STDE 100 (UMET) PADE 105 (UT) Desarrollo Estudiantil ... · 2. Entender y utilizar todas las partes...

Sistema Universitario Ana G. Méndez

Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

STDE 100 (UMET) LIAR 100 (UNE) PADE 105 (UT)

Desarrollo Estudiantil Student Development

Sistema Universitario Ana G. Méndez, 2005

Derechos Reservados.

© Ana G. Méndez University System, 2005. All rights reserved.

PADE 105 STDE 100 LIAR 100 2

Rev. 2007. Carmen C. Figueroa, MLS.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario/Study Guide ..................................................................................... 3

Workshop One................................................................................................. 18

Taller Dos ........................................................................................................ 22

Workshop Three .............................................................................................. 25

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

Taller Cinco/Workshop Five............................................................................. 32

Anejo A/Appendix A......................................................................................... 35

Anejo B/Appendix B......................................................................................... 39

Anejo C/Appendix C......................................................................................... 41

Anejo D/Appendix D......................................................................................... 43

Anejo E/Appendix E......................................................................................... 45

Anejo F/Appendix F ......................................................................................... 47

Anejo G/Appendix G ........................................................................................ 48

Anejo H/Appendix H......................................................................................... 49

Anejo I/Appendix I............................................................................................ 50

Anejo J/Appendix J .......................................................................................... 51

Anejo K/Appendix K......................................................................................... 54

Anejo L/Appendix L.......................................................................................... 57

Anejo M/Apendix M.......................................................................................... 58

Anejo N/Appendix N......................................................................................... 56

Anejo O/Appendix O ........................................................................................ 82



Prontuario

Título del Curso Desarrollo Estudiantil

Codificación STDE 100 (UMET)/ LIAR 100 (UNE)/PADE 105 (UT)

Duración Cinco semanas

Pre-requisito Ninguno

Descripción

Este curso está diseñado para que el estudiante conozca sus deberes y

responsabilidades, aprenda la filosofía educativa institucional y que adquiera las

destrezas necesarias para incorporarse al salón de clases y convertirse en un

estudiante exitoso a través de toda su preparación académica. A través del curso, el

estudiante podrá examinar aspectos de sí, tales como, el autoconocimiento y destrezas

de comunicación. Se enfatiza en las técnicas de avalúo utilizadas en el salón de

clases, entre las cuales están, portafolio académico, presentaciones orales,

dramatizaciones y trabajos escritos utilizando la adaptación institucional del estilo APA

(American Psicological Association), entre otras.

Objetivos Generales

1. Entender el significado de un programa bilingüe para adultos basado en la filosofía y

metodología educativa del constructivismo.

2. Entender y utilizar todas las partes de un módulo en linea (prontuario, talleres,

asignaciones, actividades en el salón de clases, actividades de avalúo, etc.)

3. Identificar las responsabilidades y deberes con las oficinas de Admisiones,

Asistencia Económica, Registraduría, Tesorería y el Centro de Recursos para el

Aprendizaje.

4. Conocer y entender los criterios de evaluación de clases (portafolio, presentaciones

orales, trabajos escritos, entre otros) y qué son rúbricas.

5. Desarrollar un mayor conocimiento sobre aspectos de sí mismo, autoestima,

valores, necesidades y metas.

6. Fomentar una actitud positiva hacia sí mismos, de forma que se promuevan

cambios e impacten positivamente su aprovechamiento académico, su vida

personal y el trabajo en equipo.

7. Propiciar actividades y destrezas de estudio necesarias para lograr su meta

académica.



8. Lograr una mayor integración a la vida universitaria mediante el manejo del tiempo,

evitando la procrastinación y el estrés.

9. Tomar la responsabilidad de su propio crecimiento personal y su desarrollo

académico.

Texto y Recursos

Ellis, D. (2006). Becoming a Master Student. (11th Ed). Boston: Houghton Mifflin.

Ellis, D. (1993). Cómo Llegar a Máster en los Estudios (5ta Ed) Rapid City, SD:

Houghton Mifflin.

Pauk, W. (2004). How to Study in College. (8th ed.) Boston: Houghton Mifflin

Referencias y material suplementario

American Psychological Association (2002). Publication Manual. Washington, DC:

American Psychological Association.

Carlson, R. (1997). Don’t Sweat the Small Stuff...: And it’s all small stuff. New York:

Hyperion.

Morgenstern, J. (1999). Manejo del tiempo de adentro hacia fuera. New York: Holt.

Morgenstern, J. (1999). Organizing from the Inside Out. New York: Holt.

Rodríguez Irlanda, M. (1998). Medición, Evaluación y Assessment. San

Juan: Publicaciones Puertorriqueñas.

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente:

CRITERIOS % Asistencia y puntualidad 10% Participación y contribución en clase 20% Portafolio del curso Tareas semanales Diario reflexivo Reacción Escrita Inmediata

50% 30% 10% 10%

Ensayo final Trabajo escrito 20%

NOTA: Las rúbricas a utilizarse para la evaluación de estas actividades se incluyen al

final del módulo.

1. Asistencia y Puntualidad: La asistencia es mandatoria y la puntualidad representa

ética profesional. El facilitador llevará un registro de la misma para cada taller y, al

finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante.



2. Participación y Contribución en clase: Se espera que todo estudiante asista a

clases preparado para discutir los temas del día (lecturas, tareas asignadas,

trabajos especiales, etc.) y que participe activamente en cada taller. El Facilitador

evaluará la participación y contribución de cada estudiante al finalizar el curso

(Anejo A). Tomará en cuenta el grado de participación de cada estudiante, si se

preparó para cada taller y su contribución en el desarrollo de la clase.

3. Portafolio del curso: Cada estudiante deberá preparar un portafolio del curso

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 clase cada semana para que lo

pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado a través

de las siguientes actividades:

a. Tareas semanales: Cada estudiante incluirá las tareas semanales y/o

trabajos especiales que requiere este módulo. Las mismas serán entregadas

al finalizar cada taller y el Facilitador devolverá las tareas en la siguiente

clase con las correcciones y recomendaciones a las mismas. El estudiante

podrá revisar, corregir y mejorar esas tareas en función de los comentarios

del Facilitador y lo aprendido en clase. Se recomienda utilizar Courier New12

a espacio y medio. Las tareas deberán ser preparadas en el idioma del taller.

b. Diario Reflexivo (Anejo B) y Reacción Escrita Inmediata (Anejo C): El

estudiante se auto evaluará a través del Diario Reflexivo (Anejo B) y la

Reacción Escrita Inmediata (Anejo C), y entregará los mismos al finalizar

cada taller. Los mismos se redactarán en el idioma del taller.

4. El portafolio del curso deberá entregarse en la quinta semana del curso. Sin

embargo, el estudiante debe ir preparando el mismo según progresa el curso para

no acumular trabajo innecesariamente. La presentación es importante y debe estar

preparado y organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. Se recomienda utilizar el tipo de letra

Courier en tamaño doce. El Portafolio será evaluado utilizando el Anejo D y debe

incluir las siguientes partes:

a. Portada estilo APA (Anejo E)

b. Tabla de contenido o Índice



c. Introducción

d. División en cinco talleres. Cada taller deberá incluir:

i) Asignaciones y/o trabajos especiales con las correcciones

sugeridas por el facilitador.

ii) Diario Reflexivo

iii) Reacción escrita inmediata

iv) Apéndices (material adicional que usted haya utilizado o que el

Facilitador haya entregado en clase).

e. Conclusión

f. Bibliografía estilo APA

5. Ensayo final: Los estudiantes redactarán un ensayo final, en inglés, utilizando

como guía el Apéndice K. El mismo será evaluado por el Facilitador utilizando el

Apéndice I. este ensayo final tiene un valor del 20% del curso.



Descripción de las normas del curso

1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del

Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los

lenguajes serán alternados en cada taller para asegurar que el curso se ofrece

50% en inglés y 50% en español. Para mantener un balance, el modulo debe

especificar que se utilizaran ambos idiomas en el quinto taller, dividiendo el

tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante

tiene dificultad en hacer una pregunta en el idioma especificado, bien puede

escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el

facilitador deberá contestar la misma en el idioma designado para ese taller.

Esto deberá ser una excepción a las reglas pues es importante que los

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

que deben ser desarrollados en el idioma propio todo en ingles o todo en

español según aplique.

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

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

promedio de diez (10) horas de preparación y en ocasiones require mas.

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

taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

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

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

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

opciones:

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

la nota existente.



• 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 valida y verificable, el facilitador determinara una actividad

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

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

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.

6. 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)

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

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

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

su correo electrónico, teléfonos, y el horario disponibles.

9. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

11. Todo estudiante esta sujeto a las políticas y normas de conducta y

comportamiento que rigen Metro Orlando y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros “web sites” que

podrá utilizar para la búsqueda de la información deseada. Entre ellas están:



• www.google.com

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario. En adición, se pueden utilizar los recursos en la

biblioteca virtual de la Universidad del Turabo

http://bibliotecavirtualut.suagm.edu/



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 Student Development

Code STDE 100 (UMET)/ LIAR 100 (UNE)/PADE 105 (UT)

Time Length Five weeks

Pre-requisites None

Description

This course is designed for students to recognize their duties and responsibilities,

understand our educational philosophy, obtain the necessary skills to be integrated in

the classroom, and to excel as students through their academic goals. Through this

course, students will examine aspects like self-knowledge, and communication skills. It

emphasizes assessment techniques used in the classroom like, portfolio, oral

presentations, role-playing, and written presentations using APA (American

Psychological Association), among others.

General Objectives

1. Understand the definition of a bilingual program for adults based on the

constructivism philosophy and methodology.

2. Understand and use an on-line module (study guide, workshops, assignments,

classroom activities, assessment activities, etc).

3. Identify their responsibilities with the Admission, Financial Aid, Register, Bursar

offices, and the Learning Resources Center.

4. Recognize and understand the different criteria used to evaluate the students in the

classroom (portfolio, oral presentations, written reports, among others), and to

describe what is a rubric.

5. Develop understanding about their personal and academic aspects, self-esteem,

values, necessities, and goals.

6. Appraise a positive attitude in order to promote changes that affect their academic

performance, personal life, and teamwork.

7. Promote activities, and necessary study skills to accomplish their academic goals.

8. Achieve integration to the academic life through time management, avoiding

procrastination and stress.

9. Take responsibility for their professional and academic development.



Text and Resources

Ellis, D. (2003). Becoming a Master Student. (10th Edition). Boston: Houghton Mifflin.

Ellis, D. (1993). Cómo Llegar a Máster en los Estudios (quinta edición). Rapid City,

SD: Houghton Mifflin.

Pauk, W. (2004). How to Study in College. (8th ed.) Boston: Houghton Mifflin

References and Supplementary Materials

American Psychological Association (2002). Publication Manual. Washington, DC:

American Psychological Association.

Carlson, R. (1997). Don’t Sweat the Small Stuff...: And it’s all small stuff. New York:

Hyperion.

Morgenstern, J. (1999). Manejo del tiempo de adentro hacia fuera. New York: Holt.

Morgenstern, J. (1999). Organizing from the Inside Out. New York: Holt.

Evaluation

Students in this course will be evaluated as follows:

Criteria % Attendance and punctuality 10% Class Participation 20% Course Portfolio Weekly assignments Daily journal One minute paper

50% 30% 10% 10%

Final project Written paper

20%

NOTE: The rubrics to be used for these evaluations are included at the end of the module.

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

professional ethic. The facilitator will register the student’s performance for both in

every workshop, and at the end of the course. The facilitator will evaluate each

student with the rubric in Appendix A.

2. Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, study cases, etc.),

and to actively participate in class. The Facilitator will evaluate the student’s overall

class participation, at the end of the course. They will use Appendix A; taking into

consideration the degree of participation, if it shows the student’s degree of



preparation for class, and how much this participation contributed to the class’

development.

3. Course portfolio: Each student must prepare a course portfolio, where he/she will

reflect on course topics and development. It is important that all students work on their

portfolio; beginning the first week of class, and keeping it up-to-date. They should also

bring it to class for discussion and Facilitator review. The Portfolio will be evaluated by

the Facilitator, and it should include the following sections:

a. Weekly Assignments: Every student must include in the portfolio a copy of

the assignments required throughout this module. Every student must bring

all written assignments to class. The Facilitator will return the assignments in

the next class, so that 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.

b. Daily Journal (Appendix B) and One-minute paper (Appendix C): The

student will self-assess his/her participation through the Daily Journal and One-

minute paper. The student will complete and turn it in to the Facilitator at the

end of the workshop. One-minute paper should be answer in the workshop

language.

The Course Portfolio should be turned in the last week of class. However, the students

should begin preparing the portfolio, as the course develops; to avoid accumulating work

unnecessarily. The appearance of the portfolio is important; it must be well organized

and professionally prepared. It must include all of the sections explained above, with

appropriate labeling. Use Courier New, Size 12, whenever possible. The Facilitator

using rubric in Appendix D will evaluate the portfolios. It should include the following

parts:

a. Front Cover APA style (Appendix E)

b. Table of Content or Index

c. Introduction

d. Division in five workshops. Each division should include the following parts:

i. Assignments and/or special work with the corrections suggested

by the facilitator.

ii. Daily Journal



iii. One minute paper

iv. Appendixes (additional material that you have used or that the

Facilitator handles in class).

e. Conclusion

f. Bibliography APA style

4. Final Essay: The students would write an essay on Personal Learning Experience

in English using appendix K. The Facilitator will grade it using Appendix I; it has a

value of 20% of the course.



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language

Discipline-Based 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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)

9. 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.

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

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

11. 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.

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

the classrooms.

13. 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 limit your investigation. There are many search engines you can use for your

search. Here are some of them:



• www.google.com

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

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

necessary. Students can also use resources available at Universidad del Turabo

Virtual Library at http://bibliotecavirtualut.suagm.edu/



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 should be able to:

1. Identify duties and responsibilities as a student with the following Administrative

Departments, Admissions, Financial Aid, Registrar and Bursar .

2. Analyze constructivism as an education philosophy and how it will develop during

its academic years.

3. Define assessment in education and identify how it is use throughout the module.

4. Examine what characteristics drive them or inspire them to study.

Language Objectives

1. Summarize the main ideas using correct grammar and spelling in English.

2. Explain in his/her own words processes and responsibilities in English

3. Express themselves clearly, orally and written, using English as the language

of communication

URLs

Constructivism

http://carbon.cudenver.edu/~mryder/itc_data/constructivism.html

http://www.geocities.com/Area51/Stargate/4295/demc/b2.html

http://leo.oise.utoronto.ca/~lbencze/Constructivism.html#constructivist%20learning

http://www.thirteen.org/edonline/concept2class/constructivism/index.html

Assessment

http://www.siue.edu/~deder/assess/catmain.html

http://www.ncrel.org/sdrs/areas/as0cont.htm

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as800.htm

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as7stud.htm

http://www.ncrel.org/sdrs/areas/stw_esys/4assess.htm

www.insightassessment.com/about.html

Essay

http://webster.commnet.edu/apa/index.htm

http://www.cientec.or.cr/concurso2/concepto.html

http://www.mailxmail.com/curso/empresa/redactarinforme/capitulo8.htm

http://owl.english.purdue.edu/handouts/research/r_apa.html



http://members.tripod.com/~lklivingston/essay/

http://www.rscc.cc.tn.us/owl&writingcenter/OWL/Types.html

Assignments prior to Workshop One

1. Carefully read the module and come to class prepared with any questions or

doubts that need explanation.

2. Visit the Administration and look for information on a student’s responsibilities

with the Admissions, Financial Aid, Registrar and Bursar’s Office.

3. Request a copy of your major’s program outline, find information regarding

changes to your major and keep it updated while your course of study.

Using the suggested websites or one of preference, find three definitions of

constructivism as an education philosophy and assessment. Using the proper

vocabulary and grammar write the definitions, or you may write a summary on

the definitions you found, compared them and develop your own definition in five

words or less, remember to cite sources appropriately. This homework is to be

turned in at the end of Workshop One.

4. Using appropriate vocabulary, write a brief essay regarding your decision in

pursuing a college career. Take in consideration the following questions as

guidelines:

a. What do you expect from this degree?

b. What do you expect to do once you are finished?

c. Do you have other goals in your life, personally and/or professionally

This homework is to be turned in at the end of Workshop One.

5. Read and make a summary on “Making a Transition” and the “First Steps”

technique on becoming a college student. Be prepared to discuss these topics in

class.

6. Complete exercises on Appendices F and G on Auto-Evaluation and the

Discovery Wheel. Write a brief essay with a summary of your findings and be

prepared to share them in class.

7. Using the suggested websites or other resources, find information on how to

write an essay using the APA style.



8. Using appropriate vocabulary, write a brief essay (2-3 pages) on your Life’s

Philosophy, Appendix H. This homework is to be turned in at the end of

Workshop One.

The facilitator will use Rubrics Appendix I and J to assess these assignments.

Activities

1. The facilitator will begin with an Icebreaker Activity where students will find one

person the have not met before and will get to know him/her. Each couple will

discuss their similarities and differences, later on they will introduce each other to

the rest of the class.

2. The facilitator will assess students’ course expectations, will discuss course’s

objectives, methods of evaluation and will answer any questions regarding the module.

He/She will discuss in detail each module component: General objective, activities,

assessment activities, evaluation criteria, etc. In case of any changes to the module, the

facilitator will hand out a syllabus with those changes.

3. The facilitator will explain the role and importance of the Student Representative. The

students, as a group, will select their Student Representative. The facilitator will hand in

the Student Representative role and guidelines to the selected student.

4. The class will discuss a student’s responsibilities with the Admissions, Financial Aid,

Registrar and Bursar’s Office.

5. The class will discuss the importance of their major course program.

6. The class will be divided in groups. Each group will share their definitions on

constructivism and assessment. The group will select and demonstrate an example of

an assessment activity using the role playing technique. The facilitator will go over the

main points on this terminology.

7. Students will share their perspective on pursuing a higher education.

8. Group discussion on making a transition to college and the first steps technique, the

Discovery Wheel and will share their findings on these Self-Evaluation Exercises.

9. Open group discussion on how to write an essay APA style.

10. Students will share their essays on their Philosophy of Life.

11. The class will be divided into groups and will discuss and reach a conclusión

using the following questions:

a. Who am I?



b. Why am I here?

c. What goals do I want to reach?

d. How am I going to reach my goals?

12. The facilitator will explain how to write an essay using the APA writing style.

13. The facilitator will explain next workshop’s homework.

Assessment activity

The students will complete the Daily Journal, and One-Minute Paper (Appendix B and

C) to handle at the end of the class.



Taller Dos

Estilos de Aprendizaje y usando el estilo APA

Objetivos Específicos

Al finalizar el taller los estudiantes:

1. Identificar los recursos disponibles en el Centro de Recursos para el

Aprendizaje.

2. Utilizarán los servicios de tutorías en las áreas de español, inglés,

Computadoras, Matemática y Contabilidad a través del Centro de Recursos para

el Aprendizaje.

3. Reconocerá e identificara los estilos de aprendizaje y como influyen en

desempeño académico.

4. Analizará el modelo de inteligencias múltiples de Howard Gardner y su rol en las

capacidades del proceso de aprendizaje.

5. Escribir una bibliografía utilizando el estilo APA y como darle crédito a las

referencias para evita el plagio..

6. Citará Fuentes consistentemente y correctamente para demostrar la integridad

intelectual.

Objetivos de Lenguaje:

1. Resumirá en Español, utilizando gramática correcta, procesos y conceptos

básicos.

Direcciones Electrónicas

Estilo APA

http://www.apastyle.org/stylehelper/ver5/order.html

http://citationmachine.net/

http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm

http://www.bedfordstmartins.com/online/citex.html

http://www.indiana.edu/~wts/pamphlets/apa_style.shtml

Plagio

http://info.wlu.edu/Tutorials/review/reviewI.htm

http://jerz.setonhill.edu/writing/academic/sources/integrating.htm

http://www.lib.duke.edu/libguide/plagiarism2.htm

http://www.indiana.edu/%7Eistd/examples.html



www.APAStyle.org

Inteligencias Múltiples de Howard Gardner

http://www.businessballs.com/howardgardnermultipleintelligences.htm

http://www.infed.org/thinkers/gardner.htm

http://www.thomasarmstrong.com/multiple_intelligences.htm

http://www.ericdigests.org/1998-1/multiple.htm

www.tip.psychology.org/gardner.html

Tareas a realizar antes del Taller Dos

1. Asegurarse que las cuentas de la biblioteca virtual, impresiones /copiar, correo

electrónico y Blackboard estén funcionando adecuadamente.

2. Visitar el Centro de Recursos para el Aprendizaje y anotar los recursos y

servicios que ofrecen para asistir en el proceso del aprendizaje. Traer una lista

de dichos recursos para discutir en clase.

3. Identificar el/las área(s) en las cuales necesita asistencia con tutorías como

Español, Ingles, Matemáticas, Contabilidad y Computadoras. Preguntar el

Centro de Recursos para el Aprendizaje por este servicio y completar una

planilla de aplicación. ¡Recuerde que éste servicio es libre de costo, así que

úselo!

4. Leer en el libro de texto sobre las guías de intenciones y descubrimiento (Seven

Discovery & Intention Statement Guide), complete el ejercicio sobre la rueda

del descubrimiento (The Discovery Wheel) y sobre la declaración del

descubrimiento (Discovery Statement). Utilizando vocabulario apropiado

escriba una conclusión corta sobre los descubrimientos para discutirlos en clase.

5. Utilizando las direcciones electrónicas recomendadas y el libro de texto, lea y

resuma sobre las Inteligencias Múltiples de Gardner para discutir en el salón de

clase.

6. Lea sobre el proceso de aprendizaje en el libro de texto y complete el ejercicio

sobre el Inventario del Estilo de Aprendizaje y traiga la gráfica al salón de

clases. Puede visitar el portal del libro de texto

http://college.hmco.com/masterstudent/students/ y hacer el ejercicio en línea.

Tráigalo impreso



7. Busque en los portales de la Internet recomendados sobre como escribir una

bibliografía estilo APA y como dar crédito a los autores. Busque ejemplos y

recomendaciones para discutir en clase.

Actividades

1. Los estudiantes comprarán la lista de recursos del Centro de Recursos para el

Aprendizaje.

2. Se discutirán las experiencias sobre los servicios de tutorías y los recursos

disponibles en el laboratorio de idiomas.

3. El facilitador separará la clase en subgrupos y se discutirán los resultados sobre

la rueda del descubrimiento. Luego se resumirán los hallazgos y se presentarán

en forma general. Se presentarán las características más comunes entre todos

los miembros del grupo. (Adaptado por Dr. Leila Crespo Fernández, Ph. D)

4. Se compararán los diferente estilos de aprendizaje y los estudiantes se

identificarán con las cualidades de cada estilo y como le beneficia desarrollar

hábitos de estudios de acuerdo a su estilo de aprendizaje. Se discutirán en el

salón de clases (Adaptado por Dr. Leila Crespo Fernández, Ph. D)

5. El facilitador presentará las formas y estilos de un escrito estilo APA y los

estudiantes participarán de ejercicios de práctica del mismo. (Nota: Esta

presentación fue desarrollada por la Dra. Carmen L. Lamboy, miembro de

facultad de SUAGM Metro Orlando Campus y presentada a todos los

facilitadores de los recintos de SUAGM en Florida. Tanto faciitadores como

estudiantes podrán obtener una copia de la misma en el Centro de Recursos

para el Aprendizaje).

6. El facilitador asistirá al estudiante en la creación de gráficas tipo pastel (pie

chart) para el ejercicio del manejo del tiempo

7. Se discutirán las asignaciones para el próximo taller.

Actividad de Avalúo

Los estudiantes completarán el Diario Reflexivo y la Reacción Inmediata (Anejo B y

C) será entregado al final de la clase.



Workshop Three

Time and Stress Management

Specific Objectives

At the end of this workshop, the student should be able to:

1. Analyze the causes and consequences from stress and how it affects academic

performance.

2. Explain time management strategies that will allow them to integrate work, family

and school work.

3. Define and understand procrastination and how to prevent it.

4. Apply bibliographic references in a written paper about their academia program.

5. Develop the required skills to conduct an oral presentation.

6. Work in cooperative groups to present a project integrating technology in an

innovative manner.

Language Objectives:

1. Summarize the main ideas using correct grammar and spelling in English.

2. Explain in his/her own words processes and responsibilities in English

3. Express themselves clearly, orally and written, using English as the language of

communication

4. Compose an essay proposing a solution to procrastination and how to prevent it

using a variety of vocabulary in an appropriate manner.

URLs

Stress Management

http://ub-counseling.buffalo.edu/stressmanagement.shtml

http://psicologiavirtual.tripod.com/estreslaboral.htm

http://www.psicopedagogia.com/definicion/estres

http://www.definicion.org/estres

http://www.elalmanaque.com/Medicina/lexico/estres.htm

http://members.farmline.com/stress/management/definition.htm

http://www.medterms.com/script/main/art.asp?articlekey=20104

Time Management

http://www.mindtools.com/pages/main/newMN_HTE.htm

http://www.collegeboard.com/article/0,3868,2-9-0-116,00.html



http://www.ucc.vt.edu/stdysk/stdyhlp.html

http://www.urbanext.uiuc.edu/familyworks_sp/time-00.html

http://www.uprh.edu/~jsanchez/manejo_tiempo.htm

http://ub-counseling.buffalo.edu/stressmanagement.shtml

http://www.gmu.edu/gmu/personal/time.html

www.calendar.yahoo.com/

Procrastination

http://www.inteco.cl/temas/t0005d.html

http://www.getmoredone.com/

http://www-csli.stanford.edu/~john/procrastination.html

http://ub-counseling.buffalo.edu/stressprocrast.shtml

http://www.sas.calpoly.edu/asc/ssl/procrastination.html

APA Style

http://www.apastyle.org/stylehelper/ver5/order.html

http://citationmachine.net/

http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm

http://www.bedfordstmartins.com/online/citex.html

http://www.indiana.edu/~wts/pamphlets/apa_style.shtml

Essay Writing

http://www3.uark.edu/qwct/resources/handouts/14%20Writing%20in%20APA%20Style.

pdf


http://www.collegeboard.com/spanish/article/0,4101,910-912-0-34933,00.html




Oral Presentations

http://www.how-to-study.com/OralPresentation.htm

http://www.mindtools.com/CommSkll/SpeakingToAnAudience.htm


http://www.auburn.edu/~burnsma/oralpres.html

http://lorien.ncl.ac.uk/ming/Dept/Tips/present/comms.htm



Assignments prior to Workshop Three

1. Use the suggested websites or other resources find information on time

management, procrastination and stress. Using clear and appropriate language

write a short essay three –five pages on this topic. Follow the APA writing style

rules (Courier, Arial, or Times Roman, font size 12, and double spaced). Explain

the relation between them and how they can affect your personal, professional

and academic life.

2. For the next 7 days you will track all your activities 24-7! Record each activity

using the Time Monitor/Time Plan Process Exercise in the textbook or by visiting

http://college.hmco.com/masterstudent/students/ .It should total168 hours. Add

all the hours based on the categories like, Sleep, Work, Go to class, Study, Eat,

Personal Hygiene, Transportation, Entertainment, Housework, Child Care. Build

a pie chart based on the total of each category. Print and bring to class for

discussion. (Adapted Dr. Leila Crespo Fernández, Ph. D)

3. Look for five books at the Learning Resources Center or Virtual Library on your

major and write an annotated bibliography of each resource. This homework is

to be turned in at the end of this workshop. (Adapted Dr. Leila Crespo

Fernández, Ph. D)

4. Using appropriate vocabulary and clear ideas write a short essay about the

importance of your major and the relation between time management,

procrastination and stress. Follow the APA writing style rules (Courier, Arial, or

Times Roman, size 12, and double spaced). It should include a list of references

APA style and it should follow this guides:

a. What influenced you on making your major selection?

b. Who influenced you on making this decision?

c. What professional expectations do you have after finishing your degree?

d. Include information you found in the books you selected

e. Summarize your homework and be prepared for a short oral presentation

on this homework. The facilitator will assess students’ presentations using

Appendices I, J, and K. You may use the suggested textbook or any

other resources that has information on how to give an oral presentation.



Activities

1. The class will be divided in subgroups. Each student will share his/her findings

on procrastination, time management and stress and will reach an agreement to

identify problems, consequences and solutions to each of the topics.

2. Students will identify what causes stress to the adult learner and will design a

strategy that will assist them on managing stress.

3. The Facilitator will conduct a presentation on Stress and its consequences.

4. Students will bring the time management homework to share with the rest of the

class. The group will comment on possible strategies to prevent procrastination

and time management to develop an effective and balanced studying schedule.

5. Using proper grammar students will give an oral presentation and discuss their

research on the selected books and their conclusion on their topic. The research

and annotated bibliography are to be turned in at the end of this workshop.

6. The facilitator will explain next workshop’s homework..

Assessment activity

The students will complete the Daily Journal, and One-Minute Paper (Appendix B and

C) to handle at the end of the class.



Taller Cuatro

Desarrollo de destrezas de estudio

Objetivos Específicos

Al finalizar el taller los estudiantes podrán:

1. Analizar estrategias adecuadas y efectivas, para planificar, organizarse y

preparase para un examen.

2. Reconocer los diferentes criterios usados en clase para evaluar la participación

en clase, informes orales y escritos, portafolio, etc.

3. Desarrollar estrategias adecuadas de tomar notas que le faciliten estudiar.

4. Desarrollar destrezas adecuadas de lectura que le permitan tener un mejor

aprovechamiento académico.

Objetivos de Lenguaje

1. Resumirá en Español, utilizando gramática correcta, procesos y conceptos

básicos.

2. Expresará en Español utilizando un vocabulario apropiado y de manera clara,

coherente y sin mayor esfuerzos conceptos e ideas discutida en clase.

Direcciones electrónicas Hábitos de Estudio

http://www.uc.cl/related/atees/chile/Portal_SC/images/RINC_AYU/RA_ALUM4.doc

http://www.psicopedagogia.com/definicion/habitos%20de%20estudio

http://www.estudiantes.info/tecnicas_de_estudio/tecnicas_de_estudio.htm

http://ub-counseling.buffalo.edu/stressstudy.shtml#verbal

http://www.how-to-study.com/


http://ub-counseling.buffalo.edu/stresstestanxiety.shtml

http://www.mindtools.com/pages/main/newMN_HTE.htm

http://www.getmoredone.com/

http://www.studygs.net/

http://www.childdevelopmentinfo.com/learning/studytips.shtml

http://homeworktips.about.com/library/weekly/aa110697.htm

http://www.urbanext.uiuc.edu/succeed/05-studyhabits.html



Destrezas para Tomar Notas

http://www.estudiantes.info/tecnicas_de_estudio/tecnicas_tomar_apuntes.htm

http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cornellsystem.pdf

http://sas.calpoly.edu/asc/ssl/notetaking.systems.html

http://www.jcu.edu.au/studying/services/studyskills/notetaking/

http://www.mc3.edu/aa/lal/workshops/TheNoteTakingProcess.html

http://www.willamette.edu/cla/ler/notetaking.htm

http://unilearning.uow.edu.au/notetake/note05_examp.html

http://www.uwmc.uwc.edu/freshman_seminar/notetak.htm

Destrezas de Lectura

http://www.sas.calpoly.edu/asc/ssl/personal.reading.imprvmnt.html

http://www.glencoe.com/sec/teachingtoday/tiparchive.phtml/7

http://lib.upm.edu.my/iisrea.html

http://braindance.com/bdiread1.htm

http://www.yorku.ca/cdc/lsp/readingonline/read1.htm

Tareas a realizar antes del Taller Cuatro

1. Leer sobre el proceso de tomar notas en el libro sugerido, direcciones

electrónicas o Anejo O.

2. Practicar el tomar notas mientras observa un programa de televisión (i.e.

noticiario, documental, etc.). Haga nota de las dificultadas encontradas mientras

hace la tarea.

3. Lea sobre las destrezas para tomar exámenes en el libro de texto o en las

direcciones electrónicas sugeridas. Utilizando vocabulario apropiado escriba un

resumen sobre el tema como si fuera a tomar un examen. Haga notas de

cualquier problema o duda que encuentre durante el proceso.

Actividades

1. El facilitador dictará una breve presentación sobre cómo tomar notas y explicará

algunos ejemplos.

2. La clase será dividida en subgrupos. Cada grupo será asignado una técnica

para tomar notas (i.e. Cornell, Bosquejo, Mapa Conceptual, etc.). Se presentará

la película “The Pursuit of Happyness” o cualquier otra película disponible en el

Centro de Recursos para el Aprendizaje. Utilizando la técnica asignada, cada



estudiante tomará notas sobre la película. Utilizando vocabulario apropiado y

expresando las ideas claramente, luego se discutirá el resumen. Al final de la

clase cada estudiante entregará el trabajo individualmente.

3. El facilitador discutirá y dará recomendaciones sobre como tomar exámenes y

evitar ansiedad mientras se toman los mismos.

4. Se explicarán las parte a ser incluidas en el portafolio. Esta es una parte

importante, pues constituye el 50% de la nota final del curso.

5. Se discutirán las tareas para el próximo taller.

Actividad de Avaluo

Los estudiantes completarán el Diario Reflexivo y la Reacción Inmediata (Anejo B y

C) será entregado al final de la clase.

Adapted Dr. Leila Crespo Fernández, Ph. D




Workshop Five

Este taller es bilingüe. Cada asignación y actividad deberá redactarse en el idioma solicitado.

This is a bilingual workshop. Each homework and activity will be prepared in the specified language.

Specífic Objetives

At the end of this workshop, the student will:

1. Define critical thinking and its techniques

2. Apply critical thinking techniques to decision making and problem solving

3. Apply critical thinking techniques to design the portfolio that includes all the

coursework done during the five weeks of class.

4. Organize the entire coursework based on the established criteria.

5. Write an essay that shows full knowledge of the concepts and topics discussed in

class and any personal changes that will help them reach their academia goals.

Language Objectives

1. Explain in his/her own words research findings in both English and Spanish

2. Express themselves clearly, orally and written, as the language of

communication

3.

URLs

Critical Thinking

http://www.virtualsalt.com/crebook2.htm

http://www.austhink.org/critical/

http://www.library.ucla.edu/libraries/college/help/critical/

http://www.thedowsschoolroom.com/criticalbts.shtml

http://www.dsmexercises.com/

http://www.ntlf.com/html/lib/suppmat/103chap7.pdf

Essay Writing

http://www3.uark.edu/qwct/resources/handouts/14%20Writing%20in%20APA%20Style.

pdf

http://members.tripod.com/~lklivingston/essay/



http://www.powa.org/





Assignments prior to Workshop Five

1. Read using the suggested website or other resources about Critical Thinking its

strategies or techniques and make a list in Spanish of your characteristics that

helped you prepare your portfolio. Add your list to your portfolio under Critical

Thinking.

2. Using correct grammar, write an essay in English about your personal learning

experience based on what was taught in class. Use Appendix K as a guide.

This essay has a 20% value of your final grade.

3. Make a list in English of all the difficulties you confronted when preparing the

portfolio or for each workshop. Make a two column table with the problem and

the solution next to it. This table should be included in the portfolio

4. In the suggested textbook, websites, or other resources, read about decision

making and problem solving techniques. Be prepared to discuss in class in

Spanish.

Activities

1. The class will be divided in groups. Using the instruction in Appendix L, the

facilitator will conduct a leaderless group activity in Spanish, where student will

use the critical thinking technique of Brainstorming to put together an assigned

Tangram Puzzle to reach a solution.

2. Overview discussion in English of critical thinking techniques and its use for

problem solving

3. Students will have the opportunity to finish details of their portfolio and final

essay. To assess this homework the facilitator will use Appendices D and I.

4. Students will complete the final course evaluation form.



Appendices/Anejos



Anejo A

RÚBRICA PARA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: __________________________ NOTA FINAL _____________ FECHA: ____________________________

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

Contenido 1. Contribuye frecuentemente a las

discusiones en clase.

2. Demuestra interés en las discusiones en clase.

3. Contesta preguntas del facilitador y sus compañeros.

4. Formula preguntas pertinentes al tema de la clase.

5. Viene preparado (a) a clase.

6. Contribuye a la clase con material e información adicional.

7. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.

8. Contesta preguntas y planteamientos de sus compañeros.

9. Demuestra iniciativa y creatividad en las actividades de clase.

10. Presenta argumentos fundamentados en las lecturas y trabajos de la clase

Lenguaje



1. El estudiante expresa de manera coherente sus ideas

2. El estudiante cuando aporta a la clase utiliza vocabulario apropiado

Comentarios:

__________________________________________________________



Appendix A

RUBRIC TO EVALUATE CLASS PARTICIPATION

NAME: __________________________ FINAL GRADE ____________ DATE: __________________________

Attendance and Punctuality: ______%

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in 2

workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or more

workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or more

workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3 workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

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

Content 1. Contributes frequently to class

discussion.

2. Demonstrates interest in class discussion.

3. Answers questions made by the facilitators and classmates.

4. Asks questions pertinent to the class subject.

5. Arrives prepared to class.

6. Contributes to class with additional material and information.

7. Presents arguments based on class lecture and work.

8. Demonstrates attention and opening towards arguments from classmates.



9. Answers questions and expositions from classmates.

10. Demonstrates initiative and creativity in class activities.

Language

1. The students expresses his/her ideas clearly

2. When the students contributes in class he /she uses appropriate use of language

Comments: _______________________________________________________



Anejo B

Diario Reflexivo Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto evaluación. Luego de concluido cada taller, usted deberá reflexionar sobre lo presentado en el y contestará las preguntas que aparecen a continuación, analizando los trabajos de ese día. El análisis de cada taller será incluido como parte de los trabajos de su portafolio.

1. Hoy aprendí….

2. Este tema presentado en clase me ayuda a……

3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



Appendix B

Daily Journal Name ____________________________

Date ____________________________

The purpose of this journal is to be able to reflect on the significance of this course. You should draw on your own experiences for examples of the ideas you are studying. You can also speculate about how you might apply what you are learning in class. This process will help in your self-analysis. At the end of each workshop, you should reflect on the topics presented and answer the following guide questions. This analysis will be included in your portfolio.

1. Today I learned ….

2. The topic presented in class today helps me to ……

3. I can apply what was presented in class today to some aspects of my personal life or to any other past experience …



Anejo C

REACCIÓN ESCRITA INMEDIATA

Nombre: ___________________________

Fecha : ___________________________

Después de cada taller, deberá contestar las siguientes preguntas y devolver este

documento al/a la facilitador/a. Estas contestaciones le proveerán al facilitador/a

información valiosa acerca de sus dudas respecto a los temas o asuntos discutidos en

el taller de hoy.

1. El tema más importante del taller de hoy fue…

2. Después de discutir el tema, aún me quedan algunas dudas, que son…

3. Me agradaría que se retomara la discusión de los siguientes aspectos

relacionados al tema, ya que éstos son de importancia para mí.



Appendix C

ONE MINUTE- PAPER

Name ________________________

Date _________________________

After each workshop, you must answer the following questions and return the

document to the facilitator. These answers will provide the facilitator with valuable

information regarding your doubts regarding the topics or concepts discussed in class

today.

1. The most important topic or theme of today’s workshop was…

2. After discussing the topic, some questions are still unanswered. These are…

3. I would like this discussion to go further into these other/s topic/s that are very

important for me.



Anejo D

DOCUMENTO PARA LA EVALUACIÓN DEL PORTAFOLIO

NOMBRE________________________ FECHA _____________________

Criterio a evaluarse Puntuación

asignada

Puntuación

obtenida

Puntualidad: Entrega en la fecha asignada 5 %

Presentación: Usa estilo de redacción recomendado,

escritura, acentuación

10 %

Organización de los temas trabajados: Secuencia y

ordenamiento

10 %

Dominio de los conceptos: Sustenta lo planteado con

referencias correctamente citadas en el texto.

15 %

Profundidad de las ideas: Establece los planteamientos

con el alcance adecuado.

15 %

Originalidad: Trata el tema de manera única,

diferenciándose de sus compañeros.

10 %

Amplía los conceptos con ideas nuevas: Actualiza con

referencias recientes.

15 %

Corrige errores: Vigila la redacción, evita los errores

tipográficos mediante uso del corrector computadorizado.

10 %

Evidencia con bibliografía: Cita correctamente en el texto

y en la bibliografía usando el estilo APA de redacción.

10 %

Total de puntos acumulados 100 %



Appendix D

DOCUMENT FOR PORTFOLIO EVALUATION

NAME________________________ DATE _______________________

Criteria to be evaluated Assigned proportion

Obtained grade

Timeliness: Handed in at the assigned date and time 5 %

Presentation: Uses suggested writing style (APA style),

writing structure, punctuation

10 %

Organization of the presented works: Ordering and

sequencing

10 %

Concept mastery: Applies the concepts learned during the

course, using references correctly quoted in the written text

15 %

Depth of ideas: Establishes arguments and statesmen’s

within the expected spectrum of ideas for a college student

15 %

Originality: Works the portfolio in a unique manner,

differentiating this work from that of the rest of the group

10 %

Broadens concepts: Presented with new ideas, updating

them with new references

15 %

Corrects mistakes: Correct writing strategies, avoiding

typographical errors by using the computer spell-check

10 %

Presents evidence through updated bibliography, using

APA style

10 %

Total of accumulated points 100 %



Anejo E

Sistema Universitario Ana G. Méndez



PORTAFOLIO ACADEMICO

Nombre

Fecha



Appendix E

Ana G. Méndez University System



ACADEMIC PORTFOLIO

Name

Date



Anejo/Appendix F

Ejercicio: Autoconocimiento

Las personas que más han influido en mi vida son:

1. 2. 3.

Mis cualidades positivas son: 1. 2. 3.

Las relaciones más difíciles en mi vida han sido:

Algo en lo que debo mejorar es:

Mi deseo más grande en este momento es:

Mi preocupación más grande en este momento es:

La experiencia más difícil de mi vida ha sido:

El día más feliz de mi vida ha sido:

Mi propósito como estudiante es:

Mi propósito como empleado/a es:

Mi propósito como persona es:

Mi propósito como miembro de mi familia es:

Mis metas personales son:

Mis metas profesionales son:

Mis metas ocupacionales son:

Mis metas como estudiante son:

Adaptado Dr. Leila Crespo Fernández, Ph. D



Anejo/Appendix G

Autoconocimiento

Reconozco que: Puedo: Sí ? No Comprendo mis necesidades básicas

• hacerme cargo de mis necesidades básicas como son vivienda y comida

• amarme y a los demás también • tomar riesgos al explorar y crear • aprender, estudiar y reflexionar sobre lo

que me ocurre en el proceso • ayudar y trabajar con otros • aceptar mis cualidades y limitaciones • luchar por mi dignidad y respeto a mí

mismo/a

Expreso mis sentimientos

• ser abierta/o y espontáneo/a • ser capaz de tener intimidad con otra

persona • expresar tristeza y depresión con lágrimas y

angustia • expresar ansiedad y preocupación • expresar felicidad con risa y alegría • expresar ira y frustración • disfrutar la vida y compartirla con los demás

Tengo control sobre mí mismo/a

• sentir mis sensaciones corporales • confiar en mis talentos y habilidades • tener sensibilidad hacia los demás • manejar y sobreponerme a mis conductas

indeseadas • planificar y controlar mi futuro

Reconozco los valores humanos

• aprobar y reforzar mis conductas deseables • desear cosas grandes y fantasear sobre

ellas • practicar los valores sociales como son la

cortesía y la honestidad • tomar conciencia sobre el fin que tienen las

riquezas y el poder • cuidar, servir y dar apoyo a los demás • desarrollar apreciación por el arte y la

belleza • comprometerme a escoger los valores y las

expectativas correctos • aprender a dar y a amar con entrega

Adaptado Dr. Leila Crespo Fernández, Ph. D



Appendix H

Philosophy of Life

The “Philosophy of Life” relates with your lifestyle, things you do, what you believe in ,

what you want, what you expect what is of value to you. Each person has its own

individual philosophy that guides them on making a decisions and taking steps . Its

purpose is to reach happiness their personal way. Write a brief essay (two-three pages)

about your own Philosophy of Life you can add topics like

1. Lifestyle

a. Your priorities

b. Responsibilities

c. Behavior on specific situations

d. Routines and habits

e. Personal relationships

2. Strengths

3. Hobbies and activities

4. Realistic Goals

5. Personal development

Adaptado Dr. Leila Crespo Fernández, Ph. D.



Appendix I

Essay Rubric Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

Introductory statement is clear and well stated

10

Major or relevant details are exposed in essay

10

Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.

10

Sentences are cohesive and ideas flow as the essay is read

10

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

10

Draw conclusions that reflect the relationships or significant outcomes of the discussion.

10

Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.

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: ______________________



Anejo J

RÚBRICA PARA EVALUAR TRABAJOS ESCRITOS

NOMBRE: ___________________________NOTA FINAL ___________________ TÍTULO _____________________________FECHA:_____________________________ 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. El escrito es claro, enfocado e interesante.

2. Identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.

3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.

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

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

7. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.

8. Se cumplieron los objetivos o propósitos anunciados en la introducción.

9. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.

10. El escrito demuestra sustancia, lógica y originalidad.

11. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

12. Utiliza vocabulario preciso, correcto y apropiado.



13. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.

14. El escrito está bien editado y presentado.

Comentarios: __________________________________________________________ ______________________________________________________________________________



Appendix J

RUBRIC TO EVALUATE WRITTEN PAPERS

NAME: _______________________ FINAL GRADE: ________________ TITLE: _______________________ DATE: _________________________ 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. The paper is clear, focused and interesting.

2. Identifies purpose, objectives and principal ideas included in the paper.

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

4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.

5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.

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

7. The summary of principal points and/or the presentation of conclusions are clear and appropriate.

8. Fulfilled the objectives or purpose set in the introduction.

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

10. The paper demonstrates substance, logic and originality.

11. Utilizes appropriate language with grammatical and syntactical correction.

12. Utilizes precise, correct and appropriate vocabulary.

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

14. The paper is well edited and presented. Comments: _____________________________________________________



Anejo K RÚBRICA DE EVALUACIÓN DE PRESENTACIONES ORALES

Nombre del Estudiante ____________________________Date:___________________

Criterios Valor de Puntos Total

Contenido

El orador provee variedad de tipo de contenido apropiado para la tarea, por ejemplo, generalizaciones, detalles, ejemplos y varias formas de evidencia de la investigación.

10

El orador toma en consideración conocimiento específico y a experiencia del receptor.

10

El orador usa argumento que pueden ser adaptados a los valores y motivaciones del receptor.

10

El orador utiliza métodos que enfatizan y resaltan el contenido del mensaje.

10

El orador lleva el mensaje en forma entretenida y entusiástica.

10

Al presentar, modula su volumen de voz para enfatizar y dar interés a su tema.

10

La pronunciación y enunciación es clara y coherente. El orador muestra poco use de muletillas del lenguaje.

10

Lenguaje

El estudiante pronuncia las palabras en forma clara y correcta de manera que otros lo pueden entender.

10

El estudiante usa correctamente la gramática y la conjugación de verbos.

10

El estudiante utiliza correcta-mente el vocabulario al expresar su mensaje.

10

Total Puntaje 100 (70% de

contenido y 30% de

lenguaje)

Firma de Estudiante: ________________ Firma de Facilitador: ______________



Appendix K

Oral Presentation Rubric

Student Name: ____________________________Date:___________________

Criteria Value Points Student Total 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 motivations 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, enthusiastic fashion.

10

The volume varies to add emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."

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% of content and

30% of language)

Student’s Total Score:

________

Student’s signature: ________________Facilitator’s Signature: ______________



Anejo L/Appendix L

Write an essay in English on your Personal Learning Experience. You should include

the following major points in your essay:

1. Self-Evaluation: Who am I? Where have I been? Where am I going?

2. Demonstrate significant learning events: personal, volunteer, and work related.

3. Illustrates relationship between life learning and experiences and this course.

This will evaluate the evaluate the acquisition of knowledge and the process of

change fostered by the activities presented in the course. The following

elements should be considered by the student:

a. analysis on the philosophy of life, vision, mission, goals, and objectives

b. the process of personal growth

c. the activity on the time monitor

d. the discovery wheel

e. the rest of the activities included in the student portfolio

a. Concepts should be developed and described clearly.

b. Present adequate use of language and grammar: spelling, punctuation,

vocabulary, and organization.

c. Use Courier, Arial or Times Roman font at size12; five (5) pages minimum at

double space.



Appendix M

Tangram Puzzle for Critical Thinking Exercise

What is a Tangram?

A Tangram is an ancient Chinese puzzle. It is used for solving mathematical problems,

but we will use it as an exercise to reach a consensus within a group. It has seven

simple geometric shapes they are:

• 2 large triangles,

• 1 medium triangle,

• 2 small triangles,

• 1 square, and

• 1 parallelogram



Instructions

1. Using the above Tangram template, the facilitator will copy and will

separate the seven pieces in construction paper and place them in an

envelope along with the solved puzzle.

2. Each group will receive the envelope with a pre-cut unsolved puzzle, the

puzzle to be solved, 11”x 17” paper, and glue.

3. Each group has 20 minutes to solve the puzzle. Hint: All pieces are

used. Every member of the group must participate.

4. Solutions to the puzzles are on: http://www.funorama.com/sheet2.html and

http://www.funorama.com/sheet3.html

Sleepwalker Chair

Mountains



Bridge

Candle



Appendix N

APA BOOT CAMP Carmen L. Lamboy, Ed.D.

Differences between APA and MOC/SFC Manuals

• Students will find differences between what the university asks for and the APA manual. Please refer to LRC or the Manual for APA.

• Masters students should follow their module and MOC/SFC APA Manual as well. • See Appendix A in your Handout

TYPING INSTRUCTIONS

• All margins are 1 inch, no more-no less. Your page header is printed at the 1 inch margin line, not above it.

• If using WORD, you will need to set FIVE margins: left margin, right margin, top margin, bottom margin, and header margin

• Avoid leaving a single line at the bottom of a page (i.e., first line of a paragraph begins at the bottom of a page and then carries over to the next page--called a widow).

• Avoid leaving a single line at the top of a page (i.e., last line of a paragraph is carried over to the next page--called an orphan).

• In WORD or in WordPerfect, go into format; paragraph; keep lines together; and set the widow/orphan protection.

• All writing is DOUBLE-SPACED, NOT single, or triple, simply DOUBLE-SPACED You will have NO exceptions to this rule, unless otherwise specified in your manual (See Abstract, Approval Page and Title Page in your Appendix)

• Use a Courier, Arial or New Times Roman 12 point font size. Use the same font size and font type throughout the paper.

• Be careful when typing the page header that it is the same font and same font size as the text. This must be set in most word processing programs.



Alignment • Do NOT justify the text. • Used aligned left. • Leave ragged edges on the right. Headings • Never use bold or Underline to provide any type of emphasis.

One or Two LevelsCentered Uppercased and Lowercase

Text ………………………………………….

………………………………

Flush Left, Italicized, Upper and Lowercase

Text ………………………………………….

………………………………

[APA ref. p. 289 - 290].



Three Levels of HeadingsCentered Uppercased and Lowercase

Text …………………………………………………………………………………………

………………………………………………………………………….………


Text …………………………………………………………………………………………

………………………………………………………………………….………

Indented, italicized, lowercase paragraph heading ending with a period. Text …………

…………. …………………………………………….………………………………..……

[APA ref. p. 289 - 290].

Four Levels of HeadingsCentered Uppercased and Lowercase

Text ……………………………………………….

………………………………

Centered, Italicized, Upper and Lower case

Text ……………………………………………….

………………………………


Text ……………………………………………….

………………………………

Indented, italicized, lowercase paragraph

heading ending with a period. Text ……………..

…………………………………………….…………………[APA ref. p. 289 - 290].



Five Levels of Headings

CENTERED UPPERCASE HEADING

Centered Uppercased and Lowercase

Centered, Italicized, Upper and Lower case


Indented, italicized, lowercase paragraph

heading ending with a period. [APA ref. p. 289 - 290].



Page Numbers • The title page is number i. Do not show number on that page. • Use lower case centered roman numerals at the bottom of the page for:

– ii Approval Page – iii Abstract – iv Table of Contents

• Use numbers on the top-right of each page beginning with page 1 (Chapter 1) • To achieve this

– Save the “Front Matter” in one file. • Title Page • Approval Page (Reading Seminar/Thesis) • Abstract • Table of Contents

– Save the paper in another. Citations • Student should NOT have studies cited in their reference section UNLESS they

are cited in the text of the paper. Just because they read an article does NOT mean it belongs in their reference section. Every study cited in the text of their paper MUST be referenced on their reference page.

• ALWAYS provide a citation for anyone

else's work they use in paraphrased or quoted

form to write paper. [p. 168]

• Examples

Rogers (1994) compared…..

or

In a recent study….(Rogers, 1994)

CITATIONS



A Comment – In text• Multi-author (three or more)…

– Always include all authors the first time you mention the article or book. Afterwards you are able to write et.al.

As mentioned in Torres, Figueroa & Grazzio (2005),

ghost don’t really exist.

As mentioned in Torres, et. al. (2005), you can believe

in ghost if you have seen them. As mention in Torres, et. al.

ghosts are only perceptions of your imagination.

Reference Citation in text – Web Page • Web documents usually don't have page numbers or any kind of section

numbering. If your web page lacks numbering, omit numbers from your parenthetical references. If page, section, or paragraph numbering is embedded within the web page, cite the relevant number(s). Page numbers generated by a printout should not be cited, since these numbers will vary in different print-outs.

• Web documents usually don't have page numbers or any kind of section numbering. If your web page lacks numbering, omit numbers from your parenthetical references. If page, section, or paragraph numbering is embedded within the web page, cite the relevant number(s). Page numbers generated by a printout should not be cited, since these numbers will vary in different print-outs.

• If your source lacks an author, cite the first word(s) of the title. Generally, web authors place a title at the top of the actual web page. If no title is there, use the title of the window as it opens in your web browser.

• If no date is given, place "n.d." after the author’s name. Avoid Plagiarism • Direct your students to the following websites:

– http://info.wlu.edu/Tutorials/review/reviewI.htm – http://jerz.setonhill.edu/writing/academic/sources/integrating.htm – http://www.lib.duke.edu/libguide/plagiarism2.htm – http://www.indiana.edu/%7Eistd/examples.html

Where citations should come from? • Remind students their citations should come from multiple sources. That is, they

may NOT have all of their references from the same journal. • Rule of thumb – One page per every citation used.



• Citations should come from research journals and/or documents. They need to be from refereed professional sources.

• Allow usage of Time or Newsweek, for example, only for quotations that dramatize the student’s case or provide emphasis of its importance.

General Guidelines • Paragraphs should be more than two sentences. Therefore, avoid one or two

sentence paragraphs. Avoid overly long paragraphs, greater than seven sentences. Thus, your paragraphs should range in size from three to seven sentences.

GENERAL INFORMATION- Masters Level • Writing of the research proposal, with the exception of the literature review, in

FUTURE TENSE. • Writing is FORMAL and TECHNICAL. FEELING words are not used. Students

must NOT write the way in which they carry on a conversation

• Writing of the literature review is

in PAST TENSE. The reason for

this past tense is that they are

reporting what others did or what

they found.

• Contractions are NOT used.

GENERAL INFORMATION-Masters Level

• Avoid first person pronouns, I or we… • Wrong: This researcher found that nine of ten cooks like to eat. • Right: Nine out of ten cooks like to eat. • I found that math scores were above the national mean. • The math scores were above the national mean. TABLES & FIGURES • Never use colors, bold or fill effects in your tables or figures. • Use only simple patterns.



• All tables should be double-spaced

Table 1

Michigan State Student Profile (Amounts)

_______________________________________________________________________

Place 1st year 2nd year 3rd year 4th year Total

_______________________________________________________________________

Main campus 2,186 717 430 315 3,648

University centers 1,487 409 255 147 2,298

Totals 3,673 1,126 685 462 5,946

_______________________________________________________________________

Tables

90

95

100

105

110

115

Pretest Posttest

Score

Mean

Experimental Control

Figure 1. SEQ total score.

Figures



Table of Contents (TOC) • Use dot leaders… Do NOT use automatic generation of TOC nor type the dots

in manually. • To achieve this look:

• Write all your headings and Sub-headings (Only Level 1& 2 Headings make it in

the TOC). • Do not write any page numbers. • Level 2 Headings should be indented at the same spacing of your paragraphs

are indented. • Select all your headings and sub-headings. (with your mouse you click & drag) • Go to “Format” • “Tab” • Type in “6” where it says: “Tab stop position” • Select “Right” under “Alignment” section • Under “Leader” select “2” • Click “OK” • Go the end of each line and click on your “Tab” key. • When you write in the page numbers it will automatically align itself on the page. • TOC titles need to be EXACTLY the same as your heading on the pages of your

paper.

Chap ter 2 : L ite ra tu re R ev iew .............................................................................................12

Learn ing T heo ries ..................................................................................................12

The B ra in ...............................................................................................................19

Learn ing S tyles ......................................................................................................30

Instru c tional T echno logy .......................................................................................32



References

Reference PageNote Alphabetization, punctuation, capitalization, italics,

and spacing

Atkinson, L., & Fortunato, N. (1996). Berry & Kohn’s operating room technique. St.

Louis, MO: Mosby.

Barrere, C. (1992). Breast biopsy support program: Collaboration between oncology

clinical nurse specialist and ambulatory surgery nurse. Oncology Nursing Forum,

19, 1375-1379.

Bottles, K. (2000). Patients and doctors: Some thought on evolving relationship amid

unprecedented change. Managed Care Quarterly, 8(3), 34-36.

Vanderson, T., & Tipp, Y. (2001). Role of student nurses in clinical settings [Electronic version].

Journal of Nursing Education, 6(4), 23-27.

Zanks, Inc. (2000, September 4). Making history. Retrieved October 4, 2001, from

http:\www.zanks.com


and spacing


Louis, MO: Mosby.



19, 1375-1379.




http:\www.zanks.com

Hanging Indent Alphabetical Order




and spacing


Louis, MO: Mosby.



19, 1375-1379.




http:\www.zanks.com

Italicized font

Do you see any patterns?Blade, R. V. (2001). Shifting roles in the home.Women Studies Today, 13(2), 53-65.

Hall, G. E., & Hord, S. M. (1987). Change in schools: Facilitating the process. Albany, NY: State

University of New York Press.

James, N. E. (1997). Two sides of paradise: The Eden myth according to Kirk and Spock. In D.

Palumbo (Ed.), Spectrum of the fantastic (pp. 219-223). Westport, CT: Greenwood.

Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon

Press.

Rogers, E. M. (1983). Diffusion of innovations (3rd ed.). New York: Free Press.

Schoepp, M., & James, D. (1999). A guide to orienting the past. New York: Pocket Books.

Smith, M., & Rogers, D. (1999). Diffusion of ideas in the workplace. Toronto: Penguin Books.

Smith, T. (n.d.). Towards a better future. Retrieved October 8, 2001, from

http://www.bradley.edu/campusorg/psiphi/DS9/ep/503r.html



Reference PageRepeated authors – Repeated years

Atkinson, L. (2000). Operating room techniques. St. Louis, MO: Mosby.

Atkinson, L., & Fortunato, N. (1996a). Berry & Kohn’s operating room

technique. St. Louis, MO: Mosby.

Atkinson, L., & Fortunato, N. (1996b). Policy in the operating room. St.

Louis, MO: Mosby.

Barrere, C. (1992). Breast biopsy support program: Collaboration between

oncology clinical nurse specialist and ambulatory surgery nurse.

Oncology Nursing Forum, 19, 1375-1379.

Reference PageRepeated authors – Repeated years

Barrere, C. (1992). Breast biopsy support program: Collaboration between

oncology clinical nurse specialist and ambulatory surgery nurse. Oncology

Nursing Forum, 19, 1375-1379.

Vanderson, T., & Tipp, Y. (2001). Role of student nurses in clinical settings

[Electronic version]. Journal of Nursing Education, 6(4), 23-27.


http:\www.zanks.com

Zanks, Inc. (2001, September 5). Making history again. Retrieved March 4, 2002,

from http:\www.zanks.com

See Appendix B for Samples of References



Reference Samples

Articles from a Printed Journal

Brown, E. (1996). The lake of seduction: Silence, hysteria, and the space of feminist theatre.

JTD: Journal of Theatre and Drama, 2, 175-200.

Articles with Multiple Authors

Jones, G., Hanton, S., & Connaughton, D. (2002). What is this thing called mental toughness?

An investigation of elite sport performers. Journal of Applied Sport Psychology, 14, 205-

218.

Articles from an Online Journal

Evnine, S. (2001). The universality of logic: On the connection between rationality and logical

ability [Electronic version]. Mind, 110, 335-367.

Full Text Journal Article from a Database

Holton, W. (1994). The Ohio Indians and the coming of the American Revolution in Virginia.

The Journal of Southern History, 60, 453-478. Retrieved July 31, 2001, from JSTOR

database.

Articles from a Printed Magazine

Gawande, A. (2001, July 9). The man who couldn't stop eating. The New Yorker, 77, 66-75.

Articles from an Online Magazine

Saletan, W. (2001, August 16). The ethicist's new clothes. Slate. Retrieved August 17, 2001,

from http://slate.msn.com/framegame/entries/01-08-16_113959.asp

Full Text Magazine Article from a Database

Gore, R. (2001, April). Pharaohs of the sun. National Geographic, 199. Retrieved August 21,

2001, from Expanded Academic ASAP database.



Book with a Single Author

Fleming, T. (1997). Liberty!: The American Revolution. New York: Viking.

Book with Two Authors

Sennett, R., & Cobb, J. (1972). The hidden injuries of class. New York: Vintage Books.

Book with Three or More Authors

Schwartz, D., Ryan, S., & Wostbrock, F. (1995). The encyclopedia of TV game shows. New

York: Facts on File.

Electronic Book

Norman, R. (1998). The moral philosophers. New York: Oxford University Press. Retrieved

August 14, 2001, from Duke University, Duke University Libraries, netLibrary Web site:

http://www.netlibrary.com

Article Within a Book

Cassel, J., & Zambella, B. (1996). Without a net: Supporting ourselves in a tremulous

atmosphere. In T. W. Leonhardt (Ed.), "LOEX" of the West: Teaching and learning in a

climate of constant change (pp. 75-92). Greenwich, CT: JAI Press Inc.

Encyclopedias and other multi-volume works

Lumiansky, R. (1998). Chaucer. In The new encyclopaedia Britannica ( Vol. 15, pp. 745-748).

Chicago: Encyclopaedia Britannica.



Article from a Printed Newspaper

Holden, S. (1998, May 16). Frank Sinatra dies at 82: Matchless stylist of pop. The New York

Times, pp. A1, A22-A23.

Article from an Online Newspaper

Wright, S. (2001, January 25). Curriculum 2000 draws criticism. The Chronicle. Retrieved

November 7, 2001, from http://www.chronicle.duke.edu

Article from an Online Database

Cowell, A. (2001, September 3). Britain faces flurry of illegal migrants using channel tunnel.

New York Times. Retrieved October 19, 2001, from Expanded Academic ASAP database.

Interview (unpublished)

Elloie, P. (Speaker). (1994). Interview with K. Ellis. (cassette recording). Behind the veil:

Documenting African-American life in the Jim Crow South. Rare Book, Manuscript, and

Special Collections Library, Duke University.

Motion Picture

Kopelson, A. (Producer), & Stone, O. (Writer/Director). (1986). Platoon [Motion Picture].

United States: Hemdale Film Corporation

Online (Digitized) Collections

Eaton, S. (1907). Sermons on Advertising. Retrieved August 23, 2001, from Duke University,

Rare Book, Manuscript and Special Collections Web site:

http://scriptorium.lib.duke.edu/dynaweb/eaa/databases/printlit/@Generic__BookTextVie

w/1851



Web Pages - stand alone document on the internet

National Park Service. (2003, February 11). Abraham Lincoln Birthplace National Historic Site.

Retrieved February 13, 2003, from http://www.nps.gov/abli/

Online Posting

Casper, K. (2001, October 1). Re: watered down curricula. Message posted to

http://mathforum.org/epigone/math-teach

Email Message

Note: In APA style, email messages should not be included in the Works Cited list, because they

are personal communications and cannot be retrieved by a third party. They should, however, be

cited in text (see APA: In-text Parenthetical

Citations.) http://www.lib.duke.edu/libguide/within.htm#APA

Book Reviews: Examples for Works Cited Lists

Salinger, S. V. (2001). [Review of the book Not all wives: Women of colonial Philadelphia]. The

Journal of American History, 88, 184-185.

Government Documents: Examples for Works Cited Lists

Hate Crimes Prevention Act of 1998: Hearing before the Committee on the Judiciary, United

States Senate,105th Cong., 2nd sess. 1 (1998).

Reference

Hillard, V. (2004). Assembling a list of works cited in your paper. Retrieved February 2, 2005,

from http://www.lib.duke.edu/libguide/cite/works_cited.htm



Appendix A – Differences between APA Handbook and MOUC

Using Technology in an English as a Second Language Course to Accommodate Visual,

Kinesthetic, and Auditory Learners to Affect Students’ Self-Efficacy About Learning the

Language

by

Carmen L. Lamboy

An Applied Dissertation Submitted to the

Fischler Graduate School of Education

and Human Services

in Partial Fulfillment of the Requirements

for the Degree of Doctor of Education

Nova Southeastern University

2003

NO Running Head on the Title Page

1

Chapter 1: Introduction

Research has shown that every human being has his or her own way of learning

and that students do not learn as well when that style is thwarted. Although many

teachers are aware that their students favor different learning styles, lecture tends to be

the main form of teaching. Some faculty simply decide to use a wide variety of teaching

activities, hoping that they will cover most student learning preferences along the way.

This method, though convenient, may not be the most effective way to address student

learning preferences. Caudil (1998) stated that planning for multiple modalities within

each lesson is important because once a teacher focuses on one modality, “students who

learn best in one of the other . . . ways may lose interest or have difficulty staying

focused” (p. 11).

Recently, education has encountered the new challenge of restructuring under the

NO short title beside the page number



Abstract



Language. Lamboy, Carmen L., 2003: Applied Dissertation, Nova Southeastern University, Fischler Graduate School of Education and Human Services. Higher

Education/Learning Styles/Self-Efficacy/Instructional Technology

This applied dissertation was designed to provide an answer to the research question, In

what ways can technology in an English as a Second Language (ESL) course accommodate visual, kinesthetic, and auditory learners to increase students’ self-efficacy

about learning the language?

By accommodating for students’ differing learning styles and by using the Self-Efficacy Questionnaire (SEQ), it intended to (a) augment students’ aspirations in learning ESL, (b)

augment students’ persistence in ESL, and (c) augment students’ positive perception of

activities related to learning ESL. Additionally, it was planned that it would also shed

light on students’ perceived ability to perform and their persistence in learning ESL

before and after the instructional activities and relationship between students’ aspirations and perceptions of ESL instruction.

Participants were enrolled in the first semester of Basic 1st Year English. The control

group had 18 students. The experimental group had 30 students. Of the 26 students who

answered both pre- and post-SEQ, 19 completed the Productivity Environmental Preference Survey (PEPS; G. Price, 1996), identifying their learning style preferences.

The SEQ developed by L. Mikulecky, P. Lloyd, & C. H. Shenghui, (1996) was

administered to all students to identify their attitudes and perceptions toward learning

ESL. At the beginning of the semester, the experimental group was also administered the PEPS and their preferred learning styles were identified and discussed with students. The

course was taught incorporating technology-rich activities developed according to the

content and the learning styles. Students in the experimental group used the activities

according to the learning styles identified in the PEPS. After each activity, reaction

information was collected. At the end of the treatment period, all students completed the same SEQ they completed at the beginning of the course. The results indicated that

students in the experimental group had significantly higher self-efficacy than the control

group at the end of the treatment.

DO NOT exceed more than one page of length for ABSTRACT

APA Allows only 250-400 words



Integrating Instructional Technology and Diverse Learning Styles

by

Carmen L. Lamboy

A Reading Seminar Term Paper Submitted to the

Metro Orlando University Center

in Partial Fulfillment of the Requirements

for the Degree of Master of Education

Universidad del Turabo

2005


Approval Page

This reading seminar term paper was submitted by Cecilia A. Méndez under the direction of the

persons listed below. It was submitted to the Metro Orlando University Center and approved in

partial fulfillment of the requirements for the degree of Master of Education at Universidad del

Turabo.

________________________________________ __________________________

Carmen L. Lamboy, Ed.D.

Date

Committee Chair

________________________________________ __________________________

Luis A. Burgos, Ed.D.

Date

Associate Dean


Abstract



Language. Lamboy, Carmen L., 2003: Applied Dissertation, Nova Southeastern University,

Fischler Graduate School of Education and Human Services. Higher Education/Learning

Styles/Self-Efficacy/Instructional Technology

This applied dissertation was designed to provide an answer to the research question, In what

ways can technology in an English as a Second Language (ESL) course accommodate visual,

kinesthetic, and auditory learners to increase students’ self-efficacy about learning the language?

By accommodating for students’ differing learning styles and by using the Self-Efficacy

Questionnaire (SEQ), it intended to (a) augment students’ aspirations in learning ESL, (b)

augment students’ persistence in ESL, and (c) augment students’ positive perception of activities

related to learning ESL. Additionally, it was planned that it would also shed light on students’

perceived ability to perform and their persistence in learning ESL before and after the

instructional activities and relationship between students’ aspirations and perceptions of ESL

instruction.

Participants were enrolled in the first semester of Basic 1st Year English. The control group had

18 students. The experimental group had 30 students. Of the 26 students who answered both pre-

and post-SEQ, 19 completed the Productivity Environmental Preference Survey (PEPS; G. Price,

1996), identifying their learning style preferences.

The SEQ developed by L. Mikulecky, P. Lloyd, & C. H. Shenghui, (1996) was administered to

all students to identify their attitudes and perceptions toward learning ESL. At the beginning of

the semester, the experimental group was also administered the PEPS and their preferred

learning styles were identified and discussed with students. The course was taught incorporating

technology-rich activities developed according to the content and the learning styles. Students in

the experimental group used the activities according to the learning styles identified in the PEPS.

After each activity, reaction information was collected. At the end of the treatment period, all

students completed the same SEQ they completed at the beginning of the course. The results

indicated that students in the experimental group had significantly higher self-efficacy than the

control group at the end of the treatment.


Anejo O

NOTE TAKING SYSTEMs

5 Methods

• The Cornell Method • The Outline Method • The Mapping Method • The Charting Method • The Sentence Method

The Cornell Method

The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or "cue." Method - Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, and then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it. Advantages - Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. "Do-it-right-in-the-first-place system." Disadvantages - None When to Use - In any lecture situation.

The Outlining Method

Dash or indented outlining is usually best except for some science classes such as physics or math. 1. The information which is most general begins at the left with each more specific

group of facts indented with spaces to the right. 2. The relationships between the different parts are carried out through indenting. 3. No numbers, letters, or Roman numerals are needs. Method – Listening and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point. Indention can be as simple as or as complex as labeling the indentations with Roman


numerals or decimals. Markings are not necessary as space relationships will indicate the major/minor points. Advantages – Well-organized system if done right. Outlining records content as well as relationships. It also reduces editing and is easy to review by turning main points into questions. Disadvantages – Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. It doesn’t lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast. When to Use – The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your note taking skills are super and sharp and you can handle the outlining regardless of the note taking situation. Example –

Extrasensory perception _ Definition: means of perceiving without use of sense organs.

_three kinds – _telepathy: sending messages _clairvoyance: forecasting the future _psychokinesis: perceiving events external to situation

_current status – _no current research to support or refute _few psychologists say impossible

The Mapping Method

Mapping is a method that uses comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking. Advantages – This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date. Disadvantages – You may not hear changes in content from major points to facts.


When to Use – Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented. Example –

The Charting Method

If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table. Method – Determine the categories to be covered in lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category. Advantages – Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships. Disadvantages – Few disadvantages except learning how to use the system and locating the appropriate categories. You must be able to understand what’s happening in the lecture. When to Use – Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence.


Example – Chart format for a history class:

The Sentence Method

Method – Write every new thought, fact or topic on a separate line, numbering as you progress. Advantages – Slightly more organized than the paragraph, gets more or all of the information. Thinking to tract content is still limited. Disadvantages – Can’t determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship. When to Use – Use when the lecture is somewhat organized, but heavy with content which comes fast. You can hear the different points, but you don’t know how they fit together. The instructor tends to present in point fashion, but not in grouping such as “three related points.” Example 1 –

A revolution is any occurrence that affects other aspects of life, such as economic life, social life, and so forth. Therefore revolutions cause change. (See page 29-30 in your text about this.) • Sample Notes – Revolution – occurrence that affects other aspects of life:

e.g., econ., socl. Etc. C.f. text, pp. 29-30

Example 2 – Melville did not try to represent life as it really was. The language of Ahab, Starbuck, and Ishmael, for instance, was not that of real life. • Sample Notes – Mel didn’t repr. Life as was; e.g. lang. Of Ahab, etc. no of

real life. Example 3 –

At first, Freud tried conventional, physical methods of treatment such as giving baths, massages, rest cures, and similar aids. But when these failed he tried techniques of hypnosis that he had seen used by Jean-Martin Charcot. Finally, he borrowed an idea from Jean Breuer and used direct verbal communication to get an un-hypnotized patient to reveal unconscious thoughts. • Sample Notes – Freud 1st – used phys. trtment; e.g., baths, etc. This fld.

2nd – used hypnosis (fr. Charcot) Finally – used vrb. commun. (fr. Breuer) – got unhpynop, patnt to reveal uncons. thoughts.


Bibliography Deese, James and Ellin K. Deese. How to Study (3rd Ed). New York: McGraw-Hill, Inc.,

1979. Johnson, Sue. The 4 T’s: Teacher/You, Text, Talk, Test - A Systematic Approach to

Learning Success. California Polytechnic State University, San Luis Obispo Pauk, Walter. How to Study in College (2nd Ed). Boston: Houghton Mifflin Co., 1974. Raygor, Alton L. and David Wark. Systems for Study. New York: McGraw- Hill, Inc,

1970.

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