puag 665 capstone in public and nonprofit … 665 dlp 2009.pdfpuag 665 capstone in public and...

Sistema Universitario Ana G. Méndez School for Professional Studies

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

PUAG 665

CAPSTONE IN PUBLIC AND NONPROFIT MANAGEMENT

SEMINARIO DE GERENCIA PUBLICA Y AGENCIAS SIN FINES DE LUCRO

© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved

PUAG 665 Capstone in Public and Nonprofit Management

Prep. 2009. Nancy Sharifi, MPA.

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TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

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

Workshop One .............................................................................................................. 19

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

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

Taller Cuatro .................................................................................................................. 28

Workshop Five/Taller Cinco ...................................................................................... 31

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

Anejo B/Appendix B .................................................................................................... 37

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

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

Anejo E/ Appendix E ................................................................................................... 43

Anejo F/Appendix F ..................................................................................................... 46

Anejo G/Appendix G .................................................................................................... 47

Anejo H/Appendix H .................................................................................................... 48

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

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

Anejo K/Appendix K .................................................................................................... 53

Anejo L/Appendix L ..................................................................................................... 54

Anejo M/Appendix M ................................................................................................... 55

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



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PRONTUARIO

Título del Curso: Seminario de Gerencia Pública y Agencias Sin Fines

de Lucro

Codificación: PUAG 665

Duración: 5 semanas

Prerrequisito: 9 créditos de concentración

Descripción :

El curso provee un foro donde los estudiantes tendrán la experiencia de

aplicar áreas de conocimiento y destrezas adquiridas en el programa. El curso

integra conocimientos del currículo y utiliza esta base para completar un

proyecto investigativo que demostrará dominio de los conceptos claves, métodos

y destrezas que componen el programa de gerencia pública y sin fines de lucro.

Objetivos Generales:

Al finalizar el curso el estudiante demostrará sus destrezas en las siguientes

áreas de gerencia pública y agencias sin fines de lucro:

1. El estudiante preparará propuestas para implementar programas de servicio

público.

2. El estudiante aplicará los conocimientos obtenidos en la concentración para

estudiar problemas de interés social.

3. Podrá utilizar técnicas de planificación e implementación empleadas en la

gerencia pública.

4. Identificará técnicas de negociación necesarias para crear consenso entre

diversos sectores de interés público.

5. Demostrará cómo diagnosticar una situación, evaluar alternativas, proponer

vías de implantación y evaluar resultados.

6. Podrá utilizar programas y modelos empleados por organizaciones públicas y

sin fines de lucro que han resultado exitosos.

7. Reconocerá los recursos financieros y fondos necesarios para administrar

programas de servicio público por medio del diseño de un presupuesto.

8. Aplicará y podrá utilizar los siguientes enfoques:



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a. Asuntos éticos y legales que aplican al sector público y

organizaciones sin fines de lucro.

b. Asuntos contemporáneos que afectan la política pública.

c. Leyes y regulaciones que controlan los programas de servicio

público.

d. Planificación estratégica.

Evaluación:

La evaluación del curso tendrá varios componentes: La participación del

estudiante incluirá asistencia a la clase y contribución activa a las discusiones y

temas. Todos los talleres requerirán asignaciones y trabajos escritos. El

proyecto investigativo consistirá de una propuesta para un programa del sector

público o agencia sin fines de lucro, el cual se presentará oralmente en clase y

un trabajo final escrito (Anejo D). Los estudiantes también completarán un

portafolio que incluirá los diarios reflexivos, además de otros requisitos (Anejos

E-N).

Total 100%

Participación y Asistencia 15%

Asignaciones y Trabajos Escritos 20%

Presentación Oral 20%

Proyecto Especial 30%

Portafolio 15%

Descripción de la evaluación:

� Asistencia y Participación – (15%)

La asistencia a los talleres es obligatoria y las ausencias afectarán la nota

final por participación. Se espera que el estudiante contribuya a las

discusiones y temas de cada taller. La evaluación de la asistencia y

participación se hará utilizando la matriz valorativa del Anejo A.

� Asignaciones y Trabajos Escritos - (20%)

El 20% de la nota del curso se basa en asignaciones que requieren

investigación previa. Se espera que el estudiante contribuya a las

discusiones de los talleres basándose en información obtenida por medio de



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las asignaciones y lecturas asignadas. Se asignarán trabajos escritos

(preguntas, búsqueda de información, redacción de ensayos, etc.) que

deberán entregar en la fecha que se le indique. Las asignaciones también

prepararán al estudiante para completar conocimientos y obtener práctica

para el Proyecto Final. Los estudiantes conservarán copia de los trabajos

entregados. La evaluación de asignaciones se hará utilizando la matriz

valorativa para trabajos escritos del Anejo B.

� Presentaciones orales – (20%)

La evaluación de las presentaciones se hará utilizando la matriz valorativa

del Anejo C. Los estudiantes deberán demostrar dominio de los conceptos

además del lenguaje asignado a cada taller. Las presentaciones orales

deben ser organizadas y tener efectos visuales (PowerPoint, gráficas, tablas

de información, fotos, etc.). La presentación oral del Proyecto Final también

se evaluara utilizando la Matrix Valorativa del Anejo C.

� Portafolio – (15%)

El Portafolio del curso de PUAG 665 tendrá como enfoque el crecimiento

profesional y experiencia educativa del estudiante basándose en los cursos y

conceptos aprendidos en la concentración. La evaluación del Portafolio,

incluyendo los trabajos y diarios reflexivos, se hará utilizando los Anejos E-N.

� Proyecto Especial de Investigación – (30%)

El Facilitador debe aprobar el tema del proyecto especial el cual consiste de

una propuesta para adquirir fondos para un programa de servicio público. La

propuesta debe incluir los elementos requeridos en una propuesta

profesional y debe incluir técnicas y conocimientos adquiridos en la

concentración. El estudiante seleccionará el tema para el Segundo Taller y

preparará un bosquejo en consulta con el Facilitador del curso. El formato de

la presentación oral del proyecto final será determinado por el Facilitador del

curso. La evaluación se basará en los criterios establecidos en los Anejos B

y D.

Escala:



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Se evaluará al estudiante por la escala siguiente:

A- 100-90 El estudiante domina los conceptos de estrategia públicas y

demuestra dominio del lenguaje y contenido.

B- 89-80 El estudiante ha demostrado conocimiento y participación pero

necesita mejorar en áreas de concepto o dominio del idioma.

C- 79-70 El estudiante ha demostrado conocimiento y participación

limitada, necesita mejorar en áreas de concepto y dominio del idioma.

D- 69-60 El estudiante no ha demostrado conocimiento o no ha participado

de una manera aceptable, ha cumplido con algunos requisitos del curso.

F- 59- 0 El estudiante no ha cumplido con los requisitos del curso.

Otros:

A discreción del Facilitador

Lecturas Requeridas para Referencia y/o Discusión d el Curso:

Hernandez, R., Fernandez, C., & Baptista, P. (2003). Metodología de la

Investigación. (3rd ed.). Mexico, D.F.: McGraw-Hill Interamericana.

Lecturas Recomendadas para Referencia en el Curso:

Allison, Michael and Kaye, Jude. (2003). Strategic Planning for Nonprofit

Organizations, A Practical Guide and Workbook. 2nd Edition: John Wiley

& Sons.

Geuras, Dean and Garofalo, Charles. (2005). Practical Ethics in Public

Administration, 2nd Edition. Management Concepts.

Osborne, David and Hutchinson, Peter. (2006). The Price of Government:

Getting the Results We Need in an Age of Permanent Fiscal Crisis. Basic

Books. New York: New York.

Scharam, B. (1997). Creating small scale social programs: planning,

implementation and evaluation. Sage Publications. California: Thousand

Oaks.



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Descripción de las Normas del Curso

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

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

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

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

Esto significa que cada taller deberá ser conducido enteramente en el

lenguaje especificado. Los lenguajes serán alternados en cada taller para

asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos

idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en

hacer una pregunta en el idioma especificado, bien puede escoger el idioma

de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá

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

una excepción a las reglas pues es importante que los estudiantes utilicen el

idioma designado. Esto no aplica a los cursos de lenguaje que deben ser

desarrollados en el idioma propio todo en inglés o todo en español según

aplique.

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

estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada

taller requiere un promedio de diez (10) horas de preparación y en ocasiones

requiere más.

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

al taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo

adicional en adición al trabajo a ser repuesto.

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

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



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

siguientes opciones:

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

en la nota existente.

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

a dos por debajo de la nota existente.

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

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

provee una excusa válida y verificable, el facilitador determinará una

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

incluir el mismo contenido y componentes del lenguaje como la presentación

oral o actividad a ser repuesta.

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

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

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

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

plagiado, copiado o presente trazos de otro será calificado con cero.

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

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

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

proveyendo su correo electrónico, teléfonos, y el horario disponibles.

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

una necesidad, deberá permanecer en vibración o en silencio.

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

el salón de clases.

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

comportamiento que rigen al SUAGM y el curso.



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

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

búsqueda y sitios Web que podrá utilizar para la bú squeda de la

información deseada. Entre ellas están:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



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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.



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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.



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STUDY GUIDE

Course Title: Capstone in Public and Nonprofit Management

Code: PUAG 665

Time Length: Five Weeks

Prerequisite: 9 Specialization Credits

Description:

The purpose of this course is to engage the students in a capstone

experience intended to bring together the various areas of knowledge and skills

covered in the program. This course integrates knowledge from the curriculum

and uses this core knowledge to complete an applied research project that

demonstrates mastery of key concepts, methods, and skills in the public and

non-profit management program.

General Objectives:

At the end of the course, the student will demonstrate competence in the

following public and nonprofit management areas:

1. The student will prepare proposals to implement programs in the public

sector.

2. The student will apply knowledge obtained from concentration courses to

study social problems of their particular interest.

3. Use of planning and implementation techniques utilized in the public sector

management.

4. Identification of negotiation techniques necessary to reach consensus

among diverse interest groups.

5. The student will demonstrate how to diagnose a situation, evaluate

alternatives, propose implementation alternatives and evaluate results.

6. The student will utilize programs and models employed by public and

nonprofit organizations that have proven successful.

7. The student will recognize the financial resources and funds needed to

administer a public service program by designing a budget.

8. The student will apply and utilize the following concepts:



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a. Ethical and legal issues that apply to the public and nonprofit

sector.

b. Contemporary issues that affect public policy.

c. Laws and regulations that control public sector and nonprofit

programs.

d. Strategic Planning

Evaluation:

The course evaluation will have several components. Student’s participation in

class will include attendance and active contributions to discussions and topics.

All workshops will require preparation of assignments or written reports. The

investigative report will consist of a proposal for a public service or nonprofit

program, to be presented in class as an oral presentation, and a final written

report (Appendix D). Students will also complete a portfolio that will include

reflective diaries and additional requirements (Appendixes E-N).

Total 100%

Class Participation and Attendance 15%

Assignments and Written Reports 20%

Oral Presentation 20%

Final Report 30%

Portfolio 15%

Evaluation’s description

� Attendance and Participation- (15%)

Attendance is mandatory and absences will affect the final grade for

participation. Students are expected to actively contribute in the discussions

and topics. Participation, including work assigned in groups during class, will

be evaluated using Appendix A.

� Written assignments 20%

A total 20% of the final grade will consist of written assignments that require

extensive research prior to class. Students are expected to contribute to class

discussions based on investigative research and assignments. This work will

consist of written compositions, research, essays and reflective compositions



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that students should turn in by the due date. These assignments will also

prepare the student with skills and hands on experience for their final project.

Students should keep copies of their work. Evaluation of assignments will be

conducted using Appendix B.

� Oral presentations – (20%)

Evaluation of oral presentations will be based on the criteria contained on

Appendix C. These presentations should be organized and must have visual

effects (PowerPoint, graphics, information tables, etc.). The oral presentation

of the Final Project will also be evaluated using the Rubric of Appendix C.

� Portfolio – (15%)

The Portfolio required for the PUAG 665 course will be focused on the

professional growth and educational experience of the student based on the

courses and concepts learned throughout this degree. The Portfolio, including

the assignments and reflective diaries, will be evaluated using Rubrics E-N.

� Special Investigative Project – (30%)

The Facilitator must approve the theme of the project which will consist of a

proposal to obtain funding for a new public service. The proposal should

include elements required by a professional grant application in addition to

techniques and concepts learned in concentration courses. The topic will be

selected by the second workshop and a written project outline must be

submitted in consultation with the Facilitator. The format and requirements for

the project will be determined by the Facilitator and the evaluation will be

based on the criteria for written projects and essays established in

Appendixes B and D.

Evaluation Scale:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Other :

At the discretion of the facilitator



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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.

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.



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

following options:

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

based on the students existing grade.

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

grades based on the students existing grade.

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

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

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

facilitator may determine a substitute evaluation activity if he/she understands

that an equivalent activity is possible. This activity must include the same

content and language components as the oral presentation or special activity

that was missed.

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

However, each member will have to collaborate to assure the success of the

group and the assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should

not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own.

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

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

workshop.

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

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

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

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

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

allowed to the classrooms.



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

community established by the institution and in this course.

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

module, do not stop your investigation. There are many search engines

and other links you can use to search for informati on. These are some

examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if

deemed necessary.



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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.



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Workshop One

Specific Objectives:

At the end of the workshop, the student will be able to:

1. Review the general principles of management in public and nonprofit sectors.

2. Validate the importance that strategic planning has in the management of

public and nonprofit organizations.

3. Analyze the political, social and economic impact that public organizations

have in our society.

4. Evaluate the negative effects that budget deficits and economic downfalls

have on public services.

Language Objectives:

The student will:

1. Read about current issues involving management of public and nonprofit

organizations.

2. Write about current political, social and economic issues affecting public

sector and nonprofit organizations.

3. Discuss and validate a position on an issue using logical arguments.

Electronic Links (URLs):

Planning Models and concepts

http://www.managementhelp.org/plan_dec/str_plan/models.htm

http://www.managementhelp.org/plan_dec/str_plan/basics.htm

http://www.planning.org/

http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m.html

http://govinfo.library.unt.edu/npr/initiati/mfr/

Government Performance and Results Act of 1993

http://www.whitehouse.gov/omb/financial_offm_legislation/

Issues in public and nonprofit management

http://www.nptimes.com/

Fiscal issues in Public and Nonprofit Organizations

http://www.practitionerresources.org/cache/documents/36057.pdf



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Starting a nonprofit organization

http://managementhelp.org/strt_org/strt_np/strt_np.htm

http://www.cnmsocal.org/library.html

Assignments before Workshop One:

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

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

used to assess your knowledge.

2. The student will write a short essay in English, minimum of two pages,

describing in his/her own words the major challenges that the public sector

faces in the 21st century. Give examples and persuasive arguments to

validate your position.

3. Bring a news article or blog that discusses a current political, social or

economic issue affecting a public or nonprofit organization.

Activities :

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

icebreaking activity suggested by the facilitator.

2. The facilitator will discuss the purpose of the course and course policies.

3. Students will select a student representative. The facilitator will explain the

role and responsibilities of the student representative.

4. The facilitator will moderate a discussion about current events in the public

sector.

5. Students will be asked to share their views based on their assigned readings,

blogs or newspaper articles.

6. Each student will make a short presentation about their positions regarding

the issues and challenges of the 21st century as identified in their essays.

7. The facilitator will discuss the assignments and topics for the next workshop.

8. The facilitator will provide guidance for the investigative report and address

any questions about the project.

9. Students will complete their reflective diaries and return to the facilitator.



21

Assessment:

1. The instructor will read and evaluate the assigned essay to assess readiness

for the next Workshops.

2. The students will complete the reflective diary.



22

Taller Dos

Objetivos Específicos:

Al final del Taller Dos, los estudiantes:

1. identificarán la importancia de un plan estratégico en la gerencia de

organizaciones públicas y sin fines de lucro.

2. Aplicarán técnicas de la planificación estratégica al desarrollo de nuevos

programas y propuestas.

3. Aplicarán técnicas de investigación para explorar ideas, alternativas y

posibles soluciones a los retos que confrontan las organizaciones públicas y

sin fines de lucro.

4. Analizarán los beneficios y deficiencias de programas del sector público.

Objetivos del Lenguaje:

Los estudiantes:

1. Escribirán ideas para la creación de nuevas estrategias para resolver asuntos

y problemas de interés público.

2. Podrán presentar argumentos con uso adecuado de vocabulario.

3. Consultarán fuentes de información para obtener ejemplos de una variedad

de programas ofrecidos por organizaciones públicas y sin fines de lucro.

Enlaces Electrónicos:

The 2009 American Recovery Act

www.recovery.gov

http://www.recovery.gov/?q=content/inspector-general-plans

www.hud.gov/recovery

Oportunidades de fondos para programas de servicio público

http://www.grants.gov/applicants/recovery.jsp

Planes Estratégicos (Ejemplos y Modelos)

http://www.managementhelp.org/plan_dec/str_plan/models.htm

http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m.html

http://www.aspanet.org/ScriptContent/PDFs/stplan.pdf

http://bpa.odu.edu/bpa/about/CBPAStrategicPlan2005-final.pdf



23

Asignaciones antes del Taller:

1. Leer los enlaces electrónicos asignados para el Taller Dos.

2. Preparar un ensayo corto (una a dos páginas) donde describa una agencia

pública en la cual le interesaría trabajar y explique la misión de la agencia.

Explicar en dicho ensayo en qué consisten los programas ofrecidos por

dicha agencia, su plan de implantación y desarrollo de programas.

3. Buscar información y venir preparado para discutir en clase el “American

Recovery Act of 2009” o programa de estimulo económico del Presidente.

Traer un ejemplo de unos de los programas para discutir en clase.

Actividades:

1. El facilitador contestará preguntas y dudas del taller anterior.

2. El facilitador explicará mediante conferencia y en manera de revisión, el

concepto y técnicas de realizar un Plan Estratégico para una agencia pública

o sin fines de lucro.

3. Cada estudiante presentará la asignación (ensayo escrito) del Taller Dos en

el cual describe una organización y su plan de desarrollo y programas.

4. Luego de las presentaciones, los estudiantes se dividirán en grupos para

evaluar y discutir el Acta de Recuperación Económica (2009 American

Recovery Act).

5. Se discutirá y explicará la importancia que tiene el Acta; se darán ejemplos

de programas a implementarse y oportunidades de obtener fondos para crear

nuevos programas.

6. Los estudiantes en grupos, desarrollarán un nuevo programa para crear

nuevos empleos basándose en los modelos de agencias que reciben fondos

bajo el Acta de Recuperación o recopiladas como parte de las tareas

asignadas para el Taller Dos.

7. Se discutirá y explicará el Anejo D, en el cual se explica el trabajo

investigativo a completarse en el Taller Cinco. Este trabajo equivaldrá al

30% de la nota final del curso y los propios estudiantes escogerán el tema,

la agencia o situación que prefieran trabajar, según sus intereses e

inquietudes. El facilitador deberá aprobar el tema del trabajo investigativo.



24

8. El facilitador contestará preguntas sobre el taller o el trabajo investigativo.

Avalúo

1. El Facilitador evaluará el trabajo escrito y entregará las correcciones y

comentarios en el taller tres.

2. El facilitador evaluará la participación en clase.

3. El estudiante completará un diario reflexivo e indicará lo que ha aprendido en

el Taller Dos.



25

Workshop Three


1. Students will use strategic thinking to resolve public and nonprofit

management issues.

2. Students will apply ethical codes to decisions made in public and nonprofit

management.

3. Students will speculate on what strategies the public and nonprofit sector may

explore to combat ethic violations.

4. Explore the multiple dimensions of preparing and submitting grants for

funding.

5. Students will be able to compare different grant applications and submissions

produced by a variety of public and nonprofit organizations.


1. Students will be able to read grant submissions and interpret purpose and

effectiveness.

2. Students will write about ethics using proper grammar and vocabulary.

3. Read and interpret code of ethic violations and concerns in a professional

manner.


Ethics

http://www.usoge.gov/

http://www.washingtonpost.com/wp-

dyn/content/article/2008/01/29/AR2008012902908.html

http://www.aspanet.org/scriptcontent/index_codeofethics.cfm

http://www.unpan.org/dpepa-gpab-ethics.asp

http://aas.sagepub.com/cgi/content/abstract/23/3/357

http://www.transparency.az/transpfiles/e1.pdf

Grant Writing

http://www.proposalwriter.com/grants.html

http://grants1.nih.gov/grants/grant_tips.htm

http://www.fundsnetservices.com/grantwri.htm



26

http://www.grantproposal.com/proposal.html

Assignments before Workshop Three:

1. Bring to class a grant application from an agency of your choice.

2. Bring to class a grant submission (one that has already been submitted) of an

agency of your choice.

3. Identify three (3) accounts of public sector ethics violations or concerns

related to your local leaders, state or national elected officials.

4. Students will write an essay based on the incidents and answering the

following questions:

• What are the ethical violations or concerns involved?

• Who are the elected officials involved?

• What organizations were involved or represented?

• What factors motivated the officials to engage in this behavior?

• What is the impact of this unethical conduct?

The essay should specify the sources of the information.

5. Students should come prepare to discuss in class what is a Code of Ethics.

Activities :

1. The facilitator will provide a synopsis of the previous workshop and answer

any questions.

2. The facilitator will lead a discussion about Code of Ethics.

3. Students will be asked to explain in their own words why is important to have

a Code of Ethics in the workplace.

4. Students will discuss the examples of ethics violations and concerns. Each

student will present one of the three examples of their assignment.

5. Students will take 5 -10 minutes to develop their “Personal Code of Ethics”.

6. Students will exchange their codes and read them to the class. After this

exercise, students should hand in their Personal Code of Ethics to the

Facilitator.

7. Students will divide in groups. One group will review and analyze a grant

application of their choice. The other group will review and analyze a grant

submission of their choice. This analysis should include, but not be limited to,



27

the purpose of the grant, an overview of the requirements, the type of

organization that should be (or is) applying, how much funding is available or

is being requested and what is the funding specifically for. The analysis

should include suggestions and recommendations.

8. Each group will present to the class their analysis of the grant application and

submission.

9. Students will provide to the facilitator their proposed final project topic.

10. The facilitator will review the topics and will provide feedback to students

concerning their proposed project.

Assessment:

1. The facilitator will read and evaluate the assignments and assess readiness

for the next workshops.

2. The facilitator will evaluate students on their class participation.

3. The students will complete the Reflective Diary.



28

Taller Cuatro

Objetivos Específicos:

Al finalizar el taller, el estudiante:

1. Desarrollará indicadores de éxito para medir el progreso de programas y

estrategias.

2. Utilizará herramientas para descifrar las necesidades de una comunidad y

formular programas de corto plazo para resolver dichas necesidades.

3. Desarrollará presupuestos realistas para la implementacion de programas.

4. Desarrollará un programa para levantar fondos para una agencia sin fines de

lucro (fundraising).

5. Explicará la importancia de la Junta de Directores en una organización sin

fines de lucro.

Objetivos del Lenguaje:

1. El estudiante consultará fuentes de información para obtener ejemplos de

una variedad de programas de agencias sin fines de lucro.

2. El estudiante podrá describir en sus propias palabras, las cualidades que

deben tener los miembros de una Junta de Directores.

3. El estudiante podrá expresar el progreso de su trabajo utilizando el

vocabulario y conceptos aprendidos en clase.

Enlaces Electrónicos:

Presupuestos

http://www.vscpa.com/Resources/For_Non_Profits/Budgeting_Small.aspx

http://www.nonprofitsassistancefund.org/files/MNAF/ArticlesPublications/Budgeti

ngProcess.pdf

Junta de Directores y las Agencias sin Fines de Lucro

http://managementhelp.org/boards/boards.htm

http://non-profit-governance.suite101.com/article.cfm/creating_a_nonprofit_board

http://www.idealist.org/en/faqcat/3-1

http://www.consultmillennia.com/documents/Non-

ProfitBoardResponsibilitiesArticle.pdf



29

Nonprofit Organization Basics

http://www.idealist.org/if/i/en/npofaq

http://www.managementhelp.org/strt_org/strt_np/strt_np.htm

Fundraising

http://nonprofit.about.com/od/fundraising/Fundraising_Tips_and_Tools.htm

Accountability Standards

http://www.1800net.com/nprc/index.html

Asignaciones antes del Taller:

1. Cada estudiante deberá completar un plan de emergencia corto. El propósito

del plan es ayudar a relocalizar a un total de 50 familias desamparadas. El

plan debe incluir lo siguiente:

• Un presupuesto para cubrir los gastos de relocalizar y proveer a cada

familia un lugar donde vivir por 6 meses; salarios para 4 trabajadores

sociales y otros gastos involucrados para proveer este servicio por 6

meses.

• Un plan para evaluar el programa que incluya indicadores de éxito para

evaluar el progreso del programa.

2. Hacer una lista de las cualidades que debe tener un miembro de una Junta

de Directores de una organización sin fines de lucro.

3. Continuar trabajando en el proyecto final.

Actividades:

1. Cada estudiante compartirá su plan de emergencia asignado para el Taller

Cuatro.

2. El facilitador moderará una discusión breve sobre las diferencias y similitudes

de los diferentes modelos presentados.

3. El facilitador explicará en conferencia los conceptos y técnicas de la

preparación del un presupuesto y estrategias para defender y justificar el

presupuesto de un proyecto.

4. Los estudiantes se dividirán en grupos para evaluar el presupuesto

presentado para sus planes de emergencia, harán cambios y

recomendaciones basado en la información presentada.



30

5. El facilitador explicará en conferencia los métodos utilizados en la evaluación

de programas de servicio público. Estos métodos se pueden explicar por

medio de graficas, tablas y mapas conceptuales.

6. Los estudiantes se dividirán en grupos y discutirán la lista de características

que debe tener un miembro de una Junta de Directores de una agencia sin

fines de lucro y aplicarán estas características a situaciones reales.

7. Cada grupo presentará la lista de características y situaciones.

8. Cada estudiante deberá ofrecer (oralmente) a la clase una descripción del

progreso de su trabajo final.

9. Luego de finalizadas las presentaciones, el facilitador contestará preguntas y

dudas sobre el Taller.

Avalúo

1. El facilitador evaluará los trabajos escritos y hará recomendaciones y

comentarios.

2. El estudiante completará el diario reflexivo.



31

Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.


1. Students will use their creative thinking to devise a hypothetical proposal for

funding for a public sector or nonprofit organization using theories, models,

tools and methodologies learned in class.

2. Students will provide a vivid description of the need they want to address in

their proposal using graphs, charts, videos, pictures or other visual devises.

3. Apply management tools to formulate strategies and present them in a

professional manner.

4. Students will explore issues in public sector and nonprofit management and

provide suggestions using logical and organized recommendations.


1. Students will conduct special readings and research to elaborate a

professional grant proposal.

2. Students will be able to articulate solutions using proper and professional

language and making persuasive arguments based on facts to present their

case.

3. Students will interpret information and communicate in an organized and

comprehensible manner in both English and Spanish.


Writing Strategic Objectives

http://www.rapidbi.com/created/WriteSMARTobjectives.html

http://www.cdc.gov/dhdsp/state_program/evaluation_guides/smart_objectives.ht

ml

http://www.thepracticeofleadership.net/2006/03/11/setting-smart-objectives/



32

http://planestrategicoccsm.blogspot.com/

http://www.oleaginosas.org/art_128.shtml

Evaluation Methods

http://managementhelp.org/plan_dec/str_plan/monitor.htm

www.ask.com

http://www.cdc.gov/healthyyouth/evaluation/

Budget

http://www.northwestern.edu/budget/planning/index.html

http://managementhelp.org/finance/np_fnce/np_fnce.htm

http://www.nonprofitexpert.com/budget.htm

Assignments before Workshop Five:

1. Students should come prepared to give a 15-minute oral presentation of their

investigative report in English.

2. Students should finalize their written report in APA style. The report should

include extensive research on the need or problem. Students must provide a

minimum of five (5) sources of references to justify the need for the new

service. The need assessment is one of the most important elements of a

proposal. Students should also include a detailed budget proposal and

justification for the amount requested for the new service. Please refer to

Appendix D to complete the investigative report.

3. Students will write a cover letter for their written proposal. The cover letter

should address the following:

• What is the name and nature of the project /new service you are

proposing?

• What is the need that the project will address?

• What are the organizational or managerial qualities that make you or

your organization qualified for the funding?

• What are the fiscal, economic or social consequences if the project

does not get funded?



33

• Any other relevant information that you may want to highlight from your

proposal.

4. Students should finalize their portfolios.

Activities :

1. The facilitator will conduct an icebreaker activity.

2. Students will make their oral presentations (Spanish).

3. Students will ask questions or provide comments after each presentation

(Spanish).

4. Students will hand in their final report (English).

5. Students will complete the evaluation forms of the course.

6. Students will answer the following question in their reflective diaries (the

answer may be in Spanish):

• What you have gain in the Public Sector and Nonprofit Management

Program?

• The answer should reflect a summary of what the student has

accomplished in the completion of this degree and should synthesize

what the student can do to contribute to a public or nonprofit

organization.

7. Students will hand in their portfolios.

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

Assessment :

1. The facilitator will assess the students’ knowledge and use of concepts

through evaluation of oral presentations.

2. Students will be evaluated on their written final report.

3. Students will provide a self assessment (Reflective Diary).



34

Anejos/Appendixes



35

Anejo A/Appendix A

Matriz valorativa para evaluar asistencia y partici pación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= No faltó ni llegó tarde a los talleres

Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las

actividades de la clase.

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

3. Demuestra interés en las discusiones presentadas en la clase.

4. Viene preparado/a a clase. 5. Contribuye a la clase con material e

información adicional.

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

7. Respeta las preguntas y planteamientos de sus compañeros.

LENGUAJE 8. Contribuye frecuentemente a las

discusiones en clase utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.

10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.



36

Rubric to evaluate attendance and class participati on NAME : __________________________ FINAL GRADE:________________

Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops

_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops

_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops

_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops

_____ 4= No absences but tardy at 1 or 2 workshops

_____ 5= No absences or tardiness

Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.

2. Demonstrates initiative and creativity in class activities.

3. Demonstrates interest in class

discussion.

4. Arrives prepared to class.

5. Contributes to class with additional material and information.

6. Demonstrates attention and opening towards arguments from classmates.

7. Respects questions and expositions from classmates.

LANGUAGE 8. Contributes frequently to class

discussion in the workshop’s language.

9. Answers questions made by the facilitators and classmates in the workshop’s language.

10. Formulates questions pertinent to the class subject in the workshop’s language.



37

Anejo B/Appendix B

Matriz valorativa para trabajos escritos

Nombre del Estudiante: ______________________ Fecha : _______________ Criterio s Puntos Puntuación

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

10

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

10

El documento explica propiamente el contenido. 10

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

10

El documento demuestra substancia, lógica y originalidad. 10

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

10

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

10

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

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y correctamente. 10

Total Puntos 100 (70% contenido

y 30% lenguaje)

Puntuación Total:

_______

Firma del Estudiante: ____________________ Firma del Facilitador: ____________________



38

Rubric to evaluate written work

Student Name: ______________________ Date: _______________ Criteria Value Points Student

Score Content

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

10

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

10

The paper properly explains content. 10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

Langua ge 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: _____________________



39

Anejo C/Appendix C

Matriz valorativa para evaluación de presentaciones orales

NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________

0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica

CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas

principales que se incluyen en la presentación.

3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.

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

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

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

7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

LENGUAJE 8. Se utiliza un lenguaje apropiado con

corrección sintáctica y gramatical.

9. Dicción clara, sin muletillas o barbarismos y tono adecuado.

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

Comentarios : ________________________________________________________________________________________________________________________________________________________________________________________________



40

Rubric to evaluate oral presentations

NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the

theme to be discussed.

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

3. Effective projection, adequate body posture and audience management.

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

5. Captures audience attention and interest and/or promotes participation, depending on which applies.

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

7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

LANGUAGE 8. Utilized appropriate language with

syntactical and grammatical correction.

9. Clear diction, without pet phrases, barbarisms and with adequate tone.

10. Presentation is organized, coherent and can be easily followed.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________



41

Anejo D/ Appendix D

Outline for investigative report Purpose of the Report:

The investigative project is a tangible demonstration of the student’s

competence and knowledge on issues regarding management of a public or

nonprofit organization. The concentration courses include strategic planning,

investigative and research methods, leadership, finance and special topics with

emphasis on dual language writing and communication competencies. The

acquired knowledge and skills will be used to produce a final product that

incorporates management, policy and strategies learned.

The project must be well written in APA format and will consist of a

program proposal for a new public service. The student must act as the CEO,

President or Manager of a nonprofit or public organization submitting a proposal

for funding to a government entity for a new program or service. The work must

provide convincing evidence that the program is needed and worth funding

during an economic recession.

Concept :

Students will use their imagination and creativity to develop and design a

new project or service. The student will determine the setting, funding source,

type and size of program, name of particular agency, city or county, and other

elements necessary to make a convincing argument. The project must be

realistic and based on actual social needs determined by your investigative work.

For example, if your proposal offers a new program for seniors, you must include

convincing demographic data that there is an actual need and that it will not be a

duplication of a service.

Mission of the organization:

Develop a mission for the organization. It is important that you have a

good sense of how the project fits with the philosophy and mission of your

agency.



42

Need:

What is the problem or issue that you want to resolve? The need that the

proposal is addressing must be well documented. These concepts must be

articulated in the oral presentation component of the proposal. Funders want to

know that a project is feasible and the student needs to convince that the case

for the project is compelling. The written proposal must provide a minimum of five

sources of references to justify the need for the program or service.

Program : �

What is the nature of the project, timetable for implementation and the

cost to implement. The proposal must include a detailed budget and justification.

Also, the student must describe their capacity and staffing to implement the

program, including the use of volunteers or deployment of existing staff and new

hires. The proposal should include performance goals and expected outcomes. It

is important to explain how the performance goals are going to be measured and

evaluated.

Oral Presentation:

The student will make a 15 minute presentation of the proposal. The oral

presentation should include a power point or other visual elements. The student

should be creative but credible. The language to be used for the oral

presentation is Spanish.

Other:

The proposal should be 8-15 pages long and must be written in English.



43

Anejo E/ Appendix E

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

progress

e. Written pieces that illustrate critical thinking about readings:

response or reaction papers.

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

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

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

within workshops. Workshops will be separated from one another using

construction paper or paper of different colors, with tabs indicating the

workshop number.

4. Presentation of the portfolio

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

portfolio).

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

pocket of the binder for identification purposes (Appendix F ).

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

page of research papers submitted at Metro Orlando Campus. This

cover page will be placed at the beginning of the portfolio.

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

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



44

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

evaluated (Appendix G ).

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

• Documentation and reflection process (Appendix H ) required in each

workshop.

• Self assessment of the portfolio (Appendix I ).

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

added to the end of the portfolio.

• Letter of Use and Return of Use and Discard of Portfolio (Appendices

L, M & N ).

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

font, size 12, double space, and 1-inch margins. See a “Publication

Manual of the APA, Fifth Edition.”

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

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

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

student reflections, and your evaluations of individual items and all of the

work together as related to learning targets (Banks, 2005).

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

contain information pertaining to weaknesses and strengths found in students’

portfolios (Appendix K ). Facilitators will focus their attention on showing

students what is possible and their progress rather than what is wrong;

however, this does not mean that facilitators will not cover weaknesses and

areas for improvement during the conference. Facilitators will send this

feedback template upon completion of workshop one.

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

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

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

feedback template. Students will e-mail the template with their comments

back to the facilitator after every workshop.



45

6. Portfolio storage:

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

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

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix L ).

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

System to discard their portfolios by signing an official document,

portfolio samples will be destroyed; otherwise, they will be returned to

their original authors (Appendices M & N ).



46

Anejo F/Appendix F:

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

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

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

PUAG 665 Capstone in Public and Nonprofit Management 47


Anejo G/Appendix G: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.



Anejo H/Appendix H: Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

This entry is an example of an area I really need to improve:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

This entry is an example of an area I have improved:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

I think this exercise has been very helpful for my learning because:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________



Anejo H : Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________

Este ingreso es un ejemplo de un área que he mejorado:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

___________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_____________________________



Anejo I/Appendix I: Overall Portfolio Self-Assessme nt Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________

___________________________________________________________ _____ 2. _________________________________________________________

___________________________________________________________ _____ 3. _________________________________________________________

___________________________________________________________ _____ 4. _________________________________________________________

___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:

1. _________________________________________________________________ 2. _________________________________________________________________



Anejo J/Appendix J: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and

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

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to

quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of

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

• Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and

abilities?

� Growth/Development: Do samples provide thorough understanding of growth and

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



� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

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

� Professional Conduct: Do items show clear understanding of ethical behavior and

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

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

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



Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments



Anejo L/Appendix L: Letter to students

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

Date Dear Student,

Greetings from Sistema Universitario Ana G. Méndez!

As part of our assessment plan we are collecting a sample of one portfolio from

courses that have portfolios as an assessment tool. We collect these portfolios

randomly and your course may be selected for assessment this PT (Part of

Term). The evaluation and submission of these portfolios is going to be

performed by the facilitator. The selected portfolio has to be evaluated overall as

excellent.

Portfolios are essential evidence of coursework and we would like to take that in

consideration for our institutional assessment. We encourage our students to

continue their good work and to follow the guidelines that accompany this letter.

In case that your course is selected for portfolio assessment, your facilitator will

provide more information about what has to be included in your portfolio and

details about the process.

Cordially,

Coordinator of Assessment and Placement



Anejo M/Appendix M: Use and Return of Portfolio


I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

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

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo N/Appendix N: Use and Discard of Portfolio


I, ____________________________________, grant permission to the office of

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

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

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

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

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature

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