Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
QYLE 110
Development of Values, Attitudes, and Adaptation to College Life
Desarrollo de Valores, Actitudes y Adaptación a la Vida Universitaria
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 2
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO-----------------------------------------------------------------------------------------------4
STUDY GUIDE -------------------------------------------------------------------------------------------------- 17
WORKSHOP ONE ----------------------------------------------------------------------------------------------- 29
TALLER DOS ---------------------------------------------------------------------------------------------------- 36
WORKSHOP THREE ------------------------------------------------------------------------------------------- 41
TALLER CUATRO ---------------------------------------------------------------------------------------------- 46
WORKSHOP FIVE/TALLER CINCO ----------------------------------------------------------------------- 52
ANEJO A/APPENDIX A --------------------------------------------------------------------------------------- 59
ANEJO B/APPENDIX B ---------------------------------------------------------------------------------------- 61
ANEJO C/APPENDIX C ---------------------------------------------------------------------------------------- 63
ANEJO D/APPENDIX D --------------------------------------------------------------------------------------- 65
ANEJO E/APPENDIX E ---------------------------------------------------------------------------------------- 67
ANEJO F/APPENDIX F ---------------------------------------------------------------------------------------- 69
ANEJO G/APPENDIX G --------------------------------------------------------------------------------------- 71
ANEJO H/APPENDIX H --------------------------------------------------------------------------------------- 72
ANEJO I/APPENDIX I ------------------------------------------------------------------------------------------ 73
ANEJO J/APPENDIX J ----------------------------------------------------------------------------------------- 74
ANEJO K/APPENDIX K --------------------------------------------------------------------------------------- 76
ANEJO L/APPENDIX L ---------------------------------------------------------------------------------------- 77
ANEJO M/APPENDIX M -------------------------------------------------------------------------------------- 78
ANEJO N/APPENDIX N --------------------------------------------------------------------------------------- 83
ANEJO O/APPENDIX O --------------------------------------------------------------------------------------- 84
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 3
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
ANEJO P/APPENDIX P ---------------------------------------------------------------------------------------- 85
ANEJO Q/APPENDIX Q --------------------------------------------------------------------------------------- 86
ANEJO R/APPENDIX R ---------------------------------------------------------------------------------------- 87
ANEJO S/APPENDIX S ---------------------------------------------------------------------------------------- 88
ANEJO T/APPENDIX T ---------------------------------------------------------------------------------------- 89
ANEJO U/APPENDIX U --------------------------------------------------------------------------------------- 90
ANEJO V/APPENDIX V --------------------------------------------------------------------------------------- 92
ANEJO W/APPENDIX W -------------------------------------------------------------------------------------- 94
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 4
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
GUIA DE ESTUDIO
Título del Curso: Desarrollo de Valores, Actitudes y Adaptación a la Vida Universitaria
Codificación: QYLE110
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción:
Análisis y evaluación de los valores, las actitudes y los prejuicios en la vida universitaria y en el
mundo laboral. Estudio del efecto que tiene la conducta en los demás y cómo ésta afecta la propia.
Evaluación de los diferentes estilos de conducta ética desde distintas perspectivas filosóficas que le
permitan seleccionar aquél que le provea mayor control de su persona con énfasis en el entorno
universitario. Aplicación de conceptos mediante el uso de mapas conceptuales, autorreflexión,
discusión de casos, representación de roles, trabajo en equipo y el uso responsable de la tecnología.
Objetivos Generales:
1. Desarrollará una visión crítica de sí mismo a través del análisis de sus valores, actitudes y
necesidades.
2. Analizará la relación entre los valores, los prejuicios y las actitudes relacionadas con sus
experiencias presentes y pasadas.
3. Aplicará técnicas de estudio adecuadas que respondan y faciliten el logro de su meta
académica.
4. Investigará diferentes fuentes de información a través del uso responsable de la tecnología.
5. Evaluará el modelo de toma de decisiones y lo aplicará para resolver situaciones en forma
libre, racional y ética.
6. Entender el significado de un programa bilingüe para adultos basado en la filosofía y
metodología educativa del constructivismo.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 5
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
7. Entender y utilizar todas las partes de un módulo en línea (prontuario, talleres,
asignaciones, actividades en el salón de clases, actividades de avalúo, anejos, rubricas, etc.).
8. Conocer y entender los criterios de evaluación de clases (portafolio, presentaciones orales,
trabajos escritos, entre otros) y qué son rúbricas.
9. Identificar las responsabilidades y deberes con las oficinas de Admisiones, Asistencia
Económica, Registraduría, Tesorería y el Centro de Recursos para el Aprendizaje.
10. Redactará y citará referencias para evitar el plagio utilizando el Manual de la Asociación de
Psicólogos Americana.
11. Evaluará diferentes estrategias sobre el manejo del tiempo para evitar la procrastinación y el
estrés.
Textos Recomendados y Recursos:
Ellis, D. (2011). Becoming a Master Student (13th ed.). Boston, MA: Wadsworth, Cengage
Learning. ISBN-13: 9781439081747
Ellis, D. (1993). Cómo Llegar a Master en los Estudios (5ta. ed.) Rapid City, SD: Houghton
Mifflin Company. ISBN: 1439081743
Carter, C., Bishop, J., & Kravits, S. L. (2003). Keys to Success in College, Career,
and Life. Upper Saddle River, NJ: Prentice Hall. ISBN-13: 9780130947659
ISBN: 0130947652
Domenech, G., Pérez Pérez, A., & Guzmán, Z. (2010). Universidad: un mundo de posibilidades
hacia el éxito.
Feldman, R.S. (2006). Aprendizaje con poder: estrategias para el éxito en la universidad y en
la vida. Mexico: McGraw-Hill.
Mastering APA style: student’s workbook and training guide. 2010. Washington, DC: American
Psychological Association. ISBN-13: 9781557980854 ISBN: 1557980853
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 6
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Moon, J.A. (2009). Achieving success through academic assertiveness: real life strategies for
today’s higher education students. New York: Routledge. ISBN-13: 9780415991438
ISBN: 0415991439
Publication Manual of the American Psychological Association (6th ed.). (2010). Washington, DC:
American Psychological Association. ISBN: 978-1-4338-0561-5
Sullivan, W. M. (2008). A new agenda for higher education: shaping a life of the mind for practice.
San Francisco: Jossey-Bass. ISBN-13: 9780470257579 ISBN: 0470257571
Reglamento de estudiantes Sistema Universitario Ana G. Méndez. (2004). Rio Piedras, P.R.:
Sistema Universitario Ana G. Méndez. LE15.7.S57 R44 2004
Libro Electrónico
Wormeli, R. (2005). Summarization in Any Subject: 50 Techniques to Improve Student Learning.
Alexandria, Va. Assoc. for Supervision and Curriculum Development. eBook ISBN:
9781416601753
Evaluación:
El esquema de evaluación que se utilizará en este curso es el siguiente:
CRITERIOS %
Asistencia y Puntualidad 20%
Participación y contribución en clase 20%
Trabajos escritos/ensayos 25%
Presentaciones orales 25%
Portafolio del curso 10%
Total 100%
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 7
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
NOTA : Las rúbricas a utilizarse para la evaluación de estas actividades se incluyen al final del
módulo.
Descripción de los criterios de evaluación:
1. Asistencia y Puntualidad: La asistencia es mandatoria y la puntualidad representa ética
profesional. El Facilitador llevará un registro de las mismas para cada taller y, al finalizar el
curso, utilizará el Anejo A para evaluar a cada estudiante.
2. Participación y Contribución en clase: Se espera que todo estudiante asista a clases
preparado para discutir todas las tareas asignadas previas al taller. El Facilitador evaluará la
participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo B.
Él/ella tomará en cuenta el grado de participación de cada estudiante, si se preparó para cada
taller y su contribución en el desarrollo de la clase.
3. Trabajos escritos y/o ensayos: La preparación de un trabajo escrito es considerada como
una de las mejores maneras de aprender en profundidad acerca de un tema y, por esta razón,
es parte importante de las actividades académicas dentro de un plan de estudios
universitarios. Estos trabajos escritos y/o ensayos son evaluados utilizando rúbricas con un
valor del 70% en contenido y un 30% en lenguaje. Todo trabajo escrito debe seguir las guías
de la última edición del Manual de Publicación de la Asociación Americana de Psicólogos.
El Facilitador evaluará los trabajos escritos utilizando el Anejo C y los ensayos con el Anejo
D.
4. Presentaciones orales: Una presentación oral constituye un medio a través del cual se
evalúan los conocimientos que poseemos sobre un tema y la claridad y precisión con que son
presentados. Deberá vestir profesionalmente para las presentaciones orales. Estas
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 8
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
presentaciones orales son evaluadas utilizando rúbricas con un valor del 70% en contenido y
un 30% en lenguaje. El Facilitador evaluará las mismas utilizando el Anejo E.
5. Portafolio del curso: El portafolio académico es un registro del aprendizaje que se concentra
en el trabajo del alumno y su reflexión sobre esa tarea. Mediante un esfuerzo cooperativo
entre el alumno y el personal docente se reúne un material que es indicativo del progreso hacia
los resultados esenciales (National Education Association, 1993). Cada estudiante deberá
preparar un portafolio del curso donde reflexionará sobre los temas del curso y sus
experiencias en el centro de práctica. 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 del
curso deberá entregarse en la quinta semana del curso. Sin embargo, el estudiante debe ir
preparando el mismo según progresa el curso para no acumular trabajo innecesariamente. La
presentación es importante y debe estar preparado y organizado profesionalmente. Debe
incluir cada una de las secciones debidamente organizadas y rotuladas. El Portafolio será
evaluado utilizando el Anejo F y el Anejo G para ver el progreso del mismo.
6. El portafolio deberá ser preparado en una carpeta blanca (2” a 3”) e incluir las siguientes
partes:
a. Portada estilo APA (Anejo H)
b. Tabla de contenido
c. Introducción
d. División en cinco talleres donde cada taller deberá incluir:
i. Tareas asignadas con las correcciones sugeridas por el facilitador. Deberá
incluir todas las tareas semanales que requiere este módulo. Las mismas serán
entregadas al finalizar cada taller y el Facilitador devolverá las tareas en la
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 9
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
ii. Actividades de avalúo: El estudiante deberá incluír todas las actividades de
avalúo realizadas en clase. Las mismas serán avaluadas 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 taller respectivo.
iii. Anejos (material adicional que usted haya utilizado o que el Facilitador haya
entregado en clase).
e. Conclusión
f. Referencias
Escala:
100-90=A 89-80=B 79-70=B 69-60=D 59-0=F
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 10
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 11
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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. En adición a la asistencia
mandataria al salón de clase y participación durante la misma, el estudiante deberá cumplir
veinte (20) horas de ejercicio en el laboratorio de idiomas. A través de los cinco talleres el
estudiante deberá recopilar evidencia de su trabajo para ser entregada al facilitador en el
quinto taller. El facilitador determinara la distribución de horas entre ambos idiomas – inglés
y español – de acuerdo a las necesidades individuales de cada estudiante. El estudiante
deberá completar sus horas físicamente en el laboratorio de idiomas – en cada centro – o
desde su casa/trabajo a través del programa “Tell Me More”.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro del grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 12
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 13
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen
al SUAGM y el curso.
13. 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/
14. 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.
15. El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de
ser necesario.
16. 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
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 14
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que
necesite.
17. 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).
18. 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
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 15
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 16
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 17
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
STUDY GUIDE
Course Title: Development of Values, Attitudes, and Adaptation to College Life
Code: QYLE 110
Time Length: Five weeks
Prerequisite: None
Description: Analysis and evaluation of the values, attitudes, and prejudices in the academic and
professional life. Study of the effect that student’s behavior has in their life and in other people’s life
as well. Evaluation of the different styles of ethical behavior from different philosophical
perspectives that allow chose one that would provide major control of themselves with an emphasis
in the academic life.
General Objectives:
1. Develop a critical vision of themselves thorough the analysis of their own values, attitudes,
and necessities.
2. Analyze the relation between the values, prejudices and the attitudes related with their own
past and present experiences.
3. Apply adequate study techniques that would respond and facilitate the achievement of their
academic goals.
4. Investigate different information resources through the responsible use of the technology.
5. Evaluate and apply the making decision model to solve situations in a free, rational and
ethical form.
6. Understand the meaning of a bilingual program for adults based in the constructivism
educational philosophy.
7. Understand and use of all the e-module components (study guide, workshops, assignments,
classroom activities, assessment activities, appendices, rubrics, etc.).
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 18
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
8. Recognize and understand the class evaluation criteria (portfolio, oral presentations, written
assignments, etc.) and what a rubric is.
9. Identify the responsibilities and duties with the Admissions, Registrar, Bursar, and the
Learning Resources Center.
10. Write and cite references to avoid plagiarism using the latest edition of the Publication
Manual of the American Psychological Association.
11. Evaluate different strategies for time management, avoiding procrastination and dealing with
stress.
Recommended Texts and Resources:
Ellis, D. (2011). Becoming a Master Student (13th ed.). Boston, MA: Wadsworth, Cengage
Learning. ISBN-13: 9781439081747
Ellis, D. (1993). Cómo Llegar a Master en los Estudios (5ta. ed.) Rapid City, SD: Houghton
Mifflin Company. ISBN: 1439081743
Carter, C., Bishop, J., & Kravits, S. L. (2003). Keys to Success in College, Career,
and Life. Upper Saddle River, NJ: Prentice Hall. ISBN-13: 9780130947659
ISBN: 0130947652
Domenech, G., Pérez Pérez, A., & Guzmán, Z. (2010). Universidad: un mundo de posibilidades
hacia el éxito.
Feldman, R.S. (2006). Aprendizaje con poder: estrategias para el éxito en la universidad y en
la vida. Mexico: McGraw-Hill.
Mastering APA style: student’s workbook and training guide. 2010. Washington, DC: American
Psychological Association. ISBN-13: 9781557980854 ISBN: 1557980853
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 19
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Moon, J.A. (2009). Achieving success through academic assertiveness: real life strategies for
today’s higher education students. New York: Routledge. ISBN-13: 9780415991438
ISBN: 0415991439
Publication Manual of the American Psychological Association (6th ed.). (2010). Washington, DC:
American Psychological Association. ISBN: 978-1-4338-0561-5
Sullivan, W. M. (2008). A new agenda for higher education: shaping a life of the mind for practice.
San Francisco: Jossey-Bass. ISBN-13: 9780470257579 ISBN: 0470257571 $35.00
Reglamento de estudiantes Sistema Universitario Ana G. Méndez. (2004). Rio Piedras, P.R.: Sistema
Universitario Ana G. Méndez. LE15.7.S57 R44 2004
E-Book
Wormeli, R. (2005). Summarization in Any Subject: 50 Techniques to Improve Student Learning.
Alexandria, Va. Assoc. for Supervision and Curriculum Development. eBook ISBN:
9781416601753
Evaluation:
CRITERIA %
Attendance and Punctuality 20%
Participation y contribution in class 20%
Written papers/essays 25%
Oral Presentations 25%
Course Portfolio 100%
Total 100%
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 20
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
NOTE: The rubrics to be used for these evaluations are included at the end of the module.
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 criteria in every workshop. At
the end of the course the Facilitator will evaluate each student with the rubric in Appendix A.
2. Class participation and contribution: All students are expected to attend class prepared to
discuss workshop topics (readings, assigned questions, study cases, etc.), and to actively participate
in class. The Facilitator will evaluate the student’s overall class participation at the end of the
course. He/she will use Appendix B, taking into consideration the degree of participation, the
student’s degree of preparation for class, and how much this participation contributed to the class’
development.
3. Written papers and/or essays: The preparation of a written work is considered one of the best
ways to learn in depth about an issue and, therefore, is an important part of the academic activities
within a college curriculum. These written papers and/or essays are going to be evaluated using
rubrics with a value of 70% for content and 30% for language. Every written assignment should
follow the guidelines of the last edition of the Publication Manual of the American Psychological
Association. The Facilitator will evaluate these assignments using Appendix C for written papers
and Appendix D for essays.
4. Oral Presentations: An oral presentation is a means by which to assess what we know about a
subject and the clarity and precision with which they are presented. You should dress
professionally for oral presentations. These oral presentations are evaluated using rubrics with a
value of 70% for content and 30% for language. The Facilitator will evaluate these assignments
using Appendix E.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 21
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
5. Course portfolio: Each student must prepare a course portfolio, where he/she will reflect on
course topics and development. It is important that all students work on their portfolio starting on
the first week of class, and keeping it up-to-date. They should also bring it to every workshop for
discussion and Facilitator’s review. The Portfolio will be evaluated by the Facilitator using
Appendix F, and the progress follow-up using Appendix G. It should include the following
sections:
a. APA style cover page (Appendix H)
b. Table of Contents
c. Introduction
d. Division into five workshops where each workshop should include:
i. Assignments: It should include all assignments required for each workshop. The
student may review, correct and improve the assignments based on the comments
of the Facilitator and what was learned in class. The assignments should be
prepared in the language of the workshop.
ii. Assessment activities: It should include all assessment activities. These activities
will be assessed by the Facilitator in the knowledge learned by the student on what
was discussed in class and in relation to language proficiency of the respective
workshop.
iii. Appendices: Additional material you have used or that the Facilitator has given in
class.
e. Conclusion
f. References
Scale:
100-90=A 89-80=B 79-70=B 69-60=D 59-0=F
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 22
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 23
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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. In addition to the mandatory attendance and class participation the student will complete
twenty (20) hours of language laboratory. Throughout each week the student will keep evidence
of his/her work to turn in on the fifth workshop. The facilitator will determine the distribution of
hours among the two languages – English and Spanish – according to the individual needs of
each student. The student can complete the laboratory requirements either physically at the
centers – language laboratories – or at home/work through the web-based program “Tell Me
More.”
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 24
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 25
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
13. 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.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• 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/
14. 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)
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 26
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
15. The facilitator may make changes or add additional web resources if deemed necessary.
16. 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.
17. 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).
18. 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
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 27
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 28
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
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.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 29
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Workshop One
Specific Objectives:
1. Examine and demonstrate how to use blackboard and its tools.
2. Recognize an e-module and evaluate all parts of it.
3. Analyze what constructivism is as an educational philosophy and how it will develop during
its academic years.
4. Define assessment in education and identify how it is used throughout the module.
5. Revise what a rubric is and examine the importance of it as an academic performance
evaluation tool.
6. Identify duties and responsibilities as a student with the following administrative
departments: Admissions, Financial Aid, Registrar and Bursar.
7. Evaluate characteristics and reasons that drive students to complete their studies.
8. Research how to write papers/essays using the last edition of the Publication Manual of the
American Psychological Association.
Language Objectives:
1. Read and summarize the main ideas of constructivism, assessment and rubrics.
2. Evaluate in writing while explaining their Philosophy of Life, with perfect grammar,
punctuation, and syntax.
3. Express/explain the decision in pursuing a college degree orally.
Electronic Links (URLs):
APA Style
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.ccc.commnet.edu/apa/
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 30
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
http://writing.wisc.edu/Handbook/DocAPA.html
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
www.rscc.cc.tn.us/owl&writingcenter/OWL/Types.html
Assessment
http://tep.uoregon.edu/workshops/teachertraining/learnercentered/assessing/definition.html
http://www.oaklandcc.edu/assessment/Definition.htm
http://www.ncrel.org/sdrs/areas/as0cont.htm
http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7stud.htm
Constructivism
http://www.funderstanding.com/content/constructivism
http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html
http://www.thirteen.org/edonline/concept2class/constructivism/index.htm
http://phobias.about.com/od/glossary/g/constructivdef.htm
Essay
http://lklivingston.tripod.com/essay/
http://www.taftcollege.edu/newTC/Academic/LiberalArts/owl/WHATIS.HTML
http://webster.commnet.edu/apa/index.htm
http://owl.english.purdue.edu/handouts/research/r_apa.html
Rubrics
http://k6educators.about.com/od/educationglossary/g/grubric.htm
http://www.merriam-webster.com/dictionary/rubric
http://www.ncsu.edu/midlink/rubrics/what.htm#today
http://712educators.about.com/od/rubrics/Rubrics_Writing_and_Grading_Rubrics.htm
Virtual Library Universidad del Este (UNE)
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http://www.suagm.edu/une/portal_de_biblioteca/
Virtual Library Universidad Metropolitana (UMET)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Virtual Library Universidad del Turabo (UT)
http://bibliotecavirtualut.suagm.edu/
Assignments before the Workshop:
1. Ensure that your email and Blackboard accounts are working properly. If you have any
problem accessing these accounts, follow the procedure as established by the Admissions
Office or visit the Learning Resource Center for help.
2. Open your Blackboard account and learn more about the Blackboard Academic Suite through
short clips that demonstrate the key features and functionality of it using the Quick Tutorials
Catalog. Write and bring all findings and doubts to discuss them in class. Turn this
assignment in at the end of the workshop.
3. Carefully read the e-module and come to class prepared with any questions or doubts that
would need further explanation. Read the recommended URL’s, textbooks and other
reference materials.
4. Complete Appendix I “Expectations of the Course vs. Your expectations” and be prepared to
discuss it in class. Turn this assignment in at the end of the workshop.
5. Using the resources recommended or those of your own find three definitions of
constructivism and assessment in the academic field. Write a summary of the definitions you
found, compare them and develop your own definition using only five words or less to
discuss in class. Turn this assignment in at the end of the workshop.
6. Using the resources recommended or those of your own revise what is a rubric and examine
the importance of it as an academic performance evaluation tool. Pay close attention to the
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 32
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
rubrics in the Appendix section of the e-module. These rubrics will be used to evaluate your
academic performance throughout the class. Bring all findings, questions or doubts to discuss
in class.
7. Visit the Administration Offices and look for information on a student’s responsibilities with
the Admissions, Financial Aid, Registrar and Bursar’s Office. Request a copy of your
major’s program outline, find information regarding changes to your major and keep it
updated while your course of study. Make a list with your findings to discuss them in class.
Turn this assignment in at the end of the workshop.
8. Write a summary introducing yourself and explaining your decision in pursuing a college
degree for a three minute oral presentation. The Facilitator will assess this presentation for
oral language using Appendix J. You should answer the following guide questions to
include in the oral presentation:
a. What do you expect from this degree?
b. What do you expect to do once you are finished?
c. Do you have any other goals in your life, personally and/or professionally?
9. Visit the following websites and learn some recommendations on how adult students should
make the transition to higher education. Summarize your results to discuss them in class.
Turn this assignment in at the end of the workshop.
a. http://www.youtube.com/watch?v=mXZTDeV-WMo&feature=related
b. http://www.youtube.com/watch?v=LER57yAPrPc&feature=related
c. http://www.youtube.com/watch?v=9kl9ESusOMY&feature=related
d. http://www.youtube.com/watch?v=ovUzr6mXR2g&feature=related
e. http://www.youtube.com/watch?v=XlGpmQvm_YI&feature=related
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 33
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10. Visit the website http://lklivingston.tripod.com/essay/ and research how to write an essay and
bring your findings to discuss them in class. You can research other websites for more
information about how to write an essay.
11. Using the resources recommended or those of your own, research the APA style and bring
your findings to discuss in class.
12. Visit the website http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx and complete
the APA style tutorial. Bring all findings, questions and doubts to discuss in class.
13. After researching how to write an essay and the APA style, write a two to three page essay
about your “Philosophy of Life”. You can talk about your lifestyle, things you do, what you
believe in, what you want, what you expect, what is of value to you. The Facilitator will
evaluate this essay using Appendix D.
Activities:
1. The Facilitator and the students will introduce themselves by engaging in an icebreaking
activity.
2. The Facilitator will explain the role and importance of the Student Representative. The
students in consensus will select their Student Representative. The Facilitator will hand the
Student Representative’s roles and guidelines to the selected student.
3. The Facilitator will assess students’ course expectations, will discuss course’s objectives,
methods of evaluation, and will answer any questions regarding the module. He/She will
discuss in detail each module component: General objectives, Activities, Assessment
activities, Evaluation criteria, etc. If the Facilitator makes any changes to the module, he/she
will hand out a syllabus with those changes.
4. The students will discuss their findings and doubts on the Blackboard Academic Suite
tutorial. The Facilitator will explain the use and importance of this academic tool.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 34
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5. The class will be divided in groups. Each group will share their definitions on constructivism
and assessment and in consensus will reach a complete definition of the concepts to explain
to the rest of the class. The Facilitator will recapitulate about the topic.
6. The students will share their findings about what a rubric is. The Facilitator will explain the
importance of the rubrics as evaluation tools for the student academic performance.
7. The class will discuss the student’s responsibilities with the Admissions, Financial Aid,
Registrar and Bursar’s Office and the importance of their major course program. The
Facilitator will recapitulate about the topic.
8. The students will present their three minute oral presentation introducing themselves and
explaining their decision in pursuing a college degree. The Facilitator will assess the
language for this oral presentation using Appendix J.
9. The Facilitator will divide the class in groups of five students. Each group will share their
findings on how adult learners should make the transition to higher education. In consensus,
each group will discuss different strategies that would help adult students make a successful
transition to college life and will explain them to the rest of the class. The Facilitator will
recapitulate about the topic.
10. The students will share their findings on how to write an essay, and the APA style tutorial.
The Facilitator will explain these topics in detail.
11. Students will complete the assessment activities.
12. The Facilitator will explain the assignments for the next workshop.
Assessment:
1. The students will complete and discuss with the rest of the class Appendix K, “Give Me 3-2-
1”.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 35
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
2. The students will complete and hand over to the Facilitator Appendix L , “One Minute
Paper”.
3. The Facilitator will discuss with each student Appendix G “Portfolio’s Progress Follow-
Up”.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 36
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Taller Dos
Objetivos Específicos:
1. Reconocer e identificar la forma personal de aprendizaje y cómo influye en su desempeño
académico.
2. Analizar el modelo de las inteligencias múltiples y su rol en las capacidades del proceso de
enseñanza/aprendizaje.
3. Valorar la importancia de la honestidad académica evitando el plagio a través de la correcta
citación de referencias de acuerdo a las guías de la última edición del Manual de Publicación
de la Asociación Americana de Psicólogos.
4. Sustentar la importancia de los valores y ética académica a través del uso responsable de la
tecnología.
5. Evaluar los recursos disponibles tanto en el Centro de Recursos para el aprendizaje como en
la Biblioteca Virtual.
6. Organizar y redactar referencias estilo APA utilizando la última edición del Manual de
Publicación de la Asociación Americana de Psicólogos.
Objetivos del Lenguaje:
1. Resumir las ideas principales del modelo de las inteligencias múltiples y su relación con el
desempeño académico de un estudiante.
2. Defender por escrito la importancia de la honestidad académica utilizando excelente
gramática, sintáxis y puntuación.
3. Traducir y exponer oralmente la forma personal de aprendizaje para lograr el éxito en el
desempeño académico demostrando excelente conducción del idioma.
Enlaces Electrónicos:
Estilo APA
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 37
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
http://www.apastyle.org
http://flash1r.apa.org/apastyle/basics/index.htm
http://owl.english.purdue.edu/owl/resource/560/01/
http://library.nmu.edu/guides/userguides/style_apa.htm
http://bcs.bedfordstmartins.com/rewriting/rcBB.html
Inteligencias Múltiples de Howard Gardner
http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html
http://www.infed.org/thinkers/gardner.htm
http://skyview.vansd.org/lschmidt/Projects/The%20Nine%20Types%20of%20Intelligence.htm
http://www.google.com/search?sourceid=chrome&ie=UTF-
8&q=9+inteligencias+multiples+de+gardner
http://www.scribd.com/doc/905147/Inteligencias-multiples
Plagio
www.APAStyle.org
http://ipt.boisestate.edu/files/APASixthEditionAug09.pdf
http://owl.english.purdue.edu/owl/resource/589/01/
http://www.lib.ncsu.edu/guides/apaplag/plagiarism.html
Biblioteca Virtual Universidad del Este (UNE)
http://www.suagm.edu/une/portal_de_biblioteca/
Biblioteca Library Universidad Metropolitana (UMET)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Biblioteca Library Universidad del Turabo (UT)
http://bibliotecavirtualut.suagm.edu/
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 38
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Asignaciones antes del Taller:
1. Visite el siguiente enlace electrónico
http://college.cengage.com/collegesurvival/ellis/master_student/10e/students/exercises/disco
v_wheel/wheel.html y complete el ejercicio sobre la Rueda del Descubrimiento (“Discover
Wheel”). También, puede conseguir este ejercicio impreso en el libro de texto sugerido.
Analice los resultados de este ejercicio y prepárese para compartir sus hallazgos en una
presentación oral de tres minutos. El Facilitador evaluará el lenguaje en esta presentación
oral utilizando el Anejo J. (Note, que este ejercicio está en el idioma inglés. Por lo que,
deberá traducir el mismo al español para poder completar esta tarea).
2. Utilizando los recursos recomendados o los suyos propios, investigue sobre las Inteligencias
Múltiples de Gardner. Resuma las ideas principales de este modelo y explique la relación de
este con el desempeño académico de un estudiante para discutir en clase. Entregue esta tarea
al finalizar el taller.
3. Complete el inventario sobre las Inteligencias Múltiples que se encuentra en el Anejo M y
traiga sus hallazgos para discutir en clase. (Note, que este ejercicio está en el idioma inglés.
Por lo que, deberá traducir el mismo al español para poder completar esta tarea).
4. Visite el Centro de Recursos para el Aprendizaje y anote los recursos y servicios que el
mismo ofrece para asistir en el proceso de enseñanza/aprendizaje. Traer una lista de dichos
recursos para discutir en clase. Entregue esta tarea al finalizar el taller.
5. Utilizando los recursos recomendados o los suyos propios, busque la definición de plagio y
las guías del estilo APA para evitar el mismo. Resuma sus hallazgos para discutir en clase.
6. Escriba un ensayo de dos a tres páginas defendiendo la importancia de la honestidad
académica. El Facilitador evaluará este ensayo utilizando el Anejo D.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 39
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
7. Visite el enlace electrónico www.apastyle.org o utilice el Manual de APA e investigue cómo
redactar y organizar referencias. Traiga sus hallazgos para discutir en clase.
8. Visite la biblioteca virtual de su universidad o cualquier otra del sistema y busque cinco
libros de texto sobre su concentración. Escriba una anotación descriptiva de cada libro.
Luego, redactará dichas referencias utilizando las guías del Manual de APA. Entregue esta
tarea al finalizar el taller.
a. Biblioteca Virtual Universidad del Este (UNE)
http://www.suagm.edu/une/portal_de_biblioteca/
b. Biblioteca Library Universidad Metropolitana (UMET)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
c. Biblioteca Library Universidad del Turabo (UT)
http://bibliotecavirtualut.suagm.edu/
Actividades:
1. Los estudiantes compartirán sus hallazgos en relación el ejercicio sobre la Rueda del
Descubrimiento. El Facilitador evaluará el lenguaje en esta presentación oral utilizando el
Anejo J.
2. Los estudiantes compartirán sus hallazgos en relación al modelo de las Inteligencias
Múltiples y la relación del mismo con el desempeño académico y del Inventario de las
Inteligencias Múltiples (Anejo N). El Facilitador recapitulará en relación al tema.
3. Los estudiantes compartirán sus hallazgos en relación a los recursos disponibles en el Centro
de Recursos para el Aprendizaje. El Facilitador enfatizará la importancia de participar en los
diferentes talleres que ofrece el centro.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 40
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
4. Los estudiantes compartirán sus hallazgos en relación a la definición de plagio, honestidad
académica y la citación de las referencias estilo APA. El Facilitador llevará a cabo una
presentación explicando el tema en detalle.
5. Los estudiantes compartirán sus hallazgos en relación a cómo redactar y organizar
referencias estilo APA. El Facilitador llevará a cabo una presentación explicando el tema en
detalle.
6. Los estudiantes compartirán sus experiencias en relación al uso de la biblioteca virtual y la
búsqueda de textos relacionados con su concentración.
7. Los estudiantes completarán las actividades de avalúo.
8. El Facilitador explicará las tareas asignadas para el próximo taller.
Avalúo:
1. Los estudiantes completarán el “Diario Reflexivo”, Anejo N.
2. Los estudiantes completarán la “Reacción Escrita Inmediata”, Anejo O.
3. El Facilitador evaluará el progreso del portafolio de los estudiantes utilizando Anejo G.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 41
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Workshop Three
Specific Objectives:
1. Define and understand procrastination, the different styles of procrastination, and how to
prevent it to improve academic performance.
2. Select time management strategies that will allow integration between work, family and
college duties and responsibilities.
3. Analyze the causes and consequences of stress and how it affects academic performance.
4. Eliminate stress due to poor planning and procrastination.
5. Evaluate personal health to maintain physical and mental energy to better academic
performance.
6. Prepare an oral presentation integrating technology.
Language Objectives:
1. Read and summarize the main ideas of the workshop using correct grammar and spelling.
2. Write an essay proposing a solution to procrastination and how to prevent it using a variety
of vocabulary in an appropriate manner.
3. Express orally, with excellent command of the language, evaluating personal health to
maintain physical and mental energy to better academic performance.
Electronic Links (URLs):
Health
http://www.everydayhealth.com/college-health.aspx?ipc=B00448
http://www.revolutionhealth.com/conditions/mental-behavioral-health/college-health/
http://www.revolutionhealth.com/conditions/mental-behavioral-health/college-health/going-to-
college
http://www.acha.org/
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 42
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Procrastination
http://www.sas.calpoly.edu/asc/ssl/procrastination.html
http://www.getmoredone.com/
http://www-csli.stanford.edu/~john/procrastination.html
http://ub-counseling.buffalo.edu/stressprocrast.shtml
Stress
http://www.medicalnewstoday.com/articles/145855.php
http://www.medicinenet.com/stress/article.htm
http://www.webmd.com/balance/stress-management/stress-management-topic-overview
http://stress.about.com/od/understandingstress/a/what_is_stress.htm
Time Management
http://www.mindtools.com/pages/main/newMN_HTE.htm
http://www.ucc.vt.edu/stdysk/stdyhlp.html
http://www.time-management-guide.com/time-management-skills.html
http://www.mayoclinic.com/health/time-management/wl00048
Assignments before the Workshop:
1. Using the resources recommended or those of your own, look for the definition of
procrastination and the different styles of procrastinators. Turn this assignment in at the end
of the workshop.
2. Visit any of the following websites and take the Procrastination Test. After analyzing your
results, write a two page essay proposing a solution on how to avoid procrastination to
improve your academic performance. The Facilitator will evaluate this essay using Appendix
D.
a. http://www.mindtools.com/pages/article/newHTE_99.htm
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 43
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
b. http://discoveryhealth.queendom.com/procrastination_short_access.html
c. http://homeworktips.about.com/library/blpages/blprocrasquiz.htm
d. http://psychologytoday.tests.psychtests.com/bin/transfer?req=MTF8MTMzM3wxND
c5OTAyfDB8MQ==&refempt=
3. For the next 7 days you will track all of your activities 24-7! Record each activity using the
Time Monitor/Time Plan Process Exercise in the recommended textbook or by visiting
http://college.cengage.com/collegesurvival/ellis/master_student/10e/students/exercises/time_
chart/chart.html. It should total 168 hours. Add all the hours based on the categories like,
Sleep, Work, Go to class, Study, Eat, Personal Hygiene, Transportation, Entertainment,
Housework, Child Care. Print the pie chart and bring your results to class for discussion.
4. Visit the following websites and watch the videos about time management. Select those time
management strategies that will allow integration between your work, family and college
duties and responsibilities. Make a list of these strategies and bring them to discuss in class.
Turn this assignment in at the end of the workshop.
a. http://www.youtube.com/watch?v=rM1A9zFkfHw
b. http://www.youtube.com/watch?v=IdCnZMkOArY&feature=related
c. http://www.dartmouth.edu/~acskills/videos/video_tmcap.html
d. http://vimeo.com/420238
e. http://video.google.com/videoplay?docid=-4242235120852630319#
f. http://www.dailymotion.com/video/x7r3ok_time-management-tips-be-more-
produc
5. Using the resources recommended or those of your own, research stress and its
consequences. Summarize your findings to discuss them in class.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 44
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
6. Using the resources recommended or those of your own, research the relation between good
health and college life. Make a list with your findings on how to maintain physical and
mental energy to better academic performance. Turn this assignment in after discussing it in
class.
7. Using the resources recommended or those of your own, research how to prepare a power
point presentation. Bring your findings, questions and doubts to discuss in class.
Activities:
1. The students will share their findings on the definition of procrastination and the different
styles of procrastinators. The Facilitator will recapitulate on the topic.
2. The Facilitator will divide the class in groups of five students. Each member of the group
will share their essay on how to avoid procrastination to improve academic performance. In
consensus, the group will prepare a dramatization presenting a procrastinating student, the
consequences of his/her procrastination, and will give recommendations to improve
academic performance. The rest of the class can also make recommendations for the specific
situation.
3. The students will share their Time Monitor exercise and their findings on the videos about
time management. In consensus, the group will recommend time management strategies that
will allow integration between work, family and college duties and responsibilities. The
Facilitator will recapitulate on the topic.
4. The Facilitator and the students will share their findings about stress and its consequences.
5. The Facilitator will divide the class in groups of five students. Each member of the group
will share their findings on how to maintain physical and mental energy to better academic
performance. Each group will prepare a 5 minute mini-class to explain to the rest of the
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 45
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
group the importance of maintaining a physical and mental energy to better academic
performance. The Facilitator will recapitulate on the topic.
6. The students will share their findings on how to create a power point presentation. The
Facilitator will give a mini-workshop on how to create a power point presentation and will
explain its importance for an oral presentation.
7. Students will complete the assessment activities.
8. The Facilitator will explain assignments for the next workshop.
Assessment:
1. The students will complete and hand over to the Facilitator Appendix P “Writing a Summary
Sentence”.
2. The Facilitator will divide the class in groups of five students. Each group will complete
Appendix Q “No Test-Test” to discuss with the rest of the class.
3. The Facilitator will discuss with each students Appendix G “Portfolio’s Progress Follow-
Up”.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 46
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Taller Cuatro
Objetivos Específicos:
1. Reconocer y sustentar la importancia de los buenos hábitos de estudio para el mejoramiento
académico.
2. Seleccionar técnicas para el desarrollo de la memoria y la concentración.
3. Categorizar diferentes estrategias de lectura para alcanzar excelente rendimiento intelectual y
académico.
4. Seleccionar estrategias adecuadas de tomar notas que facilite los hábitos de estudio.
5. Analizar estrategias adecuadas y efectivas para planificar, organizarse y preparase para un
examen evitando la ansiedad ante el mismo.
6. Integrar una presentación oral con el uso eficiente de la tecnología.
7. Valorar y defender la diversidad cultural como parte integral del crecimiento personal,
profesional y académico.
Objetivos de Lenguaje:
1. Leer y examinar los temas principales y conceptos básicos del taller.
2. Redactar un escrito con excelente gramática, sintaxis y puntuación valorando y defendiendo
la diversidad cultural como parte integral del crecimiento personal, profesional y académico.
3. Diseñar y explicar un plan personal para mejorar los hábitos de estudio utilizando excelente
comando del idioma.
Enlaces electrónicos:
Ansiedad ante los exámenes
http://www.how-to-study.com/study-skills/es/como-hacer-una-prueba/112/ansiedad-por-exámenes/
http://www.psicologia-online.com/autoayuda/examenes/examenes.shtml
http://www.estudiantes.info/tecnicas_de_estudio/examenes/ansiedad_nervios_examen.htm
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 47
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
http://laansiedadantelosexamenes.blogspot.com/
http://www.psicologoscapital.com.ar/psicologia_detalles.asp?titulo=Ansiedad%20frente%20a%20lo
a%20examenes&categoria=Psicologia%20Jovenes%20y%20Adultos
http://fisica.usach.cl/~jlay/html/estudiar.htm#stress
Biblioteca Virtual Universidad del Este (UNE)
http://www.suagm.edu/une/portal_de_biblioteca/
Biblioteca Library Universidad Metropolitana (UMET)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Biblioteca Library Universidad del Turabo (UT)
http://bibliotecavirtualut.suagm.edu/
Concentración y Memoria
http://www.psicopedagogia.com/tecnicas-de-estudio/memoria
http://www.ucc.vt.edu/stdysk/stdyhlp.html
http://www.how-to-study.com/study-skills/es/tecnicas-de-estudio/106/cómo-mejorar-su-
concentración/
http://www.psicopedagogia.com/tecnicas-de-estudio/reglas-mnemotecnicas
http://www.psicopedagogia.com/tecnicas-de-estudio/atencion
Tomar Notas
http://www.how-to-study.com/study-skills/es/toma-de-apuntes/60/cómo-tomar-apuntes-en-clase/
http://www.google.com/search?aq=f&sourceid=chrome&ie=UTF-8&q=como+tomar+notas
http://cai.bc.inter.edu/CIBERINFO/ciber-info_destrezasde_notas.htm
http://thinkwasabi.com/2010/05/5-claves-para-tomar-notas-de-forma-eficaz/
Estrategias para mejorar la lectura
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 48
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
http://www.how-to-study.com/study-skills/es/tecnicas-de-estudio/55/cómo-convertirse-en-un-lector-
flexible/
http://www.psicopedagogia.com/articulos/?articulo=394
http://www.psicopedagogia.com/tecnicas-de-estudio/lectura
http://www.psicopedagogia.com/tecnicas-de-estudio/lectura-comprensiva
Hábitos de estudio
http://www.how-to-study.com/study-skills/es/tecnicas-de-estudio/68/los-diez-hábitos-de-estudiantes-
exitosos/
http://www.estudiantes.info/tecnicas_de_estudio/tecnicas_de_estudio.htm
http://www.studygs.net/espanol/
http://metodoparaestudiar.blogspot.com/2008/01/hbitos-de-estudio.html
http://fisica.usach.cl/~jlay/html/estudiar.htm#estudiar
Presentaciones Orales
http://www.how-to-study.com/study-skills/es/otros-articulos-utiles/79/presentación-oral/
http://www.mindtools.com/CommSkll/SpeakingToAnAudience.htm
http://www.ucc.vt.edu/stdysk/stdyhlp.html
http://www.auburn.edu/~burnsma/oralpres.html
http://lorien.ncl.ac.uk/ming/Dept/Tips/present/comms.htm
Resumen
http://www.psicopedagogia.com/tecnicas-de-estudio/resumen
http://www.slideshare.net/candrada08/10-consejos-para-hacer-un-buen-resumen
http://www.scribd.com/doc/15674978/Como-elaborar-un-resumen
Técnicas de escritura
http://www.how-to-study.com/study-skills/es/artes-del-lenguaje/70/técnicas-de-escritura/
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 49
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
http://www.educared.org.ar/biblioteca/guiadeletras/?p=2454
http://www.psicopedagogia.com/tecnicas-de-estudio/tecnicas-de-relajacion
http://fisica.usach.cl/~jlay/html/estudiar.htm
http://www.psicopedagogia.com/tecnicas-de-estudio/
Asignaciones antes del Taller:
1. Utilizando los recursos recomendados o los suyos propios, investigue sobre la importancia de
tener buenos hábitos de estudio para el mejoramiento académico. Redacte sus hallazgos para
discutir en clase. Entregue esta tarea al finalizar el taller.
2. Visite los siguientes enlaces electrónicos e identifique técnicas para el desarrollo de la
memoria y la concentración. Cree una lista de sus hallazgos para discutir en clase.
a. http://www.psicopedagogia.com/tecnicas-de-estudio/memoria
b. http://www.ucc.vt.edu/stdysk/stdyhlp.html
c. http://www.how-to-study.com/study-skills/es/tecnicas-de-estudio/106/cómo-mejorar-
su-concentración/
d. http://www.psicopedagogia.com/tecnicas-de-estudio/reglas-mnemotecnicas
e. http://www.psicopedagogia.com/tecnicas-de-estudio/atencion
3. Utilizando los recursos recomendados o los suyos propios, investigue diferentes estrategias
de lectura para alcanzar excelente rendimiento intelectual y académico. Organice una lista
con sus hallazgos para discutir en clase.
4. Investigue diferentes estrategias de tomar notas que facilite los hábitos de estudio, utilizando
los recursos recomendados o los suyos propios. Practique el tomar notas mientras observa un
programa de televisión (i.e. noticiario, documental, etc.). Escriba una lista de las dificultadas
encontradas mientras hace la tarea para discutir en clase. Entregue esta tarea al finalizar el
taller.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 50
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
5. Visite los siguientes enlaces electrónicos y analice estrategias adecuadas y efectivas para
planificar, organizarse y preparase para un examen evitando la ansiedad ante el mismo.
Resuma sus hallazgos como si fuera a tomar un examen en relación a dichos temas.
a. http://www.how-to-study.com/study-skills/es/como-hacer-una-prueba/112/ansiedad-
por-exámenes/
b. http://www.psicologia-online.com/autoayuda/examenes/examenes.shtml
c. http://www.estudiantes.info/tecnicas_de_estudio/examenes/ansiedad_nervios_examen
.htm
d. http://laansiedadantelosexamenes.blogspot.com/
e. http://www.psicologoscapital.com.ar/psicologia_detalles.asp?titulo=Ansiedad%20fre
nte%20a%20loa%20examenes&categoria=Psicologia%20Jovenes%20y%20Adultos
f. http://fisica.usach.cl/~jlay/html/estudiar.htm#stress
6. Redacte un ensayo de dos a tres páginas, valorando y defendiendo la diversidad cultural
como parte integral del crecimiento personal, profesional y académico. El Facilitador
evaluará este ensayo utilizando el Anejo D.
7. Diseñe una presentación oral, de no más de diez minutos, utilizando “Microsoft PowerPoint”
explicando un plan personal para mejorar sus hábitos de estudio y su aprovechamiento
académico. El Facilitador evaluará esta presentación utilizando el Anejo E. Debe vestir
profesionalmente para esta presentación.
Actividades:
1. Discusión en pleno sobre la importancia de tener buenos hábitos de estudio para el
mejoramiento académico.
2. Los estudiantes compartirán sus hallazgos en relación a las técnicas para el desarrollo de la
memoria y la concentración. El Facilitador repartirá un ejercicio sobre memoria y
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 51
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
concentración a los estudiantes. Al finalizar la misma, los estudiantes podrán discutir sus
hallazgos y ofrecer críticas constructivas en relación al tema.
3. Discusión en pleno sobre las diferentes estrategias de lectura y de tomar notas para alcanzar
excelente rendimiento intelectual y académico. Los estudiantes identificarán los problemas
con los que se enfrenta un estudiante adulto sin dichas destrezas. El grupo creará un plan de
acción para promover estrategias de buena lectura y de toma de notas. El Facilitador
recapitulará sobre el tema.
4. El Facilitador y los estudiantes compartirán sus hallazgos en relación a las estrategias
adecuadas y efectivas para planificar, organizarse y preparase para un examen evitando la
ansiedad ante el mismo.
5. Discusión en pleno sobre la importancia de valorizar y defender la diversidad cultural como
parte integral del crecimiento personal, profesional y académico.
6. Los estudiantes llevarán a cabo su presentación oral en relación al plan personal para mejorar
sus hábitos de estudio y su aprovechamiento académico. El Facilitador evaluará esta
presentación utilizando el Anejo P.
7. Los estudiantes completarán las Actividades de Avalúo.
8. El Facilitador explicará las tareas asignadas para el taller final.
Avalúo:
1. Los estudiantes completarán y discutirán el Anejo R, “El Punto más Confuso”.
2. Los estudiantes completaran y discutirán el Anejo S, “Tarjeta de Aplicación”.
3. El Facilitador evaluará el progreso del portafolio de los estudiantes utilizando Anejo G.
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 52
Prep. 01/20/2005. Prof. Leila Crespo Fernández, Ph. D. 06/25/2010. Prof. Abigail Ríos-Parnell, MPA
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should use
the language assigned for each homework
and activity.
Specific Objectives:
1. Justify critical thinking and its techniques as a means to underlie reading, writing, speaking,
and listening skills.
2. Integrate training from several sources for decision making and problem solving.
3. Organize coursework based on the established criteria.
4. Summarize concepts and topics discussed through the module.
5. Describe personal changes to improve academic performance and become a master student.
Language Objectives:
1. Read and summarize the main ideas and topics of the workshop.
2. Write an essay, with excellent command of the language, showing understanding of the
concepts and topics discussed in the module, and also describing personal changes to
improve academic performance and become a master student.
3. Design and explain a PowerPoint presentation recommending critical thinking strategies to
improve academic performance in a dual language program for adults.
Electronic Links (URLs):
APA Style
http://www.apastyle.org
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http://flash1r.apa.org/apastyle/basics/index.htm
http://owl.english.purdue.edu/owl/resource/560/01/
http://library.nmu.edu/guides/userguides/style_apa.htm
http://bcs.bedfordstmartins.com/rewriting/rcBB.html
Critical Thinking
http://www.criticalthinking.org/
http://www.alamo.edu/sac/history/keller/accditg/ssct.htm
http://www.criticalreading.com/critical_thinking.htm
http://www.dsmexercises.com/
http://austhink.com/critical/
http://www.virtualsalt.com/crebook2.htm
http://www.mindtools.com/pages/article/newLDR_80.htm
Essay
http://lklivingston.tripod.com/essay/
http://www.taftcollege.edu/newTC/Academic/LiberalArts/owl/WHATIS.HTML
http://webster.commnet.edu/apa/index.htm
http://owl.english.purdue.edu/handouts/research/r_apa.html
Oral Presentation
http://www.how-to-study.com/study-skills/es/otros-articulos-utiles/79/presentación-oral/
http://www.mindtools.com/CommSkll/SpeakingToAnAudience.htm
http://www.ucc.vt.edu/stdysk/stdyhlp.html
http://www.auburn.edu/~burnsma/oralpres.html
http://lorien.ncl.ac.uk/ming/Dept/Tips/present/comms.htm
Problem Solving Techniques
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http://www.mindtools.com/pages/main/newMN_TMC.htm
http://www.mindtools.com/pages/article/newTCS_06.htm
http://www.mindtools.com/brainstm.html
http://www.mindtools.com/pages/main/newMN_CT.htm
Virtual Library Universidad del Este (UNE)
http://www.suagm.edu/une/portal_de_biblioteca/
Virtual Library Universidad Metropolitana (UMET)
http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp
Virtual Library Universidad del Turabo (UT)
http://bibliotecavirtualut.suagm.edu/
Assignments before the Workshop:
1. Using the resources recommended of those of your own, find the definition of critical
thinking in English. Write it and bring it to class for discussion.
2. Visit the following websites about critical thinking, and design a PowerPoint for a five
minute oral presentation in English. You would recommend critical thinking strategies to
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improve academic performance in a dual language program for adults. You would dress
professionally for this presentation. The Facilitator will evaluate this presentation using
Appendix E.
a. http://www.youtube.com/watch?v=6OLPL5p0fMg
b. http://www.youtube.com/watch?v=DRh4g_ltJew&feature=fvw
c. http://www.youtube.com/watch?v=T69TOuqaqXI&feature=related
d. http://www.youtube.com/watch?v=SdS6Ftj1PVk&feature=related
3. After visiting the following websites, analyze the information about problem solving
strategies and bring your findings to discuss them in class in English.
a. http://www.youtube.com/watch?v=t2ZlEk5oHzo
b. http://www.youtube.com/watch?v=4U04TbCR28g&feature=related
c. http://www.youtube.com/watch?v=zvdSy4zOw4Q&feature=related
d. http://www.youtube.com/watch?v=s9daJDjl4hk&feature=related
4. Create a two columns table where you will list in Spanish all the difficulties or situations you
confronted when preparing the portfolio, or for each workshop in the first column. In the
second column, you will write the solution to each difficulty or situation confronted.
5. Read the excerpt in Appendix T and a write five sentences reflection in Spanish to discuss in
class.
6. Prepare an outline in Spanish about what you consider the most important concepts and
topics discussed in the module. You would use this outline to help you write an essay in the
classroom about those topics and describing your personal changes that will help you
improve your academic performance and become a master student. The Facilitator will
evaluate this essay using Appendix D.
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7. Organize and finish your Portfolio. You will turn it in at the beginning of the workshop. The
Facilitator will evaluate this Portfolio using Appendix F.
Activities:
1. Students will turn in their portfolios. The Facilitator will evaluate these portfolios using
Appendix F.
2. The Facilitator will recapitulate about the most important topics of the course in Spanish.
He/she will answer any questions of concerns from the students.
3. After sharing their definitions about critical thinking, they will complete Appendix U,
“Applying Critical Thinking”, and will share their answers in English with the rest of the
class. The Facilitator will recapitulate about the topic.
4. Students will present their oral presentation in English recommending critical thinking
strategies to improve academic performance in a dual language program for adults. The
Facilitator will evaluate this presentation using Appendix E.
5. The students will share their findings about problem solving strategies. The Facilitator will
divide the class in groups of five students and will give them one “Brainstorm Activity” from
Appendix V. Each group will share their answers in English with the rest of the group. The
Facilitator will recapitulate on the topic.
6. The students will share their information in Spanish about the difficulties or situations they
confronted when preparing the portfolio and/or for each workshop. They would explain how
they solve those situations.
7. The students will share their five sentence reflection in Spanish about the excerpt in
Appendix T.
8. Using their outline, the students will write an essay in Spanish about what they consider are
the most important concepts and topics discussed in the module, and will describe their
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personal changes that helped them improve their academic performance and became a master
student. The Facilitator will evaluate this essay using Appendix D.
9. The Student Representative will hand over to the students the Course Final Evaluations and
will follow the guidelines for this process.
Assessment:
1. Students will complete Course Final Evaluation in English.
2. Students will complete and discuss in Spanish Appendix W “The Whip”.
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Anejos/Appendices
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Anejo A
MATRIZ VALORATIVA PARA EVALUAR ASISTENCIA Y PUNTUALIDAD
NOMBRE: ________________________ NOTA FINAL ______ x 2 =_____%
FECHA: __________________________
La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional. El facilitador
llevará un registro de las mismas para cada taller y, al finalizar el curso, utilizará este anejo para
evaluar a cada estudiante.
NOTA: 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.
_____ 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:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________.
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Appendix A
RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY
NAME: ________________________ FINAL GRADE ______ x 2 =_____%
DATE: _______________________________
Attendance is mandatory, and being punctual reflects a professional ethic. The facilitator will
register the student’s performance for both in every workshop. At the end of the course, the
Facilitator will evaluate each student with this rubric.
NOTE: 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.
_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2 workshops.
_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more workshops.
_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more workshops.
_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops.
_____ 4= Attended all workshops but was late in 1 or 2 workshops.
_____ 5= Perfect attendance.
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
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Anejo B/Appendix B
MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLA SE NOMBRE: _________________________ NOTA FINAL: ______ x 2 =_____%
DATE: ____________________________
5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio
CRITERIOS 5 4 3 2 1 0 1. Participó activamente de todas las actividades
del taller.
2. Demostró iniciativa y creatividad en las actividades del taller.
3. Demostró interés en las discusiones presentadas durante el taller.
4. Vino preparado/a al taller. 5. Demostró atención y apertura a los puntos y
argumentos de sus compañeros.
6. Respetó las preguntas y planteamientos de sus compañeros.
7. Entregó tareas asignadas por taller. LENGUAJE 8. Contribuyó frecuentemente a las discusiones
en clase utilizando el idioma del taller.
9. Contestó preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formuló preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Comentarios:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________.
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Appendix B
RUBRIC TO EVALUATE CLASS PARTICIPATION NAME: __________________________ FINAL GRADE ______ x 2 =_____%
DATE: __________________________
5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria
CRITERIA 5 4 3 2 1 0 1. Active participation in class. 2. Demonstrated initiative and creativity for the
workshop activities.
3. Demonstrated interest in class discussion. 4. Arrived prepared to class. 5. Demonstrated attention and opening towards
arguments from classmates.
6. Respected questions and expositions from classmates.
7. Turned assignments in. LANGUAGE 8. Frequently contributed to class discussion in the
workshop’s language.
9. Answered questions made by the facilitators and classmates in the workshop’s language.
10. Formulated questions pertinent to the class subject in the workshop’s language.
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
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Anejo C/Appendix C
MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESC RITOS
NOMBRE: _________________________ NOTA FINAL ______ x 2 =_____%
TÍTULO:__________________________ FECHA:________________________
5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio
CRITERIOS 5 4 3 2 1 0
1. Identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.
2. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.
3. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
4. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase.
5. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
6. Se cumplieron los objetivos o propósitos anunciados en la introducción.
7. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
9. Utiliza vocabulario preciso, correcto y apropiado.
10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.
Comentarios:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________.
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Appendix C
RUBRIC TO EVALUATE WRITTEN PAPERS
NAME: _______________________ FINAL GRADE: ______ x 2 =_____%
TITLE: _______________________ DATE: _________________________
5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria
CRITERIA 5 4 3 2 1 0
1. Identifies purpose, objectives and principal ideas included in the paper.
2. Presentation of ideas is organized, coherent and can be easily followed.
3. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.
4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
5. The summary of principal points and/or the presentation of conclusions are clear and appropriate.
6. The author presents his point of view in a clear, convincing and well-based manner.
7. The paper demonstrates substance, logic and originality.
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:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_____________________________________________________________________________.
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Appendix D/Appendix D
MATRIZ VALORATIVA PARA EVALUAR UN ENSAYO
NOMBRE: ____________________________ NOTA FINAL _____ X 2= ______%______
FECHA: ______________________________ TÍTULO: ____________________________
5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio
Criterios de Contenido 5 4 3 2 1 0
1. Realiza una introducción efectiva y establece claramente la oración declaratoria.
2. Redacta oraciones con ideas cohesivas que facilitan la comprensión del tema.
3. El orden y conexión de párrafos con palabras transicionales refuerza el contenido del tema.
4. Demuestra dominio del tema utilizando ejemplos y/o reflexiones sobre el contenido.
5. Excelente análisis, síntesis y/o evaluación del tema.
6. Realiza una conclusión efectiva con un resumen muy claro que incluye el propósito y los objetivos establecidos en la oración declaratoria.
7. Formato, citaciones y referencias estilo APA.
Criterios de Lenguaje
8. Excelente gramática y sintáxis.
9. No tiene errores ortográficos, de acentuación, puntuación o de conjugación de verbos.
10. Voz activa, apropiada para el tema.
Total 50 puntos
Comentarios:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________.
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Appendix D
RUBRIC TO EVALUATE AN ESSAY
NAME: ____________________________ FINAL GRADE _____ X 2= ______%______
DATE: _____________________________ TITLE: ______________________________
5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria
Content Criteria 5 4 3 2 1 0
1. Realize an effective introduction and clearly establish a thesis statement.
2. Write sentences with cohesive ideas that facilitate the understanding of the subject.
3. The order and connection of paragraphs with transitional words reinforces the content of the topic.
4. Demonstrate knowledge of the subject using examples and/or reflection on the content.
5. Excellent analysis, synthesis and / or evaluation of the content.
6. Make an effective conclusion with a very clear summary that includes the purpose and objectives established in the thesis statement.
7. Format, citations, and references APA style.
Language Criteria
8. Excellent grammar and syntax.
9. No errors in spelling, accentuation, punctuation or verb conjugations.
10. Active voice, appropriate to the theme.
Total 50 points
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________.
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Anejo E/Appendix E
MATRIZ VALORATIVA DE PRESENTACIONES ORALES
NOMBRE: ________________________ NOTA FINAL: _____ X 2= ______%______ FECHA: __________________________ TITULO: __________________________
5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio
CRITERIOS 5 4 3 2 1 0
1. Vestimenta y apariencia profesional.
2. Realiza una introducción efectiva del tema e identifica el propósito, los objetivos e ideas principales de la presentación.
3. Presenta el tema de forma organizada y demuestra, dominio del tema y cita sus referencias.
4. Capta la atención e interés de la audiencia y/o promueve su participación.
5. Resume los puntos principales en su conclusión.
6. Uso adecuado de recursos visuales y/o tecnológicos para enriquecer su presentación.
7. Utiliza adecuadamente el tiempo disponible para su presentación.
LENGUAJE
8. Pronunciación y enunciación es clara. No exhibe disfluencias tales como “ahs”, “uhms”.”okay”, entre otras.
9. Demuestra dominio del idioma (vocabulario, sintáxis y gramática).
10. Variación del volumen y el tono para dar énfasis e interés.
Comentarios:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________.
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Appendix E
RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________ DATE:____________________________ TITLE: ________________________ 5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria
CRITERIA 5 4 3 2 1 0
1. Professionally dress and appearance. 2. Performs an effective introduction of the theme
and identifies purpose, objectives and principal ideas of the in the presentation.
3. Introduced the subject in an organized manner and demonstrates knowledge of the subject and cites his references.
4. Captures audience attention and interest and/or promotes participation.
5. Summarizes the main points in the conclusion. 6. Appropriate use of visual aids and/or
technology to enhance the presentation.
7. Properly use the time available for presentation. LANGUAGE 8. Pronunciation and enunciation is clear. Does not
exhibit disfluencies such as "ahs," "UHMS" “okay ", among others.
9. Demonstrates a command of language (vocabulary, syntax and grammar).
10. Change in volume and tone for emphasis and interest.
Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.
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Anejo F/Appendix F MATRIZ VALORATIVA DEL PORTAFOLIO
NOMBRE________________________ FECHA _____________________
Criterio a evaluarse
Contenido
Puntuación
asignada
Puntuación
obtenida
1. Puntualidad: Entrega en la fecha asignada 5 %
2. Organización de los temas trabajados: Secuencia y ordenamiento. 5 %
3. Dominio de los conceptos: Sustenta lo planteado con referencias correctamente citadas en el texto.
15 %
4. Profundidad de las ideas: Establece los planteamientos con el alcance adecuado.
15 %
5. Originalidad: Trata el tema de manera única, diferenciándose de sus compañeros.
10 %
6. Amplía los conceptos con ideas nuevas: Actualiza con referencias recientes.
10 %
7. Citas y Referencias: escribe citaciones y referencias correctamente utilizando el estilo APA.
10%
Lenguaje
8. Presentación: Usa estilo de redacción recomendado, escritura, acentuación.
10 %
9. Corrige errores: corrige errores tipográficos. 10 %
10. Metas y objetivos: Demuestra pensamiento reflexivo de sus logros y aprendizaje utilizando correctamente ambos idiomas.
10%
TOTAL 100 %
Comentarios:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
.
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Appendix F
DOCUMENT FOR PORTFOLIO EVALUATION
NAME________________________ DATE _______________________
Criteria to be evaluated Assigned
punctuation
Punctuation
obtained
Content
1. Timeliness: Handed in at the assigned date and time 5 %
2. Organization of the presented works: Ordering and sequencing
5 %
3. Concept mastery: Applies the concepts learned during the course, using references correctly quoted in the written text
15 %
4. Depth of ideas: Establishes arguments and statesmen’s within the expected spectrum of ideas for a college student
15 %
5. Originality: Works the portfolio in a unique manner, differentiating this work from that of the rest of the group
10 %
6. Broadens concepts: Presented with new ideas, updating them with new references
10 %
7. Citation and references using APA style 10 %
Language
8. Presentation: uses proper writing style and grammar 10 %
9. Corrects mistakes: avoid typographical errors. 10 %
10. Goals and Objectives: Demonstrate thoughtful reflection on one's own achievements and learning in both languages.
10%
TOTAL 100 %
Comments:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________.
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Anejo G/Appendix G
Students’ Portfolio’s Progress Follow-Up
Strengths Weaknesses Improvement Ideas
Facilitator’s
comments
Student’s
responses and
comments
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Anejo H/Appendix H
PORTFOLIO COVER PAGE
Academic portfolio as an organized record of the academic experiences, assignments, and
achievements during the Title of the Course (Code of the Course) course
Your Name
Ana G. Méndez University System, Metro Orlando Campus, Florida
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Anejo I/Appendix I
“Expectations of the Course vs. Your expectations”
Objective: To ensure that the stated objectives of the course are in general concert with those of
the participants.
Technique: Students will write their individual objectives related to the course and then share it
with their group and report their findings.
Expectations of the Course Your Expectations
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Anejo J/Appendix J
ORAL LANGUAGE OBSERVATION RUBRIC
NAME: __________________________ FINAL GRADE ____________
DATE: __________________________
5-Excellent 4-Good 3-Regular 2-Poor 1-Deficient 0-Do not comply with criteria
Comments:
CRITERIA 5 4 3 2 1 0
Comprehension The speaker delivers the message in a lively enthusiastic
fashion. The volume varies to add emphasis and interest.
Fluency Fluent and effortless. The speaker exhibits very few
disfluencies such as "ahs”, "uhms" or "you know."
Vocabulary Correct use of vocabulary words to express message.
Pronunciation Pronunciation and enunciation are very clear. Student
pronounces words in a clear and correct manner so as to make language understood to others.
Grammar Correct use of grammar and word order.
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Appendix J
MATRIZ VALORATIVA PARA OBSERVAR LENGUAJE ORAL
NOMBRE: __________________________ NOTA FINAL ____________
FECHA: ____________________________
5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió con el criterio
Comentarios:
CRITERIA 5 4 3 2 1 0
Comprensión El orador entrega el mensaje de una manera entusiasta y animada. El volumen varía para dar énfasis e interés.
Fluidez Lenguaje fluido y sin esfuerzo. Exhibe pocas disfluencias tales como "ahs", "UHMS" o "tú sabe", entre otras.
Vocabulario Uso correcto del vocabulario para expresar el mensaje.
Pronunciación La pronunciación y enunciación son muy claras. Estudiante pronuncia palabras de forma clara y correcta.
Gramática Uso correcto de la gramática y el orden de las palabras.
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Anejo K/Appendix K
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Anejo L/Appendix L
ONE MINUTE- PAPER
Name ________________________
Date _________________________
After each workshop, you must answer the following questions and return the document to
the facilitator. These answers will provide the facilitator with valuable information regarding
your doubts regarding the topics or concepts discussed in class today.
1. The most important topic or theme of today’s workshop was…
2. After discussing the topic, some questions are still unanswered. These are…
3. I would like this discussion to go further into these other/s topic/s that are very important
for me.
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Anejo M/Appendix M
Multiple Intelligences Inventory
Copyright 1999 Walter McKenzie
Note: This is not a test - it is a snapshot in time of an individual's perceived MI preferences. Part I Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section. Section 1 _____ I enjoy categorizing things by common traits _____ Ecological issues are important to me _____ Classification helps me make sense of new data _____ I enjoy working in a garden _____ I believe preserving our National Parks is important _____ Putting things in hierarchies makes sense to me _____ Animals are important in my life _____ My home has a recycling system in place _____ I enjoy studying biology, botany and/or zoology _____ I pick up on subtle differences in meaning _____ TOTAL for Section 1
Section 2
_____ I easily pick up on patterns _____ I focus in on noise and sounds _____ Moving to a beat is easy for me _____ I enjoy making music _____ I respond to the cadence of poetry _____ I remember things by putting them in a rhyme _____ Concentration is difficult for me if there is background noise _____ Listening to sounds in nature can be very relaxing _____ Musicals are more engaging to me than dramatic plays _____ Remembering song lyrics is easy for me _____ TOTAL for Section 2 Section 3
_____ I am known for being neat and orderly _____ Step-by-step directions are a big help _____ Problem solving comes easily to me _____ I get easily frustrated with disorganized people _____ I can complete calculations quickly in my head _____ Logic puzzles are fun
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_____ I can't begin an assignment until I have all my "ducks in a row" _____ Structure is a good thing _____ I enjoy troubleshooting something that isn't working properly _____ Things have to make sense to me or I am dissatisfied _____ TOTAL for Section 3
Section 4
_____ It is important to see my role in the “big picture” of things _____ I enjoy discussing questions about life _____ Religion is important to me _____ I enjoy viewing art work _____ Relaxation and meditation exercises are rewarding to me _____ I like traveling to visit inspiring places _____ I enjoy reading philosophers _____ Learning new things is easier when I see their real world application _____ I wonder if there are other forms of intelligent life in the universe _____ It is important for me to feel connected to people, ideas and beliefs _____ TOTAL for Section 4 Section 5
_____ I learn best interacting with others _____ I enjoy informal chat and serious discussion _____ The more the merrier _____ I often serve as a leader among peers and colleagues _____ I value relationships more than ideas or accomplishments _____ Study groups are very productive for me _____ I am a “team player” _____ Friends are important to me _____ I belong to more than three clubs or organizations _____ I dislike working alone _____ TOTAL for Section 5
Section 6
_____ I learn by doing _____ I enjoy making things with my hands _____ Sports are a part of my life _____ I use gestures and non-verbal cues when I communicate _____ Demonstrating is better than explaining _____ I love to dance _____ I like working with tools _____ Inactivity can make me more tired than being very busy _____ Hands-on activities are fun _____ I live an active lifestyle _____ TOTAL for Section 6
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Section 7
_____ Foreign languages interest me _____ I enjoy reading books, magazines and web sites _____ I keep a journal _____ Word puzzles like crosswords or jumbles are enjoyable _____ Taking notes helps me remember and understand _____ I faithfully contact friends through letters and/or e-mail _____ It is easy for me to explain my ideas to others _____ I write for pleasure _____ Puns, anagrams and spoonerisms are fun _____ I enjoy public speaking and participating in debates _____ TOTAL for Section 7
Section 8
_____ My attitude effects how I learn _____ I like to be involved in causes that help others _____ I am keenly aware of my moral beliefs _____ I learn best when I have an emotional attachment to the subject _____ Fairness is important to me _____ Social justice issues interest me _____ Working alone can be just as productive as working in a group _____ I need to know why I should do something before I agree to do it _____ When I believe in something I give more effort towards it _____ I am willing to protest or sign a petition to right a wrong _____ TOTAL for Section 8 Section 9
_____ Rearranging a room and redecorating are fun for me _____ I enjoy creating my own works of art _____ I remember better using graphic organizers _____ I enjoy all kinds of entertainment media _____ Charts, graphs and tables help me interpret data _____ A music video can make me more interested in a song _____ I can recall things as mental pictures _____ I am good at reading maps and blueprints _____ Three dimensional puzzles are fun _____ I can visualize ideas in my mind _____ TOTAL for Section 9
QYLE 110 Development of Values, Attitudes, and Adaptation to College Life 81
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Part II Now carry forward your total from each section and multiply by 10 below:
Section Total Forward Multiply Score
1 X10
2 X10
3 X10
4 X10
5 X10
6 X10
7 X10
8 X10
9 X10
Part III Now plot your scores on the bar graph provided:
100
90
80
70
60
50
40
30
20
10
0 Sec 1 Sec 2 Sec 3 Sec 4 Sec 5 Sec 6 Sec 7 Sec 8 Sec 9
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Part IV Key:
Section 1 – This reflects your Naturalist strength
Section 2 – This suggests your Musical strength
Section 3 – This indicates your Logical strength
Section 4 – This illustrates your Existential strength
Section 5 – This shows your Interpersonal strength
Section 6 – This tells your Kinesthetic strength
Section 7 – This indicates your Verbal strength
Section 8 – This reflects your Intrapersonal strength
Section 9 – This suggests your Visual strength
Remember:
� Everyone has all the intelligences! � You can strengthen each intelligence! � This inventory is meant as a snapshot in time - it can change! � MI is meant to empower, not label learners!
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Anejo N/Appendix N
Diario Reflexivo
Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y
las actitudes que se desatan a partir de la discusión y los trabajos de cada taller. Este proceso le
ayudará en su autoanálisis, así como propiciará la auto evaluación. Luego de concluido cada
taller, usted deberá reflexionar sobre lo presentado en el y contestará las preguntas que aparecen
a continuación, analizando los trabajos de ese día. El análisis de cada taller será incluido como
parte de los trabajos de su portafolio.
1. Hoy aprendí….
2. Los temas presentado en clase me ayudan a……
3. Puedo aplicar lo discutido en la clase a mi vida profesional o a otras experiencias personales…
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Anejo O/Appendix O
REACCIÓN ESCRITA INMEDIATA
Nombre: ___________________________
Fecha : ___________________________
Después de cada taller, deberá contestar las siguientes preguntas y devolver este documento
al/a la facilitador/a. Estas contestaciones le proveerán al facilitador/a información valiosa acerca
de sus dudas respecto a los temas o asuntos discutidos en el taller de hoy.
1. El tema más importante del taller de hoy fue…
2. Después de discutir el tema, aún me quedan algunas dudas, que son…
3. Me agradaría que se retomara la discusión de los siguientes aspectos relacionados al
tema, ya que éstos son de importancia para mí…..
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Anejo P/Appendix P
Writing Summary Sentence
Use the following information to write a summary sentence (click on the link).
http://www.ehow.com/how_4579583_summarize-passage-onesentence-summary-frames.html
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Anejo Q/Appendix Q
The No-Test Test
Objective: To enable students to summarize the content covered in class.
Activity: Students will be divided in groups and their task is to identify 3 or 4 of the most
important points covered in class and brainstorm a way to help them remember those topics.
Class Review
The No-Test Test
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ANEJO R/APPENDIX R
HOJA DE PUNTO MÁS CONFUSO
NOMBRE: ________________________ FECHA: _____________________
Favor de indicar cuál fue el punto que entendió mejor sobre el material de este taller:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Favor de indicar que no entendió bien sobre el material de este taller:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Indique en que forma puede superar las dudas que tiene, si alguna:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
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Anejo S/Appendix S
TARJETA DE APLICACIÓN
¿Has aplicado a tu vida profesional algunos de los conocimientos discutidos en clase
hoy? Si contestaste que Sĺ, describe lo más detalladamente posible uno o más
ejemplos. Si contestaste que NO, explica el por que detalladamente.
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Anejo T/Appendix T
Sin Sueños No Hay Futuro
Por Ricardo Sala-Núñez
Cuenta Jorge Valdano que un amigo del escritor Eduardo Galeano estaba impartiendo una conferencia en una universidad norteamericana. Terminada la exposición, un estudiante preguntó qué era la utopía. El amigo de Galeano lo explicó con una metáfora: 'La utopía es como el horizonte, uno se acerca diez metros y él se aleja diez metros; avanzamos otros cien metros y él se aleja otros cien metros; volvemos a caminar mil metros y el horizonte siempre está a la misma distancia, ahora mil metros... El estudiante, con el sentido pragmático que caracteriza a los norteamericanos y que es tan bueno para algunas cosas, le dijo: '...Pero, entonces, la utopía no sirve para nada' Y el amigo de Galeano cerró la metáfora: '¿Cómo no?, sirve para caminar'. Efectivamente, sirve para caminar. Los sueños, las visiones, las fantasías, sirven para caminar, ¿hacia donde? Si es rumbo al sueño mejor, pero si no lo es al menos nos moveremos de nuestro sitio. Nuestra visión deberá incluso contar con eventualidades o descalabros, si llegan éstos serán también parte de nuestro sueño, por lo tanto nos seguiremos moviendo hacia nuestra meta, hacia nuestra visión específica con visión periférica. Pensar sentado es difícil, corriendo es todavía más difícil, pero no tanto cuando se tiene una visión por compañera. Es difícil pensar y crear futuro sin una visión, sin una meta, sin un destino justificado a través de los medios. Cuando uno sube a un taxi y el taxista pregunta, '¿a dónde lo llevo?' uno no puede simplemente decir: 'no sé, usted conduzca y haber que pasa'. Nadie encuentra el éxito sin sentir la pasión de crear futuro. Se empieza con un viaje a la imaginación, con fantasía pura, construyendo el sueño y el anhelo convertido en motivación, emoción y satisfacción. De inicio se trata de un paraíso lejano. A falta de visión imaginada, a falta de destino final, nos dejaremos llevar por acontecimientos que ni siquiera se encontraban en nuestra mente y tal vez sea muy factible que, si no estamos preparados, ese sueño desaparezca y caigamos. El líder ve el final del camino, sabe perfectamente a donde va, evita que los acontecimientos lo lleven, y al contrario, él mismo construye los acontecimientos y prefiere su visión como transporte. El líder visualiza el fin incluso antes de imaginar los medios, sin embargo éstos siempre deben de ser justificados por sus principios y valores humanos y éticos. Es un templo sin ladrillos aún, pero completamente terminado. El líder inicia su visión como el niño que sueña con ser bombero o astronauta, y tendrá que ser muy valiente, ya que existirán malhechores que se burlen de sus horizontes por lo que tendrá que enfrentar al miedo de sentirse iluso. El miedo no habita en la casa del líder, si toca a la puerta, habrá que abrirle y despedirlo lo más pronto posible. El niño fantasea y nadie lo tacha de soñador. Al adulto sus fantasías le avergüenzan, como si soñar fuera una regresión infantil, y de pronto y sin darnos cuenta, la vida nos va merendando hasta que nos pide que nos rindamos ante ella. El líder requiere dosis altas de capacidad para soñar los detalles de su visión. Cuando se visualizan los propios sueños y los vamos construyendo a placer, nos encontramos en ese preciso momento construyéndonos a nosotros mismos. Es ahí donde inicia la magia.
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Anejo U/Appendix U
Applying Critical Thinking Exercise
The following short quiz was developed by Anderson Consulting Worldwide to test critical
thinking. It consists of 4 questions. The questions are not difficult. Answer each question in
order.
1. How do you put a giraffe into a refrigerator?
2. How do you put an elephant into a refrigerator?
3. The Lion King is hosting an animal conference. All the animals attend ... except
one. Which animal does not attend?
4. There is a river you must cross but it is used by crocodiles, and you do not have a
boat. How do you manage it?
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Critical Thinking Exercise Answers
1. The correct answer to question number 1 is: Open the refrigerator, put in the giraffe, and
closes the door. This question tests whether you tend to do simple things in an overly
complicated way.
2. Did you say, Open the refrigerator, put in the elephant, and close the refrigerator? Wrong
answer. Correct answer: Open the refrigerator, take out the giraffe, put in the elephant
and close the door. This tests your ability to think through the repercussions of your
previous actions.
3. Correct Answer: The elephant. The elephant is in the refrigerator. You just put him in
there. This tests your memory. Okay, even if you did not answer the first three questions
correctly, you still have one more chance to show your true abilities.
4. Correct Answer: You jump into the river and swim across. Have you not been listening?
All the crocodiles are attending the animal conference. This tests whether you learn
quickly from your mistakes.
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Anejo V/Appendix V
Brainstorm Activities
1. The Barbershop Puzzle
A traveler arrives in a small town and decides he wants to get a haircut. There are only two
barbershops in town - one on East Street and one on West Street. The East Street barbershop is
a mess, and the barber has the worst haircut the traveler has ever seen. The West Street
barbershop is neat and clean, its barber's hair looks as good as a movie star's.
Which barbershop does the traveler go to for his haircut, and why?
2. Murder in the Desert
This is a story about three people (A, B a C) crossing a desert. A hated C and decided to kill
him - he poisoned the water in his sack (only C had water). B also wanted to kill C (not
knowing that the water of C had been already poisoned) and so B made a hole into the sack of C
and the water spilt out. A few days later C died of thirst.
Who was the murderer - A or B?
3. Cannibals and Missionaries
Three missionaries and three cannibals want to get to the other side of a river. There is a small
boat, which can fit only two. To prevent a tragedy, there can never be more cannibals than
missionaries together.
4. Family
Parents with two children - a son and a daughter - came to a wide river. There was no bridge
there. The only way to get to the other side was to ask a fisherman if he could lend them his
boat. However, the boat could carry only one adult or two children. How does the family get to
the other side and return the boat to the fisherman?
5. Darkness Phobia
One family wants to get through a tunnel. Dad can make it in 1 minute, mama in 2 minutes, son
in 4 and daughter in 5 minutes. Unfortunately, not more than two persons can go through the
narrow tunnel at one time, moving at the speed of the slower one.
Can they all make it to the other side if they have a torch that lasts only 12 minutes and they are
afraid of the dark?
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Brainstorm Activities Solutions
1. The traveler goes to have his hair cut at the barbershop on East Street. He figures that since there are only two barbershops in town the East Street barber must have his hair cut by the West Street barber and vice versa. So if the traveler wants to look as good as the West Street barber (the one with the good haircut), he'd better go to the man who cuts the West Street barber's hair - the East Street barber. By the way, the reason the West Street barbershop is so clean and neat is that it seldom gets customers.
2. Each point of view is correct, somehow. Most of the people would say that A is the murderer. Solicitor of B would stress 2 things: 1. to take away poisoned water from someone does not mean killing him, 2. B just made C live longer, even if he did not mean to (the poison might have killed C earlier). However, solicitor of A could present the following argument: "How can be A be punished for committing a murder by poisoning C, if C did not swallow a single drop of poison." Raymond M. Smullyan pointed out the moral, legal and logical point of view. It is morally clear that both A and B are guilty of homicide attempt. Legally, 2 different courts could judge them in 2 different ways. And logic gives us the opportunity to write a whole book on this topic.
3. 1 cannibal and 1 missionary there, missionary back. 2 cannibals there, 1 cannibal back. 2 missionaries there, 1 missionary and 1 cannibal back. 2 missionaries there, 1 cannibal back. This one cannibal takes the remaining cannibals to the other side.
4. First go the children. Son comes back, and father goes on the other side to his daughter. Then daughter goes back to pick her brother up and they both go to the other side to the father. Son comes back to give the boat to mother who goes to the other side (to father and daughter). Daughter jumps in and goes to her brother so they can both return to their parents. Daughter gets off and son gives the boat back on the first side of the river to the fisherman, who goes on the other side. There the daughter jumps in and goes to her brother to take him back to parents where she (where the whole family meets at last) returns the boat to the fisherman. The boat crossed the river 13 times.
5. First mom and dad – 2 minutes. Dad comes back – 3 minutes, both children go to mom – 8 minutes. Mom comes to dad – 10 minutes and they both get to their children – 12 minutes.
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Anejo W/Appendix W The “Whip”
Objetivo:
Los estudiantes podrán expresar sus pensamientos en relación a lo aprendido en el curso.
Enfatizar los conceptos más importantes sobre las dudas de los estudiantes.
Procedimiento:
Los estudiantes contestarán las preguntas y compartirán sus respuestas con el resto de la clase. El
Facilitador podrá recapitular en relación a los temas.
• Menciona una cosa que aprendiste durante el curso.
• ¿Qué tema no estuvo claro sobre lo discutido en el curso?
• ¿Qué fue lo que más que te sorprendió de lo discutido en el curso?
• ¿Qué cosa te hizo pensar más sobre los temas discutidos en el curso?