”, “uhms” or “you knwos”.

10

Language Student pronounces words in a clear and correct manner so as to make language 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 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo E/Appendix E

Students Weekly Progress Record Sheet Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Assessment

Workshop One

Comments:

______________________________________________________________________________

______________________________________________________________________________

____________________________________

Student’s Signature: ______________ Facilitator Signature: ______________



Workshop Two

Comments:

______________________________________________________________________________

______________________________________________________________________________

____________________________________

Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Three

Comments:

______________________________________________________________________________

______________________________________________________________________________

____________________________________

Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Four

Comments:

______________________________________________________________________________

______________________________________________________________________________

____________________________________


Workshop Five

Comments:

______________________________________________________________________________

______________________________________________________________________________

____________________________________




Anejo F/Appendix F

Workshop Three

5 Ecological Disasters/Controversies

Dating from 1975-2010

Instructions: After researching the topic of ecological disasters select at least five (5)

incidents that caught your attention. Complete an illustration such as the one shown below.

Make sure you include the effect of each disaster/controversy on the private individual, the

community and the government; along with your personal reaction. Be prepared to share your

work with the rest of the class.

Name: _______________________ Date: _________________ YEAR DATE

ECOLOGICAL DISASTER OR

CONTROVERSY

BRIEF DESCRIPTION

EFFECT ON PRIVATE

INDIVIDUAL

EFFECT ON

COMM.

EFFECT ON GOV.

Resources: ____________________________________________________________ ____________________________________________________________________________________________________________________________________________



Anejo G/Appendix G

Academic Portfolio

As a requirement of this course all students must complete a portfolio which should be turn-in at the beginning of workshop five and it shall include ALL of the following:

1. Cover page with title, student name, course and class section 2. Table of content 3. Introduction 4. All written assignments 5. Assessments (5) one for each Workshop 6. Conclusion 7. References

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 M). After this term and with the students’ authorization Ana G. Mendez University System will discard their portfolios or return them directly to each student (Appendix N).

Portafolio Académico

Como requisito de este curso los estudiantes deberán completar un portafolio que será entregado al inicio de quinto taller y deberá incluir TODO lo siguiente:

1. Portada con titulo, nombre del estudiante curso y sección 2. Tabla de contenido 3. Introducción 4. Todas las asignaciones y trabajos escritos 5. Avaluó (5) uno por cada Taller 6. Conclusión 7. Referencias

Almacenaje: Los portafolios serán almacenados de manera segura en el recinto por un periodo de seis meses. Los estudiantes firmarán un documento oficial autorizando al Sistema Universitario Ana G. Méndez a utilizar sus portafolios con propósitos educativos y/o de acreditación por dicho término (Anejo M). Luego de este periodo de tiempo y con la autorización de los estudiantes el Sistema desechará y descartará los portafolios o se le devolverá directamente al estudiante según sea el caso (Anejo N).



Anejo H/Appendix H 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 I).

• Introduction and conclusion of the input 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

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

L ). 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 M).

• 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 N).



Anejo I/Appendix I

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo J/Appendix J

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.



Anejo K/Appendix K Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional?

Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?



� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo L/Appendix L

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments

62 SOSC 112 – Individual, Community and Government II


Anejo M/Appendix M

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that it 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

63 SOSC 112 – Individual, Community and Government II


Anejo N/Appendix N

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that it 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

Documents

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