Sistema Universitario Ana G. Méndez School for ... 102... · Página de Título o Portada: La...

Sistema Universitario Ana G. Méndez School for Professional Studies

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

ITHM 102

Introduction to Management in the Hospitality Indus try

Introducción a la Gerencia en la Industria Hospital aria

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

ITHM 102 Introduction to Management in the Hospitality Industry 2

Prep.2004, Manuel A. Rivera MBA, Rev. 2009, Chalie Colón, MBA.IB, EPM/SMP

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

Study Guide .................................................................................................................. 13

Workshop One .............................................................................................................. 22

Taller Dos ...................................................................................................................... 25

Workshop Three ............................................................................................................ 29

Taller Cuatro ................................................................................................................. 32

Workshop Five /Taller Cinco ......................................................................................... 35

Anejo A/Appendix A ...................................................................................................... 39

Anejo B/ Appendix B ..................................................................................................... 41

Anejo C / Appendix C .................................................................................................... 43

Anejo D/ Appendix D ..................................................................................................... 45

Anejo E/ Appendix E ..................................................................................................... 47

Anejo F/ Appendix F ...................................................................................................... 49

Anejo G/ Appendix G..................................................................................................... 50

Anejo H/Appendix H ...................................................................................................... 53

Anejo I /Appendix I ........................................................................................................ 54

Anejo J/Appendix J........................................................................................................ 55

Anejo K/Appendix K ...................................................................................................... 56

Anejo L/Appendix L ....................................................................................................... 58

Anejo M / Appendix M ................................................................................................... 59

Anejo N /Appendix N ..................................................................................................... 60



PRONTUARIO

Título del Curso: Introducción a la Gerencia en la Industria Hospitalaria

Codificación: ITHM 102

Duración: 5 semanas

Prerrequisito: ITHM 101

Descripción:

Curso de Introducción a la administración en la industria de servicio con énfasis

en los segmentos de servicios de alimentos, hospederías y reuniones y convenciones.

Los estudiantes participarán de cursos dictados por invitados especiales y visitarán

facilidades de la industria. Este curso utiliza el Internet como herramienta para la

búsqueda de información y “PowerPoint” para preparar presentaciones.

Objetivos Generales:

1. Distinguir los diferentes conceptos básicos utilizados para aumentar ventas y medir

las metas financieras de un establecimiento de servicios de alimento.

2. Discutir las implicaciones financieras la industria de hoteles y su rápido crecimiento.

3. Definir “gerencia” y sus impactos en los sectores de la industria a de la hospitalidad.

4. Comparar distintas teorías gerenciales de pensadores modernos.

5. Discutir y analizar el proceso de gerencia.

6. Describir la importancia de un buen servicio como base para desarrollar una

operación exitosa en la industria de la hospitalidad.

Textos Recomendados

Powers, T. & Borrows, C. (2009). Introduction to Management in the Hospitality

Industry. 9th Edition. John Wiley & Sons, Inc., New York

ISBN 978-0-471-78277-3, © 2009

Powers, T. & Borrows , C. (2009) Introduction to the Hospitality Industry, 7th Edition

ISBN 978-0-471-78276-6, © 2009

Referencias y material suplementario:

Hospitality Today, An Introduction - 4th Edition, Angelo & Vladimir

Hotel and Lodging Management: An Introduction - Stutts, Allan T

Periódicos, revistas de la industria Hotelera y de la industria de servicio hospitalario.



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. 1. Asistencia y Participación ------------- ---------- 100 puntos (50 cada uno)

2. Asignaciones…………………..………………. 100 puntos

3. Portafolio del Curso -------------------------- ----100 puntos

4. Proyecto final de curso ………….…………….100 puntos

5. Participación en grupo …………….…………..100 puntos

Total………………….………..……….. 500 puntos

Los estudiantes serán asignados su nota de acuerdo a la siguiente escala;

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

Otros:

El facilitador /a podrá presentar materiales y o recursos adicionales según sea

necesario para el desarrollo del curso.

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 A 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 V. El Facilitador evaluará la participación y

contribución de cada estudiante al finalizar el curso utilizando el Anejo M.

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 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: 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 qué?



ii. ¿Qué componentes del portafolio no le gustaron y por qué?

k. Se debe recalcar que los estudiantes pueden libremente y sin miedo

comentar sobre sus logros, limitaciones y críticas constructivas en 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).



Descripción de las Normas del Curso

1. Este curso sigue el programa “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.

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 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 búsqueda de l a 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.



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: Introduction in Management in the Hospitality Industry

Code: ITHM 102

Time Length: 5 weeks

Prerequisite: ITHM 101

Description:

This course introduces the student to the management process in relation to the

service industry. Special attention will be given to Lodging, Food and Beverage, and the

Meeting industries. The students participate in guest lecture sessions. Individual

assignments are given that include actual site visits. The course will use Internet as a

research tool and of Power Point software to make presentations.

General Objectives:

1. Distinguish the basic approaches to increase sales and to measure financial results

in the food service industry.

2. Discuss the financial implication of the fast growing and changing nature of the hotel

business.

3. Define management and its impact in a hospitality business environment.

4. Compare different management theories of early and modern thinkers.

5. Discuss and analyze the management process.

6. Describe the importance of service as a basis for a successful operation within the

hospitality industry.

Texts and Resources

Powers, T. & Borrows, C. (2009). Introduction to Management in the Hospitality

Industry. 9th Edition. John Wiley & Sons, Inc., New York

Powers, T. & Borrows , C. (2009) Introduction to the Hospitality Industry. (7th Edition)

Material and references

Angelo & Vladimir (2004). Hospitality Today, An Introduction. 4th Edition.,

Stutts, Allan T. (2004). Hotel and Lodging Management: An Introduction



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.

1. Attendance and participation……………………………100 points (50 each)

2. Assignments ………………………………………… ….100 points

3. Course Portfolio……………………………………… ….100 points

4. Course Final Project ……………………………………200 points

Total………………………………………… 500 points

Evaluation scale:

The students will be graded according to the following scale:

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

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 L.

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 Q to

evaluate written papers and Appendix T to evaluate oral presentations. Students will

complete Appendix V after each workshop.

3. Participation and Class Contribution : It is the student’s 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 A.

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 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 involved 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 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.

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 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:



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

on the students existing grade.

c. 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.

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.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.



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 students will:

1. Identify and describe the difference between the “Front end” and the “Back End” and

what their functions are.

2. Understand the methodology that is used to increase earnings and which reports are

required to help the decision making process.

3. Understand the marketing mix for the restaurant industry and its impact.

4. Understand the Consumers concerns in regards to sanitation and nutrition.

5. Describe the difference of the on-site food service and its clients and or consumers.

Language Objectives:

The students will:

1. Solve daily problematic situations in both languages.

2. Build up and acquire specialized vocabulary in both languages.

3. Express him/herself appropriately in both languages.

Electronic Links (URLs):

National Restaurant Association

https://www.restaurant.org

Aramark

https://www.aramark.com

Compass Group USA

https://www.compass-usa.com

Sodexho

https://www.sodexhousa.com

Pizza Hut:

http://www.pizzahut.com

Fridays

http://www.tgifridays.com

Taco Bell

http://www.tacobell.com



Wendy’s

http://www.wendys.com

Burger King

http://www.burgerking.com

Kentucky Fried Chicken

http://www.kfc.com

McDonald's

http://www.mcdonalds.com

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.

2. Prepare a short essay, three (3) pages, using the APA format, answering the

following questions:

a. What are the mayor differences between a stand-alone restaurant and a hotel

restaurant?

b. What financial difficulties may arise in its day to day operations?

c. Which one is more profitable?

3. Research and review for class discussion the following concepts :

a. Senior restaurant manager

b. Food and Beverage Manager

c. Entertainment and Convention manager

d. Front of the house

e. Back of the house

f. What entails restaurant operations?

4. Find a job description of a position in a restaurant and be prepared to discuss its

relevance in the restaurant operations and its importance in English.

5. Bring to the class a recent restaurant or food service advertisement or marketing

promotion that you know everyone will remember. This will be presented to the

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 explain the module and its contents; will answer any questions the

students may have.

3. The facilitator will ask for a volunteer, if none, will assign a student representative.

4. The students will summarize their findings in regards to their essay and present their

findings in a class discussion.

5. All students and the facilitator will view the following video in restaurant management

a 12 part series. This first video is the introduction.

a. http://www/watch?v=ql1qk3CAAu0

6. The facilitator will present a summary of the video and open the class to discussion

to evaluate the necessity of restaurant management and its importance.

7. The facilitator will divide the class up in groups to discuss their findings on the

concepts and its definitions. Each group will present a summary of the discussion.

8. The instructor will explain the final project(s) and the methods of evaluation.

9. The facilitator will assign the students to their project groups (four (4) or less

members in each group) for the final project.

10. The facilitator will review the next workshop assignments and task.

Assessment:

1. The students will fill out their comments for their daily reflective diary.

2. The facilitator will evaluate the students using the group discussion appendix.

3. The facilitator will evaluate the essay using the rubric for essay evaluation.

4. The facilitator will evaluate the group participation according to the assigned rubric.



Taller Dos

Objetivos Específicos:

Después de este taller, los estudiantes:

1. Describirán los elementos de los componentes de mercadeo (Marketing Mix) y su

importancia financiera en el éxito de la empresa.

2. Explicarán la diferenciación de producto dentro de la industria Hotelera.

3. Describirán la importancia de los factores de rendimiento para las empresas

hoteleras.

4. Explicarán la naturaleza de la industria hotelera y los medios financieros por los

cuales utilizaran para obtener el capital necesario para promover el desarrollo

hotelero.

5. Definirán lo que es un Fideicomiso de Bienes Raíces y su impacto en la industria

hotelera.

Objetivos del Lenguaje:

Los estudiantes:

1. Explorarán planes de acción para situaciones problemáticas en ambos idiomas.

2. Utilizarán los recursos tecnológicos adecuados.

3. Traducirán documentos de un lenguaje a otro correctamente.

Enlaces Electrónicos:

UMET virtual Library

http://um.suagm.edu

Essay examples:

http://www.monografias.com

Days Inn

http://www.daysinn.com

Embassy Suites

http://www.embassy-suites.com

Holyday Inn Hotels

http://www.holiday-inn.com

Hyatt Hotels

http://www.hyatt.com



Mandarin Oriental Hotel

http://www.mandarin-oriental.com

Marriott International

http://www.marriott.com

Restaurant News

https://www.restaurantnews.com

Food Service Industry Today’s Restaurant News

http://trnusa.com/

Asignaciones antes del Taller Dos:

1. Utilizando los recursos recomendados, busque información que trate los siguientes

conceptos (ver direcciones electrónicas o libros de texto):

a. Relaciones comerciales

b. Ética

c. Industria de Servicio de Comestibles (Food Service industry)

d. Gerencia hotelera

e. Servicios de “Concierge”

2. El estudiante escribirá un ensayo sobre el tema de Fideicomiso de Bienes Raíces

(Real Estate Investment Trust (REIT)). Escogerá uno de las siguientes empresas

para desarrollar su trabajo utilizando formato APA.

Host Marriott Corporation

https://www.hostmarriott.com

Boston Properties, Inc.

https://www.bostonproperties.com

Boykin Lodging Company

https://www.boykinlodging.com

Crescent Real Estate Equities Company

https://www.cei-crescent.com

FelCor Lodging Trust Incorporated

https://www.felcor.com

CNL Hospitality Properties, Inc.

www.cnlonline.com/hospitality/



Hospitality Properties Trust

https://www.hptreit.com

Equity Inns, Inc.

https://www.equityinns.com

La Quinta Properties, Inc.

https://www.laquinta.com

3. El ensayo del estudiante expondrá las diferencias departamentales y sus funciones

dentro del fideicomiso.

4. Detallará las propiedades de las cuales el Fideicomiso está a cargo y su valor

estimado dentro de la industria.

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Actividad de inicio de discusión de los temas asignados para lectura. El/la

Facilitador(a) escogerá entre: resumen de lectura, redacción de ensayo, trabajo en

grupos y preguntas escritas.

3. Discusión por Facilitador(a) y estudiantes de los conceptos asignados para lectura

antes del segundo taller. Estas actividades se desarrollarán con presentación

electrónica, interacción de los estudiantes y otras estrategias que seleccione el/la

Facilitador(a).

4. Dinámica individual donde bajo la dirección del Facilitador cada estudiante va

escribiendo en la pizarra una característica de un restaurante y otro estudiante

escribirá una característica de funciones comparativas en la industria hotelera. Cada

estudiante debe anotar en la pizarra una característica diferente y oralmente

explicar las diferencias.

5. Actividad de grupo (dos grupos) donde el/la Facilitador(a) dirigirá una dinámica de

grupo donde ambos grupos tendrán que resolver una situación seleccionada por

el/la facilitador(a) referente a la gerencia de un restaurante y su relación con la

ética.

6. Cada grupo seleccionado para el trabajo final deberá presentar el bosquejo inicial.

El/la facilitador(a) evaluara los trabajos iniciales para definir el progreso de cada uno

de los grupos.



7. El/la Facilitador(a) aclarará cualquier duda que haya surgido en relación a la entrega

del portafolio y los trabajos entregados.

8. El/la Facilitador(a) explicará con detalle las actividades para el Taller Tres y aclarará

interrogantes presentadas.

Avalúo

1. El/la estudiante hará su avalúo llenando el diario reflexivo, el cual deberá ser

entregado al finalizar el taller e incluido en el portafolio.

2. El Facilitador evaluará la participación de cada estudiante utilizando el anejo

correspondiente.



Workshop Three


After this workshop the students will:

1. Identify in today’s restaurant industry the applicable modern theories in Restaurant

Management.

2. Compare the contributions of the leaders in the restaurant industry such as: Statler,

Howard Johnson, Stouffer, Krok, and Barshop.

3. Define strategic planning and its impact on the industry.

4. Explain the importance of planning in this highly competitive industry.

5. Identify recruiting agencies and executive search firms that are dedicated to the

industry.


The students will:

1. Provide persuasive solutions of controversial issues.

2. Be confident on him/herself to deal with daily needs effectively in both languages.

3. Analyze, understand, infer and identify the main idea of a tourist information

passage.


Restaurant training

http://www.restaurantmanagementcenter.com/restaurant-training-manuals.html

School of hotel and restaurant Management

http://home.nau.edu/hrm/

Restaurant industry reports

http://www.restaurantreport.com/

Restaurant Management sources

http://www.topix.com/business/restaurant-management

Restaurant recruiters

http://www.hospitalityhr.com

Restaurant Job site

http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?job_did=J7X7NP6N5VTVP82F23Q

Restaurant resources



http://www.nypl.org/research/sibl/docs/restaurantfinal.pdf

Food service career information

http://www.parkland.edu/bai/food

Culinary Arts information

http://www.bju.edu/library/research-helps/guides/culinary-arts.pdf

Executive recruiters for restaurants

http://www.cecsearch.com

Assignments before Workshop Three:

1. The students will write a three page essay in regards to restaurant management

styles of any of the URL’s presented for research and investigation. The essay may

be related to menus, food and or culinary arts.

2. The students will perform research on the many job positions that are available

today and prepare a list of these for class discussion.

3. The students will meet with their groups and prepare a 10-15 minute presentation on

the “History of restaurant management and how it has developed”. You can use the

assigned text book for this course or any other reference material available.

4. The student will research and read about the governing laws for the restaurant

industry.

Activities :

1. The facilitator will review the previous workshop and answer any questions that may

exist.

2. He facilitator will discuss the class topics and planned objectives.

3. The facilitator will organize the students so that they may present their essays.

4. The students will present their findings in regards to the current restaurant laws that

are active.

5. The facilitator will discuss the findings related to the current restaurant laws.

6. The facilitator will give out the take home exam to be brought to the next workshop

completed.

7. The Facilitator will randomly select some of the students to explain to the rest of the

class their findings from their essay.



8. The Facilitator will explain any questions regarding the portfolio, which will be

delivered at the end of the fifth workshop for the Facilitator to monitor each student

performance and completion of all the assignments.

Assessment:

1. The students will complete their reflective diary in English.

2. The facilitator will evaluate the student’s group participation using the rubric for this

activity.

3. The facilitator will evaluate the student’s oral and written presentation using the

corresponding rubric.



Taller Cuatro

Objetivos Específicos:

Después de asistir este taller, los estudiantes:

1. Explicarán la importancia de establecer controles para las empresas relacionadas a

la industria hospitalaria.

2. Identificarán y describirán las características efectivas de un sistema de controles.

3. Identificarán los diferentes reportes financieros utilizados en las operaciones y sus

propósitos.

4. Ilustrarán y comentarán la teoría de liderazgo de Douglas McGregor y su impacto en

la industria de la hospitalidad.

5. Explicarán lo que es “Servicio Distinguido” en términos de la percepción de los

clientes y operaciones.

6. Identificarán los dos procesos para manejar servicio.

Objetivos del Lenguaje:

Los estudiantes:

1. Establecerán un dialogo con alguien en inglés o español coherentemente y sin

cambios de código.

2. Proveerán soluciones persuasivas de temas controversiales.

3. Analizarán, entenderán, inferirán e identificarán el tema principal de un pasaje

turístico.

Enlaces Electrónicos:

Controles para restaurantes

http://www.restaurantseminars.com

Implementación de Controles

http://findarticles.com/p/articles/mi_m3190/is_n45_v23/ai_8135167

Controles esenciales

http://www.essentialcontrols.co.uk/prodtype.asp?PT_ID=71&strPageHistory=cat

Controles en los restaurantes Darden

http://www.slideshare.net/restaurantdotorg/darden-restaurants-presentation-

presentation



Lista de cotejo para controles

http://www.restaurantowner.com/public/1034.cfm

Principios para control de costos

http://www.pearsonhighered.com/educator/academic/product/0,,0131145320,00%2Ben-

USS_01DBC.html

Control para la seguridad de comestibles

http://130.160.64.250/departments/rhm/adjunct/mccool/rhm175/Lori%20Slides/Chapter

%205.ppt

Sistemas para el control de costos

http://restaurantcoachingsolutions.com/what-we-do/consulting/cost-controls-systems

Restaurante Uno- descripción de la posición para la prevención de perdida

http://www.careerbuilder.com/JobSeeker/Jobs/JobDetails.aspx?job_did=J8G32X60PH7

Z64SSW9H

Evaluación para los controles internos

http://www.questia.com/PM.qst?a=o&se=gglsc&d=5006658700

Asignaciones antes del Taller Cuatro:

1. Los estudiantes escribirán un ensayo donde presenten las mejores estrategias de

desarrollar un restaurante o un hotel.

2. Los estudiantes harán una investigación sobre cual restaurant u hotel cerró por

conflicto de la unión. Escribirán un breve resumen del evento y los resultados.

3. Los grupos vendrán preparado para dialogar sobre los esquemas de control para

una empresa hospitalaria. Investigaran cuales serían los mejores controles para un

restaurant o hotel. Vengan preparados para ser la función de gerenciales de una de

estas empresas.

4. Los estudiantes completaran el examen para entregar.

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Actividad de inicio de discusión de los temas asignados para lectura. El/la

3. Facilitador(a) escogerá entre: resumen de Lectura, redacción de ensayo, trabajo en

grupos y preguntas escritas.



4. Discusión por Facilitador(a) y estudiantes de los conceptos asignados para lectura

antes del segundo taller. Estas actividades se desarrollarán con presentación

electrónica, interacción de los estudiantes y otras estrategias que seleccione el/la

Facilitador(a).

5. El/la facilitadora presentara los distinto proceso de control en una empresa

hospitalaria utilizando los procesos encontrados por los estudiantes. Los

estudiantes pasaran a la pizarra y escribirán aquellos que ellos encontraron durante

su investigación.

6. Presentación individual del ensayo asignado. El/la Facilitador(a) escogerá de

manera aleatoria algunos de los estudiantes, quienes tendrán cada uno

aproximadamente 5 minutos para su presentación.

7. Actividad de grupo (tres grupos) donde el/la Facilitador(a) dirigirá una dinámica de

grupo donde cada grupo tendrá que presentar una situación de la vida real en una

organización hospitalaria, en la que se llevará a cabo una solución particular. Uno

tendrá un gerencial y otro tendrá un líder que resalta en el grupo para solucionar el

problema. El otro grupo presentará una situación en donde no exista ningún

liderazgo y ningún gerencial. El formato a presentar de cada grupo deberá ser en

forma de drama (“role-play”).

8. El/la Facilitador(a) discutirá con los estudiantes cualquier duda relacionada al

portafolio y aclarará interrogantes presentadas.

9. El/la Facilitador(a) explicará con detalle todo los referente a los trabajos finales y

aclarará interrogantes presentadas.

10. Si el tiempo lo permite, los estudiantes podrán reunirse con sus grupos para su

presentación final.

Avalúo

1. El/la estudiante hará su avalúo completando el diario reflexivo el cual entregará

al finalizar el Taller.

2. El/la Facilitador(a) evaluara la participación de cada estudiante utilizando el

anejo correspondiente.

3. El/la facilitadora evaluara la actividad de grupo utilizando el anejo

correspondiente.



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.


At the end of this workshop, the students will:

1. Understand the importance of the “Company’s image”.

2. Define what entails consumer brand loyalty in the hospitality industry.

3. Describe the importance that the financial stability and profitability of the business

has for all of the investors in regards to a successful venture.

4. Identify how a manager can be successful and grow within the hospitality industry by

applying their leadership skills.


Students will:

1. Establish a dialogue with somebody else in English or Spanish coherently and

without code switch.

2. Solve a field-related problem in both languages.

3. Express him/herself correctly in both languages.


Brand Image definition http://en.mimi.hu/marketingweb/brand_image.html

Brand Image resources

http://dictionary.bnet.com/definition/brand+image.html

Brand Loyalty

http://www.bitpipe.com/tlist/Brand-Loyalty.html

Customer loyalty

http://www.thewisemarketer.com/features/read.asp?id=13

Retail terminology

http://retailindustry.about.com/od/glossary/g/customerloyalty.htm



Customer Satisfaction

http://media.wiley.com/product_data/excerpt/18/04714595/0471459518.pdf

Customer satisfaction to profitability

http://www.clickz.com/832791

Brand Awareness

http://www.investopedia.com/terms/b/brandawareness.asp

Brand awareness through company logos

http://money.aol.com/special/company-logos-brand-awareness

Brand Identity

http://www.wiley.com/WileyCDA/WileyTitle/productCd-0471746843.html

Assignments before Workshop Five:

1. The student will finish their assigned final presentations.

2. The student will finish their portfolios for turn-in.

3. The students will write an essay in English in regards to Company Image and its

importance in the hospitality industry.

Activities :

1. The students will present their essay and explain their findings on the cause of

strikes and their potential results.

2. The facilitator will discuss the concepts and definitions of the workshop.(English)

3. The facilitator will divide the class up into two groups. One group will be restaurant

staff and the other group will be management. The facilitator will select a mediator

and an arbitrator one from each group.

4. The facilitator will assign specific task that the mediator and the arbitrator will do

based on the definition of each position.

5. The facilitator will monitor the discussion until conclusion of the 15 minutes.

6. The students will present their final group project. Their oral presentation will be in

English and the power point will be in Spanish.

7. The facilitator will discuss each group’s presentation and have feedback from the

class.

8. Students will hand in the Portfolio.

9. Closing activity – to be determined by the facilitator.



Assessment:

1. The students will complete their daily reflective and add it to their portfolio before

turn in.

2. The students will turn in their portfolios.

3. The facilitator will evaluate the final group presentation using the corresponding

rubric.



Anejos/Apéndices



Anejo A/Appendix A

MATRIZ VALORATIVA PARA EVALUACIÓN DE ASISTENCIA Y P UNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandatorio 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 :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflect s 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 evaluat e 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

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 :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo B/ Appendix B

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:_________________________________



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 :

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo C / Appendix C

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORA LES

NOMBRE:___________________________ NOTA FINAL:____________ FECHA:______________________ TITULO:__________________________

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

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

principales que se incluyen en la presentación.

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

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

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

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

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

LENGUAJE 8. Se utiliza un lenguaje apropiado con corrección

sintáctica y gramatical.

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

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

Comentarios : __________________________________________________________________________________________________________________________________________________________________________________________________________________



RUBRIC TO EVALUATE ORAL PRESENTATIONS

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

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

theme to be discussed.

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

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

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

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

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

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

LANGUAGE 8. Utilized appropriate language with

syntactical and grammatical correction.

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

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

Comments: ____________________________________________________________________________________________________________________________________________________



Anejo D/ Appendix D

MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS

NOMBRE: ___________________________NOTA FINAL ___________________

TÍTULO:____________________________ 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. El escrito es claro, enfocado e interesante. 2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en el escrito.

3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.

5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

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

7. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.

LENGUAJE 8. El escrito demuestra sustancia, lógica y

originalidad.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.

Comentarios :

______________________________________________________________________

______________________________________________________________________



RUBRIC TO EVALUATE WRITTEN PAPERS

NAME: _______________________ FINAL GRADE: ________________

TITLE: _______________________ DATE: _________________________

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. The paper is clear, focused and interesting. 2. Identifies purpose, objectives and principal

ideas included in the paper.

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

4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.

5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.

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

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

LANGUAGE 8. Utilizes appropriate language with grammatical

and syntactical correction.

9. Utilizes precise, correct and appropriate vocabulary.

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

Comments: ___________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo E/ Appendix E

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN GRU PO

NOMBRE: ___________________________NOTA FINAL ___________________

TĐTULO: ____________________________ FECHA:_________________________

0-NO CUMPLIO 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. Asistió a las reuniones o actividades del grupo.

2. Colaboró en la planificación y celebración de las reuniones o actividades de grupo.

3. Participó activamente en las reuniones y actividades.

4. Demostró interés en las discusiones y actividades del grupo.

5. Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

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

7. Demostró liderazgo en las actividades del grupo.

8. Formuló preguntas pertinentes a las discusiones del grupo.

9. Contribuyó al grupo con material e información adicional.

10. Completó las tareas asignadas.

Comentarios :

______________________________________________________________________

______________________________________________________________________



RUBRIC TO EVALUATE PARTICIPATION IN GROUP

NAME: _______________________ FINAL GRADE: ________________

TITLE: ________________________ DATE: _________________________

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. Attended group meetings and activities.

2. Collaborated in planning group meeting and activities.

3. Actively participated in meetings and activities.

4. Demonstrated interest in group discussions and activities.

5. Arrived prepared to group meetings, activities and discussions.

6. Demonstrated attention and opening towards arguments from classmates.

7. Demonstrated leadership in group activities

8. Formulated pertinent questions in group discussions.

9. Contribuyó al grupo con material e información adicional.

10. Completed assigned tasks.

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo F/ Appendix F

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.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Anejo G/ Appendix G

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 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 H ).

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 H/Appendix H

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



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 = 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



Anejo L/Appendix L

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

Student’s response and comments

ITHM102 Introduction in Management in the Hospitality Industry 59

Prep. 2004. Manuel A. Rivera, MBA, Rev. 2009. Chalie Colón, MBA.IB, EPM.

Anejo M / Appendix M

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

ITHM102 Introduction in Management in the Hospitality Industry 60

Prep. 2004. Manuel A. Rivera, MBA, Rev. 2009. Chalie Colón, MBA.IB, EPM.

Anejo N /Appendix N

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

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