Sistema Universitario Ana G. Méndez School for Professional … · 2014. 6. 26. · es una...

Sistema Universitario Ana G. Méndez School for Professional Studies

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

CRIM 318

Administration and Organization of Law Enforcement Agencies

Administración y Organización de Agencias de Orden Público

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved

CRIM 318 Administration and Organization of Law… 2

Prep. 2008 Félix G. Mangual, MS

TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page

Prontuario ...................................................................................................................... 4

Study Guide ................................................................................................................. 10

Workshop One ............................................................................................................. 15

Taller Dos ..................................................................................................................... 19

Workshop Three .......................................................................................................... 22

Taller Cuatro ................................................................................................................ 24

Workshop Five/Taller Cinco ....................................................................................... 27

Anejo / Appendix A ..................................................................................................... 31

Anejo/Appendix B ....................................................................................................... 32

Anejo/Appendix C ....................................................................................................... 34

Anejo/Appendix D ....................................................................................................... 35

Anejo/Appendix E ........................................................................................................ 37

Anejo/Appendix F ........................................................................................................ 38

Anejo/Appendix G ....................................................................................................... 40

Anejo/Appendix H ....................................................................................................... 41

Anejo / Appendix I ....................................................................................................... 42

Anejo / Appendix J ...................................................................................................... 43

Anejo / Appendix K ..................................................................................................... 44

Anejo / Appendix L .................................................................................................... 45

Anejo/Appendix M ....................................................................................................... 46

Anejo/Appendix N ....................................................................................................... 47

Anejo/Appendix O ....................................................................................................... 48

Anejo/Appendix P ........................................................................................................ 49

Anejo/Appendix Q ....................................................................................................... 50

Anejo/Appendix R ....................................................................................................... 51

Anejo/Appendix S ........................................................................................................ 52

Anejo/Appendix T ....................................................................................................... 53

Anejo/Appendix U ...................................................................................................... 54



Anejo/ Appendix V ....................................................................................................... 56

Anejo/Appendix W ....................................................................................................... 58

Anejo/Appendix X ........................................................................................................ 59

Anejo/Appendix Y ........................................................................................................ 60

Anejo/Appendix Z ........................................................................................................ 61

Anejo /Appendix Aa .................................................................................................... 63

Anejo/Appendix Bb ..................................................................................................... 64

Anejo/Appendix Cc ..................................................................................................... 65



PRONTUARIO

Título del Curso: Organización y Administración de Agencias de Orden Público

Codificación: CRIM 318

Duración: Cinco Semanas

Prerrequisito: Ninguno

Descripción:

En el presente curso se estudian el trasfondo histórico, la dinámica institucional, y

los movimientos políticos y sociales que han servido para desarrollar y establecer las

agencias de orden público en los Estados Unidos al día de hoy.

Objetivos Generales:

1. Analizará la evolución del concepto de orden público desde sus inicios.

2. Describirá las contribuciones de países europeos al concepto de orden público.

3. Identificará las funciones y estructura de las agencias de orden público en los

Estados Unidos.

4. Comprenderá el efecto del sistema de gobierno y la separación de poderes en las

agencias de orden público en los Estados Unidos.

5. Analizará el efecto de las organizaciones profesionales en las agencias de orden

público.

6. Reconocerán la importancia del reclutamiento, adiestramiento y educación de los

funcionarios del orden público.

7. Analizarán el proceso de globalización y señalarán su impacto en las agencias de

orden público.

Evaluación:

Asistencia y participación (Anejo B) 100 puntos

Trabajos Individuales (Anejos G, H, J, M, Q) 100 puntos

Diarios Reflexivos (Anejo L) 100 puntos

Trabajos Grupales (Anejos F, K, P, R, S) 100 puntos

Ensayo Critico (Anejo N, O) 100 puntos

Portafolio (Anejo D) 100 puntos

TOTAL 600 puntos



Escala de evaluación

A = 600 – 540 puntos

B = 539 – 479 puntos

C = 478 – 418 puntos

D = 417 – 357 puntos

F = 356 puntos ó menos

Libro de Texto

Grant, H. B., Terry, K. J. (2007). Law Enforcement in the 21st Century (2nd ed.). Allyn &

Bacon.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual-Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,

el modulo debe especificar que se utilizaran 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 ingles o todo

en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador



evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas 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 determinara una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

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

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (vea la política de

honestidad académica).

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

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

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

su correo electrónico, teléfonos, y el horario disponibles.



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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

comportamiento que rigen SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

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

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando

a través de nuestras experiencias, podemos construir nuestro propio conocimiento

sobre el mundo en el que vivimos.

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

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

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas

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

información.

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

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

debe comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben

entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se

enfoca en los conceptos primarios, no en hechos aislados.

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

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio

significado, no sólo memorizar las contestaciones “correctas” y repetir el

significado de otra persona. Como la educación es intrínsicamente

interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del

avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los

estudiantes con la información sobre la calidad de su aprendizaje.

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



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

múltiples perspectivas que existen en el mundo.

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



STUDY GUIDE

Course Title: Administration and Organization of Law Enforcement Agencies

Code: CRIM 318

Time Length: 5 Weeks

Pre-requisite: None

Description:

This course will study the historical background, the institutional, social and political

forces that have shape the law enforcement field in the United States today.

General Objectives:

1. Analyze the evolution of the concept of Law Enforcement.

2. Describe the contribution of the European countries to the concept of law

enforcement.

3. Identify the structure and functions of law enforcement agencies in the United

States.

4. Comprehend the republican form of government, the separation of powers and how

they affect law enforcement agencies.

5. Analyze the professional organizations and how they impact the law enforcement

agencies.

6. Recognize the importance of recruitment, training and education of law enforcement

personnel.

7. Analyze the globalization process and identify its impact law enforcement.

Evaluation:

Attendance and Participation (Appendix B) 100 points

Reflexive Diary (Appendix C) 100 points

Individual Assignments (Appendix G, H, J, M,Q) 100 points

Group Assignments (Appendix F, K, P, R, S) 100 points

Expository Essay’s (Appendix N, O) 100 points

Portfolio (Appendix D) 100 points

TOTAL 600 points



Evaluation Scale

A = 600 – 540 points

B = 539 – 479 points

C = 478 – 418 points

D = 417 – 357 points

F = 356 points or less

Textbook

Grant, H. B., Terry, K. J. (2007). Law Enforcement in the 21st Century (2nd ed.). Allyn &

Bacon.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual-Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students

prepare in advance for each workshop according to the course module. Each

workshop requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will



evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and

assign extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on

the assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:

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

on the students existing grade.

c. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an

equivalent activity is possible. This activity must include the same content and

language components as the oral presentation or special activity that was

missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not

be plagiarized. That is, the student must be the author of all work submitted. All

quoted or paraphrased material must be properly cited, with credit given to its

author or publisher. It should be noted that plagiarized writings are easily

detectable and students should not risk losing credit for material that is clearly

not their own (see Academic Honesty Policy).



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

discussed with and given to students in writing at the beginning of the first

workshop.

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

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to

have one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed

to the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtual.suagm.edu

• www.eric.ed.gov

• www.flelibrary.org

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

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on

making connections between facts and fostering new understanding in students.

We will also attempt to tailor our teaching strategies to student responses and

encourage students to analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives:

At the end of this workshop, students will be able to:

1. Define and explain the concepts of law enforcement, policing and discretion.

2. Define and explain the concept of social control.

3. Describe four basic perspectives of the police function.

4. Identify the contributions to policing made by the French from the Middle Ages to

the early 1800s.

5. Describe the social and economic background of the Metropolitan Police in

England in 1829.

Language Objectives:

1. Define the terms law enforcement, policing and discretion in writing using

appropriate language structure and grammar.

2. Discuss orally external and internal influences that affect law enforcement

operations and policy.

3. Students will be able to read and understand the basic perspectives of police

functions.

Electronic Links (URLs):

Subject: Law Enforcement

www.thefreedictionary.com/law+enforcement

http://definitions.uslegal.com/l/law-enforcement-officer/

Subject: Police

www.answers.com/topic/police

http://en.wikipedia.org/wiki/Police

Subject: Police Discretion

http://www.jstor.org/sici?sici=0033-3352(196309)23%3A3%C

140%3APDTIVT%3E2.0.CO%3B2-Z

http://criticalsense.berkeley.edu/seri.pdf

http://www.ncjrs.gov/pdffiles1/nij/178259.pdf



Subject: Social Control

http://www.jstor.org/sici?sici=0002-

9602(189603)1%3A5%3C513%3ASC%3E2.0.CO%3B2-G

http://en.wikipedia.org/wiki/Social_control

http://www.britannica.com/eb/topic-551023/social-control

Subject: Legal Perspective

http://www.law.cornell.edu/wex/index.php/American_law_perspective

http://papers.ssrn.com/sol3/papers.cfm?abstract_id=976026

Subject: Public Policy Perspective

http://en.wikipedia.org/wiki/Public_policy_(law)

http://www.ncjrs.gov/html/ojjdp/nrs_bulletin/nrs_2001_12_1/page6.html

Subject: System Perspective

http://en.wikipedia.org/wiki/Systems_theory

http://www.accessmylibrary.com/coms2/summary_0286-25726445_ITM

Subject: Global Perspective

www.uncjin.org/Documents/newsletter/nr1/cvagp.html

Subject: French Contribution to Police

http://en.wikipedia.org/wiki/Police

http://www.britannica.com/EBchecked/topic/467289/police#tab=active~checked%2

Cite ms~checked&title=police%20--%20Britannica%20Online%20Encyclopedia

Subject: London Metropolitan Police

www.met.police.uk/

Assignments before Workshop One:

1. Read the recommended URL’s, textbooks and other reference materials. Pay

close attention to the rubrics in the Appendix section. These rubrics will be used

to assess your knowledge.

2. Use three different sources to look up the definitions for the terms law

enforcement, policing, and discretion. Using the information you found, create

your own definitions.

3. Contact a local (health, fire, building ) inspector or arson investigator and ask if

they consider themselves law enforcement officials.



4. Utilize the internet, to go to the home page of the New Scotland Yard (London

Metropolitan Police Department) and read the history about the early years of

London police (http://www.met.police.uk/history/index.htm).

Activities :

1. The facilitator and the students will introduce themselves by engaging in an

Ice-breaking activity suggested by the facilitator. (Appendix A)

2. The facilitator will explain the evaluations, rubrics, and assignments from each

workshop. (Appendix B: Daily Class Participation) (Appendix C: Learning

Journal)(Appendix D: Portfolio)

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

4. Students will work in groups of four. They will fill out a concept map (Appendix E)

on the definitions of Law Enforcement, Policing, and Discretion.

5. Students will then discuss results and agree on group definitions.

6. The facilitator will lead a socialized discussion on the definition and concept of

social control.

7. The students will use a Jigsaw Activity (Appendix F).

Students will count off to four. The one’s will group up together, then the two’s and

so on.

Group One will research “Legal Perspectives”

Group Two will research “Public Policy Perspective”

Group Three will research “The System Perspective”

Group Four will research “Global Perspective”

After 20 minutes each student will go back to his home group and share their

findings.

8. Students will fill out a timeline (Appendix G). Identify the contributions to

“Policing” made by the French from the Middle Ages to the early 1800s.

Facilitator will lead a group discussion.

9. Students will fill out a discussion chart on the social and economic

background of the Metropolitan Police in England in 1829 (Appendix H).The

facilitator will lead a group discussion.

10. Students will discuss orally the difference between Law Enforcement and



Police.

11. Review next workshop. Look at assignments prior and clarify doubts and

questions.

Assessments:

1. Journal writing # 1(Appendix C) Reflect and write on what caught your

attention the most of everything that was discussed in class today.

2. Students will do a Quick/ Write (Appendix I) on at least three facts of

information they want to share with someone right away because they

deem these facts important.



Taller Dos

Objetivos Específicos:

Al finalizar este taller el estudiante:

1. Describirá las características del sistema colonial de vigilancia nocturna.

2. Explorará como la inmigración, industrialización y urbanismo en el siglo XVIII

afectaron el desarrollo del sistema de orden público en los Estados Unidos.

3. Explicará los principios básicos del sistema republicano de gobierno y la división

de poderes.

4. Discutirá los conceptos de autoridad policiaca específica contra la

autoridad policiaca general.

5. Evaluará la importancia de la comisión presidencial que evalúo tópicos de

orden público desde el 1965.

Objetivos de Lenguaje:

1. Los estudiantes utilizarán el proceso de lectura efectivamente para leer sobre las

características del sistema colonial de vigilancia nocturna.

2. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones

formales e informales incluyendo actividades de reflexión y análisis, respetando

los diversos puntos de vista de otros.

3. Los estudiantes escribirán una auto reflexión sobre el contenido y el proceso del

taller utilizando gramática, vocabulario y estilo adecuados.

Enlaces Electrónicos:

Tema: Historia de las Agencias de Orden Público en Los Estados Unidos

http://www.aphf.org/hist.html

http://www.realpolice.net/police-history.shtml

http://es.wikipedia.org/wiki/Polic%C3%ADa#Estados_Unidos

http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-900

http://en.wikipedia.org/wiki/Slave_patrol

http://www.justice.gov/marshals/usmshist.html

Tema: Sistema Republicano de Gobierno



http://en.wikipedia.org/wiki/Republicanism

http://www.lectlaw.com/def2/q145.htm

http://members.nuvox.net/~on.stephenc/repf.html

http://www.archives.gov/education/lessons/separation-powers/

http://www.uscourts.gov/outreach/resources/separationofpowers.html

Tema: Comisión Presidencial de 1965

http://www.presidency.ucsb.edu/ws/index.php?pid=26800

http://www.ojp.usdoj.gov/nij/speeches/police.htm

Tema: International Association of Chief of Police

http://www.theiacp.org/

Asignaciones antes del Taller Dos:

1. Investigará el sistema colonial de vigilancia nocturna. Prepare un resumen de

dos páginas sobre el mismo. Utilice formato APA.

2. Buscará por vía electrónica los temas de inmigración, industrialización y

urbanismo del siglo XVIII. Imprímalos y subraye lo que considere más

importante.

3. Hará una reseña de los conceptos de autoridad policial general contra la

autoridad policiaca específica.

4. Buscará información sobre la “International Association of Chiefs of Police”.

Llévela a la sala de clases.

Actividades:

1. El Facilitador repasará brevemente los conceptos principales del taller anterior.

2. Los estudiantes completarán un diagrama de concepto (Anejo J) describiendo

las características del Sistema Colonial de Vigilancia Nocturna.

3. El Facilitador moderará una discusión sobre las características del Sistema

Colonial de Vigilancia Nocturna.

4. El Facilitador moderará una discusión relacionada a la sociedad colonial y sus

efectos en el sistema policíaco de la época.

5. Los estudiantes se reunirán en sub-grupos para discutir y analizar el sistema

republicano de gobierno.



6. El Facilitador moderará una discusión relacionado a la separación de poderes y

el papel de las organizaciones de orden público.

7. Los estudiantes completarán una tabla comparativa (discusión web) sobre los

conceptos de la Autoridad Policiaca Específica contra Autoridad Policiaca

General. (Anejo K)

8. El Facilitador seleccionará a diferentes estudiantes para que presenten sus

hallazgos sobre los conceptos de la Autoridad Policiaca Específica contra la

Autoridad Policiaca General.

9. Los estudiantes debatirán la importancia de la comisión presidencial que evalúo

los tópicos de orden público desde el 1965.

10. El facilitador explicará las tareas a realizar antes del siguiente taller y aclarará

dudas o preguntas.

Avalúo

1. El diario reflexivo #2 será un análisis crítico sobre un tema discutido en clase

que más le impactó. (Anejo L)

2. Tabla comparativa (discusión Web) sobre los conceptos de la Autoridad

Policíaca Específica contra la Autoridad Policíaca General (Anejo K) será parte

de avalúo.



Workshop Three

Specific Objectives:


1. State why law enforcement agencies are nationally organized in similar ways.

2. Identify the importance of the patrol officer and supervisor in contemporary law

enforcement management approaches.

3. Define the benefits and limits of both traditional and contemporary law

enforcement organizational designs.

4. Describe the structure of the system of justice in the United States and explain

the relationship between state and federal courts.

5. Understand the rule of law and how it both restricts and protects officers.


1. Students will summarize the main ideas of the roles of the patrol officer and

supervisors in modern law enforcement using correct grammar and spelling in

English.

2. Express effectively their ideas in spoken English using graphic organizers.

3. Write a journal entry using appropriate vocabulary, grammar, and style.


Subject: Law Enforcement Organization

http://law.jrank.org/pages/1675/Police-Organization-Management.html

http://www.usdoj.gov/usncb/whoweare/index.php

http://www.jstor.org/stable/3380231

http://www.un.org/sc/ctc/pdf/icpo_background-Information.pdf

Subject: Personnel

http://www.bls.gov/oco/ocos160.htm

http://www.bls.gov/OES/current/oes333051.htm

http://www.iseek.org/sv/Careers?id=13000:100414

http://findarticles.com/p/articles/mi_m2194/is_7_69/ai_64994524

Subject: The Court System

http://www.uscourts.gov/

http://www2.maxwell.syr.edu/plegal/scales/court.html



http://www.flcourts.org/

Assignments before Workshop One:

1. up Internet related readings for the following concepts and create your own

definition.

Law Enforcement, Patrol Officer and Supervisor

2. Fill out concept chart (Appendix M)

3. Search the internet for the mission of the of three federal law enforcement

agencies.

Activities :

1. The facilitator will review the topics covered in the last module.

2. Students will explain the importance of the Law Enforcement Agencies and why

they are nationally organized in similar ways.

3. Student will then write an expository essay on the topic (Appendix N)

4. Students will be divided into two groups. Group 1 will research the importance of

the Patrol Officer and Group 2 will research the role of the supervisor in

contemporary law enforcement.

5. Each group will prepare a power point presentation on their topic. They will have

up to twenty (20) minutes to do their presentation.

6. Facilitator will lead a group discussion on traditional and contemporary law

enforcement organizational designs.

7. Students will fill out a Venn diagram to show similarities and differences between

State and Federal Courts. (Appendix O)

8. Students will then discuss the Venn diagram.

9. The facilitator will guide a group discussion regarding the rule of law and its effect

on law enforcement.

10. Review next workshop. Look at assignments prior and answer any questions.

Assessment:

1. Journal writing # 3 (Appendix C) Compare and contrast two of the three concepts

discussed in class today.

2. An Expository Essay will be used as a form of student assessment.



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Comparará las funciones básicas de un patrullero, supervisor, investigador y un

ejecutivo dentro de una organización de orden público.

2. Identificará y reconocerá las cinco tareas básicas de un agente del orden público

en los Estados Unidos.

3. Entenderá como la educación y el entrenamiento de los agentes del orden

público contribuyen al despeño de sus funciones.

4. Comprenderá algunos de los aspectos de la sub-cultura policiaca.

5. Identificará los requisitos y etapas del proceso de reclutamiento para un oficial

de orden público en el estado de la Florida.

Objetivos del Lenguaje:

1. Los estudiantes utilizarán estrategias efectivas para llevar acabo discusiones

incluyendo actividades de reflexión y análisis.

2. Los estudiantes explicarán las cinco tareas básicas de un agente del orden

público en los Estados Unidos usando adecuadamente la gramática y la

ortografía.

3. Los estudiantes expresarán las etapas y los requisitos en el reclutamiento para

un oficial de orden público en el estado de la Florida.

Enlaces Electrónicos:

Tema: Organización Policial

http://law.jrank.org/pages/1675/Police-Organization-Management.html

http://www.un.org/sc/ctc/pdf/icpo_background-Information.pdf

Tema: Educación y Entrenamiento

http://www.dep.state.fl.us/law/bet-old/default.htm

http://education-portal.com/florida_police_training.html

http://www.myfuture.edu.au/services/default.asp?FunctionID=5050&ASCO=391111B

http://policechiefmagazine.org/magazine/index.cfm?useaction=display

arch&articleid=251&issueid=32004

http://www.ok.gov/opm/jfd/g-specs/g28.htm



Tema: Sub-Cultura Policiaca

http://www.pamij.com/harrison.html

http://law.jrank.org/pages/1677/Police-Police-Officer-Behavior-Individual-

characteristics-officers.html

http://www.policestress.org/suicide.htm

Tema: Requisitos del Estado de Florida

http://www.fdle.state.fl.us/cjst/OfficerRequirements/

Asignaciones antes del Taller Cuatro:

1. Buscará por vía electrónica las funciones de un patrullero, supervisor,

investigador y ejecutivo. Prepare una lista y compárelos.

2. Completará el mapa de concepto (Anejo P).

3. Buscará por vía electrónica los requisitos básicos para ser agente del orden

público en el estado de la Florida.

4. Buscará por vía electrónica los diferentes tipos de entrenamiento utilizados por

agencias de orden público.

Actividades:

1. El Facilitador repasará los temas del taller anterior.

2. Los estudiantes discutirán sus mapas de concepto sobre las funciones de un

patrullero, supervisor e investigador.

3. Los estudiantes se van a dividir en cinco grupos y el facilitador le va a asignar

una de las tareas básicas de un agente del orden público en los Estados Unidos.

4. Cada grupo va hacer una presentación de sus hallazgos.

5. El facilitador moderará una discusión sobre la sub-cultura existente en las

agencias de orden público.

6. Los estudiantes presentarán y discutirán sus hallazgos relacionado a los

diferentes tipos de entrenamientos utilizados por agencias de orden público.

7. El Facilitador discutirá la relación entre educación y entrenamiento y sus efectos

en las agencias de orden público.

8. Los estudiantes completarán un bosquejo de los requisitos y etapas del proceso de

reclutamiento para un oficial del orden público en el estado de la Florida (Anejo Q).



9. Algunos estudiantes serán seleccionados para presentar sus bosquejos frente al

grupo.

10. El Facilitador moderará una discusión sobre el papel de las Agencias de Orden

Público en los Estados Unidos.

11. El Facilitador va a discutir las tareas del próximo taller. Aclarará dudas o

preguntas.

Avalúo

1. Diario reflexivo #4 Preparará un análisis critico sobre algún tópico discutido en

clase que más le impresionó (Anejo L).

2. Actividad del Mapa de Concepto (Anejo P) será parte del avaluó del estudiante

preguntas.



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.

Objectives:


1. Define the purpose of a code of ethics and explain the basic tenets of the police

code of conduct.

2. Define Police Misconduct and the different types thereof.

3. Identify the major concerns related to the potential abuses of technology in the

law enforcement field.

4. Identify the global challenges affecting the law enforcement community today

and in the near future.

5. State the challenges to law enforcement agencies in maintaining a competent

workforce.


1. Students will summarize and reflect on the police code of conduct and their

implications.

2. Students will write an expository essay using appropriate grammar and style

regarding the potential abuses of technology in the law enforcement field.

3. Students will express their ideas regarding global challenges affecting law

enforcement in today’s environment in the Spanish language.


Subject: Police Code of Conduct

http://www.ipcc.gov.uk/index/complaints/who_complaint/pol_codeconduct.htm

http://iacp.org/documents/index.cfm?document id=94&document type id=4&fuse

action=document



http://www.usdoj.gov/crt/split/documents/polmis.htm

http://www.usdoj.gov/crt/split/police.htm

Subject: Police Used of Technology

http://www.policeone.com/police-technology/articles/

http://www.nlectc.org/txtfiles/policetech.html

http://www.kablenet.com/kd.nfs/Frontpage/2D5B056F733D3B1B8256ED2005A603

F?Opendocument

http://www.computerweekly.com/Articles/2007/05/29/224372/data-misuse-threat-to-

trust –in-police-it.html

http://www.nytimes.com/2007/07/09/nyregion/09ring.html?fta=y

Subject: Police Globalization

http://www.cas.sc.edu/socy/faculty/deflem/zglobalpolicency.html

http://www.nowpublic.com/australia_blames_globalization_for_biker_gangs

http://www.gseis.ucla.edu/faculty/kellner/essays/baudrillardglobalizationterror.pdf

http://usinfo.state.gov/journals/itgic/0206/ijge/shelley.htm

Subject: Police Workforce

http://police.homeoffice.gov.uk/publications/human-resources/2006-09- 27

Accenture_WFM_Re1.pdf?view=Binary

http://policechiefmagazine.org/magazine/index.cfm?fuseaction=display&article_id=7

89&issue_id=12006

Assignments before Workshop Five:

1. Students will have read and studied the electronic references and all suggested

material to come prepared to class for discussion.

2. Students will create a list of the police code of conduct (English).

3. Students will come prepared to discuss examples of misconduct in law

enforcement agencies (English).

4. Bring a list of major concerns related to abuses of technology in the law

enforcement field (Spanish).

5. Students will write an expository essay in Spanish regarding the potential abuses

of technology in the law enforcement field (Appendix).

6. Students will give the final touches to their portfolio (English and Spanish).



Activities :

1. Students will use an outline to summarize the Police code of ethics, its basic

principles and their implications in English (Appendix R).

2. Facilitator will lead a group discussion on their findings in the outline (English).

3. Students will fill out a KWL chart (Appendix S) on the reasons for Police

misconduct and how these concerns are addressed (English).

4. Facilitator will lead a group discussion of the potential abuses of technology in

the law enforcement field (Spanish).

5. Students will meet in pairs to discuss the global challenge affecting the law

enforcement community today and in the future. Each student in the pair will

make sure that the other student has mastered the information (Spanish).

6. Class will debate the topic in an open forum (Spanish).

7. Facilitator and students will briefly discuss the challenges to law enforcement

agencies in maintaining a complete force (Spanish).

8. The facilitator will give out the student representative course evaluation forms.

9. Collection of Portfolios

10. Closing activity

Assessment:

1. Students will write an expository essay using appropriate grammar and style,

regarding misconduct in the law enforcement field. (Appendix N)

2. Journal # 5: In two (2) paragraphs of at least five sentences each, answer the

following question in English: How has this class given you a better

understanding of law enforcement?



Anejos/Appendixes



ANEJO / APPENDIX A Ice Breaking Activity: Have everyone create their personal art palate using the following questions for each color:

Red: Typically is the stop/turn-off color – what is the one thing (that they can disclose in public) that is really a turn off to them. Orange: is the motivation color – what motivates them. Yellow: is the inspiration or creativity color – what was the best idea they’ve had. Green: is the money color – what they plan to do for money, or the dumbest thing they ever did for money. Blue: is the sky’s the limit color – what is your favorite fantasy about your future. Indigo : is an odd or different color – what is the most daring thing they ever did. Purple: is the color of royalty – if you were ruler of the universe for a day.



ANEJO/APPENDIX B EVALUATION SHEET: DAILY CLASS PARTICIPATION/ Student Name: ________________________ Course: _____________________________ CRITERIA Workshop

One Workshop TWO

Workshop THREE

Workshop FOUR

Workshop FIVE

ATTENDANCE 10 Points Per Class

PREPARATION 4 Points

TEAM WORK Participation 2 Points

CLASSROOM PARTICIPATION 4 Points

TOTAL / 20 / 20 / 20 / 20 /20



PARTICIPACION DIARIA Nombre: ________________________ Curso: _____________________________ CRITERIA Taller

Uno

Taller Dos

Taller Tres

Taller Cuatro

Taller Cinco

Asistencia 10 Puntos Por Taller

Preparación 4 Puntos

Trabajo en Grupo 2 Puntos

Participación En Clase 4 Puntos

TOTAL / 20 / 20 / 20 / 20 /20



ANEJO/APPENDIX C EVALUATION SHEET: DAILY JOURNAL Student Name: ________________________ Course: _____________________________ CRITERIA Workshop

One Workshop TWO

Workshop THREE

Workshop FOUR

Workshop FIVE

Timely Submission 25 Points

Student’s ideas are well connected and follow a sequence 25 Points

Student’s uses critical thinking to express ideas and projects an understanding of topics discussed in class 25 Points

Utilize appropriate grammar 25 Points

TOTAL / 100 / 100 / 100 / 100 /100



ANEJO/APPENDIX D

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

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

10

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

10

The paper properly explains content.

10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

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

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

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

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criteri o Puntos Puntuación

Contenido

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

10

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

10

El documento explica propiamente el contenido.

10

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

10

El documento demuestra substancia, lógica y originalidad.

10

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

10

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

10

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

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total Puntos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



ANEJO/APPENDIX E Concepts of: Law Enforcement Policing Discretion



ANEJO/APPENDIX F



ANEJO/APPENDIX F Cont.



ANEJO/APPENDIX G 1800’s

MIDDLE AGES

Use a timeline to identify the contributions to policing made by the French from the Middle Ages to the early 1800s.



ANEJO/APPENDIX H DISCUSSION WEB FOR METROPOLITAN POLICE in England in 1829 SOCIAL ECONOMIC

BACKGROUND



ANEJO / APPENDIX I Quick / Write

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



ANEJO / APPENDIX J MAPA CONCEPTUAL

Sistema Colonial de Vigilancia Nocturna

Características

1________________ 5________________

2_________________ 6_________________

3_________________ 7_________________ 4__________________ 8__________________ Definición del Sistema de Vigilancia Nocturna: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



ANEJO / APPENDIX K TABLA COMPARATIVA/ DISCUSSION WEB

Autoridad Policiaca Especifica Autoridad Policiaca General

TIPOS DE AUTORIDAD POLICIACA



ANEJO / APPENDIX L FORMA de AVALUO: DIARIO REFLEXIVO Nombre del Estudiante: ________________________ Curso: _____________________________ CRITERIOS Taller

Uno Taller Dos

Taller Tres

Taller Cuatro

Taller Cinco

Entrega a Tiempo 25 Puntos

Ideas están relacionadas y siguen una secuencia 25 Puntos

Estudiante utilizando el pensamiento critico demuestra entendimiento en los tópicos que presentaron en clase 25 Puntos

Hace uso apropiado de la gramática 25 Puntos

TOTAL / 100 / 100

/ 100

/ 100 /100



ANEJO/APPENDIX M Concept Chart Law Enforcement

Patrol Officer Supervisor



ANEJO/APPENDIX N

Expository Paper Rubric

Student name: ____________________________________________________

Course: __________________________ Date: ________________________

Criteria Value Points Student Score

Content

Thesis is clear & well stated. 5 points Accurately explains and develops thesis and its implications based on research studies that support the author’s ideas about the topic, providing exact data and precise examples.

5 points

Major or relevant details are exposed in essay. 5 points Sentences are cohesive and ideas flow as the essay is read.

5 points

Draw conclusions based on research-based facts only.

5 points

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

5 points

Demonstrate a comprehensive grasp of significant ideas to reach a higher level of understanding in an organizational manner.

5 points

Language

Demonstrates a command of standard English (vocabulary, syntax and flow of ideas)

5 points

Uses grammar and style appropriately and correctly.

5 points

Uses spelling, punctuation, capitalization, and APA format correctly throughout the document (cover page, essay body, and list of references).

5 points

Total Points _________ 50 points ( 70% content and 30% language)

__________ Total score:

Student Name : _____________________ Facilitator’s signature: ______________



ANEJO/APPENDIX O

Matriz de Valoración para el Ensayo Expositivo

Nombre del estudiante: _____________________________________________

Curso: __________________________ Fecha: ________________________

Criterios Valor Puntaje del

Estudiante Contenido

La tesis es clara y bien establecida. 5 puntos Explica y desarrolla la tesis y sus implicaciones de manera exacta, basado en los estudios científicos que apoyan las ideas sobre el tema, brindando información exacta y ejemplos precisos.

5 puntos

Se exponen los detalles centrales o de mayor relevancia en el ensayo.

5 puntos

Las oraciones son coherentes y las ideas fluyen durante la lectura del ensayo.

5 puntos

Elabora conclusiones basadas en la evidencia científica y objetiva.

5 puntos

Establece una relación del autor con el tema, brindando una perspectiva clara del tema presentado y atrayendo la atención del lector.

5 puntos

Demuestra un entendimiento total de las ideas más importantes hasta alcanzar un nivel superior de comprensión de una manera organizada.

5 puntos

Lenguaje

Demuestra habilidad en el manejo del idioma español estándar (vocabulario, sintaxis y flujo de ideas).

5 puntos

Usa la gramática de una manera adecuada y correcta.

5 puntos

Usa la puntuación, la ortografía y el formato APA correctamente.

5 puntos

Total 50 puntos ( 70% contenido y 30% lenguaje)

Puntaje total:

El nombre del estudiante: ____________________Firma del facilitador: ____________



ANEJO/APPENDIX P

Name ________________________ Date ____________________

Venn Diagram

State Court

Federal Court



ANEJO/APPENDIX Q Mapa de Concepto/Concept Chart Patrullero INVESTIGADOR Supervisor



ANEJO/APPENDIX R BOSQUEJO Nombre: ___________________________________ Fecha: _____________

Tema I. _________________________________________________ Subtema A. ___________________________________________ Apoyo 1. ______________________________________ Detalles 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Subtema B. ___________________________________________ Apoyo 1. ______________________________________ Detalles 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Subtema C. ___________________________________________ Apoyo 1. ______________________________________ Detalles 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ Subtema D. ___________________________________________ Apoyo 1. ______________________________________ Detalles 2. ______________________________________ 3. ______________________________________

4. ______________________________________



ANEJO/APPENDIX S

Outline Template

Title ______________________________

I. Introduction A. ______________________________ B. ______________________________

II. Body A. ______________________________

1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________

B. ______________________________ 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________

C. ______________________________ 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________

D. ______________________________ 1. ______________________________ 2. ______________________________ 3. ______________________________ 4. ______________________________

III. Conclusion A. ______________________________ B. ______________________________



ANEJO/APPENDIX T



ANEJO/APPENDIX U

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

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

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

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

10

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

10

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

10

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

10

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

10

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

10

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

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

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

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo/ Appendix V PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

reaction papers.

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

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

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

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

placed at the beginning of the portfolio.

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

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

APA, Fifth Edition”

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

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix X ).

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



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

to the end of the portfolio.

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

of the binder for identification purposes (Appendix W ).

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

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

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

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

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix AA ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

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

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

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

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

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix BB ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix CC ).



Anejo/Appendix W

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

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

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo/Appendix X

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo/Appendix Y

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

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

Education, Inc.



Anejo/Appendix Z

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

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

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

� Professionalism: Is the appearance of the portfolio

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

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

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

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

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

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

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

� Collaboration: Do items show examples of both individual and

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



� Reflection and Personal growth: Do items show exceptional

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

� Professional Conduct: Do items show clear understanding of

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

Overall Portfolio Impact

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

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

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



Anejo /Appendix AA

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

Student’s response and comments



Anejo/Appendix BB

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo/Appendix CC

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

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