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Sistema Universitario Ana G. Méndez

Florida Campuses

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

CRIM 380

CRIMINALISTICS

CRIMINALISTICA

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

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

CRIM 380 Criminalistics 2

Prep. 2004. Ivan Rivera, Esq. Rev. 2008. Ivette Pérez, Esq. (SMP – EPM)

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

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

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

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

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

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

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

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

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

Anejo B/Appendix B .................................................................................................... 36

Anejo C/Appendix C .................................................................................................... 37

Anejo D/Appendix D .................................................................................................... 39

Anejo E/Appendix E .................................................................................................... 40

Anejo F/Appendix F ..................................................................................................... 41

Anejo G/Appendix G ................................................................................................... 42

Anejo H/Appendix H .................................................................................................... 44

Anejo I/Appendix I ....................................................................................................... 45

Anejo J/Appendix J ..................................................................................................... 46

Anejo K/Appendix K .................................................................................................... 47

Anejo L/Appendix L ..................................................................................................... 48

Anejo M/Appendix M ................................................................................................... 54

Anejo N/Appendix N .................................................................................................... 55

Anejo O/Appendix O ................................................................................................... 56

Anejo P/Appendix P .................................................................................................... 58

Anejo Q/Appendix Q ................................................................................................... 60



Prontuario

Título del Curso Criminalística

Codificación CRIM 380

Duración Cinco Semanas o según aplique

Pre-requisito CRIM 107, 300

Descripción

El curso introduce al estudiante a la ciencia forense, la cual consiste en el estudio de

las técnicas científicas empleadas en la identificación, recolección, preservación y

tratamiento de la evidencia obtenida en una investigación criminal y su uso en el

proceso legal. Examinaremos el método empleado en la preservación de evidencia y la

importancia de este aspecto de la investigación criminal en el procedimiento judicial

que sigue la investigación. También repasaremos los principios constitucionales que

tienen que ver con la admisibilidad de evidencia forense en el proceso judicial.

Objetivos Generales

Al finalizar este curso, el/la estudiante:

1. Tendrá conocimientos sobre la utilización de las técnicas de identificación,

recolección, y preservación de evidencia física en la investigación de un crimen.

2. Conocerá el procedimiento utilizado en la presentación de evidencia para el

esclarecimiento de un delito ante un proceso judicial.

3. Habrá obtenido conocimientos básicos sobre prácticas en laboratorio pertinentes

al análisis de evidencia física obtenida en la escena del crimen.

4. Estará familiarizado/a con la historia y evolución de la ciencia forense.

5. Podrá aplicar su conocimiento de los derechos constitucionales ya adquiridos

a la utilización de evidencia obtenida en la escena del crimen.

6. Comprenderá la importancia del desarrollo de la ciencia forense en la resolución de

crímenes en la sociedad.

Textos y Recursos

Inman, K., & Rudin, N. (2001). Principles and Practices of Criminalistics: The

Profession of Forensic Science. CRC Press.

Saferstein, R. (2006). Criminalistics: An Introduction to Forensic Science (9th Edition).

Prentice Hall.



Referencias y material suplementario

Deforest, P. (2003). Forensic Science: An Introduction to Criminalistics. McGraw-Hill.

Meloan, J. (2000). Criminalistics: An Introduction to Forensic Science (7th Edition).

Prentice Hall.

Genge, N. E. (2002). The Forensic Casebook: The Science of Crime Scene

Investigation. Ballantine Publishing Group.

Geberth, V. J. (1996). Practical Homicide Investigation: Checklist and Field Guide

CRC Press.

Geberth, V. J. (1996). Practical Homicide Investigation: Tactics, Procedures,and

Forensic Techniques (3rd Edition). CRC Press.

Evans, C. (1998). The Casebook of Forensic Detection: How Science Solved 100 of

the World’s Most Baffling Crimes. Wiley.

Evans, C. (2002). A Question of Evidence: The Casebook of Great Forensic

Controversies, From Napoleon to O.J. Wiley.

Snyder Sachs, J. (2001). Corpse: Nature, Forensics, and the Struggle to Pinpoint Time

of Death—An Exploration of the Haunting Science of Forensic Ecology. Perseus

Publishing.

Hess, A. K., & Werner, I. B. (1999). The Handbook of Forensic Psychology (2nd

Edition). Wiley.

Barnett, P. D. (2001). Ethics in Forensic Science: Professional Standards for the

Practice of Criminalistics. CRC Press.

Califana, A. J., & Levkov, J. (1978). Criminalistics for the Law Enforcement Officer.

Glencoe/Macmillan McGraw Hill.

O’Brien, K. P. (1980). Criminalistics: Theory and Practice (3rd Edition). Allyn and

Bacon Criminal Justice Series. Allyn and Bacon.

Evaluación

La evaluación del curso consiste en la medición del grado de aprovechamiento que ha

obtenido el estudiante en el mismo. Está consistirá de las puntuaciones que resulten

de las siguientes actividades:

1. Asistencia y participación 20%

2. Asignaciones 20%



3. Trabajo en Parejas 20%

4. Portafolio 20%

5. Proyecto Final 20%

Total 100%

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

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

Descripción de la evaluación

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

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

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

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

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

que participe activamente. El Facilitador evaluará la participación de cada

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

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

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

utilizando el idioma del taller correspondiente. El Facilitador evaluará la

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

Anejo N.

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

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

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

tareas con las correcciones sugeridas durante el siguiente taller. Los

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

comentarios del Facilitador y lo aprendido en clase.

3. Trabajo en Parejas: Durante el Taller Dos el facilitador asignara parejas y temas

o los estudiantes podrán seleccionar de acuerdo al Anejo K. Las parejas

deberán completar un trabajo escrito y presentación oral hasta un límite de 1

minutos. Es durante el Taller Tres cuando las presentaciones y los trabajos

escritos se deben completar y cuando las parejas serán consideradas expertos



en su área y el facilitador se reserve el derecho de preguntar y examinar

respectivamente.

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

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

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

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

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

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

siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. Evaluación Inicial

e. División en cinco talleres

i. Asignaciones

ii. Avalúo

f. Desarrollo del Proyecto Final

g. Conclusión – Evaluación Final

h. Bibliografía estilo APA

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

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

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

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

secciones debidamente organizadas y rotuladas. El Facilitador evaluará el mismo

utilizando los Anejos A-J.

5. Proyecto Final: El estudiante trabajará de manera individual dos estudios de

casos. Durante el Taller Cinco se presentará el trabajo escrito así como también

una presentación oral. Debido a la naturaleza bilingüe del programa y del taller,

el trabajo constará de un caso en español y el otro en inglés. De igual forma la

presentación oral será bilingüe. Durante las cinco semanas los estudiantes y el



Facilitador se comunicaran de manera continua utilizando la hoja de desarrollo

del proyecto final. Para más detalles ver los Anejos L y M.

Descripción de las normas del curso

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

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

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

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

significa que cada taller deberá ser conducido enteramente en el lenguaje

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

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

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

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

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

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

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

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

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

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

en español según aplique.

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

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

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

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

taller deberá presentar una excusa razonable al facilitador. El facilitador

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

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

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

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

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



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

opciones:

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

la nota existente.

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

dos por debajo de la nota existente.

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

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

una excusa válida y verificable, el facilitador determinará una actividad

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

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

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

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

trabajo de excelencia, pero recibirán una calificación individual.

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

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

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

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

honestidad académica).

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

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

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

su correo electrónico, teléfonos, y el horario disponibles.

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

necesidad, deberá permanecer en vibración o en silencio.

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

salón de clases.

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

comportamiento que rigen al SUAGM 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 motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda 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 direcciones electrónicas y/o

añadir algunas de ser necesario.

http://www.findarticles.com/

http://www.telemundo.yahoo.com/

http://bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/



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 intrínsecamente 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 Criminalistics

Code CRIM 380

Time Length Five Weeks or as applicable

Pre-requisite CRIM 107, 300

Description

This is an introductory course on forensic science, in which we will study the scientific

techniques employed in the recognition, identification, collection, preservation,

individualization, and interpretation of physical evidence and its use in judicial

proceedings. It is, in essence, the application of the natural sciences to legal matters.

Emphasis will be given to the preservation of physical evidence and the importance of

this aspect of the criminal investigation to the judicial proceedings that follow the

collection of evidence. We will also review the constitutional principles relevant to the

admissibility of forensic evidence in the judicial process.

General Objectives

Upon the completion of this course, the student will:

1. Be familiar with the techniques used in the identification, collection, and

preservation of physical evidence in a criminal investigation.

2. Understand the procedure for the submission of physical evidence in order

to prove in a judicial proceeding that a crime has been committed.

3. Have acquired basic familiarity with the laboratory analysis of evidence

collected at the scene of a crime.

4. Be familiar with the history and evolution of the forensic sciences.

5. Be able to apply his/her knowledge of constitutional provisions to the use

of evidence acquired at the scene of a crime.

6. Understand the importance of the development of the forensic sciences to the

resolution of crime in society.

Texts and Resources

Inman, K., & Rudin, N. (2001). Principles and Practices of Criminalistics: The

Profession of Forensic Science. CRC Press.

Saferstein, R. (2006). Criminalistics: An Introduction to Forensic Science (9th Edition).



Prentice Hall.

References and supplementary material

Deforest, P. (2003). Forensic Science: An Introduction to Criminalistics. McGraw-Hill.

Meloan, J. (2000). Criminalistics: An Introduction to Forensic Science (7th Edition).

Prentice Hall.

Genge, N. E. (2002). The Forensic Casebook: The Science of Crime Scene

Investigation. Ballantine Publishing Group.

Geberth, V. J. (1996). Practical Homicide Investigation: Checklist and Field Guide

CRC Press.

Geberth, V. J. (1996). Practical Homicide Investigation: Tactics, Procedures,and

Forensic Techniques (3rd Edition). CRC Press.

Evans, C. (1998). The Casebook of Forensic Detection: How Science Solved 100 of

the World’s Most Baffling Crimes. Wiley.

Evans, C. (2002). A Question of Evidence: The Casebook of Great Forensic

Controversies, From Napoleon to O.J. Wiley.

Snyder Sachs, J. (2001). Corpse: Nature, Forensics, and the Struggle to Pinpoint Time

of Death—An Exploration of the Haunting Science of Forensic Ecology. Perseus

Publishing.

Hess, A. K., & Werner, I. B. (1999). The Handbook of Forensic Psychology (2nd

Edition). Wiley.

Barnett, P. D. (2001). Ethics in Forensic Science: Professional Standards for the

Practice of Criminalistics. CRC Press.

Califana, A. J., & Levkov, J. (1978). Criminalistics for the Law Enforcement Officer.

Glencoe/Macmillan McGraw Hill.

O’Brien, K. P. (1980). Criminalistics: Theory and Practice (3rd Edition). Allyn and

Bacon Criminal Justice Series. Allyn and Bacon.

Evaluation

The student will be evaluated as follows:

1. Attendance and class participation 20%

2. Assignments 20%

3. Work in Pairs 20%



4. Portfolio 20%

5. Final Project 20%

Total 100%

The final grade World be the sum of all individual activities. The final grade would be

based on a 100 points standard curve.

Evaluation’s description

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

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

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

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

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

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

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

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

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

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

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

in Appendix N.

2. Assignments: Assignments before every workshop are a fundamental

component of class participation. The students will complete these assignments

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

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

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

the Facilitator’s comments.

3. Work in Pairs: During Workshop Two either the facilitator will assign teams and

topics or the students will choose a partner and a topic from Appendix K. The

pair shall complete a written report and oral presentation not to exceed 15

minutes. During Workshop Three when the presentations are to be delivered

and the written report is due each pair of students shall be considered experts in

their area and the facilitator reserves the right to question and examine them

accordingly.



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

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

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

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

Portfolio should include the following sections:

a. Cover APA style

b. Table of Content

c. Introduction

d. Initial Evaluation

e. Five Workshops Divisions

i. Assignments

ii. Assessments

f. Final Project Development Log

g. Conclusion – Final Evaluation

h. References APA style

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

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

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

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

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

Facilitator will evaluate the portfolio using Appendixes A-J.

5. Final Project: The students will work individually on two case studies during the

Fifth and last Workshop. They will present both a written analysis and oral

presentation. Due to the bilingual nature of the program and workshop one of

the case studies will be conducted in Spanish and the other in English, the oral

presentation shall also be bilingual. During the five weeks the students and

Facilitator shall communicate on a continuous basis using the final project

development log. For complete details see Appendixes L and M.

Description of course policies

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

Language Immersion Model® designed to promote each student’s development as a



Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will

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

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

the facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

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

of instruction must be conducted in the language taught (Spanish or English only).

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

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

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

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:

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

on the students existing grade.

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

based on the students existing grade.



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

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

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

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

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

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

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

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

assessment will be done collectively as well as individually.

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

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

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

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

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

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

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

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

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

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

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

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

the classrooms.

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

community established by the institution and in this course.

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

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

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

www.google.com

www.altavista.com

www.ask.com



www.excite.com

www.pregunta.com

www.findarticles.com

www.telemundo.yahoo.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

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

necessary.

http://www.findarticles.com/

http://bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/



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

Content Specific Objectives

At the end of this workshop, the student will:

1. Know and understand the concepts of forensic science and criminalistics.

2. Know the history and development of forensic science and its use in crime

resolution.

3. Understand the concept of processing a crime scene.

4. Know the different sciences within criminalistics.

Language Objectives

Students will be able to:

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

communication.

2. Develop written essays and initial evaluation using appropriate grammar, syntax and

verb tense.

3. Listen, analyze and share in group the assigned material and homework.

URLS

Forensic Science in Criminal Justice

http://www.criminaljusticeusa.com/forensic-science.html

http://nij.gov/topics/forensics/welcome.htm

Forensics: Library at John Jay College of Criminal Justice

http://www.lib.jjay.cuny.edu/old/forscigu.htm

Crime Scene

http://crime-scene-investigator.net/

https://www.ncjrs.gov/pdffiles1/nij/178280.pdf

Crime Laboratory

http://www.fdle.state.fl.us/CrimeLab/

Legal Dictionary

http://dictionary.law.com/

http://duhaime.org/dictionary/diction.htm

What Crime Labs do?

http://www.associatedcontent.com/article/112038/what_crime_labs_do.html

http://www.criminaljusticeusa.com/forensic-science.html

http://nij.gov/topics/forensics/welcome.htm

http://www.lib.jjay.cuny.edu/old/forscigu.htm

http://crime-scene-investigator.net/


http://www.fdle.state.fl.us/CrimeLab/

http://dictionary.law.com/

http://duhaime.org/dictionary/diction.htm

http://www.associatedcontent.com/article/112038/what_crime_labs_do.html



Assignments before Workshop One

1. Students will prepare an initial evaluation to be included in the Portfolio – see

Appendix A – in which they will discuss their expectations for the class and their

future performance in it.

2. Define in your own words the following general terms and concepts, which would

be used along the course:

a. Anthropology

b. Chain of custody

c. Circumstantial evidence

d. Crime laboratory

e. Crime scene

f. Direct evidence

g. DNA

h. Evidence

i. Expert witness

j. Eyewitness

k. Fingerprints

l. Forensic science

m. Lay witness

n. Pathology

o. Physical evidence

p. Science

q. Serology

r. Toxicology

s. Warrant

t. Witness

3. Study, examine and prepare a written descriptive essay explaining the history

and development of forensic science. Use APA style. For more information

about APA, visit the Learning Resource Center.

4. Study, examine and prepare a written descriptive essay explaining the concept of

a crime scene and its processing.



Activities

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

his choice the students will present themselves.

2. The facilitator will explain the course, evaluation techniques and module to the class,

in addition to select a student representative.

3. The facilitator will choose randomly various students to share their initial evaluation

with the rest of the class.

4. The facilitator will take some time to explain in details the Final Project along with the

Development Logs.

5. Utilizing the round table technique the class will discuss and share their essays

regarding the history and development of forensic science and criminalistics.

6. The students along with the facilitator will discuss and share their terms and concepts

definitions.

7. The class will be divided into sub-groups, no more than five (5) students each, in order

to examine the following ideas:

a. What is the importance of a crime scene?

b. How do you process them?

c. Create a step by step guide for it processing

d. Share their analysis and guide with the rest of the class

8. To finalize, the facilitator will review and answer any question or doubts, in addition to

discuss next week assignments.

Assessment

1. For today’s journal entry answer the following question: how important is the

crime scene and how could the processing of such affect the next step in the

judicial proceeding, litigation and trial?

2. Written documents rubric

3. Class participation rubric.



Taller Dos

Objetivos Específicos

Al finalizar el taller el estudiante:

1. Distinguirá y conocerá los métodos y técnicas utilizados para colectar evidencia

física en la escena de un crimen.

2. Aprenderá a preservar y proteger la evidencia física colectada en la escena de un

crimen.

3. Conocerá el concepto cadena de custodia y su rol en el proceso judicial.

4. Distinguirá los distintos tipos de drogas y su proceso de colección y preservación

como evidencia.

5. Conocerá la toxicología como rama de la ciencias forenses.

Objetivos de Lenguaje

Los estudiantes podrán:

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

como lenguaje asignado.

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

manera clara y concisa.

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

Direcciones Electrónicas

Recolección de Evidencia en el lugar del crimen

http://www.crime-scene-investigator.net/collect.html

http://www.staggspublishing.com/crimesceneevidence.html

Manejando evidencia

http://www.crime-scene-investigator.net/tagging.html

Cadena de custodia y Toxicología

http://law.jrank.org/pages/5130/Chain-Custody.html

http://www.nij.gov/training/firearms-training/module06/fir_m06_t06_03.htm

http://www.news-medical.net/health/Toxicology-What-is-Toxicology-(Spanish).aspx

http://toxicology.org/

http://www.crime-scene-investigator.net/collect.html

http://www.staggspublishing.com/crimesceneevidence.html

http://www.crime-scene-investigator.net/tagging.html

http://law.jrank.org/pages/5130/Chain-Custody.html

http://www.nij.gov/training/firearms-training/module06/fir_m06_t06_03.htm

http://www.news-medical.net/health/Toxicology-What-is-Toxicology-(Spanish).aspx

http://toxicology.org/



Tareas a realizar antes del Taller Dos

1. Completar y enviar por correo electrónico al facilitador el desarrollo semanal del

proyecto final. Ver Anejo M.

2. Contesta las siguientes preguntas:

a. ¿Cómo se diferencia la evidencia física de otro tipo de evidencia?

b. Desarrolla una lista de los tipos más comunes de evidencia física

c. ¿Qué papel juega la toxicología en las ciencias forenses y la

criminalística?

3. Estudiantes con apellidos de la A-L investigarán y escribirán un ensayo

descriptivo acerca la cadena de custodia (“chain custody”).

a. ¿Qué es?

b. ¿Cuál es su importancia en el proceso criminal?

4. Estudiantes con apellidos M-Z investigarán y escribirán un ensayo descriptivo

acerca el proceso de colectar evidencia física.

a. Escogerán dos tipos de evidencia y explicarán el proceso de colecta y

preservación.

b. ¿Cuál es su importancia en el proceso criminal?



Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. Utilizando la técnica de mesa redonda la clase discutirá el concepto de evidencia

física y como se diferencia de otro tipo de evidencia

3. Los estudiantes que estudiaron e investigaron la cadena de custodia se reunirán

en subgrupos, no más de cuatro estudiantes por grupo, para comparar notas y

preparar sus presentaciones al resto de la clase.

4. Los estudiantes que estudiaron e investigaron el proceso de colectar y preservar

evidencia física se reunirán en subgrupos, no más de cuatro estudiantes por

grupo, para comparar notas y preparar sus presentaciones al resto de la clase.

5. Discusión en pleno de los métodos y técnicas de colectar y preservar la

evidencia física, así como de la toxicología y su papel en las ciencias forenses.

6. Los estudiantes crearán un mapa conceptual acerca de uno de los temas

cubiertos en clase.

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

discute las asignaciones para la próxima semana.

8. El facilitador asignará los temas para el trabajo individual (o en parejas,

dependiendo del tamaño de la clase) para el Taller 3 ver Anejo K .

Avalúo

1. Para el diario de esta semana desarrolla una idea original donde se despliegue una

violación a la cadena de custodia en la preservación y/o colecta de evidencia física.

2. Matriz valorativa para trabajos escritos.

3. Matriz valorativa para participación en clase.



Workshop Three Specific Objectives


1. Know and understand the methods to obtain and preserve fingerprints.

2. Understand basic concepts and importance of DNA within modern criminal

investigation.

3. Differentiate the types of trace evidence.

Language Objectives

Students will be able to:

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

communication and use concepts appropriately.

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

papers virtually free of grammatical errors and oral presentation with clear and

easily understood pronunciation with correct use of grammar and verb usage

Electronic Links (URLS)

Fingerprints

http://onin.com/fp/fphistory.html

Criminalistics and Trace Evidence

http://www.tncrimlaw.com/forensic/f_criminalistics.html

Justice through DNA

http://www.dna.gov/

DNA Revolution:

http://www.koshland-science-museum.org/exhibitdna/crim01.jsp

http://www.criminaljustice.ny.gov/forensic/

http://www.dnajustice.com/

http://mitpress.mit.edu/catalog/item/default.asp?tid=10362&ttype=2

DNA Forensics

http://www.ornl.gov/sci/techresources/Human_Genome/elsi/forensics.shtml

http://onin.com/fp/fphistory.html

http://www.tncrimlaw.com/forensic/f_criminalistics.html

http://www.dna.gov/

http://www.koshland-science-museum.org/exhibitdna/crim01.jsp

http://www.criminaljustice.ny.gov/forensic/

http://www.dnajustice.com/

http://mitpress.mit.edu/catalog/item/default.asp?tid=10362&ttype=2

http://www.ornl.gov/sci/techresources/Human_Genome/elsi/forensics.shtml



Assignments before Workshop Three

1. Complete and send via e-mail the final project development log. See Appendix M.

2. Read and study the assigned material on fingerprints and DNA.

3. Answer the following questions:

a. How does DNA work in a crime investigation?

b. How do fingerprints work in a crime investigation?

c. Can we always trust DNA?

d. What is IAFIS?

e. Can we always trust fingerprints?

f. Could testing or sampling of both DNA and fingerprints be an invasion on the

individual’s privacy? Explain.

4. Prepare the assigned written and oral presentation as discussed in Appendix K.

Activities

1. The facilitator will start the class with a short review.

2. In order to introduce the topic of fingerprinting the class will be divided in pairs.

Each pair will take each other’s fingerprints – material to be provided by the

Facilitator. For purpose of the exercise use the right hand. After you complete the

fingerprinting the students will compare each other and answer the following

questions:

a. Describe both yours and your partner’s fingerprints.

i. Do they look like an arch, a loop, many circles, etc.?

b. Could you differentiate them?

c. How do they compare?

3. The Facilitator will lead the discussion of fingerprints their history, different types and

their role in criminal investigation.

4. The Facilitator will ask the class for their personal definition of deoxyribonucleic acid

– DNA and how would it be beneficial in criminal investigations. After which the

Facilitator will lead a discussion of DNA, its history and role in criminal justice

system.



5. The class as a whole will debate on the question of fingerprints and DNA as

intrusion of privacy and thus unconstitutional. Half of the class must be in favor and

the other half against the proposition.

6. The students will present their assigned oral presentations not to exceed ten (10)

minutes by topic.

7. The Facilitator will distribute the Take-Home exam and discuss any special

instructions.

8. The Facilitator will discuss next week assignments and answer any question

regarding the final project.

Assessment

1. For today’s journal entry think about the following statement: fingerprints and DNA

can provide a match only if the person has provided their sample before – i.e.

convicted felons, etc – do you think it is proper to collect a blood sample and the

fingerprints from babies when they are born and create a nationwide filing system.

What possible conflicts might a program like this create? Is it permissible in the

name of safety or too burdensome and violates human and individual’s rights?

2. The Facilitator will electronically send the Progression Follow-Up Template

(Appendix H) with his feedback and improvement recommendations during the week

before Workshop Four.

3. Students will electronically respond to the Progression Follow-Up Template before

Workshop Four.

4. Written report rubric

5. Oral presentation rubric.



Taller Cuatro

Objetivos Específicos

Al finalizar el taller el estudiante:

1. Conocerá los métodos y tácticas relacionadas a la entrevista de testigos presentes

en la escena del crimen.

2. Entenderá las restricciones legales bajos las cuales el oficial que investiga un

crimen debe de operar durante la interrogación y cuestionamiento a un testigo.

3. Comprenderá los derechos de un sospechoso durante un interrogatorio y arresto.

4. Entenderá la importancia y el papel que juega el concepto de testimonio de un

experto.

5. Podrá distinguir entre evidencia directa y evidencia circunstancial.

Objetivos de Lenguaje

Los estudiantes podrán:

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

como lenguaje asignado y utilizando los conceptos apropiadamente.

2. Leer y resumir (escrito u oralmente) el material asignado en español libre de errores

ortográficos y de manera clara y concisa.

Direcciones Electrónicas

Federal Rules of Evidence – Forensic Expert Testimony

http://www.forensic-evidence.com/site/EVID/EL00003_4.html

Evidence in the courtroom

Forensic evidence – “expert” opinion

Daubert v. Merrell Dow Pharmaceuticals

509 U.S. 579 (1993)

http://laws.findlaw.com/us/509/579.html

DNA in the Courtroom Crawford v. Commonwealth

Court of Appeals of Virginia, September 19, 2000

http://www.forensic-evidence.com/site/EVID/EL_dna_instr_bad.html

Rights of the suspect Miranda v. Arizona

http://www.landmarkcases.org/miranda/home.html

http://www.forensic-evidence.com/site/EVID/EL00003_4.html

http://laws.findlaw.com/us/509/579.html

http://www.forensic-evidence.com/site/EVID/EL_dna_instr_bad.html

http://www.landmarkcases.org/miranda/home.html



Evidencia Directa vs Evidencia Circunstancial

http://www.probablecause.org/directevidence.html

http://www.multilingualarchive.com/ma/enwiki/es/Circumstantial_evidence

Tareas a realizar antes del Taller Cuatro

1. Completar y enviar por correo electrónico al facilitador el desarrollo semanal del

proyecto final. Ver Anejo M.

2. Estudiantes con apellidos de la A-L leerán y analizarán de manera escrita el caso

de la Corte Suprema de los Estados Unidos Daubert v. Merrell Dow

Pharmaceuticals.

3. Estudiantes con apellidos de la M-Z leerán y analizarán de manera escrita el caso

de la Corte Apelativa de Virginia Crawford v. Commonwealth.

4. Todos los estudiantes deberán leer y estudiar el caso Miranda v. Arizona y estar

preparados para discutir en clase.

5. Explicar la diferencia entre evidencia directa y evidencia circunstancial, redactar una

lista de al menos cinco ejemplos de cada categoría (al menos 10 en total).

6. Trabajar con el portafolio.

Actividades

1. El facilitador comenzará la clase con un breve repaso.

2. Los estudiantes se reunirán en subgrupos, no más de cuatro estudiantes por grupo,

para discutir el caso estudiado, para discutir el mismo y preparar una presentación

al resto de la clase que no exceda 5 minutos.

3. Utilizando preguntas y respuestas el facilitador cubrirá las diferencias entre testigo

ocular, experto y no-experto a la vez que los estudiantes determinan que testimonio

pueden o no pueden ofrecer.

4. El facilitador escogerá al azar varios estudiantes para que compartan sus listas de

evidencia directa y circunstancial.

5. Discusión en pleno sobre el caso Miranda v. Arizona y los “Miranda Warnings”

6. El Facilitador recogerá el examen.

7. Se le dará tiempo a la clase para reunirse con el facilitador y tener la oportunidad de

hacerle preguntas en relación al trabajo final de ser necesario.

http://www.probablecause.org/directevidence.html

http://www.multilingualarchive.com/ma/enwiki/es/Circumstantial_evidence



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

discute las asignaciones para la próxima semana

Avalúo

1. Desarrolla una idea original donde despliegues los conocimientos adquiridos en el

cuestionamiento tanto al sospechoso como a un testigo ocular. ¿Qué información

de esos cuestionamientos entrará en juicio y cuál no? ¿Por qué?

2. Matriz valorativa de presentaciones orales.

3. Matriz valorativa para trabajos escritos.



Workshop Five/Taller Cinco

Specific Objectives


1. Will have a clear understanding of the role that forensic science plays in the

investigation of a crime.

2. Understand and apply the newly learned concepts during their final group

presentations.

Language Objectives

The students will be able to:

1. Read and summarize the assigned material in English or Spanish without grammar

errors.

2. Express themselves orally in English or Spanish as the language of communication,

giving an oral presentation with clear and easily understood pronunciation with

correct use of grammar and verb usage.

Electronic Links (URLs)

Future of Forensics


http://www.npr.org/2011/02/06/133497696/is-the-csi-effect-influencing-courtrooms

http://yalelawjournal.org/the-yale-law-journal-pocket-part/criminal-law-and-sentencing/the-

csi-effect:-fact-or-fiction/

http://www.neoteo.com/ciencia-forense-construyendo-una-cara-a-14858

Forensics in the Courtroom

http://www.wesleyan.edu/synthesis/GROUP4/FINALVERSIONS/LASTDNA.HTM

http://www.nij.gov/training/forensic.htm

Assignments before Workshop Five

1. Complete and send via e-mail the final project development log (in English). See

Appendix M.

2. Watch three of the videos from the Electronic Link section. Take notes of crime scene

clean up techniques (in English).


http://www.npr.org/2011/02/06/133497696/is-the-csi-effect-influencing-courtrooms

http://yalelawjournal.org/the-yale-law-journal-pocket-part/criminal-law-and-sentencing/the-csi-effect:-fact-or-fiction/

http://yalelawjournal.org/the-yale-law-journal-pocket-part/criminal-law-and-sentencing/the-csi-effect:-fact-or-fiction/

http://www.neoteo.com/ciencia-forense-construyendo-una-cara-a-14858

http://www.wesleyan.edu/synthesis/GROUP4/FINALVERSIONS/LASTDNA.HTM

http://www.nij.gov/training/forensic.htm



3. After reading and watching the assigned material, develop a descriptive essay about the

future of forensic sciences and criminalistics (in Spanish).

4. Complete both the oral presentation and the written part of the final project. See

Appendix L for instructions.

5. Students should make two copies of the entire final Project. One copy will carry the

students’ personal information; the other will include only their Student Identification

Number in full on the cover page.

6. Complete the Portfolio. See Appendixes A to J.

Activities

1. The facilitator will start the class with a short review (in Spanish).

2. The Facilitator will divide the class in groups of three-four (3-4) students, depending

on the size of the group. Each group will be given a case scenario in particular. The

group shall discuss the case scenario and present their solutions, ideas or general

concepts from the perspective of forensic science and criminalistics’ future. The

group can move forward ten or twenty (10-20) years into the future and discuss their

case scenario. The objective of this activity is to discuss the future of these areas

within criminal justice. The groups shall be ready to share their work with the

Facilitator and the rest of the class. (Spanish)

3. Students will meet in pairs to create a concept map about a topic assigned by the

facilitator.

4. Students will meet in groups to finish their presentations.

5. The students will deliver their Final Project oral presentations which shall not exceed

ten or fifteen (10-15) minutes depending on the size of the class.

6. The student representative will start the class evaluation process.

7. Students will hand in their portfolios.

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

Assessment

1. After analyzing the contents of this course, which professional career will you likely

follow and why? i.e., Crime Lab, Technician Officer, Crime Scene Investigator,

Medical Examiner, photographer, other…

2. Oral presentation rubric



3. Written report rubric.



Anejo A/Appendix A

Portfolio

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

Cover page with title, student name, course and class section

Table of content

Initial evaluation of class expectation and plans for your performance during the next five weeks

All written assignments

Weekly journals (5) answering the respective key question of each workshop

News analysis – two per workshop (10 in total) directly related to each week concepts and topics. Must include the actual news clip in addition to its analysis: how does it relate to class, how did it help me understand class better? Use the language of each respective workshop

Reflexive Statement – see appendix B

Portafolio

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

Portada con titulo, nombre del estudiante curso y sección

Tabla de contenido

Evaluación inicial de sus expectativas para la clase y sus planes en cuanto a su desempeño durante las siguientes cinco semanas

Todas las asignaciones escritas

Reflexiones semanales (5) contestando las respectivas preguntas claves de cada taller

Análisis de noticias – dos por taller (10 en total) directamente relacionada a los temas y conceptos de cada semana. Deberá incluir la noticia como tal en adición al análisis: ¿cómo se relaciona con la clase, cómo me ayudo a entender la clase mejor? Recuerda utilizar el lenguaje de cada taller respectivamente.

Reflexión final – ver anejo B



Anejo B/Appendix B

Reflexive Statement

Please answer the following questions clearly and honestly: 1. Which do you consider the most stimulating aspect of this course? ________________________________________________________________ ________________________________________________________________ 2. Which do you consider the least stimulating aspect of this course? _______________________________________________________________ _______________________________________________________________ 3. What would you change in the format of this course? _______________________________________________________________ _______________________________________________________________ 4. Which criminalistics’ themes did you find most interesting? ________________________________________________________________ ________________________________________________________________ 5. Did the contents of this course meet your expectations regarding the increase of your knowledge in the field of criminal justice? __________________________________________________________________ __________________________________________________________________ 6. Are you now more, or less, stimulated to continue to pursue academic studies in the field of criminal justice? __________________________________________________________________ __________________________________________________________________ 7. How do you evaluate your performance in this course? __________________________________________________________________ __________________________________________________________________



Anejo C/Appendix C

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

reaction papers.

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

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

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

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

4. Presentation of the portfolio

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

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

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

placed at the beginning of the portfolio.

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

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

APA, Fifth Edition”

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

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

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

(Appendix E).



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

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

to the end of the portfolio.

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

of the binder for identification purposes (Appendix D).

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

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

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

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

related to learning targets (Banks, 2005).

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

information pertaining to weaknesses and strengths found in students’ portfolios

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

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

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

conference. Facilitators will send this feedback template upon completion of

workshop one.

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

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

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

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

after every workshop.

6. Portfolio storage:

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

Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix I).

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

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

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

authors (Appendix J).



Anejo D/Appendix D

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one: Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo E/Appendix E

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo F/Appendix F

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

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

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

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

Education, Inc.



Anejo G/Appendix G

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

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

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

Professionalism: Is the appearance of the portfolio

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

Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

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

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

Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

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

Collaboration: Do items show examples of both individual and

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



Reflection and Personal growth: Do items show exceptional

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

Professional Conduct: Do items show clear understanding of

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

Overall Portfolio Impact

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

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

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs 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

http://www.lcusd.net/lchs/portfolio/rubric.htm



Anejo H/Appendix H

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments

Prep. 2004. Ivan Rivera, Esq. Rev. 2008 Ivette Pérez, Esq.

Anejo I/Appendix I

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date


Prep. 2004. Iván Rivera, Esq. Rev. 2007 Ivette Pérez, Esq.

Anejo J/Appendix J

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

my consent.

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

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

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K

Workshop Three Presentation in Pairs

CRIMINALISTICS

Topics Student

1. Ballistics – Firearms _______________________

2. Bloodstain Analysis _______________________

3. Microscopy – Trace Evidence _______________________

4. Forensic Anthropology _______________________

5. Arson Investigation _______________________

6. Forensic Photography _______________________

7. Forensic Art _______________________

8. Analysis of a Dead Body _______________________

9. Investigating a Sex Crime _______________________

10. Forensic Pathology _______________________

11. Hairs, Fibers, and Paint _______________________

12. Interview of Crime Scene Witnesses _______________________

13. Dr. Henry C. Lee, Forensics Master _______________________

14. The Investigative Report _______________________



Anejo L/Appendix L

Final Project Workshop Five

Estudio de Caso #1 (a completarse en español)

Instrucciones: Lea y analice cuidadosamente el estudio de caso # 1 en español.

El patrullero John Smith de la Policía de Orlando, sector del Este recibió una llamada

el día 23 de Octubre a las 10:00 p.m. hora del este, la misma indica que el guardia de

seguridad del Sistema Universitario Ana G. Méndez, localizado en 1000, Semoran

Blvd., Orlando, Florida, está reportando el hurto de 5 monitores de computadoras de

dicha institución.

Al llegar a la dirección, el guardia de seguridad Sr. José Pueblo le indica que

descubrió que cinco monitores de computadoras habían desaparecido. El Sr. Pueblo

le relató que aproximadamente a las 10:00 PM cuando realizaba su ronda por la

institución, notó que en el salón 102, faltaban 5 monitores El patrullero Smith, tomó la

información y le indicó al Sr. Pueblo que mantuviera el salón 102 cerrado para evitar la

contaminación de la escena. El patrullero también le indicó al Sr. Pueblo que por favor

estuviera disponible ya que en horas de la mañana el detective asignado al caso lo

pudiera necesitar.

Informe Escrito Comprehensivo – Estudio de Caso # 1

Proyecto Investigativo Forense – Cuestionario del estudio de caso

Instrucciones: Usted ha sido designado como el detective a cargo de la investigación.

Basado en los datos recibidos usted le va a proveer instrucciones al técnico criminalista

para que procese la escena. Utilizando el estilo “APA” confeccione un reporte de no

menos de cinco páginas – incluyendo las referencias. Este reporte proveerá las

instrucciones para el proceso de la escena.

1. Describa la naturaleza del delito

a. ¿Qué sucedió?



b. ¿Dónde?

c. ¿Cómo sucedió?

d. ¿Alguna otra “escena del crimen”?

e. ¿Cuando sucedió (si es de conocimiento inmediato)?

2. Actores

a. Describa la víctima o víctimas

b. Describa los testigos oculares (si hay algunos)

c. ¿Quién descubrió el crimen?

d. ¿Quién avisó a las autoridades?

e. ¿Quién está a cargo de la investigación?

f. Describa el investigador o investigadores forenses.

g. ¿Algún sospechoso de inmediato?

3. La escena del crimen

a. ¿En una casa o establecimiento público?

i. ¿Qué parte de la casa o establecimiento público?

ii. ¿En más de una habitación u oficina?

b. ¿Al aire libre?

i. ¿Propiedad privada o propiedad pública?

ii. ¿En presencia de transeúntes?

iii. ¿Estaba adecuadamente alumbrado el lugar?

iv. Distancia de lugar habitado u ocupado

v. ¿Era el lugar fácilmente accesible?

c. Evidencia aparente

i. ¿Se puede determinar de inmediato cual fue el arma o instrumento

utilizado para llevar a cabo el crimen? ¿Se encontró el arma o

instrumento en la escena del crimen?

ii. ¿Se puede determinar de inmediato si había más de un criminal?

iii. Si había testigos oculares, ¿fueron entrevistados los testigos?

iv. ¿Había huellas detectables a simple vista?

v. ¿Había alguna señal de entrada forzada en una casa u otra

estructura?



vi. ¿Alguna otra evidencia aparente?

4. Criminalística

a. Papel del investigador forense

b. ¿Qué tipo de evidencia no aparente se obtuvo en la escena del crimen?

c. Describa la evidencia vestigial colectada

d. Describa cómo se protegió la evidencia obtenida

e. Describa la cadena de la evidencia obtenida

f. Describa el uso de ADN en la investigación del crimen si aplica

5. Resolución del crimen

a. ¿Por qué se cometió este crimen?

b. ¿Cómo se descubrió el motivo del crimen?

c. ¿Cual es la evidencia que demuestra el motivo?

d. Describa la evidencia directa obtenida.

e. Describa la evidencia circunstancial obtenida.

f. ¿Se protegió la validez de la evidencia?

g. ¿Cómo se cumplió con los derechos constitucionales del acusado?

h. ¿Cómo contribuyó la criminalística a la resolución del crimen?

6. Conclusión

a. Describa la importancia del uso de la ciencia forense en esta investigación

criminal.



Case Study #2 (in English)

Directions: Read and analyze case study # 2 carefully in English.

On May 5, 2006 at 5:00 p.m. you respond to 1234 South Orange Blossom Trail,

Apartment 234-B. According to radio communications, a patrol officer is reporting a

suspicious death. When you arrived at the scene, you approached Officer Donna

Adams who was the first officer at the scene. Officer Adams provided you with the

following statements:

At about 3:30 PM she was dispatched to the above location and instructed to meet

with Mr. Joe Citizen, manager of the apartment complex. According to Officer

Adams, Mr. Citizen was concerned because one of the tenants whom he

identified as Bruce Gordon had not been seen in the past few days and he was

concerned for his well-being. Mr. Citizen further indicated that Mr. Gordon was in

his late 90’s and was on the early stages of dementia. Officer Adams further

indicated that Mr. Citizen provided her with a key to Mr. Gordon’s apartment.

Officer Adams initially went by the mailbox room and observed that Mr. Gordon’s

was full. She further read a note from the mail carrier requesting Mr. Gordon to

contact the Post Office in order to pick-up the mail due to the fact that mailbox

was full beyond capacity. Officer Adams then proceeded to the apartment, upon

opening the door with Mr. Citizen’s master key; she detected a strong pungent

odor. Officer Adams determined based on her experience that the odor is

indicative of a decomposing body.

Officer Adams after notifying her supervisor continued the search of the

apartment. While searching the master bedroom, she observed bloodstains and

a watery type liquid coming from the side of the bed that was closed to the wall.

She proceeded to walk around the bed and was able to observe what appeared

to be the remains of a human body in an advanced stage of decomposing.

Officer Adams walked out of the apartment and made the appropriate

notifications.



Comprehensive Written Report – Case Study # 2

Forensic Investigative Project – Case Study Questionnaire

Directions: As the detective on call, you are responding to the scene, where you are

going to direct the crime scene personnel. Based on what you know from the above

situation, please describe what and how the crime scene personnel could assist you in

the investigation. Using the APA style, prepare a report of no less than five pages –

including the references. This report will provide the instruction process to handle the

crime scene.

1. Describe nature of crime

a. What happened?

b. Where did it happen?

c. How it happen?

d. When did it happen?

e. Is there an additional crime scene?

2. Actors

a. Describe the victim(s).

b. Describe the witness (es).

c. Who discovered the crime?

d. Who reported the crime to authorities?

e. Who is in charge of the investigation?

f. Describe the forensic investigator.

g. Is there any possible suspects

3. Crime Scene

a. Describe location

i. Is it a private or a public place?

ii. Where exactly in the location, did the crime take place?

iii. What was the lighting of the location?

iv. How accessible was the location?

v. How many people had access to the location?

b. Evidence (direct/indirect)

i. Can you determine the weapon(s) used in the crime?



ii. Was the weapon found in the location?

iii. Can you determine how many suspects do we have – one or more than

one?

iv. Where there any witnesses, and if so where they questioned?

v. Where there any fingerprints at the location?

vi. Was the entry forced?

vii. Any other apparent evidence?

4. Forensics

a. Role of the Forensic Investigator

b. Types of evidence collected at the scene

c. Describe the Chain of Custody for such evidence

d. Describe how was the evidence protected and handled

e. Describe any DNA research if applicable

5. Crime Resolution

a. Do we have a motive?

b. How did you discover that motive?

c. What evidence established the motive?

d. How did forensics assist in the resolution of the investigation?

6. Conclusion

a. Describe the importance of forensic science in this criminal investigation.



Anejo M/Appendix M

Final Project Development Log

Directions: Complete the following development log and send electronically to the facilitator each week

Workshop 1

Workshop 2

Workshop 3

Workshop 4

Workshop 5

Actions

Accomplished 3 points

Difficulties

Found 2 points

Students’ Initials

Facilitator’s Feedback



Anejo N/Appendix N Rubric to Evaluate Class Attendance and Participation

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

0 1 2 3 4 5

Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

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



Anejo O/Appendix O RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

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

10

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

10

The paper properly explains content.

10

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

10

The paper demonstrates substance, logic and originality.

10

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

10

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

10

Language

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

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

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

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

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

10

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

10

El documento explica propiamente el contenido.

10

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

10

El documento demuestra substancia, lógica y originalidad.

10

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

10

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

10

Lenguaje

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

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total Puntos 100 (70% contenido y 30% lenguaje)

Puntuación Total: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo P/Appendix P

MATRIZ VALORATIVA 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: __________________________________________________________________________________________________________________________________________________________________________________________________________________



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: ____________________________________________________________________________________________________________________________________________________



Anejo Q/Appendix Q

Students Weekly Progress Record Sheet

Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Assessment

Workshop One

Comments:

______________________________________________________________________

______________________________________________________________________

____________________________________________________

Student’s Signature: ______________ Facilitator Signature: ______________



Workshop Two

Comments:

______________________________________________________________________

______________________________________________________________________

____________________________________________________

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

Comments:

______________________________________________________________________

______________________________________________________________________

____________________________________________________

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

Comments:

______________________________________________________________________

______________________________________________________________________

____________________________________________________


Workshop Five

Comments:

______________________________________________________________________

______________________________________________________________________

____________________________________________________


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