Sistema Universitario Ana G. Méndez School for ... 313 DLP... · 1. Aplicarán los ... si ésta...

Sistema Universitario Ana G. Méndez School for Professional Studies

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

PALE 313

Research and Writing of Documents Investigación y Redacción de Documentos

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

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

PALE 313 Research and Writing of Documents 2

Prep. 10-16-2009. Prof. Lucette Cardona, M.A., J.D. DLP

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

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

Workshop One .............................................................................................................................. 26

Taller Dos...................................................................................................................................... 30

Workshop Three............................................................................................................................ 33

Taller Cuatro ................................................................................................................................. 37

Workshop Five/Taller Cinco ......................................................................................................... 41

Anejo A/Appendix A .................................................................................................................... 46

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

Anejo C/Appendix C..................................................................................................................... 50

Anejo :D/ Appendix D .................................................................................................................. 52

Anejo E/Appendix E ..................................................................................................................... 54

Anejo N/Appendix N .................................................................................................................... 54

Anejo F/Appendix F ..................................................................................................................... 55

Anejo G/Appendix G .................................................................................................................... 56

Anejo H/Appendix H .................................................................................................................... 57

Anejo I/Appendix I ....................................................................................................................... 59

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

Anejo K/Appendix K .................................................................................................................... 61

Anejo L/Appendix L ..................................................................................................................... 62

Anejo M/Appendix M ................................................................................................................... 63

Anejo N/Appendix N .................................................................................................................... 64

Anejo O/Appendix O .................................................................................................................... 66

Anejo P/Appendix P ..................................................................................................................... 68



PRONTUARIO

Título del Curso: Investigación y Redacción de Documentos Legales

Codificación: PALE 313

Duración: 5 semanas

Prerrequisito: ninguno

Descripción:

Aplicación de las técnicas de investigación, incluyendo la localización y análisis de la ley,

jurisprudencia y reglamento administrativos. Se examinarán técnicas para la redacción de

documentos legales. Redacción de memorandos de derecho y documentos legales.

Objetivos Generales:

1. Aplicarán los procedimientos básicos de la investigación legal; a la redacción de varios

documentos.

2. Utilizarán correctamente los vocablos, términos, definiciones en la redacción de

documentos legales.

3. Identificará las diferentes fuentes de derecho.

4. Evaluará y seleccionará luego de un análisis, la jurisprudencia aplicable a una situación

de hechos.

5. Redactará y someterá diferentes modelos de documentos legales.

Textos :

Neumann, R. (2005). Legal Reasoning and Writing. (5th ed). Aspen Publishers.

ISBN -10 0735546554 ISBN -13 978-0735546554

Romantz, D. & Elliot, K. (2009) Legal Analysis: The Fundamental Skill. (2nd ed.). Carolina

Academic Press. ISBN-10: 0890899053 ISBN-13: 978-0890899052



Shapo, H., et al. (2008). Writing and Analysis in the Law (5th ed. ). Foundation Press. ISBN-10:

1587785412 ISBN-13: 978-1587785412

E-Book

Long, J. A. (2000). Legal Research Using the Internet. Albany, N.Y. : West Legal Studies

Thompson Learning. http://www.netlibrary.com eBook ISBN: 9780585133164

Evaluación

La evaluación del curso consiste en la medición del grado de aprovechamiento que ha obtenido

el estudiante en el mismo. La evaluación final consistirá de las puntuaciones que resulten de las

siguientes actividades:

Asistencia y Participación 20

Asignaciones 30

Memorando de Derecho 20

Examen Final 15

Portafolio 15

Total = 100%

La puntuación final obtenida será la suma de la puntuación obtenida en todas las actividades

desarrolladas. La puntuación final será de 100 puntos con curva estándar.

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 M 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

M.

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. Memorando de Derecho: Para los talleres tres (3) y cinco (5) los estudiantes deberán

preparar memorandos de derecho correspondientes a los temas del taller. La elaboración

de dichos memorandos debe seguir el modelo explicado en clase. El primer memorando

será ejecutado como parte de las actividades del taller tres y será adjudicado como parte

de la nota de participación en clase de ese día y además, obtendrá una nota aparte como

trabajo especial. El segundo memorando será parte de la nota final y debe ser entregado

en este último taller. Los estudiantes recibirán una nota final a parte de las tareas

asignadas a cada taller por el memorando entregado. Durante la discusión de dichos



memorandos se espera del estudiante una participación activa y asertiva en este tipo de

actividad.

4. Examen Final: En el taller cinco (5) se le administrará un examen final compresivo que

abarcará los tópicos de importancia de la clase. Al final del taller cuatro (4) durante la

discusión de las tareas para el último taller el Facilitador deberá señalar los tópicos

específicos a cubrir con la prueba. Se espera que el Facilitador prepare a los estudiantes

en cuanto a estilo y contenido de la prueba durante los cuatro talleres anteriores.

5. Portafolio: 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 D al I y debe incluir las siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. Evaluación Inicial

e. División en cinco talleres

i. Asignaciones

ii. Reportes

iii. Avalúo

f. Conclusión – Evaluación Final

g. Bibliografía 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 D-I.

Curva de Evaluación del Curso:

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



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 intrínsicamente interdisciplinaria, la única forma válida para asegurar el

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

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

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

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: Research and Writing of Documents

Code: PALE 313

Time Length: 5 weeks

Prerequisite: none

Description:

The students will examine and apply techniques for legal documents writing that includes

research and analysis of precedents and statutes. The course will emphasize in the development

of office memorandum and other basic legal documents.

General Objectives:

1. The Students will apply basic research techniques to the development of legal documents.

2. The Students will use the correct language, terminology and definitions to the writing of

legal documents.

3. The Students will identify the different sources of law.

4. The Students will select and evaluate after a concrete analysis the relevant precedents to a

fact situation.

5. The Students will write and present diverse models of legal documents.

Evaluation

The evaluation of the course consists of the measurement of the advantage the student has

obtained. It will consist of the scores from the following activities:

Class Attendance and Participation 20

Assignments 30



Legal Memorandum 20

Final Comprehensive Test 15

Portfolio 15

Total = 100%

Evaluation’s description

1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a

professional posture. 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 P. 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 this 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 P.

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 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.

3. Legal Memorandums: During workshop three (3) and five (5) students will prepare two

legal memorandums. On workshop three (3) it will be part of the class activity and the



Facilitator should assign the topic. This exercise will be graded as class participation and

special work. In the last workshop (5) the students will repeat the activity but,

independently and will bring it to the workshop for a class presentation. The development

of the memorandums should follow the model explain in class.

4. Final Exam: The comprehensive final assessment will administered during the last and

final Workshop Five in English. The Facilitator will prepare students during the four

previous workshops as to the style and content of the test.

5. Portfolio: Students should prepare a course 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 and,

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. Initial Evaluation

e. Five Workshops Divisions

i. Assignments

ii. News Articles/Reports

iii. Assessments

f. Conclusion – Final Evaluation

g. References APA style



Note: The Course 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, appropriately labeled. The Facilitator will evaluate the portfolio using

Appendixes D-I.

Scale

A= 90-100% D= 60-69%

B= 80-89% F= 59% or less

C= 70-79%

The final grade will be the sum of all individual activities. The final grade will be based on a

standard 100 points curve.



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 be able to:

1. Understand the American legal System.

2. Learn the differences between civil law cases and criminal law cases.

3. Identify the sources of legal Information.

4. Understand legal citations, Shepard’s citations and abbreviations.

Language Objectives:

Students will be able to:

1. The student will be able to read and identify the main factors affecting a situation.

2. The student will be able to prepare a written summary of the assign materials.

3. The student will be able to orally explain the analysis of the requested material.

Electronic Links (URLs):

UNE Virtual Library

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

UMET Virtual Library

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

Turabo Virtual Library

http://bibliotecavirtualut.suagm.edu/

Definitions

http://legal-dictionary.thefreedictionary.com/

http://www.britannica.com/

http://bitbucket.icaap.org/



Law Sources

http://lib.law.washington.edu/ref/US-Wash.html

Citations

http://www.law.cornell.edu/citation/

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. The Students will define the followings concepts:

a. Common Law

b. Civil Law

c. Jurisdictions

d. Federal Courts

e. State Courts

f. Hierarchy of Laws

3. The Students will read and research about the structure of the Florida court system from

the beginning of the process when a claim is presented through the Florida Supreme

Court. Once the students complete the research they will develop a diagram that describes

the process step by step.

4. The Students will research, identify all the primary and secondary and define the purpose

of all the sources of law use in the field. The Students shall bring a listing that identify

and define each sources to turn in to the Facilitator.



5. Visit the language lab or www.tellmemore.com for language practice (5 hours per

workshop).

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 evaluations, rubrics, language lab use, and assignments

from each workshop.

3. The Facilitator will select a student representative and will explain his/ her role.

4. The Facilitator will explain the course main objectives.

5. In groups the student will establish a relationship between the assigned concepts and will

select a representative of the group to explain their ideas.

6. The Facilitator will explain the difference between criminal law, civil law and court

jurisdiction from a legal perspective and in relevance of the research process.

7. The Students will present and explain the diagrams of the structure of the State of Florida

Court System.

8. The Facilitator along with the Students will establish and explain the differences between

the State of Florida and the Federal Courts System.

9. The Facilitator will explain the purpose, parts and types of legal citations. The Facilitator

should emphasize in the use and importance of Lexis/Nexis and Westlaw databases.

10. The Students will complete and exercise on citations.

11. The Facilitator will discuss the exercise.

12. The Facilitator will discuss the assignments and objectives for the next workshop.

13. The Facilitator will assign the cases for the students to brief and bring to the next class.



Assessment:

1. The Students will complete One Minute Paper (See Appendix L, M).



Taller Dos

Objetivos Específicos:

Al finalizar el taller el estudiante,

1. Conocerá los principios básicos de la investigación.

2. Reconocerá la metodología de la investigación legal.

3. Aplicará los pasos para el análisis y resumen de casos legales.

4. Aprenderá a identificar la controversia dentro de una situación legal.

5. Reconocerá el derecho aplicable en una situación legal.

Objetivos del Lenguaje:

Al finalizar el taller el estudiante,

1. El estudiante sintetizará de forma oral y escrita las ideas principales usando

adecuadamente la gramática y la ortografía después de leer una amplia variedad de

recursos impresos.

2. El estudiante podrá preparar un reporte profesional que incluirá todos los elementos

técnicos, presentará, argumentará y sostendrá a la vez que concluye de forma coherente.

3. El estudiante identificará los puntos principales de los casos asignados y organizará

dichos puntos de forma lógica.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET




Biblioteca Virtual Turabo


Resumen de Casos

http://www.lib.jjay.cuny.edu/research/brief.html

http://www.4lawschool.com/howto.htm

http://www.lawnerds.com/guide/briefing.html

Análisis Inductivo y Razonamiento Analógico & Análisis Deductivo y Razonamiento basado en

la regla de derecho

http://www.cap-press.com/pdf/1809.pdf

http://www.businessdictionary.com/definition/analogical-reasoning.html#

http://www.philosophypages.com/lg/e13.htm

http://citeseer.ist.psu.edu/MachineLearning/RuleBasedSystems/

Asignaciones antes del Taller Dos:

1. Investigar y leer los pasos básicos de la investigación cuantitativa y cualitativa.

2. Investigar, identificar y explicar el formato del resumen de casos legales (CREAC e

IRAC) para entregar al Facilitador.

3. Resumirá el caso asignado en la clase anterior siguiendo un modelo o formato legal para

ser presentado en clase y entregado al Facilitador.

4. Utilice el laboratorio de lenguaje (mínimo 5 horas) para cubrir aéreas recomendadas por

el facilitador.

5. Investigará para discusión y ejercicio en clase los siguientes conceptos:

a. Análisis Inductivo y Razonamiento analógico

b. Análisis Deductivo y Razonamiento basado en la regla de derecho



Actividades:

1. El Facilitador discutirá cualquier duda pendiente del taller anterior.

2. A manera de introducción el Facilitador discutirá la importancia de la investigación en el

campo legal, su utilidad y los pasos básicos que conlleva la misma.

3. Los estudiantes explicarán de forma gráfica los modelos de resumen de casos legales

investigados.

4. El Facilitador deberá explicar la diferencia entre los modelos y como grupo se debe elegir

un modelo para ser aplicado en la clase para futuros trabajos.

5. Los estudiantes presentarán el resumen del caso asignado.

6. En mesa redonda el Facilitador junto a los estudiantes explicará la diferencia entre

Análisis Inductivo y Razonamiento analógico y Análisis Deductivo y Razonamiento

basado en la regla de derecho.

7. A manera de ejercicio en clase y de forma independiente los estudiantes aplicarán los dos

modelos de análisis explicados en clase al caso presentado.

8. Los estudiantes junto al Facilitador discutirán los modelos de análisis de acuerdo a los

hechos de su caso.

9. El Facilitador discutirá las tareas para el próximo taller.

Avalúo

Los Estudiantes completarán el ensayo en un minuto (Anejo L, M)



Workshop Three


At the end of the workshop the student will,

1. Understand the characteristics of effective legal writing.

2. Learn the different types of legal writings.

3. Define the importance and elements of a typical legal memorandum.

4. Integrate the client interview and facts research to a legal memorandum.

5. Learn the importance and fundamentals of the interview process.


At the end of the workshop the student will,

1. The student will be able to identify the main action steps needed to solve a case/case

intervention, and organize those steps in a logical manner.

2. The student will be able to prepare a written summary of the assign materials.

3. The student will be able to orally explain the analysis of the requested material.


UNE Virtual Library








Diccionario Legal

http://dictionary.lp.findlaw.com/




Assignments before Workshop Three:

1. The students will read about effective legal writing and will prepare a checklist of the

main factors needed in order to prepare an effective legal written document. Each factor

should be explained in class.

2. The students will research and identify the steps of a client interview and also, define the

following terms and their relationship with the interview process:

a. Witnesses statement

Civil Litigation

b. Statute of limitations

c. Damages

d. Special damages

e. Punitive damages

f. Nominal damages

g. Equitable remedies

h. Injunction

i. Temporary restraining order

j. Complaint

k. Summons



Criminal Litigation

l. Rules of evidence

m. Relevancy

n. Competency

o. Hearsay

p. Excluded material and privileged material

3. Research and define the parts and importance of a legal memorandum.

4. Prepare an essay explaining what is the use and relevance of a court motion and identify

at least, three (3) different types of motions. The students should explain the use and

elements of the court motions selected. The essay must follow APA rules.

Activities:

1. The Facilitator will answer any question remaining from the last class discussion.

2. The Facilitator will start a class discussion about the characteristics of an effective legal

writing.

3. The students in an open class discussion will share, compare and explain to the rest of the

class their characteristics checklist.

4. The Puzzle Activity. The Facilitator will assign the parts of a legal memorandum to each

student group. Each group will be responsible to graphically explain the importance and

relevance of their part and assign the position of the part in the document. One by one the

groups will put together the memorandum in parts along with the explanation.

5. The Law Firm Activity. The Facilitator will assign a case situation. The students as a

group will prepare a legal memorandum in which they will:

a. Define the issues involve in the case situation



b. Elaborate a statement of facts of the case situation in question.

c. Establish the possible course of action

d. Recommend a course of action

The students may utilize the internet to research the presented situation.

6. Each student will present their case situation and along with the Facilitator they will

discuss in detail each of the parts of the exercise mentioned above.

7. The Facilitator will discuss the importance and use of courts motions.

8. In a round table discussion each student will present identify the steps of a client

interview and discuss the terms definitions and their relationship with the interview

process.

9. The Facilitator will discuss the assignments for the next workshop.

Assessment:

The Students will complete the one minute paper (Appendix L,M)



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller los estudiantes,

1. Aprenderá cuales son los elementos básicos para la redacción de un contrato y poderes.

2. Estudiará los elementos básicos para la redacción de testamentos y directivas para

cuidado de la salud por adelantado.

3. Se instruirá en los diferentes documentos legales de aplicación bajo el derecho de familia.

4. Aprenderá el formato de documentos relacionados con la compra, venta y alquiler de

propiedades.

5. Aplicará técnicas de redacción efectiva para documentos legales.

Objetivos del Lenguaje:

1. El estudiante desarrollará un reporte profesional que incluirá todos los elementos técnicos y

presentará un argumento, lo sostendrá y llegará a una conclusión coherente en español.

2. El estudiante tendrá la oportunidad de integrar el uso de la tecnología en su actividad

profesional.

3. El estudiante tendrá la oportunidad de preparar un resumen oral y escrito del material de

trabajo.

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET




Biblioteca Virtual Turabo


Diccionario Legal





Asignaciones antes del Taller Cuatro:

1. Investigar y resumir información acerca de las técnicas de redacción efectiva para

documentos legales. El estudiante debe estar preparado para discutir sus hallazgos y

sugerencias en clase.

2. Leer acerca de los elementos básicos de un Testamento (Wills), Voluntad en Vida

(Living Wills) y Directivas para Cuidado de la Salud por Adelantado (Advance Health

Care Directives) siguiendo en modelo encontrado de su preferencia el estudiante deberá

preparar los tres documentos para ser presentados en clase y ser entregarlos al Facilitador.

3. Investigar que es una moción para que se utiliza y mencionar las diferentes tipos de

mociones y sus partes para entregar al Facilitador.

4. Buscar información acerca de lo que es un contrato y las partes que lo componen.

5. Usando el internet, el texto u otros recursos de la clase el estudiante deberá buscar

modelos de escritos de los siguientes documentos:

a. poder (power of attorney)

b. contrato de servicios

c. carta al cliente



d. petición de disolución de matrimonio

e. informe económico juramentado (financial affidavit)

f. moción de desestimación

f. moción de supresión de evidencia

g. moción de desacato

h. moción de alivio temporero para pensión alimentica

i. contrato de compraventa de propiedad

j. contrato de renta de propiedad

Los siguientes documentos deben ser presentados en clase para discusión. Los documentos

deben ser modelos en blanco.

Actividades:

1. El Facilitador deberá aclarar cualquier duda pendiente del taller anterior.

2. El Facilitador discutirá junto a los estudiantes las técnicas de redacción efectiva de

documentos legales. También, enfatizará en aquellos elementos que no deben ser

incluidos en los escritos legales y el uso efectivo del vocabulario.

3. Los Estudiantes presentarán los testamentos redactados y la voluntad en vida o “Living

Will”.

4. El Facilitador aclarará cualquier duda en cuanto a formato y forma de redacción acerca

del testamento y la voluntad en vida o “Living Will”.

5. El Facilitador discutirá lo que es una moción y un contrato legal el uso de ambos

documentos y su diferencia.



6. Los Estudiantes junto al Facilitador clasificarán los modelos de los documentos

asignados para el taller. El grupo se dividirá y el Facilitador asignará un modelo a

completar a cada grupo. Los grupos completarán la forma con hechos hipotéticos.

7. Cada grupo presentará la forma asignada y junto al Facilitador discutirán con el grupo, el

propósito y utilidad de la forma así, como la forma correcta de completarla.

8. El Facilitador repasará los puntos importantes para la prueba final y le explicará a los

estudiantes cuales son los temas a incluirse en dicha prueba.

9. El Facilitador discutirá la tarea del próximo taller junto a los estudiantes.

Avalúo

Los estudiantes completarán el ensayo en un minuto (Anejo L,M)



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 ethics in the writing of legal documents.

2. Identify the parts of an appellate brief.

3. Apply the main concepts learned throughout the course.

4. Learn how to reflect in a resume the writing skills learn in this course.


At the end the students will,

1. The student will be able to orally explain the analysis of the requested material in both

languages.

2. The student will be able to prepare a written summary of the assign materials in both

languages.

3. The student will be able to define his/her professional point of view and pros and cons

related to an issue, support it with evidence, and take into consideration the

characteristics of the target audience in both languages.




UNE Virtual Library






Diccionario Legal





Ethics

http://www.wsba.org/media/publications/denovo/archives/ethics+feb+denovo+2006.htm

http://www.wisbar.org/AM/Template.cfm?Section=Committees&Template=/CM/ContentDispla

y.cfm&ContentID=24355

http://www.linkroll.com/paralegal/paralegals-and-the-professional-code-of-ethics.php

Paralegal Association of Florida

http://www.sunethics.com/Paralegal%20Ethics.htm

National Federation of Paralegals Association

http://www.paralegals.org/displaycommon.cfm?an=1&subarticlenbr=330

Assignments before Workshop Five:

1. The students will prepare in Spanish a two (2) pages essay on the importance of ethics.



2. The students will visit the court and listen to a hearing after that the students will prepare

in English a legal memorandum based on the issue and facts discussed on the hearing of

the case. The Students should come prepare to make a class presentation of their

memorandums in English.

3. The students will research and summarize information about an appellate brief. The

students should identify and define the elements of an appellate brief and its legal

function in Spanish to be turned in to the Facilitator.

4. The students will review the concepts in each workshop and should come prepared to

take a test in English.

Activities:

1. The professor will review and answer any questions about the last or any of the prior

workshops in Spanish.

2. The professor will discuss the importance of the ethics in writing legal documents and in

a round table discussion the students will share the essays prepared in this topic in

English.

3. In Spanish the students will start the presentation on the hearing project assigned.

4. In English the students will discuss the findings on the appellate brief elements and will

define with the Facilitator each part.

5. The Facilitator will hand out a model of an appellate brief and will explain a case

situation to students, with facts explain the students will complete an appellate brief as a

class exercise in Spanish.

6. The Facilitator will administer the final test and the students must answer in English.

7. The Facilitator will discuss the test and answers in Spanish.



8. The Students will hand in the Portfolio.

9. As a closing activity the facilitator will explain the students how to reflect in their resume

the skills learned in the class.

Assessment:

The Students will prepare a final one minute paper (Appendix L, M).



Anejos/Appendixes



Anejo A/Appendix A

RUBRIC TO EVALUATE WRITTEN WORK

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

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

10

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

10

The paper properly explains content. 10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

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

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: _________________Facilitator’s signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________ Criterio Puntos Puntuación

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

10

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

10

El documento explica propiamente el contenido.

10

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

10

El documento demuestra substancia, lógica y originalidad.

10

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

10

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

10

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

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total Puntos 100 (70% contenido y 30% lenguaje)

Puntuación Total: _______

Student’s Signature: _________________ Facilitator’sSignature:___________________



Anejo B/ Appendix B

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________ Grupo: ________ Nombre del estudiante evaluador: _____________________

Criterio Puntos Puntuación del estudiante Asistió a las reuniones o actividades del grupo.

10

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

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

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

10

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

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S Students name: _________________________ Date: _______________ Group: ________ Name of evaluating student: ______________________

Criteria Points Students Points Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo C/Appendix C MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL Nombre del estudiante: _______________________Fecha:_________________

Criterio Puntos Puntuación del estudiante Contenido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

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

10

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

10

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

10

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

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30% Lenguaje)

Puntuación del Estudiante: ________

Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________ Facilitator’s Signature: __________________



Anejo D/ Appendix D PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

reaction papers.

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

4. 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.

5. Presentation of the portfolio

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

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

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

at the beginning of the portfolio.

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

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition”

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

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

date produced, date submitted, and date evaluated (Appendix F).

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



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

end of the portfolio.

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

binder for identification purposes (Appendix E ).

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

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

sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets (Banks,

2005).

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

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix I ).

Facilitators will focus their attention on showing students what is possible and their progress

rather than what is wrong; however, this does not mean that facilitators will not cover

weaknesses and areas for improvement during the conference. Facilitators will send this

feedback template upon completion of workshop one.

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

own comments and/or ideas of how to improve the quality of their portfolios, and how to become

better metacognitive learners on the feedback template. Students will e-mail the template with

their comments back to the facilitator after every workshop.

7. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix J,K ).

• 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 J,K).



Anejo E/Appendix E

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Anejo F/Appendix F

Concentration Student’s Name Facilitator’s Name Course: Portfolio rated as Reason of this rate



Anejo F/Appendix F Log of Entries

Entry Description

Date of Entry

Date Submitted

Date Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo G/Appendix G

Checklist for Portfolio Assessment

Has the student set academic goals? Does the portfolio include enough entries in each area to make valid

judgments? Does the portfolio include evidence of complex learning in realistic

setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on

what was learned? Does the portfolio enable one to determine learning progress and current

level of learning? Does the portfolio provide clear evidence of learning to users of the

portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of

successful performance? Does the portfolio provide for greater interaction between instruction and

assessment? Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.



Anejo H/Appendix H Portfolio Rubric

4 3 2 1 PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

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

Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

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

Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



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 I/Appendix I

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

Student’s response and comments



Anejo J/Appendix J Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo L/Appendix L

ONE MINUTE PAPER

Name: Date: Course: Instructions: Briefly answer the following questions. Students must read any extra instructions or reflection statements in the workshops to complete the one minute paper.

1. What is the most important concept or idea that you learned in class

today? Explain

2. Which questions or doubts remained unanswered today?

3. In which circumstances would you be able to apply the concepts and ideas

discussed today?

4. Statement proposed in the workshop.



Anejo M/Appendix M

One Minute Paper Rubric Name________________________________ APA Style

The reflexive diary is written following the APA style. (1 point)

The reflexive diary isn’t written following the APA style. (0 points)

Length/Time

One page document as requested and on time. ( 1 point)

The document was either too short or longer than requested and/or was late. (0 points)

Details on areas suggested from Appendix E.

Elaborated on numerous areas suggested in Appendix E. ( 4 points)

Elaborated on some areas suggested in Appendix E. (2 point)

Many areas weren’t well elaborated. ( 0 points)

Grammar

Grammar and usage were correct and contributed to clarity and style. (2 points)

Writer made 1-2 errors in grammar ( 1 point)

Repeated errors in grammar. ( 0 points)

Spelling

Writer made no errors in Spelling. (2 points)

Writer made few spelling errors. ( 1 point)

Writer made many errors in spelling. (0 points)

Grade: ___________



Anejo N/Appendix N

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 O/Appendix O

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: ________________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Five Comments: __________________________________________________________________________________________________________________________________________________________________________________________ Student’s Signature: ______________ Facilitator Signature: ______________



Anejo P/Appendix P 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

Sistema Universitario Ana G. Méndez School for ... 313 DLP... · 1. Aplicarán los ... si ésta...

Documents

Transcript of Sistema Universitario Ana G. Méndez School for ... 313 DLP... · 1. Aplicarán los ... si ésta...