SOSC 225 CONTEMPORARY ECONOMIC AND … 225 DLP... · Rev. 08-02-2009. Nancy Sharifi, MPA 2 TABLA DE...
Transcript of SOSC 225 CONTEMPORARY ECONOMIC AND … 225 DLP... · Rev. 08-02-2009. Nancy Sharifi, MPA 2 TABLA DE...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
SOSC 225
CONTEMPORARY ECONOMIC AND POLITICAL ISSUES
PROBLEMAS ECONOMICOS Y POLITICOS CONTEMPORANEOS
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
2
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ............................................................................................................. 3
Study Guide ........................................................................................................ 15
Workshop One .................................................................................................... 26
Taller Dos ........................................................................................................... 29
Workshop Three ................................................................................................. 32
Taller Cuatro ....................................................................................................... 36
Workshop Five/Taller Cinco ................................................................................ 39
Anejo A/Appendix A ............................................................................................ 43
Anejo B/Appendix B ............................................................................................ 45
Anejo C/Appendix C ............................................................................................ 47
Anejo D/ Appendix D ........................................................................................... 49
Anejo E/ Appendix E ........................................................................................... 50
Anejo F/Appendix F ............................................................................................ 53
Anejo G/Appendix G ........................................................................................... 54
Anejo H/Appendix H ............................................................................................ 55
Anejo I-Appendix I ............................................................................................... 57
Anejo J/Appendix J ............................................................................................. 58
Anejo K/Appendix K ............................................................................................ 60
Anejo L/Appendix L ............................................................................................. 61
Anejo M/Appendix M ........................................................................................... 62
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
3
PRONTUARIO
Título del Curso: Problemas Económicos y Políticos Contemporáneos
Codificación: SOSC 225
Duración: Cinco Semanas
Prerrequisito: SOSC 102
Descripción:
Enfoque interdisciplinario de las relaciones entre los sistemas sociales,
políticos y económicos del mundo contemporáneo. Estudio de las implicaciones
del desarrollo social, político y económico. Análisis de los eventos y problemas
de la actualidad.
Objetivos Generales
Identificar los problemas o asuntos políticos y económicos más importantes del
mundo actual.
1. Relacionar los problemas políticos y económicos con sus causas y sus
consecuencias para proveer soluciones innovadoras para resolver estos
problemas.
2. Comprender las relaciones de los problemas políticos y económicos
contemporáneos con los diferentes sistemas de organización y de relaciones.
3. Desarrollar el pensamiento crítico del estudiante y su capacidad de análisis
en la consideración de los asuntos y eventos mundiales para que pueda
crear argumentos persuasivos que sustenten su opinión personal sobre estos
asuntos.
4. Valorar la interrelación e interdependencia internacional.
Lecturas Recomendadas
Friedman, George. (2009). The Next 100 Years: A Forecast of the 21st Century.
Doubleday Publishing. New York, N.Y.
Griffiths, Martin (2009). Fifty Key Thinkers in International Relations. (2nd ed.).
Routledge. London.
Lipson, Charles (1999). Theory and Structure in International Political Economy:
An International Organizational Reader. MIT Press. Cambridge, Mass.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
4
Painter, David S. (2002). The Cold War: An International History. Routledge.
London
Rupert, Mark (2000). Ideologies of Globalization: Contending Visions of a New
World Order. Routledge. London.
Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition.
Oxford University Press.
Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New
York, N.Y.
Evaluación
El esquema de evaluación que se utilizará en este curso es el siguiente:
Participación y contribución en clase
10%
Prueba tipo ensayo para trabajo
individual en la casa
20%
Portafolio del curso
Diario reflexivo/ Evaluación final
Análisis de noticias
Trabajos semanales
20%
5%
5%
10%
Preparación de mini-clases o temas
para el curso
Presentación en clase
Trabajo escrito
20%
10%
10%
Proyecto de investigación
Presentación en clase
Trabajo escrito
30%
10%
20%
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
5
Las matrices valorativas a utilizarse para la evaluación de estas actividades se
incluyen en la sección de Anejos.
Descripción de la evaluación
� Participación y contribución en clase: Se espera que todo estudiante
asista a clases preparado para discutir los temas del día (lecturas, preguntas
asignadas, diario actualizado) y que participe activamente en la discusión de
temas. El Facilitador evaluará la participación de cada estudiante en cada
taller y tomará en cuenta el grado de participación, si esta demuestra que el
estudiante se preparó para la clase y su contribución al desarrollo de la clase
(Anejo A). El estudiante se auto evaluará a través del diario. Al final del
curso cada estudiante completará una auto evaluación de su participación en
el curso que el Facilitador considerará para hacer su evaluación. La
participación en clase a través del curso debe dars e utilizando tanto el
idioma español como el inglés.
� Prueba: El Facilitador distribuirá las preguntas de esta prueba en la tercera
semana para que los estudiantes la trabajen en sus casas y las entreguen en
la cuarta semana. Las preguntas deberán contestarse en forma de ensayo y
la redacción y composición de las contestaciones será uno de los factores a
evaluarse (Anejo B). A través de sus contestaciones, cada estudiante debe
evidenciar que domina la materia o el tema a que hace referencia y debe
hacer referencia clara y directa a las lecturas, documentos y discusiones en
clase pertinentes. Este trabajo debe hacerse y entregarse de manera
individual. El trabajo deberá ser completado en el idioma desig nado del
taller.
� Portafolio del curso: Cada estudiante deberá preparar un portafolio del
curso donde reflexionará sobre los temas del curso y como este 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 se evaluará en base a los requisitos detallados en los
Anejos E-M.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
6
� Diario Reflexivo: Al finalizar cada taller, cada estudiante contestará en su
Diario Reflexivo (Anejo H) en el idioma de su preferencia.
� 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 las noticias relacionadas con el tema de la
monografía que seleccione la primera semana. Se deben seleccionar al
menos dos noticias semanales. Los estudiantes deberán incluir las noticias
en su portafolio y reflexionar en los siguientes temas:
¿Cuál es la relación de estas noticias con el tema?
¿Cuál es la relación de esta noticia o situación con lo discutido en
clase?
¿Cómo me ayuda(n) esta(s) noticias a entender el tema de la
monografía? ¿Los conceptos discutidos en clase (si aplica)?
� Trabajos Semanales : Cada estudiante incluirá una copia de las tareas
semanales que requiere el módulo. El Facilitador devolverá las tareas de las
primeras tres semanas en la cuarta semana y el estudiante podrá revisar,
corregir y mejorar esas tareas en función de los comentarios del Facilitador y
lo aprendido en clases. Los trabajos deberán ser preparados en el
idioma del taller. Las noticias deben incluirse en el portafolio y ser en el
idioma del taller.
� Reflexión final : Cada estudiante evaluará el curso, auto evaluará su
participación en el mismo y hasta que punto cumplió con los objetivos. Cada
estudiante debe analizar hasta que punto logró los Objetivos Generales
incluidos al principio de este módulo contestando las siguientes preguntas:
Resumir en un párrafo lo que has logrado o aprendido sobre este
objetivo.
¿Qué más te hubiera gustado aprender sobre este objetivo?
¿Qué sugerencias tienes para la próxima vez que se ofrezca el curso?
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
7
La Reflexión Final podrá ser preparada en el idioma de preferencia del
estudiante (español o inglés) e incluirse en el portafolio.
� Mini-clases o temas para el curso: A través del curso, los estudiantes
prepararán temas para presentaciones en clase que sirvan de mini-clases
para el grupo. Las presentaciones serán individuales o grupales,
dependiendo del tamaño del grupo y las indicaciones del Facilitador. La
selección/asignación de los temas o mini-clases se hará en la primera
semana de clase. Las mini-clases o presentaciones deben ser de 20
minutos de duración. Como mínimo se asignarán los siguientes temas
(para las semanas indicadas)-
� Segunda semana (presentación en español):
� Teorías de “realismo” en relaciones internacionales
� Teorías de “liberalismo” en relaciones internacionales
� Teorías de “constructivismo” en relaciones internacionales
� Teorías de “globalismo” en relaciones internacionales
� Tercera semana (presentación en inglés):
� Las causas políticas y económicas del terrorismo
� Los efectos políticos y económicos del terrorismo
� Las organizaciones terroristas internacionales
� El terrorismo local o nacional (se puede concentrar en un país
como ejemplo)
� La diferencia militares entre una guerra tradicional y una
guerra contra el terrorismo
� Los aspectos financieros del terrorismo
� Cuarta semana (presentación en español):
� ¿Qué es globalización? ¿cómo surge?
� ¿Qué efecto tiene la globalización sobre los países ricos?
¿Sobre los países pobres?
� Globalización y la política económica del comercio y comercio
libre.
� Las relaciones monetarias internacionales.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
8
� La importancia política y económica de la inversión en un
mundo globalizado.
� La importancia de actores no gubernamentales en la
globalización (multinacionales, organizaciones, individuos).
� La importancia de la tecnología y las telecomunicaciones en la
globalización
Las presentaciones deben ser creativas y amenas. Deben utilizar la
tecnología y/o incluir la participación en clase de los estudiantes. Entre
otros, se pueden hacer presentaciones en PowerPoint, carteles, juegos,
drama y otros recursos. Además de la presentación en clase, el
estudiante o grupo que hace la presentación debe presentar una copia
escrita de la presentación al Facilitador.
� Monografía y presentación oral: Cada estudiante preparará una
monografía y una presentación oral sobre uno de los problemas o issues
principales del mundo contemporáneo que se identifiquen en el primer taller.
La monografía y la presentación puede ser individual y/o grupal, dependiendo
del tamaño del grupo y las indicaciones del Facilitador.
Como mínimo, la monografía debe incluir los siguientes temas:
• Descripción del problema o issue
• ¿Cuál es el trasfondo histórico de este problema o issue?
• ¿Qué elementos políticos y económicos que causan o impactan sobre
el tema?
• ¿Cuáles son las consecuencias económicas y políticas de este tema?
• ¿Cómo afecta este problema al mundo? ¿La nación? ¿La comunidad?
¿Nuestras vidas diarias?
• ¿Qué debemos hacer para resolver este problema o minimizar sus
consecuencias negativas?
En la preparación del tema se deben consultar al menos cinco (5) fuentes
de información: uno de los recursos sugeridos en el módulo; un artículo;
una fuente de Internet y cualquiera otras dos. Recuerde que su trabajo
debe ser original y debe dar crédito a otras fuentes cuando se cita o
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
9
parafrasea. El trabajo escrito será evaluado basado en los criterios
establecidos en los Anejos B y D.
El tiempo de las presentaciones orales que resuman el contenido de la
monografía dependerá del número de presentaciones. El Facilitador
indicará el tiempo sugerido. Las presentaciones deben ser amenas y
serán evaluadas bajo el criterio establecido en el Anejo C. Deben utilizar
la tecnología y/o incluir la participación en clase de los estudiantes. Entre
otros, se pueden hacer presentaciones en PowerPoint, carteles, juegos,
drama y otros recursos. Además de la presentación en clase, el
estudiante o grupo que hace la presentación debe presentar una copia
escrita de la presentación al Facilitador. La monografía y el informe oral
serán en un idioma (inglés o español) distinto al utilizado por el estudiante
para preparar su mini-clase. Por ejemplo, si la mini-clase fue en español,
la monografía y presentación oral deben ser en inglés.
Escala
100-90 A 89-80 B 79-70 C 69-60 D 59-0 F
Otros
A discreción del Facilitador
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
10
Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo 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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
11
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
12
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 bú squeda de la
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
13
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
14
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
15
STUDY GUIDE
Course Title: Contemporary Economic and Political Issues
Code: SOSC 225
Time Length: Five Weeks
Prerequisite: SOSC 102
Description:
Interdisciplinary approach to the interrelation of social organizations and
the political and economic systems in the contemporary world. Study of social,
political and economic development. Analysis of selected events and current
issues.
General Objectives
1. Identify and explain the most important political and economic issues of the
contemporary world.
2. Relate economic and political problems to their causes and consequences
and provide innovative solutions to solve the problems.
3. Understand the relationship between contemporary political and economic
issues and the different systems of social organization and relation.
4. Develop the student critical analysis capability in considering worlds’ events
and issues to shape persuasive arguments to support their personal point of
view.
5. Value international interrelation and interdependence.
Recommended Readings
The following texts are good resources for most of the topics included in the
course:
Friedman, George. (2009). The Next 100 Years: A Forecast of the 21st Century.
Doubleday Publishing. New York, N.Y.
Griffiths, Martin (2009). Fifty Key Thinkers in International Relations. (2nd ed.).
Routledge. London.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
16
Lipson, Charles (1999). Theory and Structure in International Political Economy:
An International Organizational Reader. MIT Press. Cambridge, Mass.
Painter, David S. (2002). The Cold War: An International History. Routledge.
London
Rupert, Mark (2000). Ideologies of Globalization: Contending Visions of a New
World Order. Routledge. London.
Steger, Manfred. (2009). Globalization: A Very Short Introduction. 2nd Edition.
Oxford University Press.
Zacharia, Farred. (2009). The Post-American World. W.W. Norton & Co. New
York, N.Y.
Evaluation
Students in this course will be evaluated as follows:
Class participation and contribution
10%
Take-home essay examination
20%
Course Portfolio
Reflexive Diary/Final assessment
News analysis
Weekly assignments
20%
5%
5%
10%
Individual projects: Mini classes
Class presentation
Written work
20%
10%
10%
Final Project/Special Report:
30%
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
17
Oral class presentation
Written work
20%
10%
The criteria to be used for these evaluations are included in the Appendix
Section.
Evaluation’s description
� Class participation and contribution : All students are expected to attend
class prepared to discuss workshop topics (readings, assigned questions, up
to date class diary) and to actively participate in class (it should be noticed!).
The Facilitator will evaluate the student’s 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. The student will self-assess his/her participation through
the class diary. At the end of the course, the student will use the class
participation form to self-assess his/her participation. The Facilitator will take
this self-assessment into consideration in awarding the grade for class
participation. Class participation throughout the course should be both in
English and Spanish.
� Take home essay examination: The Facilitator will distribute during the third
week of class the questions to be answered by the students at home and
handed in on the fourth week of class. Questions should be answered in
essay form; writing composition will be one of the factors to be evaluated.
Through his/her answers, the student should demonstrate that he/she knows
the subject matter and should directly include and refer to the relevant class
readings, documents and discussions. This exam must be prepared and
handed in individually. This work may be prepared in either English or
Spanish.
� Course portfolio : Each student must prepare a course portfolio where
he/she will reflect on course topics and development. It is important that all
students work on the portfolio from the first week of class, keep it up to date
and bring it to class for discussion and Facilitator revision. The Course
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
18
Portfolio should be handed in the last week of class. However, the students
should begin preparing the portfolio as the course develops to avoid
accumulating work unnecessarily. Presentation is important; it must be well
organized and professionally prepared. It must include each one of the
sections explained above, appropriately labeled. The Portfolio should include
the criteria and elements established in Appendixes D-M.
� Reflective Diary : After each workshop, each student will include in his/her
diary the answers to the following questions:
• What did I learn in this workshop?
• What was the workshop’s most interesting topic? Why?
• How did I contribute to class?
• What contribution from my fellow students impressed me the most?
Why?
• What did I not understand? What doubts do I have?
The class diary may be written in either English or Spanish.
� 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 the news that are related to the topic for the written
paper that is selected during the first week. A minimum of two (2) news that
are directly related with the paper topic should be selected each week.
Students must include the selected news in their portfolio and answer the
following questions:
• What is the relationship between the news selected and the topic?
• What is the relationship between this news and the topics discussed in
class?
• How does the news help me understand the paper topic?
• The topics discussed in class (if applicable).
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
19
The news selected to be included in the portfolio must be in the language
that was used in the workshop.
� Weekly Assignments : Every student must include in the portfolio a copy of
the assignments required throughout this module. The Facilitator will return
the assignments from the first three weeks during the fourth workshop so the
student may revise, correct or improve these assignments based on
Facilitator’s comments and what was learned in class. Assignments must be
prepared in the language of the workshop.
� Final Evaluation : Every student will evaluate the course, self-assess his/her
participation in the course and whether course objectives were met. Every
student will evaluate whether the General Objectives were met by answering
the following questions:
• Summarize in a short paragraph what you have achieved or learned
about each objective.
• What else would you have liked to learn about this objective?
• What suggestions do you have for the next time the course is offered?
The Final Course Assessment must be prepared in English.
� Mini-classes or presentations : Through the course, students will prepare
presentations that will work as mini-classes for the rest of the group.
Presentations could be individual or in groups depending on the size of the
group and the Facilitator’s indications. The selection of the topics or mini-
classes will be determined in the first workshop. The following topics will be
assigned, at a minimum:
• Second workshop (presentations will be conducted in Spanish)
- Realism Theories in international relations
- Liberalism Theories in international relations
- Constructivism Theories in international relations
- Globalism Theories in international relations
• Third workshop (presentations will be conducted in English)
- Political and economical causes of terrorism
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
20
- Political and economical effects of terrorism
- National and local terrorism
- Military differences between traditional and terrorist wars
- Financial aspects of terrorism
• Fourth workshop (presentations will be held in Spanish)
- What is globalization? How did it developed?
- How does globalization impact rich countries? Poor countries?
- Globalization and political economy of trade and fee trade
- International monetary relations
- Economic and political importance of investment in a global world
- Importance of non governmental actors in globalization
(multinational, organizations and individuals)
- The importance of technology and telecommunications in
globalization
Mini-courses or presentations should have 20 minute duration and be
creative. Students must incorporate technology and peer participation
in class. Among others, they can use power point, dramas and games.
A written presentation must also be turned in to the Facilitator.
� Final Written Report and Oral Report : Each student will prepare a written
paper and an oral report related to one of the problems or issues of the
contemporary world identified in the first workshop. Both exercises can be
individual and/or in a group depending upon the size of the group and the
Facilitator’s indications. The written report must include the following topics:
• Description of the issue or problem
• Historical background of the issue or problem
• Political or economic elements that cause or affect the issue or
problem
• How does the issue or problem affects: the world, the nation, the
community and our daily life?
• What should be done to solve or minimize the issue or problem?
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
21
In preparation for this topic a minimum of five (5) sources of information must
be used: one of the resources suggested in this module; one article; one
source on the Internet and any other two sources determined by the student.
Remember your work must be original and appropriate credit should be given
to the original source. The report will be evaluated based on the criteria
established on Appendixes B and D.
The Facilitator will determine the timeframe in which the oral presentations
that summarize the written reports will take place. They should be creative
and interesting. Students must incorporate technology and peer participation
in class. Among others, they can use power point, dramas and games. A
written presentation must also be turned in to the Facilitator.
The oral presentations will be evaluated based on the criteria established on
Appendix C.
The written paper/oral report should be prepared in a language (English or
Spanish) different from the mini-class presented by each student.
Scale
100-90 A 89-80 B 79-70 C 69-60 D 59-0 F
Other
Other requirements will be at the discretion of the facilitator.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
22
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
23
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
24
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 informati on. 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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
25
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.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
26
Workshop One
Specific Objectives
At the end of this workshop, the student will:
1. Identify the main political and economic events of the 20th and 21st century.
2. Illustrate the impact of these events on contemporary society.
3. Analyze the political and economic causes and effects of these events.
4. Appreciate the relevance of historical events on contemporary issues and
events.
Language Objectives
The student will:
1. Prepare written and oral summaries of work material in English.
2. Identify factors affecting a situation and their relative relevance in English.
3. Define in his/her professional point of view the pros and cons related to an
issue, and support it with evidence in English.
Electronic Links (URLs)
World Affairs
http://www.nytimes.com/
http://www.economist.com/
http://www.iht.com/
http://www.thetimes.co.uk/
http://www.slate.com/
World History
http://www.infoplease.com
http://www.besthistorysites.net/
http://www.worldhistory.com
http://www.hyperhistory.com
http://www.infoplease.com
Global Issues
http://www.globalissues.org
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
27
Assignments before Workshop One:
1. Review the meaning of the following concepts: economics, politics, power,
coercion and influence.
2. Use three sources of information to define the concept “International”. Write
your own definition of the concept.
3. Make a list of what you consider to be the five (5) most important international
problems in today’s world (21st century). Explain why you consider each one
important and how it impacts your everyday life.
4. Consult at least two references, texts or sites in order to find, read and
analyze information about the following political and economic events of the
20th century: World War I, the Great Depression, World War II, Cold War,
Decolonization; European Union/European Economic Community, Third
World/Non-Aligned Movement, Japanese Economic Miracle, Arab-Israeli
Wars and the Fall of Communism/Berlin Wall. After consulting the reference:
• Write your own summary of the event.
• Answer the following questions:
� What political or economic factors were important during each
event?
� What lasting impact of this event do you see in contemporary
society and/or your everyday life?
� Did any of these events impact on the five most important
problems you selected?
Activities :
1. The Facilitator and the students will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The Facilitator will discuss the module in detail with emphasis on course
objectives, evaluation activities and class expectations.
3. Students will select a student representative. The Facilitator will explain the
role and responsibilities of the student representative.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
28
4. The students will share their definitions of politics, economics, power,
coercion, influence and international. The Facilitator will assist in the
development of class definitions for each concept.
5. Using individual easel pad pages or the whiteboard, the Facilitator will make
an inventory of all the most important problems chosen by the students in
their assignments. A summary of why each one is considered important and
its impact on contemporary society should also be included. It is important
that space be left on the board or easel pad for later notes on each problem.
6. The Facilitator will divide the class into groups:
• Group 1 will discuss the two World Wars and the Great Depression
• Group 2 will discuss the Cold War, the Arab-Israeli Wars and the Fall
of Communism
• Group 3 will discuss the European Union, the Japanese Economic
Miracle, Decolonization and the Third World.
7. The three groups will present their answers in class after describing each one
of the events they discussed. Emphasis will be placed on identifying the
economic and political factors involved and their impact on the inventory of
problems.
8. The Facilitator will discuss the requirements of the research project.
Depending on class size and Students/Facilitator preference, the projects
may be individual or group projects. Students will be encouraged to select
from the inventory of problems identified in class or others that the students or
Facilitator may suggest. For any additional problem or event identified as a
topic, the analysis of how the historical events discussed that day in class will
be made.
Assessment:
1. The facilitator will evaluate assignments for readiness.
2. The student will complete a reflective diary for self evaluation and
assessment of progress.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
29
Taller Dos
Objetivos Específicos
Al finalizar el Taller, el estudiante:
1. Comparará las teorías principales sobre las relaciones internacionales de
economía política.
2. Apreciará la importancia de la interrelación e interdependencia internacional.
3. Creará una demostración para dramatizar el comportamiento de los actores
principales en las relaciones internacionales contemporáneas.
Objetivos del Lenguaje
El estudiante:
1. Propondrá soluciones a problemas y posibles resultados basándose en
diferentes teorías y estrategias en español.
2. Demostrará que se mantiene informado sobre asuntos y temas de actualidad,
y aplicará estos conocimientos en actividades profesionales.
3. Traducirá referencias profesionales de manera correcta tomando en cuenta
el contexto profesional de las mismas.
Enlaces Electrónicos y otros recursos
Temas contemporáneos sociales:
http://www.un.org/en/globalissues/
http://www.state.gov/press/
www.monografias.com
http://www.ndi.org/
Teorías:
www.theory-talks.org
Enlaces para investigación de tópicos:
www.elcato.org/publicaciones
www.globalissues.org
www.peri.umass.edu/
www.oswego.edu/~economic/oldbooks.htm
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
30
www.liberalismo.org/articulo/3/203/economia/
www.cidob.org
Asignaciones antes del Taller Dos:
1. Se sugiere leer las selecciones y enlaces electrónicos familiarizarse con lo
que es teoría y su rol en el estudio de las relaciones internacionales y la
relación de poder y riqueza en la economía política internacional.
2. Buscar noticias vinculadas con el tema de su monografía.
3. Los estudiantes o grupos de estudiantes a los que se le asignaron los temas
de la segunda semana, se prepararán de la siguiente manera:
• Teorías de realismo en la política y las relaciones internacionales
• Teorías de liberalismo en la política y las relaciones internacionales
• Teorías de constructivismo en la política y las relaciones internacionales
• Teorías de globalismo en la política y las relaciones internacionales
Los estudiantes proveerán la definición de cada teoría y discutirán sus
implicaciones en las relaciones internacionales por medio de ejemplos y
referencias. Deberán citar las referencias utilizadas para la presentación.
4. Luego de hacer estas lecturas deberá resumir para presentar en clase-
• ¿cómo explica la teoría las relaciones internacionales?
• ¿cuáles son los actores importantes en las relaciones internacionales?
• ¿cómo se toman decisiones o se determina el comportamiento a nivel
internacional?
• ¿cómo te ayuda esta teoría a entender lo que pasa a nivel mundial?
Actividades:
1. Los estudiantes compartirán ejemplos de las noticias que han encontrado en
la prensa sobre el tema de su monografía.
2. El Facilitador moderará una discusión sobre la historia de las relaciones
internacionales para comprender su evolución y trayectoria. Entre los temas
a discutirse estarán: el medio ambiente, armas de destrucción nuclear,
movimientos y tratados de paz, organizaciones internacionales y el
intercambio económico.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
31
3. Los estudiantes que tengan asignados los temas de esta semana darán sus
presentaciones.
4. A cada presentación debe seguir un período de preguntas y/o discusión del
tema asignado.
5. Luego de finalizadas las presentaciones, la clase se dividirá en grupos. Cada
grupo preparará un ejercicio para dramatizar como ocurren los eventos
internacionales según cada teoría (realismo, liberalismo, constructivismo y
globalismo). El Facilitador asignará los roles que deben dramatizar,
incluyendo como mínimo dos países, una compañía multinacional, las
Naciones Unidas u otro organismo internacional y otra organización. Estos
actores deberán resolver algún problema o situación internacional. (Nota: De
estar la clase compuesta por pocos estudiantes, el ejercicio se puede hacer
sin dividirse en grupos).
6. Los estudiantes dramatizarán el ejercicio al resto del grupo.
7. Se discutirá las asignaciones y componentes del Taller Tres.
8. Se aclararán dudas del Taller antes de completar el Diario Reflexivo.
Avalúo
1. El facilitador evaluará las tareas para determinar dominio de conceptos y
manejo del idioma.
2. El estudiante deberá completar el diario reflexivo para asesorar el progreso
en el aprendizaje.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
32
Workshop Three
Specific Objectives
At the end of this workshop, the student will:
1. Recognize the main political and economic causes and effects of terrorism.
2. Articulate the importance of different strategies to control terrorism and its
impact on contemporary society.
3. Formulate personal opinions on the issue and events related to terrorism.
4. Given a controversial argument, present his/her opinion in a balanced and
logical manner.
Language Objectives
The student will:
1. Identify the main action steps needed to resolve a case and organize those
steps in a logical manner.
2. Propose a way of making the group work effectively given a situation that
required group work.
3. Define his/her professional point of view and pros and cons related to an
issue, support it with evidence, and take into consideration the characteristics
of the target audience in English.
Electronic Links (URLs):
Terrorism and related issues:
http://www.terrorism-research.com/
http://www.loc.gov/rr/international/hispanic/terrorism/terrorism.html
http://www.cfr.org/issue/135/terrorism.html
http://www.fema.gov/areyouready/terrorism.shtm
http://www.interpol.int/Public/Terrorism/default.asp
http://www.cato.org
http://www.fas.org/terrorism/
http://counterterrorismblog.org/
http://www.state.gov/s/ct/
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
33
Assignments before Workshop Three:
1. Search for a minimum of five current articles or books on terrorism (from the
years 2001-present). At least three of these articles or books must be from
different authors, newspapers, magazines or journals. After reading them,
write the answer the following questions using your own words:
• What do you think are the five main political and economic causes of
terrorism? Or, what political and economic factors lead to terrorism?
• What do you think are the three main political consequences or effects
of terrorism in contemporary society? What are the three main
economic consequences?
• How is the war on terrorism different from all other conventional wars?
How is it the same?
• How is terrorism financed? What is the cost of terrorism to
contemporary society?
2. Students assigned for mini-classes in this workshop should prepare them.
3. Be prepared to discuss in class methods and strategies of counterterrorism.
Activities :
1. Students will share articles related to the topic of their class paper.
2. Students with assigned mini classes for the third week will give their
presentations.
3. A general class discussion of the topics will follow each presentation.
4. Using their individual assignments (prepared in advance for this workshop)
and the information from the class presentations, the students will then work
on designing strategies to deal with, stop or minimize the impact of terrorism
on society. In order to do so, the class will divide into groups to design
strategies in the following areas:
• Strategies to eliminate or minimize the political and economic causes of
terrorism: This group will discuss what are the causes of terrorism and the
strategies that would be effective in preventing those factors from leading
to or resulting in terrorism.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
34
• Strategies to eliminate or minimize the political and economic causes of
terrorism: This group will discuss the effects of terrorism on contemporary
society and devise strategies to deal with the following problem: if
terrorism is an inevitable part of contemporary society, what strategies can
we use to minimize its political and economic impact?
• Strategies to more effectively fight the war on terrorism: This group will
explore the differences between conventional wars and the war on
terrorism and make recommendations on how to be more effective in the
war against terrorism.
• Strategies to deal with the financial aspects of terrorism: This group will
discuss how terrorism is financed and design strategies to make this
financing more difficult. It will also discuss the costs that terrorism brings
to our society and our community and design strategies to minimize the
financial impact of terrorism.
If one or more students believe that the tactics of terrorism are positive in
order to achieve a goal and should be used in contemporary society, this
student(s) will discuss the reasons for their position. If there are not enough
students for all groups, the groups may discuss more than one set of
strategies; regroup the strategies on concentrate on only some of them. The
Facilitator will provide guidance as needed.
5. After the groups discuss the strategies, they will present them to class in a
visual manner (posters, easel pad paper, written on the board or other). After
all groups have presented their proposed strategies, a general class
discussion will follow, concentrating on the discussion of two questions:
• Will these strategies, when implemented together, really minimize or stop
terrorism?
• Are these strategies realistic? Can they be implemented?
• If these strategies are implemented, would this be the kind of society we
would like to live in?
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
35
6. The Facilitator will lead a discussion about the controversy between civil
liberties and homeland security measures. Students will provide their opinions
on this topic.
7. Based on the information shared in class and the information obtained from
articles and readings, each student will provide their own personal opinion on
the future of terrorism in the world. Do you think terrorism is just a phase in
our history and will not be a main driver in our future history?
8. The Facilitator will distribute the take home exam/essay.
9. Students will have the opportunity to ask questions about the final project.
Assessment:
1. The Facilitator will assess students’ progress through evaluation of group
discussions and individual presentations.
2. Students will evaluate their own progress in their reflective diaries.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
36
Taller Cuatro
Objetivos Específicos:
Al finalizar el Taller, el estudiante:
1. Analizará los elementos esenciales del fenómeno social contemporáneo de la
globalización.
2. Evaluará los efectos positivos y negativos de la globalización en la política y
economía del mundo contemporáneo.
3. Formulará una opinión sobre las consecuencias de la globalización.
Objetivos del Lenguaje:
El estudiante:
1. Definirá su punto de vista profesional y los puntos a favor o en contra de un
tema actual, la que justificará con evidencia y tomará en consideración las
características de la audiencia utilizando el idioma español.
2. Demostrará que se mantiene informado sobre asuntos y temas de actualidad,
y aplicará estos conocimientos en actividades profesionales.
3. Desarrollará informes profesionales que incluyan todos los elementos
técnicos, luego presentará los argumentos, los respaldará y llegará a
conclusiones sólidas en español.
Enlaces Electrónicos:
Globalización
http://yaleglobal.yale.edu/display.article?id=5852
www.monografias.com
www.imf.org
http://www.imf.org/external/pubs/ft/fandd/spa/2001/06/pdf/streeten.pdf
www.elmundo.es/especiales/2001/07/sociedad/globalizacion
http://www.gestiopolis.com/canales/economia/articulos/no19/efeglobal.htm
http://ideas.repec.org/
http://www.soloeconomia.com/
http://www.geocities.com/la_cou/global/economia.html
http://plato.stanford.edu/entries/globalization/
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
37
Asignaciones antes del Taller:
1. Buscar información sobre globalización en al menos dos fuentes para poder
reflexionar sobre las siguientes preguntas y estar preparado(a) para
discutirlas en clase: ¿A qué nos referimos cuando hablamos de
globalización? ¿Qué aspectos positivos y negativos tiene la globalización?
¿Quién gana y quién pierde?
2. Buscar información sobre las corporaciones multinacionales. Se recomiendan
las referencias de lectura para la asignación pero pueden utilizarse otros
recursos citados en el módulo o en revistas y textos sobre este tema de
actualidad.
3. Los estudiantes con presentaciones asignadas para la tercera semana
prepararán las mismas (véase descripción de “mini clases o temas” en la
Sección Descripción de la evaluación al inicio del módulo: pp. 7-8; 19-20).
4. Traer ejemplos de noticias o artículos de revista sobre un tema relacionado a
su monografía.
Actividades:
1. Los estudiantes entregarán los exámenes/ ensayos del taller anterior.
2. Los estudiantes compartirán ejemplos de las noticias que han encontrado en
la prensa sobre el tema de su monografía.
3. Los estudiantes o grupos con mini clases o temas asignados para esta
semana compartirán las mismas con el grupo.
4. Una vez concluyan las presentaciones, el Facilitador dividirá el salón en
grupos según la opinión que expresen los estudiantes en ese momento:
• Un grupo de los que entienden que la globalización es un evento positivo
• Un grupo de los que entienden que la globalización es un evento negativo
• Un grupo de los que no están seguros de una cosa u otra
• Cada uno de esos grupos se reunirá para discutir las preguntas de la
primera asignación para este taller. Cada grupo escogerá un portavoz.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
38
5. El Facilitador moderará un debate entre los tres grupos sobre las ventajas y
desventajas de la globalización. El Facilitador le pedirá a cada grupo que
conteste las preguntas de la asignación y otras preguntas relacionadas con el
tema.
Para este debate se observarán las siguientes reglas:
• Cada grupo contestará a través de su portavoz pero el portavoz
consultará con el resto del grupo antes de contestar
• Cada grupo tendrá el mismo tiempo para contestar, según establezca
el Facilitador
• Luego de que los tres grupos contesten cada pregunta, habrá un turno
más corto de refutación y seguimiento.
• Al concluir el debate, los estudiantes expresarán su opinión a través
de una votación escrita y secreta donde escogerán entre las
siguientes opciones: En términos generales la globalización es…
_____POSITIVA _____NEGATIVA
6. Se discutirán los resultados de la votación para determinar si hubo cambio en
la opinión de los estudiantes como resultado del debate.
7. El Facilitador ofrecerá conclusiones sobre el futuro y las consecuencias
de la globalización.
8. Se discutirá el Taller Cinco y las instrucciones para la presentación final.
Avalúo
1. Los estudiantes serán evaluados por la participación en clase.
2. Los estudiantes serán evaluados por el diario reflexivo.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
39
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
At the end of this workshop, the student will:
1. Recognize the main causes and effects of a variety of contemporary political
and economic issues and events.
2. Critically analyze the impact of these events and issues on contemporary
society.
3. Value the importance of international, political and economic events on their
daily lives.
4. Develop a broader view of the interrelationship of political and economic
events at the international, national and local levels.
Language Objectives
The student will:
1. Present a professional report that will include all technical elements, present
an argument, support it, and come to a sound conclusion in both languages.
2. Given an area-related case, the student will be able to identify the main
factors affecting the situation and their relative relevance in both languages.
3. Identify the main action steps needed to solve a case, and organize those
steps in logical manner.
Electronic Links (URLs):
Political and Economic World News
http://www.globalissues.org/
http://www.state.gov/press/
http://www.state.gov/p/nea/ci/iz/index.htm
http://newstrust.net/world
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
40
www.cnn.com
http://www.usnews.com/
http://www.reuters.com/
www.msnbc.com
http://www.npr.org
http://www.nytimes.com/
Assignments before Workshop One:
1. Students will work on the final preparation of their written and oral reports.
The Facilitator will assign the maximum time for the oral reports based on the
number of reports to be presented. It is important to remember that:
• Oral reports should be creative and the use of technology and/or class
participation is encouraged.
• A written report of the topic must be handed in to the Facilitator no later
than the end of Workshop Five.
2. Students will work on their portfolios.
3. Students will prepare a short paragraph answering the following questions: In
your opinion, what is the greatest challenge that the United States will phase
in the 21st century and why?
Activities :
1. Each student will present their oral presentation. (in Spanish or English)
2. After each report, each student will answer individually and in writing the
following questions about each topic (in English):
• How important to contemporary society do you think this problem,
issue or event really is?
• Do you agree with the presenter(s) opinion of what are the causes of
this problem or situation?
• What other actions or actions would you suggest to deal with the
consequences of this problem or situation?
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
41
3. Students will include these answers in their portfolio.
4. The Facilitator will moderate a discussion of the answers to the question
assigned for today’s workshop. (in Spanish)
5. Each student will provide and validate their answers. (Spanish)
6. The Facilitator will introduce a controversial international relations issue and
ask students to provide innovative solutions. (English)
7. Students will complete their reflective diaries and hand in their portfolios.
8. The Facilitator will select a closing activity.
Assessment:
1. Students will be evaluated on their participation, oral presentations and
written reports.
2. Students will provide a final assessment of their class performance and their
learning experience.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
42
Anejos/Appendixes
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
43
Anejo A/Appendix A
Matriz valorativa para evaluar asistencia y partici pación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las
actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase. 5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE 8. Contribuye frecuentemente a las
discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
44
Rubric to evaluate attendance and class participati on NAME : __________________________ FINAL GRADE:________________
Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops
_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops
_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops
_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops
_____ 4= No absences but tardy at 1 or 2 workshops
_____ 5= No absences or tardiness
Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class
discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE 8. Contributes frequently to class
discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
45
Anejo B/Appendix B
Matriz valorativa para trabajos escritos
Nombre del Estudiante: ______________________ Fecha : _______________ Criterio Puntos Puntuación
Contenido Este trabajo está 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 está basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad. 10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y correctamente. 10
Total Puntos 100 (70% contenido
y 30% lenguaje)
Puntuación Total:
_______
Firma del Estudiante: ____________________ Firma del Facilitador: ____________________
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
46
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: _____________________
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
47
Anejo C/Appendix C
Matriz valorativa para presentaciones orales
NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique
LENGUAJE 8. Se utiliza un lenguaje apropiado con
corrección sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y tono adecuado.
La presentación es organizada y coherente y puede seguirse con facilidad.
Comentarios : ________________________________________________________________________________________________________________________________________________________________________________________________
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
48
Rubric to evaluate oral presentations
NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives and principal ideas included in the presentation.
3. Effective projection, adequate body posture and audience management.
4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
5. Captures audience attention and interest and/or promotes participation, depending on which applies.
6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.
7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.
LANGUAGE 8. Utilized appropriate language with
syntactical and grammatical correction.
9. Clear diction, without pet phrases, barbarisms and with adequate tone.
10. Presentation is organized, coherent and can be easily followed.
Comments: ________________________________________________________________________________________________________________________________________________________________________________________________
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
49
Anejo D/ Appendix D
Outline for Final Project
The written report must include the following: • Description of the issue or problem.
• Historical background of the issue or problem.
• Political or economic elements that cause or affect the issue or problem.
• How does the issue or problem affects: the world, the nation, the
community and our daily life?
• What should be done to solve or minimize the issue or problem?
In preparation for this topic a minimum of five (5) sources of information
must be used: one of the resources suggested in this module; one article;
one source on the Internet and any other two sources determined by the
student. Remember your work must be original and appropriate credit
should be given to the original source.
The Facilitator will determine the timeframe in which the presentations that
summarize the written reports will take place. They should be creative and
interesting. Students must incorporate technology and peer participation in
class. Among others, they can use power point, dramas and games. A
written presentation must also be turned in to the Facilitator.
The written paper/oral report should be prepared in a language (English or
Spanish) different from the mini-class presented by each student.
Some Contemporary Political Issues: This is a list of suggestions for
your research. You may compare these issues in the United States with
other countries in the world.
National Health Care Capitalism in the 21st Century
Global Warming Internet Commerce
Oil Dependency Drug Wars
Global Financial Crisis Poverty in the World
The Middle East Crisis The War in Iraq
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
50
Anejo E/ Appendix E
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, reflective 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 Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix F ).
• 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.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
51
include a brief description, date produced, date submitted, and date
evaluated (Appendix G ).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix H ) required in each
workshop.
• Self assessment of the portfolio (Appendix I ).
• A list of references and appendixes of all assignments included will be
added to the end of the portfolio.
• Letter of Return of Use and Discard of Portfolio (Appendices L & M ).
• 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.”
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 K ). 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:
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
52
• 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 (Appendices L & M ).
SOSC 225 Contemporary Economic and Political Issues
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
53
Anejo F/Appendix F:
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
Portfolio rated as
Reason of this rate
SOSC 225 Temporary economic and political issues 54
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo G/Appendix G: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Student can also build a Table of Contents instead.
SOSC 225 Temporary economic and political issues 55
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo H/Appendix H: Reflective Diary
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
This entry is an example of an area I really need to improve:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
This entry is an example of an area I have improved:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________
SOSC 225 Temporary economic and political issues 56
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo H : Diario Reflexivo
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________
SOSC 225 Temporary economic and political issues 57
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo I-Appendix I: Overall Portfolio Self-Assessme nt Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________
___________________________________________________________ _____ 2. _________________________________________________________
___________________________________________________________ _____ 3. _________________________________________________________
___________________________________________________________ _____ 4. _________________________________________________________
___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
SOSC 225 Temporary economic and political issues 58
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo J/Appendix J: 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?
SOSC 225 Temporary economic and political issues 59
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
� 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
SOSC 225 Temporary economic and political issues 60
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
SOSC 225: Contemporary Economic and Political Issues 61
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo L/Appendix L: 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
SOSC 225: Contemporary Economic and Political Issues 62
Prep. 2003. Luis J. Zayas Seijo, Rev. 08-02-2009. Nancy Sharifi, MPA
Anejo M/Appendix M: 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