Sistema Universitario Ana G. Méndez School for ... 500 DLP... · apreciar la aplicación de...

Sistema Universitario Ana G. Méndez School for Professional Studies

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

CRJU 500

FOUNDATIONS, PRACTICE AND CHANGES IN THE ADMINISTRA TION OF THE CRIMINAL JUSTICE SYSTEM

FUNDAMENTOS, PRÁCTICAS Y CAMBIOS EN LA ADMINISTRACI ON DEL

SISTEMA DE JUSTICIA CRIMINAL

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

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

CRJU 500 FOUNDATIONS, PRACTICE AND CHANGES IN THE … 2

Prep. October 2008 Ivette Pérez-Bóssolo, Esq. (EPM-SMP)

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

Study Guide ....................................... .......................................................................... 12

Workshop One ...................................... ....................................................................... 20

Taller Dos ........................................ ............................................................................. 23

Workshop Three .................................... ...................................................................... 26

Taller Cuatro ..................................... ........................................................................... 29

Workshop Five/Taller Cinco ........................ ............................................................... 33

Anejo A/Appendix A ................................ .................................................................... 37

Anejo B/Appendix B ................................ .................................................................... 38

Anejo C/Appendix C ................................ .................................................................... 39

Anejo D/Appendix D ................................ .................................................................... 41

Anejo E/Appendix E ................................ .................................................................... 42

Anejo F/Appendix F ................................ ..................................................................... 43

Anejo G/Appendix G ................................ ................................................................... 44

Anejo H/Appendix H ................................ .................................................................... 46

Anejo I/Appendix I ................................ ....................................................................... 47

Anejo J/Appendix J ................................ ..................................................................... 48

Anejo K/Appendix K ................................ .................................................................... 49

Anejo L/Appendix L ................................ ..................................................................... 50

Anejo M/Appendix M ................................ ................................................................... 51

Anejo N/Appendix N ................................ .................................................................... 53

Anejo O/Appendix O ................................ ................................................................... 55



PRONTUARIO

Título del Curso: Fundamentos, Prácticas y Cambios en la Administración del

Sistema de Justicia Criminal

Codificación: CRJU 500

Duración: 5 semanas

Prerrequisito: MSPA 500

Descripción

Este curso ha sido diseñado para familiarizar al estudiante con las nociones teóricas,

jurídicas y prácticas que permean los procesos administrativos en el sistema de justicia

criminal en los Estados Unidos en general y el estado de la Florida en particular. Se

allegará conocimiento al estudiante para que puedan no sólo ejecutar de manera

práctica, concreta e inmediata, sino analizar y resolver situaciones problemáticas,

variadas y complejas, puesto que evaluarán y ponderarán en términos abstractos,

estratégicos y conceptúales la realidad administrativa dentro del sistema de justicia

criminal y legal.

Objetivos Generales

Al finalizar el curso, el estudiante:

1. Conocerá los enfoques teóricos de la administración en el sistema de justicia

criminal.

2. Comparará estrategias de coordinación inter e intra-organizacional y aplicará las

más pertinentes en el escenario policial, correccional y legal.

3. Describirá y aplicará procedimientos legítimos para la toma de decisiones al

exigir el cumplimiento de reglamentos y leyes.

4. Conocerá y analizará la programación administrativa de forma efectiva y

coordinada entre los componentes del sistema de justicia criminal.

5. Conocerá y aplicará el concepto de eficiencia en el uso de recursos fiscales.

6. Analizará los conceptos fundamentales de ciencia administrativa los cuales le

permitirá crear cambios y ajustes a la programación administrativa real y actual.

7. Conocerá las prácticas administrativas con el propósito de evaluarlas y

reformularlas para el logro de objetivos y metas.



8. Comprenderá las garantías constitucionales de los ciudadanos en la prestación

de servicio, componentes del sistema y enmiendas al mismo.

Textos y Recursos

Schmakkeger, Frank (2006) Criminal Justice Today: An Introductory Text for the 21st

Century (9th ed.). New Jersey Pearson/Prentice Hall

Albert R. Roberts (2003) Critical Issues in Crime and Justice. Second Ed. Sage

Publication London

Allen, Harry E. (2001) Corrections in America: An Introduction. New Jersey Prentice

Hall

Bohn R. Haley (2005) Introduction to Criminal Justice. New York McCraw Hill

Boyes Watson, Carolyn (2003) Crime and Justice a Casebook Approach. New York:

Pearson Edu. Inc.

Elsner, Alan (2004) Gates of Injustice: The Crisis in America’s Prisons. New Jersey:

Prentice Hall

Hancock Barry, W. (2000) Public Policy: Crime and Criminal Justice. Second Ed. New

Jersey: Prentice Hall

Evaluación

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

estudiante haya obtenido del mismo. Dicha evaluación consistirá de las puntuaciones

que resulten de las siguientes actividades:

Asistencia y Participación en Clase 20%

Asignaciones 15%

Entrevista de Campo 10%

Proyectos Investigativos 20%

Examen Final 20%

Portafolio 15% TOTAL 100%

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

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

Las rúbricas a utilizarse para la evaluación del estudiante se incluyen al final del

módulo. El estudiante será evaluado en términos del dominio del conocimiento



adquirido a través del curso y de su dominio del idioma, tanto del inglés como del

español.

Descripción de la evaluación

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

representa ética profesional. El Facilitador llevará un registro de las mismas

para cada taller y, al finalizar el curso, utilizará el Anejo L para evaluar a cada

estudiante. Se espera que todo estudiante asista a clases preparado para

discutir los temas del día (lecturas, preguntas asignadas, diario actualizado) y

que participe activamente. El Facilitador evaluará la participación de cada

estudiante en cada taller y tomará en cuenta el grado de participación, si ésta

demuestra que el estudiante se preparó para la clase y su contribución al

desarrollo de la misma. La participación en clase a través del curso debe darse

utilizando el idioma del taller correspondiente. El Facilitador evaluará la

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

Anejo L.

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

participación en clase. Los estudiantes completarán las mismas en el idioma del

taller y deberán entregarlas al finalizar cada taller. El Facilitador devolverá las

tareas con las correcciones sugeridas durante el siguiente taller. Los

estudiantes deberán revisar, corregir y mejorar esas tareas en función de los

comentarios del Facilitador y lo aprendido en clase.

3. Entrevista de Campo: Cada estudiantes seleccionara un profesional dentro del

área asignada de acuerdo a su apellido en el Taller Tres. El estudiante será

responsable de contactar al profesional y completar su entrevista antes del taller.

De ser necesario el Facilitador proveerá una guía contacto, carta de la institución

explicando la actividad y preguntas guías. Nota: El trabajo incluirá tanto el

trabajo escrito como presentación oral. El propósito en general es entender y

apreciar la aplicación de términos y conceptos aprendidos en clase al diario vivir

dentro del sistema de justicia criminal en articular la administración del mismo. El

trabajo escrito será en forma de ensayo con Introducción, Desarrollo, Conclusión



y Referencias. El facilitador evaluará la misma utilizando el Anejo M y el Anejo

N.

4. Proyectos Investigativos: Tanto en el Taller Tres y Cuatro los estudiantes

deberán completar trabajos investigativos. La presentación incluirá trabajo

escrito y presentación oral. El facilitador evaluara los mismos utilizado el Anejo

M y el Anejo N.

5. Examen Final: A ser administrado durante el ultimo Taller Cinco en Inglés. El

facilitador preparará a los estudiantes durante los cuatro talleres anteriores en

cuanto al estilo y contenido del mismo.

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

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

cómo éste se va desarrollando. Es importante que cada estudiante trabaje este

portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo

traiga a clases cada semana para que lo pueda utilizar y el Facilitador lo pueda

revisar. El Portafolio será evaluado utilizando los Anejos A, C-J y debe incluir las

siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. Evaluación Inicial

e. División en cinco talleres

i. Asignaciones

ii. Noticias

iii. Avalúo

f. Conclusión – Evaluación Final

g. Bibliografía estilo APA

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

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

progresa el curso para no acumular trabajo innecesariamente. La presentación es

importante, preparado y organizado profesionalmente. Debe incluir cada una de las



secciones debidamente organizadas y rotuladas. El Facilitador evaluará el mismo

utilizando los Anejos A, C-J.

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 módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si

un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,

bien puede escoger el idioma de preferencia para hacer la pregunta. Sin

embargo, el facilitador deberá contestar la misma en el idioma designado para

ese taller. Esto deberá ser una excepción a las reglas pues es importante que

los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo

en español según aplique.

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

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

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

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

taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

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

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



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

opciones:

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

la nota existente.

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

dos por debajo de la nota existente.

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

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

una excusa válida y verificable, el facilitador determinará una actividad

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

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

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

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

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

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

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

honestidad académica).

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 esta 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 esta sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM y el curso.



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

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

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

ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

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

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

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

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

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

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

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

información.

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

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

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

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

conceptos primarios, no en hechos aislados.

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

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

dichos modelos.

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

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

persona. Como la educación es 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: Foundations, Practice and Changes in the Administration of

Criminal Justice Systems

Code: CRJU 500

Time Length: 5 weeks

Pre-requisite: MSPA 500

Description

This course has been designed to familiarize the student with the theoretical, judicial

and practical notions, that permeate the administrative process in the criminal justice

system in the United States in general and the state of Florida in particular. The course

will provide the student with knowledge so the may not only execute in a practical,

concrete and immediate manner, but analyze and resolve the varied and complex

problematic situations.

General Objectives

At the end of this course the student will:

1. Know the theoretical approaches regarding the administration of criminal

justice systems.

2. Compare inter and intra organizational strategies and would apply the most

pertinent in police, correctional and legal scenarios.

3. Describe and apply legitimate procedures for the decision making when

demanding the fulfillment of regulations and laws.

4. Analyze, comprehend and understand the effective and coordinated

administrative programming among the different components of the criminal

justice system.

5. Know and apply the concept of efficiency in the use of fiscal resources.

6. Analyze the fundamental concepts of administrative science which will allow

him/her to create changes and adjustments to the real and present

administrative programming.



7. Know administrative practices and procedures with the objective of evaluating and

reformulating them to reach yours or your agency’s goals.

8. Comprehend the citizens’ constitutional guarantees in relation to services,

system components and possible amendments.

Texts and Resources

Schmakkeger, Frank (2006). Criminal Justice Today: An Introductory Text for the 21st

Century (9th ed.). New Jersey Pearson/Prentice Hall

Albert R. Roberts (2003) Critical Issues in Crime and Justice. Second Ed. Sage

Publication London

Allen, Harry E. (2001) Corrections in America: An Introduction. New Jersey Prentice

Hall

Bohn R. Haley (2005) Introduction to Criminal Justice. New York McCraw Hill

Boyes Watson, Carolyn (2003) Crime and Justice a Casebook Approach. New York:

Pearson Edu. Inc.

Elsner, Alan (2004) Gates of Injustice: The Crisis in America’s Prisons. New Jersey:

Prentice Hall

Hancock Barry, W. (2000) Public Policy: Crime and Criminal Justice. Second Ed. New

Jersey: Prentice Hall

Evaluation

The evaluation of the course will consist in measuring the benefits you received from

same. Said evaluation consists of the percentage points achieved from the following

activities:

Attendance and Class Participation 20%

Assignments 15%

Field Interview 10%

Research Projects 20%

Final Exam 20%

Portfolio 15%

TOTAL 100%

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

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



included at the end of the module. The student will be evaluated in terms of their

dominion of the content of the course and, also the dominion of the languages both

English and Spanish.

Evaluation’s description

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

reflects a professional ethic. The Facilitator will register the student’s

performance for both in every workshop. At the end of the course, the Facilitator

will evaluate each student with the rubric in Appendix L. All students are

expected to attend class prepared to discuss workshop topics (readings,

assigned questions, etc.) and, to actively participate in class. The Facilitator will

evaluate the students’ participation in each workshop, taking into consideration

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

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

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

At the end of the course, the Facilitator will evaluate each student with the rubric

in Appendix L.

2. Assignments: Assignments before every workshop are a fundamental

component of class participation. The students will complete these assignments

in the language of the workshop, and turn them in at the end of it. The Facilitator

will return the assignments on the next workshop with the suggested corrections.

The students should revise, correct and improve these assignments, based upon

the Facilitator’s comments.

3. Field Interview: Each student will select a professional within the assigned area

and according to their last names in Workshop Three. The student shall be

responsible for contacting the professional and complete the interview before the

Workshop. If necessary the facilitator would provide a contact guide, a letter

from the institution explaining the activity and key questions. Note: The work

shall include both written and oral presentations. The general purpose and

objective of the interview is to understand and appreciate the concepts and ideas

learned in class to the real daily lives of criminal justice systems and its

administration. The written part shall be in an essay format including



Introduction, Analysis, Conclusion and References. The Facilitator will evaluate

the work using Appendix M and Appendix N.

4. Research Projects: Both Turing Workshop Three and Four the students will

complete research papers, which presentation shall include both a written paper

and oral presentation. The facilitator will evaluate the work using Appendix M

and Appendix N .

5. Final Exam: To be administered during last and final Workshop Five in English.

The facilitator will prep students during the four previous workshops as to the

style and depth of such.

6. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with

front cover) where they would reflect upon course topics and development. It is

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

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

Portfolio should include the following sections:

a. Cover APA style

b. Table of Content

c. Introduction

d. Initial Evaluation

e. Five Workshops Divisions

i. Assignments

ii. News Articles/Reports

iii. Assessments

f. Conclusion – Final Evaluation

g. References APA style

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

Workshop Five. However, the students should begin preparing the portfolio as

the course develops, to avoid accumulating last minute work. Presentation is

important; it should be well organized and professionally prepared. It should

include each one of the sections explained above, appropriately labeled. The

Facilitator will evaluate the portfolio using Appendixes A, C-J.



Description of course policies

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

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

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

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

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

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

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

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

workshop’s time and activities between the two languages. If students have difficulty

with asking a question in the target language in which the activity is being

conducted, students may choose to use their preferred language for that particular

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

particular day. This should only be an exception as it is important for students to use

the assigned language. The 50/50 model does not apply to language courses where

the delivery of instruction must be conducted in the language taught (Spanish or

English only).

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

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

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

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:



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

on the students existing grade.

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

based on the students existing grade.

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

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

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

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

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

components as the oral presentation or special activity that was missed.

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

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

assessment will be done collectively as well as individually.

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

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

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

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (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.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

necessary.



Teaching Philosophy and Methodology

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

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

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

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

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

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

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

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

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

with information on the quality of their learning.

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

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

of the world.

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



Workshop One

Specific Objectives:

At the end of this workshop, the student will:

1. Know the origins of public administration and its role and importance in the criminal

justice system.

2. Describe the organizational theory within the criminal justice from the following

perspectives natural system, closed system, and open system.

3. Analyze the concept of clientele.

4. Comprehend the concepts of inter and intra organizational coordination.

Language Objectives:

Students will be able to:

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

communication.

2. Develop written assignments using appropriate grammar, syntax and verb tense.

3. In order to research and analyze the particular areas and topics the student will read

the assigned material and or electronic links which expose him to different levels and

writing styles.

Electronic Links (URLs):

Virtual Library UNE

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

Virtual Library UMET

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

Virtual Library Turabo

http://bibliotecavirtualut.suagm.edu/

National Criminal Justice Reference Service

http://www.ncjrs.gov/

Assignments before Workshop One:

1. Read the module carefully and come to class prepared with questions or comments

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

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

3. Define in writing the following concepts:



a. Bridge Strategies

b. Closed Justice System

c. Cooperation Strategies

d. Criminal Justice

e. Mediation Strategies

f. Natural Justice System

g. Negotiation Strategies

h. Open Justice System

i. Organizational Theory

4. Read, analyze and summarize in writing an article related to the assigned topics on

Workshop One. The article shall be published on a newspaper or magazine of

general circulation the week before or the same week of the workshop. The student

shall be ready to discuss with the rest of the class.

Activities :

1. The facilitator will introduce himself to the class and utilizing an icebreaker

activity of his choice the students will present themselves.

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

module to the class, will answer possible questions from the students and hand

out changes or amendments to the module if necessary.

3. A student representative will be selected.

4. The facilitator will identify the student’s knowledge of the assigned material and

concepts through a group discussion.

5. The facilitator will lead a class discussion regarding the origins and background

of public administration and its influence within the criminal justice system.

6. The class will be divided into three (3) groups, no more than three or four (3-4)

students per group. Each group would get assigned one of the following systems

of organizational theory:

a. Natural System

b. Closed System

c. Open System



The students shall share their work and assignments on their topic and be ready

to present and explain to the rest of the class. They shall complete a SWOT

(strengths, weaknesses, opportunities and threats) analysis.

7. The facilitator will present the different strategies and organizational coordination.

8. The facilitator will randomly select a few students to share their articles with the

rest of the class.

9. To finalize, the facilitator will review and answer any question or doubts, in

addition to discuss next week assignments.

Assessment:

1. The facilitator might ask open questions to the class with the purpose of evaluate

the acquired knowledge.

2. With four (4) more weeks lying ahead and the basic information presented today,

there are probably more questions than answers in the students mind. Each

students will create a two (2) columns table in which one side will present the

areas completely clear and free of doubts for the students after today’s class.

The second column will represent the areas that he is not certain about and

might present some questions, doubts or concerns.

3. For purpose of the portfolio the students shall prepare a comparative table of the

different systems of justice (natural, open and closed).

4. Class participation rubric (see Appendix L).

5. Oral presentation rubric (see Appendix N).

6. Written report rubric (see Appendix M).



Taller Dos

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conocerá los procesos para la aprobación e implementación de reglamentos,

normas y procedimientos en el ámbito administrativo en relación a la justicia

criminal.

2. Analizará la eficiencia y efectividad en la administración de programas de justicia

criminal.

3. Conocerá el proceso de toma de decisiones y solución de problemas en la realidad

administrativa, enfocando nuestro sistema de justicia criminal.

Objetivos del Lenguaje:

Los estudiantes podrán:

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

como lenguaje asignado.

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

manera clara y concisa

Enlaces Electrónicos:

Portal de Biblioteca UNE


Portal de Biblioteca UMET


Portal de Biblioteca Virtual Turabo




Asignaciones antes del Taller Dos:

1. Estar preparado para la discusión de los temas asignados a este taller.

2. Defina los siguientes conceptos para entregar (los debe buscar en las direcciones

electrónicas para el taller dos y en los textos y referencias mencionadas en el

prontuario):

a. Aprobación de un reglamento y/o regulación administrativo(a)



b. Burocracia

c. Efectividad

d. Eficiencia

e. Implementación de un proceso administrativo

f. Reglamento y/o regulación administrativo(a)

g. Solución de problemas

h. Toma de decisiones

3. Preparar un mapa conceptual donde se represente la relación entre la eficiencia y

efectividad en la administración de programas de justicia criminal.

4. Preparar una tabla en Microsoft Word donde explique el proceso de la toma de

decisiones y solución de problemas administrativos dentro de nuestro sistema de

justicia criminal.

5. Seleccionar y analizar por escrito un artículo relacionado con alguno de los temas

asignados al taller dos. El artículo deberá haber sido publicado en un periódico de

circulación general durante la semana anterior o la misma semana del taller. El

estudiante deberá estar preparado para discutir el artículo en el salón de clases.

Actividades:

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

realizará un breve repaso.

2. Utilizando la técnica de mesa redonda el facilitador identificará el conocimiento

del grupo en general con la materia y los temas asignados.

3. El facilitador guiará una discusión grupal del derecho administrativo, normas y

regulaciones en contraste de leyes y estatutos.

4. La clase se dividirá en grupos de tres o cuatro (3-4) estudiantes, dependiendo

del tamaño de la clase, cada grupo va a trabajar el concepto de eficiencia y

efectividad. Deberán desarrollar una idea original en el área de justicia criminal

donde expliquen los conceptos sus fortalezas y desventajas.

5. Los estudiantes discutirán sus mapas conceptuales y harán cambios de ser

necesario.



6. El facilitador conjuntamente con los estudiantes discutirá lo siguiente el concepto

de burocracia dentro de la justicia criminal y la administración del sistema de

justicia criminal particularmente.

7. El facilitador escogerá al azar algunas de las noticias para ser discutidas en

clase. El estudiante debe estar listo para presentar su trabajo al resto de la

clase.

8. Los estudiantes se reunirán en grupos de tres para discutir las tablas que

crearon como asignación para explicar el proceso de la toma de decisiones.

9. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que

discute las asignaciones para la próxima semana.

Avalúo:

1. Diario Reflexivo, los estudiantes deberán completar su diario seminal

contestando las siguientes preguntas:

a. ¿Qué conceptos nuevos aprendiste en la clase de hoy?

b. ¿Cómo aplicas estos conceptos en tu vida profesional?

c. ¿Cuál es tu opinión personal acerca los conceptos de burocracia,

eficiencia y efectividad dentro del sistema de justicia criminal o tu vida

profesional? ¿Entiendes que pueden co-existir o son exclusivos e

independientes uno del otro?

2. Matriz valorativa de participación en clase (ver Anejo L).

3. Matriz valorativa de trabajos escritos (ver Anejo M).



Workshop Three

Specific Objectives:


1. Know the organization and organizational changes within the Police Department,

particularly the police department of their respective city.

2. Recognize the organization and organizational changes within the tribunal and

judicial system of the state of Florida.

3. Know the organization and the organizational changes within the Department of

Correction in the state of Florida.

4. Apply acquired knowledge and concepts to their field interview.

Language Objectives:


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

communication and use concepts appropriately.

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

summaries and analyses virtually free of grammatical errors.


Virtual Library UNE








Florida Police Departments

http://www.topsecurityinc.com/florida-police-departments.asp

Florida Department of Corrections

http://www.dc.state.fl.us/

Florida Judicial System

http://www.flcourts.org/



Assignments before Workshop Three:

1. Students with last names from A-H will study the Police Department of their city

in particular and prepare a written essay in where you discuss the organization

and administration of such agency, be sure to include areas such as historical

background, size, key players and officers, hierarchy level, and concepts of the

course in general.

2. Students with last names I-P will study the tribunal and judicial system of the

state of Florida (County, Circuit, District, etc) and prepare a written essay in

where you discuss the organization and administration of such agency, be sure

to include areas such as historical background, size, key players and officers,

hierarchy level, and concepts of the course in general.

3. Students with last names from Q-Z will study the Department of Correction in the

state of Florida and or their city in particular and prepare a written essay in where

you discuss the organization and administration of such agency, be sure to

include areas such as historical background, size, key players and officers,

hierarchy level, and concepts of the course in general (see Appendix M).

4. According to your last name and the topic assigned, each student will complete a

field interview of a professional within your area – Police Department, Judicial

System, Department of Correction. The student shall complete both a written

and oral presentation (see Appendixes M and N ).

5. Every student will read, analyze and summarize in writing an article related to the

assigned topics on Workshop Three. The article shall be published on a

newspaper or magazine of general circulation the week before or the same week

of the workshop. The student shall be ready to discuss with the rest of the class

Activities :

1. The facilitator will start the class with a short review and will answer any possible

doubt or question from last week’s material.

2. The class will be divided according to their last names and the assignment

completed. Each group will discuss their findings and essays at the same time



they would select a representative although everyone in the group shall

participate in the activity below.

3. Through a debate the facilitator will lead a discussion in which the three major

areas of the criminal justice system will be covered – Police and Law

Enforcement, Judicial System and Department of Corrections. Each group would

have an opportunity to introduce their agency, second round would be why they

believe their agency is a better and most efficient from an administration

perspective, and a final and third round of areas that could improve and would

make the agency even better.

4. The students will share their oral presentation in reference to the field interview.

5. The facilitator will randomly select a few students to share their articles with the

rest of the class.

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

addition to discuss next week assignments.

Assessment:

1. As the time allows the facilitator will discuss the partial exam questions and

answers with the class.

2. The students shall complete a journal entry with regards with the debate activity

in class.

a. What new concepts did you learn?

b. Which of the three (3) systems introduced and discussed in class do you

understand is more important? Why?

c. Which of the three (3) systems introduced and discussed in class do you

believe needs more improvement and or modifications and why?

d. In ONE (1) original sentence determine how does these three (3) systems

relate with each other?


4. Oral presentation rubric (see Appendix N).




Taller Cuatro

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Comprenderá los asuntos más críticos en relación al manejo y administración de

nuestro sistema de justicia criminal.

2. Conocerá los aspectos más relevantes en áreas tales como: policía, gangas,

asesinos en serie, crimen organizado, crímenes sexuales, terrorismo y crímenes

pasionales entre otos.

3. Comprenderá las características principales, diferencias y semejanzas en la

administración de justicia criminal aplicado a los temas en particular.

Objetivos del Lenguaje:

Los estudiantes podrán:

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

español como lenguaje asignado y utilizando los conceptos apropiadamente.

2. Leer y resumir por escrito el material asignado libre de errores ortográficos y de

manera clara y concisa.

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

asignadas.

Enlaces Electrónicos:

Portal de Biblioteca UNE


Portal de Biblioteca UMET


Portal de Biblioteca Virtual Turabo




Florida Police Departments

http://www.topsecurityinc.com/florida-police-departments.asp

Asignaciones antes del Taller Cuatro:

1. Definir por escrito los siguientes crímenes y/o conceptos de justicia criminal:



a. Asesinato

b. Asesino en Serie

c. Cárcel

d. Crimen de Cuello Blanco

e. Crimen Menos Grave (Misdemeanor)

f. Crimen Pasional

g. Crimen Sexual

h. Crímenes Violentos

i. Felonía (Felony)

j. Ganga

k. Homicidio

l. Pena Capital

m. Prisión

n. Sentencia

o. Terrorismo

p. Violencia Doméstica

2. Completar el trabajo de investigación según el tema asignado o seleccionado y

de acuerdo al Anejo K.

3. Seleccionar y analizar por escrito un artículo relacionado con alguno de los

temas asignados al taller dos. El artículo deberá haber sido publicado en un

periódico de circulación general durante la semana anterior o la misma semana

del taller. El estudiante deberá estar preparado para discutir el artículo en el

salón de clases.

4. Observe el siguiente video sobre violencia doméstica:

http://www.youtube.com/watch?v=lrwaWCFv8J8&feature=related ¿Qué opina

usted sobre este tema? Haga una investigación sobre las posibles soluciones y

las leyes que protegen a las víctimas. Busque estadísticas relacionadas al tema.

Prepárese para discutir su investigación en clase.

5. Busque información sobre la pena capital en la Florida. Prepare una tabla

comparándola con otros tres estados de la nación.



6. Busque estadísticas actualizadas sobre crímenes en la florida. Imprímalas y

llévelas a clase.

Actividades:

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

2. La clase se dividirá en al menos cuatro (4) subgrupos. A cada subgrupo se le

asignará al menos cuatro (4) de los términos y/o conceptos trabajados en la

asignación número uno (1) arriba. Los estudiantes deberán comparar notas y

decidir de forma unánime en una definición para sus términos y/o conceptos.

También reflexionarán por escrito sobre la importancia y/o el papel que juega su

término y/o concepto en la administración del sistema de justicia criminal. Cada

grupo deberá estar listo para compartir su trabajo con el resto de la clase y

entregar por escrito las definiciones y reflexiones al facilitador al terminar la

actividad.

3. Los estudiantes completarán sus presentaciones orales según el tema asignado

o seleccionado y de acuerdo al Anejo K. Cada presentación tendrá un máximo

de diez (10) minutos.

4. El facilitador escogerá al azar algunas de las noticias para ser discutidas en

clase. El estudiante debe estar listo para presentar su trabajo al resto de la

clase.

5. Los estudiantes discutirán la información encontrada relacionada a violencia

doméstica.

6. Los estudiantes discutirán la información encontrada sobre la pena capital.

7. Los estudiantes se reunirán en grupos para discutir las estadísticas sobre la

criminalidad en la Florida. Además, presentarán soluciones a estos problemas

sociales.

8. Para finalizar el Facilitador contestará cualquier duda o pregunta a la vez que

discute las asignaciones para la próxima semana.

Avalúo:

1. Reflexiona sobre la siguiente aseveración: “al lidiar con crímenes pasionales,

crímenes sexuales, crímenes de violencia domestica, crímenes de cuello blanco,

crímenes económicos y crímenes violentos tanto las técnicas de investigación,



requerimiento de evidencia y administración de ley son diferentes e

independientes caso por caso”. ¿Acaso estas de acuerdo o no? ¿Por qué?

¿Cómo deben variar de un caso a otro la administración de sistemas de justicia

criminal?

2. Matriz valorativa para trabajos escritos (ver Anejo M).

3. Matriz valorativa para participación en clase (ver Anejo L).



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. Combine all learned material to successfully complete the final exam.

2. Understand the future and the challenges that criminal justice systems are facing.

Language Objectives


1. The student will express orally and in writing using English or Spanish as the

language of communication.

2. Develop a written essay final exam with proper grammar, syntax and verb tense

virtually free or errors and in a clear and concise manner.

3. Be able to read, understand, summarize and apply the learned concepts for the

completion of both the final project and the academic portfolio.


Virtual Library UNE








Assignments before Workshop Five:

1. Complete the Portfolio (see Appendixes A, C-J).

2. Study for Final Exam. Which shall be administered in English.



3. Complete a written essay APA style no more than four (4) pages in reference to the

future of criminal justice administration. After these five (5) weeks where do you

believe this system is headed? What do you understand are its strengths and

weaknesses? Be sure to include an Introduction, Analysis and your personal

Conclusion. This essay is to be completed in Spanish.

4. Read, analyze and summarize in writing an article related to the assigned topics on

this workshop (in English). The article shall be published on a newspaper or

magazine of general circulation the week before or the same week of the workshop.

The student shall be ready to discuss with the rest of the class.

Activities :

1. The facilitator will answer any possible question, comment or doubts from last week

material or the course in general (in Spanish).

2. The facilitator using a round table technique will discuss the future of criminal justice

administration at the same time that students will volunteer their essays and their

ideas in reference to this subject (in Spanish).

3. Students will discuss the articles they summarized (in English).

4. Students will meet in pairs to prepare a concept map related to the criminal justice

system in Florida. Discuss it (in English).

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

course and facilitator evaluation.

6. The facilitator will lead a question and answer session before the final exam (in

English).

7. The facilitator will administer the final exam.

8. The students will hand in their portfolios along with the final assessment.

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

Assessment:

1. THE 10-MINUTE ESSAY (Appendix M) to emphasize the concepts discussed during

the previous five (5) weeks, and reviewing the learning process, this essay is an

assessment tool for the facilitator and the student to evaluate the fulfillment of the

objectives of CRJU 500. Every student will evaluate the course; self-assess his/her

participation in the course and, whether the General Objectives were met. Every



student will write a complete essay in Spanish (at least, three paragraphs of seven

sentences each) by answering the following questions:

a. Summarize in a short paragraph what you have achieved or learned about

each objective.

b. What do you understand are the most important points that you learned

from this course?

c. Are there any areas that are still unclear or that you might have any

concern about?

d. What suggestions do you have for the next time this course is offered?



4. Portfolio rubrics (see Appendixes A, C-J).



Anejos/Appendixes



Anejo A/Appendix A

Academic Portfolio

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

1. Cover page with title, student name, course and class section 2. Table of content 3. Introduction 4. Introduction 5. All written assignments 6. Assessments (5) one for each Workshop 7. News Analysis (5) one for each Workshop 8. Conclusion 9. References

Storage : Portfolio samples will be safely stored for a six-month term on campus. Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix I). After this term and with the students’ authorization Ana G. Mendez University System will discard their portfolios or return them directly to each student (Appendix J).

Portafolio Académico

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

1. Portada con titulo, nombre del estudiante curso y sección 2. Tabla de contenido 3. Introducción 4. Todas las asignaciones y trabajos escritos 5. Avaluó (5) uno por cada Taller 6. Análisis de Noticias (5) uno por cada Taller 7. Conclusión 8. Referencias

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



Anejo B/Appendix B Análisis de Noticias

Es importante que los estudiantes apliquen los conceptos y métodos discutidos en

clase a su vida personal o profesional y para analizar lo que ocurre en la sociedad.

Para ello, se requiere que cada estudiante lea regularmente el periódico, revistas o

noticias y eventos en televisión y radio para seleccionar un mínimo de una (1) noticia

que se relacionen directamente con los conceptos o asuntos del taller. Los

estudiantes deberán incluir las noticias en su portafolio y reflexionar sobre lo siguiente:

a. ¿Con cuál concepto, tema u objetivo se relaciona tu reportaje/artículo?

b. ¿Cuál entiendes es la relación entre el reportaje/artículo y el taller?

c. ¿Cómo te ayudo el reportaje/artículo a entender el taller mejor o al

contrario, cómo te ayudo el taller a entender el reportaje/artículo?

Las noticias a incluirse en el portafolio deben ser en el idioma del taller al igual que la redacción de su análisis.

News Analysis It is important for all students to apply the concepts and methods discussed in class to

their personal or professional life and to the analysis of current social events. Thus,

students are required to regularly read newspapers, magazines, journals and be in tune

with television or radio news in order to select a minimum of one (1) news report that is

directly related with the concepts or topics discus sed in the workshop. Students

must include the selected news in their portfolio and answer the following questions:

a. To what concept, topic or objective is this article related?

b. What do you understand is the relation between the article and the

workshop?

c. How does the article helped you to understand the workshop better or vice

versa?

The news selected and the answers to these questions must be in the language of the workshop.



Anejo C/Appendix C 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 E ).



• 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 D ).

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 H ). 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 I ).

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

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

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

authors (Appendix J ).



Anejo D/Appendix D

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 E/Appendix E Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo F/Appendix F

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 G/Appendix G 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 H/Appendix H

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

Student’s response and comments



Anejo I/Appendix I

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 J/Appendix J

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



Anejo K/Appendix K

Trabajo Investigativo Taller Cuatro

TEMA ESTUDIANTE(S)

Asesino en Serie

Crimen Organizado

Crímenes de Cuello Blanco – Fraude Económico

Crímenes Pasionales

Crímenes Sexuales

Crímenes Terroristas

Crímenes Violentos

Gangas

Violencia Domestica

Actividad: De acuerdo al tema asignado o seleccionado el estudiante estudiara esa área en particular, historia, sistemas de justicia criminal que se ven involucradas, estadísticas recientes en nuestra área, casos principales, efectos en la comunidad, etc. Trabajo Escrito: Deberá constar de Introducción, Desarrollo, Conclusión, Opinión Personal y Recursos Estudiados – Referencias.



Anejo L/Appendix L

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

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

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



Anejo M/Appendix M RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criter ia 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 N/Appendix N

Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content

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

10

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

10

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

10

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

10

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

10

The volume varies to add emphasis and interest.

10

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

10



Language

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

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

TOTAL POINTS 100 (70 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo O/Appendix O

Students Weekly Progress Record Sheet Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Assessment

Workshop One

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Student’s Signature: ______________ Facilitator Signature: ______________

Workshop Two



Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________


Workshop Five

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________


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