sistema universitario ana g. méndez school for ... 240 dlp... · sistema universitario ana g....

Sistema Universitario Ana G. Méndez School for Professional Studies

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

FINA 240

RISK AND INSURANCE

RIESGO Y SEGURO

© Sistema Universitario Ana G. Méndez, 2009

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

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

Study Guide ....................................... .......................................................................... 10

Workshop One ...................................... ....................................................................... 16

Taller Dos ........................................ ............................................................................. 20

Workshop Three .................................... ...................................................................... 24

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

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

Anejo A/Appendix A ................................ .................................................................... 36

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

Anejo C/Appendix C ................................ .................................................................... 40

Anejo D/ Appendix D ............................... .................................................................... 42

Anejo E/Appendix E ................................ .................................................................... 44

Anejo F/Appendix F ................................ ..................................................................... 45

Anejo G/Appendix G ................................ ................................................................... 46

Anejo H/Appendix H ................................ .................................................................... 47

Anejo I/Appendix I ................................ ....................................................................... 49

Anejo J/Appendix J ................................ ..................................................................... 50

Anejo K/Appendix K ................................ .................................................................... 51

Anejo L/Appendix L ................................ ..................................................................... 52

Anejo M/Appendix M ................................ ................................................................... 53

Anejo N/Appendix N ................................ .................................................................... 54

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

Anejo P/Appendix P ................................ .................................................................... 57

FINA 240 Risk and Insurance 3

Prep. 2004. SMP (EPM) Hamilton Cruz Rosa Rev. 2005. Jose Martinez & 2009. Manuel Christiansen, M.B.A.

Prontuario

Título del Curso Riesgo y Seguro

Codificación FINA 240

Duración Cinco semanas

Pre-requisito STAT 201

Descripción

Este curso nos presenta los conceptos de riesgos, las diferentes clases de riesgo, las

formas o métodos para trabajar con ellos y particularmente la institución del seguro

como instrumento para resolver problemas de riesgo. Además se examina en detalle

los requisitos básicos para que un riesgo sea asegurable, los diferentes tipos de

aseguradores y su sistema de mercadeo, los factores a considerar en la selección de

un asegurador, las funciones y organización del asegurador, los principios legales

aplicables al contrato de seguro y los principios fundamentales de los contratos de

seguro.

Objetivos Generales

Al finalizar el curso, el/la estudiante estará capacitado para:

1. Explicar la teoría del riesgo.

2. Clasificar los diferentes riesgos.

3. Distinguir los elementos y características de cada unos de ellos.

4. Identificar las formas o métodos para solucionar el problema de riegos.

5. Describir la institución del seguro y la forma en que trabaja con los problemas de

riesgos.

6. Explicar la importancia del seguro en el mundo de los negocios y la función social

que desempeña.

Texto y Referencias

Rejda, G. (2008). Principles of Risk Management and Insurance. 10th edition.

Prentice Hall.

Vaughan, E. and Vaughan, T. (2007). Fundamentals of Risk and Insurance, 10th

edition. Wiley.



Dorfman, M. (2008). Introduction to Risk Management and Insurance, 9th edition.

Skipper, H. and Kwon,W. (2007). Risk Management and Insurance: Perspectives in a

Global Economy. 1st edition. Blackwell Publishing.

Triescmann, J, Hoyt, R. and Sommer, D. (2005). Risk Management and Insurance. 12th

edition. Thomson South-Western.

Banks, E. (2004). Alternative Risk Transfer: Integrated Risk Management through

Insurance, Reinsurance, and the Capital Markets. Wiley

Harrington, S. (2004). Risk Management and Insurance, 2nd edition. McGraw-Hill

Mishkin, F. (2004). The Economics of Money, Banking, and Financial Markets. 7th

edition. South-Western College Publishing.

Hamilton, K. & Malecki, D. (1999). Personal Insurance: Property and Liability. 2nd

edition. American Institute for CPCU.

Malvern, P. (2001). “Personal Auto Policy” - The CPCU Handbook of Insurance

Policies, 4th ed. American Institute for CPCU.

Wiening, E., Rejda, G. & Luthardt, C. (2002). Personal Insurance, 5th edition

Insurance Institute of America.

Cascarelli, J. (2001). “Equity-Indexed Annuities: What They Are and How to Sell

Them Suitably”. Journal of Financial Service Professionals.

Commerce Clearing House. (2001). Tax Legislation: Law, Explanation, and

Analysis, Economic Growth and Tax Relief Reconciliation Act of 2001. Chicago,

IL: CCH Inc.

Kaster, N. (2002). U.S. Master Pension Guide, 2001 Tax Law Changes Included.

Chicago, IL: CCH Inc.

Black, K. & Skipper, H. (2000). Life Insurance. 13th edition. Prentice-Hall.

Graves, E. (2002). McGill’s Life Insurance. 4th edition. The American College.

Hartwig, R. (2002). The Long Shadow of September 11: Terrorism and Its Impacts

on Insurance and Reinsurance Markets. New York: Insurance Information

Institute.

IRMI Research Analysts.(2007). Glossary of Insurance and Risk Management Terms.

11th edition. International Risk Management Institute, Inc. (IRMI).

Dionne, G. The Journal of Risk and Insurance. American Risk and Insurance



Association.

Greenberg, M. Risk Analysis An International Journal. Society for Risk Analysis.

Weiss, M. Risk Management and Insurance Review. American Risk and Insurance

Association.

CRITERIOS DE EVALUACION:

Asignaciones y problemas 50 puntos

Dos exámenes parciales 100 puntos C/U = 200 puntos

Trabajo de Investigación 100 puntos (incluye presentación oral)

Portafolio 50 puntos

Asistencia y Participación 100 puntos

Total 500 puntos

Curva de evaluación

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

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 propuestas.

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 dire cciones electrónicas

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

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

ellas están:

• www.google.com

• www.riskinfo.com/

• www.Altavista.com

• www.hotbot.com

• www.yahoo.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

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

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

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

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

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

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

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

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

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

información.

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

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

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

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

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

conceptos primarios, no en hechos aislados.

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

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

dichos modelos.

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

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

persona. Como la educación es 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: Risk and Insurance

Code: FINA 240

Time Length: Five Weeks

Pre-requisite: STAT 201

Description

This course presents us the concepts of risks, the different classes of risk, the forms or

methods to work with them and particularly the institution of the insurance as instrument

for resolve problems of risk. Besides, it is examined in detail the basic requirements so

that a risk be insurable, the different types of insurance and its system of marketing, the

factors to consider in the selection of an insurer, the functions and organization of the

insurer, the applicable legal principles to the insurance contract and the fundamental

principles of the insurance contracts.

General Objectives

As the course finishes, the student will be capable of:

1. Explain the risk theory.

2. Classify the different risks.

3. Distinguish the elements and characteristics of each ones.

4. Identify the forms and methods to resolve the risks problems.

5. Describe the insurance institution and how it works with the risks problems.

6. Explain the importance of the insurance in the world of businesses and the

social function it performs.

Textbooks and Resources

Rejda, G. (2008). Principles of Risk Management and Insurance. 10th edition.

Prentice Hall.

Vaughan, E. and Vaughan, T. (2007). Fundamentals of Risk and Insurance, 10th

edition. Wiley.

Dorfman, M. (2008). Introduction to Risk Management and Insurance, 9th edition.

Skipper, H. and Kwon,W. (2007). Risk Management and Insurance: Perspectives in a



Global Economy. 1st edition. Blackwell Publishing.

Triescmann, J, Hoyt, R. and Sommer, D. (2005). Risk Management and Insurance. 12th

edition. Thomson South-Western.

Banks, E. (2004). Alternative Risk Transfer: Integrated Risk Management through

Insurance, Reinsurance, and the Capital Markets. Wiley

Harrington, S. (2004). Risk Management and Insurance, 2nd edition. McGraw-Hill

Mishkin, F. (2004). The Economics of Money, Banking, and Financial Markets. 7th

edition. South-Western College Publishing.

Hamilton, K. & Malecki, D. (1999). Personal Insurance: Property and Liability. 2nd

edition. American Institute for CPCU.

Malvern, P. (2001). “Personal Auto Policy” - The CPCU Handbook of Insurance

Policies, 4th ed. American Institute for CPCU.

Wiening, E., Rejda, G. & Luthardt, C. (2002). Personal Insurance, 5th edition

Insurance Institute of America.

Cascarelli, J. (2001). “Equity-Indexed Annuities: What They Are and How to Sell

Them Suitably”. Journal of Financial Service Professionals.

Commerce Clearing House. (2001). Tax Legislation: Law, Explanation, and

Analysis, Economic Growth and Tax Relief Reconciliation Act of 2001. Chicago,

IL: CCH Inc.

Kaster, N. (2002). U.S. Master Pension Guide, 2001 Tax Law Changes Included.

Chicago, IL: CCH Inc.

Black, K. & Skipper, H. (2000). Life Insurance. 13th edition. Prentice-Hall.

Graves, E. (2002). McGill’s Life Insurance. 4th edition. The American College.

Hartwig, R. (2002). The Long Shadow of September 11: Terrorism and Its Impacts

on Insurance and Reinsurance Markets. New York: Insurance Information

Institute.

IRMI Research Analysts.(2007). Glossary of Insurance and Risk Management Terms.

11th edition. International Risk Management Institute, Inc. (IRMI).

Dionne, G. The Journal of Risk and Insurance. American Risk and Insurance

Association.



Greenberg, M. Risk Analysis An International Journal. Society for Risk Analysis.

Weiss, M. Risk Management and Insurance Review. American Risk and Insurance

Association.

Evaluation

Assignments and problems 50 points

Two Partial exams 200 points (100 points e/o)

Research Study 100 points (including oral presentation)

Portfolio 50 points

Attendance and Participation 100 points

Total 500 points

Evaluation curve

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

Description of Course Policies

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

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

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

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

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

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

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

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

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

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

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).



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

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

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

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

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

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

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

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

extra work to compensate for the missing class time.

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

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

assignments and make-up work.

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

following options:

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

on the students existing grade.

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

based on the students existing grade.

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

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

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

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

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

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

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

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

assessment will be done collectively as well as individually.

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

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

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

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



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

Academic Honesty Policy).

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

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

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

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

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

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

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

the classrooms.

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

community established by the institution and in this course.

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

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

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

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

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

necessary.



Teaching Philosophy and Methodology

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

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

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

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

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

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

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

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

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

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

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

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

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

perspectives of the world.

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



Workshop One Specific Objectives:

At the end of the workshop, the student would be qualified to:

1. Understand the definition of risk.

2. Differentiate between pure and speculative risk.

3. Identify the three types of pure risks.

4. Explain the five basic methods of handling risk.

5. Understand the definition of insurance and explain the basic characteristics of

insurance.

6. Describe the types of insurance.

7. Explain the law of large numbers.

8. Explain the Social Benefits and Costs of Insurance.

Language Objectives:

Students will:

1. Use cooperative learning strategies to analyze and discuss a topic.

2. Use the reading process effectively.

3. Write a reflective diary using appropriate vocabulary, grammar, and style.

Electronic Links (URLs):

American Institute for CPCU and Insurance Institute of America’s Publications

http://www.ircweb.org/IRCProducts/Publications.htm#Recent

The Insurance Information Institute (III)

http://www.iii.org/media/research

Risk Analysis

http://www.riskinfo.com/RiskAnalysis/

Federal Emergency Management Agency (FEMA)

www.fema.gov

Definition of Risk

http://www.investorwords.com/4292/risk.html

Insurance Information Institute

www.iii.org

The Society for Risk Analysis (SRA)



http://www.sra.org/

The law of truly large numbers (coincidence)

http://skepdic.com/lawofnumbers.html RISKMail

www.riskmail.org/account.htm

Society for Risk Analysis (SRA)

www.sra.org

American Insurance Association (AIA)

www.aiadc.org

Coalition Against Insurance Fraud

www.insurancefraud.org

Insurance.com

www.insure.com

InsWeb – www.insweb.com

National Association of Mutual Insurance Companies

www.namic.org

Assignments before Workshop One:

1. Find information about the following topics:

Risk in Our Society

Insurance and Risk

2. Answer the following questions:

• Explain the meaning of risk, the differences between objective and subjective

risk and the differences between objective probability, subjective probability

and the chance of loss distinguished from risk.

• Define “peril”; and the four different types of hazards: “physical hazard”;

“moral hazard”; “moral hazard”; and “legal hazard.”

• What is the meaning of insurance?

• What are the requirements of an insurable risk?

• Describe the four distinct characteristics of insurance plans.



• Explain the Law of Large Numbers and how the insurer can predict future

losses with a greater degree of accuracy as the number

of exposures increases.

• Compare insurance and gambling, and insurance and hedging.

• Identify the main application of the private and government insurance.

• Explain the Benefits and Costs of Insurance to Society.

3. Create a table in Word explaining the five basic methods of handling risk.

Provide an example of each one of them.

4. Using a Venn Diagram (see Appendix P) define and explain the differences

between pure and speculative risks, and fundamental and particular risks. Define

enterprise risk.

Activities:

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

icebreaking activity suggested by the facilitator.

2. The facilitator will discuss the class objectives and will help select the student

representative. He/she will also verify that all students are in the right class.

3. Students will meet in groups to discuss the assigned questions. A member of the

group will discuss the answers. The facilitator will collect the assignments.

4. Students will meet in groups to:

a. Select and discuss in class one of each subjects:

i. Types of insurance.

ii. How can you minimize risk?

iii. How insurance can control risk?

b. Explain the following:

i. The differences between pure and speculative risks, and fundamental

and particular risks.

ii. The Law of Large Numbers.

5. The facilitator will show the following video:

http://www.youtube.com/watch?v=nXfGeMNnBsM

to understand some types of insurance.

6. Students will discuss the tables and Venn Diagrams created as assignments.



7. Fill out the course expectations form (see Appendix L) and the reflective diary.

8. The facilitator will explain the assignments to be completed before workshop two.

Assessment

1. Written report rubric.

2. Class participation rubric.

3. Course expectations.

4. Reflective diary



Taller Dos

Objetivos Específicos:

Al finalizar el Taller, el/la estudiante estará capacitado/a para:

1. Definir el significado de la gerencia de riesgo y explicar los objetivos de la misma.

2. Describir los cuatro principales pasos que incluye el proceso de la gerencia de

riesgo.

3. Distinguir entre el control de riesgo y riesgo financiero y riesgo financiero como el

riesgo primario para identificar perdidas e identificar las técnicas utilizadas por

cada uno de ellos.

4. Identificar las diferentes fuentes de información que se pueden utilizar para

identificar pérdidas potenciales.

5. Explicar los principios legales fundamentales que se reflejan en los contratos de

seguros, incluyendo los principios de indemnización y subrogación.

6. Describir los requerimientos básicos para crear un contrato de seguro y los tipos

de deducciones comunes que aparecen en los contratos de seguros.

7. Identificar las partes básicas de un contrato de seguro y las ventajas y desventajas

de un contrato de seguro en un programa de gerencia de riesgo.

Objetivos del Lenguaje:

1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones

formales e informales incluyendo actividades de reflexión y análisis, respetando

diversos puntos de vista.

2. Los estudiantes utilizarán el proceso de lectura efectivamente.

3. Los estudiantes expresarán sus ideas en español oralmente de manera efectiva

usando organizadores gráficos.

4. Los estudiantes resumirán las ideas principales usando adecuadamente la

gramática y la ortografía después de leer una amplia variedad de recursos

impresos.

Enlaces Electrónicos:

National Academy of Social Insurance

http://www.nasi.org

International Risk Management Institute, Inc. (IRMI)



http://www.irmi.com

Captive Insurance Companies Association

www.captive.com

International Financial Risk Institute

www.riskinstitute.ch

Nonprofit Risk Management Center

www.nonprofitrisk.org

Public Risk Management Association

www.primacentral.org

Risk and Insurance Management Society (RIMS)

www.rims.org

Requirements of insurable risk

http://www.allbusiness.com/glossaries/requirements-insurable-risk/4961275-1.html

Self-Insurance Institute of America

www.siia.org

Law Links

www.lawlinks.com

Legal Information Institute of Cornell Law School

www.law.cornell.edu

Nolo.com

www.nolo.com

New York State Institute Department

www.ins.state.ny.us

Office of the Commissioner of Insurance, State of Wisconsin

www.oci.wi.gov


www.iii.org

Asignaciones antes del Taller Dos:

1. Busque información en la Internet o en algún libro de texto sobre:

Introducción a la gerencia de riesgo

Principios Legales y Seguros

Análisis contractual de Seguros



2. Conteste y entregue las siguientes preguntas:

a. Definir el significado de la gerencia de riesgo y como éste difiere del seguro

gerencial.

b. Explique el principio de subrogación y cómo funcionan las condiciones.

c. Identifique los cuatros requerimientos para validar un contrato de seguro.

d. Mencione algunas deducciones comunes encontradas en un contrato de

seguro.

3. Prepare un diagrama comparando el control de riesgo y el riesgo financiero

como las técnicas principales de la gerencia de pérdidas. Presente ejemplos de

cada una.

4. Prepare una tabla en Word explicando las partes básicas de un contrato de

seguro.

5. Busque información sobre los pasos en el proceso de la gerencia de riesgo y el

proceso de indemnización. Prepare una breve historia presentando problemas

relacionados a estos temas con la intención de discutirla en el salón y buscar

soluciones en grupo.

6. Continúe trabajando con su portafolio.

Actividades:

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

2. El facilitador recogerá la asignación para este taller y se discuten las

preguntas asignadas.

3. Los estudiantes formarán grupos de tres para analizar y discutir varios casos

a ser asignados por el facilitador.

4. Los estudiantes se reunirán en grupo para comparar las historias escritas.

Luego seleccionarán la mejor historia y la compartirán en el salón. Los

demás estudiantes

5. El facilitador entregará el primer examen parcial que será recogido en el

próximo taller.

6. Los estudiantes formarán dos grupos. Utilizando la técnica del debate, el

primer grupo presentará argumentos a favor y el segundo grupo presentará



argumentos en contra sobre un tema asignado por el facilitador relacionado a

este taller.

7. Los estudiantes observarán el siguiente video:

http://www.youtube.com/watch?v=zQLhuYqc3VA Identifique las partes

básicas de una póliza de seguro. Tome notas y prepárese para discutirlo en

clase.

8. Los estudiantes llenarán el Anejo N (One Minute Paper).

9. El facilitador discutirá las asignaciones antes del taller.

Avalúo:

1. El Anejo B se utilizará para evaluar la participación en clase.

2. El Anejo A se utilizará para evaluar el trabajo escrito.

3. El Anejo C se utilizará para evaluar la discusión oral.

4. El Anejo N.



Workshop Three

Specific Objectives:


1. Understand and identify the main coverage under the Personal Automobile

Policy (PAP).

2. Identify the covered autos under the PAP.

3. Explain the coverage for damage to your auto under the PAP, the meaning and

costs of premature death and the financial impact of premature death on different

types of families

4. Understand the amount of life insurance to own.

5. Describe the three main types of life insurance and its variations and the basic

characteristics of any life insurance policy.

6. Explain the primary purpose of the legal reserve and the main features of

Universal Life insurance.


Students will:

1. Express their ideas in spoken English effectively using graphic organizers.

2. Develop ideas to solve problems in an effective way.

3. Summarize main ideas using correct grammar and spelling in English after

reading a selection.



6. Write a reflective diary using appropriate vocabulary, grammar, and style.


Geico Direct

www.geico.com


www.iii.org

Insurance.com

www.insure.com

InsWeb



www.insweb.com

Quicken.com

www.quicken.com/insurance

National Association of Insurance Commissioner (NAIC)

www.naic.org

A. M. Best Co.

www.ambest.com

American Council of Life Insurers

www.acli.com

Life Office Management Association (LOMA)

www.loma.org

LIMRA International, Inc.

www.limra.com

National Association of Insurance and Financial Advisors

www.naifa.org/index.html

National Underwriter Company

www.nationalunderwriter.com

Society of Financial Service Professionals

www.financialpro.org

Consumer Federation of America (CFA)

www.consumerfed.org

InsWeb

www.insweb.com

Assignments before Workshop Three:

1. Find information about:

Auto Insurance

Fundamentals of Life Insurance

The major types of Life Insurance sold today

2. Answer and submit the following questions:



• Describe the major coverage under the Personal Automobile Policy (PAP)

and the coverage for damage to your auto under the Personal Automobile

Policy (PAP).

• Explain the meaning of premature death and the financial impact on different

types of families.

• Define the human life value. How can it be measured?

• Describe the main purpose of a legal reserve and the main features of a Life

Insurance.

• Describe other types of Whole Life Insurance such as Modified Life Insurance

and Preferred Risks.

3. Go to the internet and make a research for several insurance companies. Make

a list of the insurances offered and compare each one including their prices.

Select the best company.

4. Create a table in Word comparing the main features with the limitations of

Universal Life insurance.

Activities:

1. The facilitator will discuss the class objectives.

2. Students will meet in three groups to discuss about:

• Payments under the four major types of coverage.

• Fundamentals of Life Insurance.

• Compare the three types of life insurance.

3. The facilitator will collect assignments.

4. The facilitator will show the following videos:

http://www.youtube.com/watch?v=pSj3FLO3IXA,

http://www.youtube.com/watch?v=pkq-CX17aO8, and

http://www.youtube.com/watch?v=kDSuHMfqdL8. The class will have an open

discussion about car insurance and the different options available in the market.



5. Students will discuss the importance of life insurance and will share the results of the

internet search.

6. Students will meet in groups of three to discuss the questions assigned.

7. Students will discuss the table they created comparing the main features with the

limitations of Universal Life insurance.

8. The facilitator will explain assignments to be completed before Workshop 4.

Assessment:

Each student will be assessed based on:

1. Appendix B rubric for class participation.

2. Appendix C for the individual/group presentation.

3. Fill out the Whip (Appendix M).



Taller Cuatro

Objetivos Específicos:

Al finalizar el Taller, el/la estudiante estará capacitado/a para:

1. Demostrar la diferencia básica entre una anualidad y un seguro de vida.

2. Explicar el principio básico de una anualidad.

3. Describir el proceso de tasación para las anualidades.

4. Describir las características básicas de anualidades fijas, anualidades variables

y anualidades de patrimonio indexadas.

5. Identificar los fundamentos de un plan de retiro privado.

6. Identificar los principales tipos de planes calificados.

7. Definir los requerimientos de elegibilidad para una cuenta de Retiro Individual

(IRA).

8. Identificar las ventajas desde el punto de vista de impuestos federales para

empleadores y empleados en un plan de retiro calificado.

9. Describir las características básicas de un plan de la Sección 401(k).

10. Describir las características básicas de un plan Keogh.

Objetivos del Lenguaje: 1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones

formales e informales incluyendo actividades de reflexión y análisis, respetando los

diversos puntos de vista de otros.

2. Los estudiantes desarrollarán ideas para solucionar problemas de una manera

efectiva.

3. Los estudiantes utilizarán el proceso de lectura efectivamente.

4. Los estudiantes expresarán sus ideas en español oralmente de manera efectiva

usando organizadores gráficos.

5. Los estudiantes resumirán las ideas principales usando adecuadamente la

gramática y la ortografía después de leer una amplia variedad de recursos

impresos.

Enlaces Electrónicos:

Annuity.com

www.annuity.com



Insurance.com

www.insure.com

Motley Fool

www.fool.com

American Benefits Council

www.appwp.org

Employee Benefits Research Institute (EBRI)

www.ebri.org

Fidelity Investments

www.fidelity.com

Pension Benefit Guaranty Corporation

www.pbgc.gov

Charles Schwab

www.schwab.com

Vanguard Group

www.vanguard.com

American College

www.amercoll.edu


www.acli.com

American Institute for CPCU

www.aicpcu.org


www.aiadc.org


www.iii.org

Insurance.com

www.insure.com

LIMRA International, Inc.

www.limra.com



Asignaciones antes del Taller Cuatro:

1. Buscar información sobre los siguientes temas:

Anualidades y Planes de Retiro Individuales

Beneficios de empleados y Planes de Retiro

Tipos de Seguros y Sistema de Mercadeo

2. Conteste y entregue las siguientes preguntas:

• ¿Cómo se diferencia una anualidad de un seguro de vida?

• Explique los requerimientos de elegibilidad para una cuenta de Retiro

Individual “IRA”

• ¿Cuáles son los límites de contribución para una cuenta de Retiro Individual

“IRA”?

• Explique características básicas una cuenta de Retiro Individual “IRA”

• Describa las ventajas desde el punto de vista de los impuestos federales para

empleadores y empleados en un plan de retiro calificado.

• Mencione las tres edades de retiro un plan de retiro privado y las

características básicas de un plan de la Sección 401(k).

• Describa el plan Keogh para trabajadores independientes.

3. Prepare un diagrama Venn (Anejo P) mostrando las características básicas de los

diferentes tipos de sistemas de mercadeo para propiedades y seguros de deuda:

A. Sistema de Agencia Independiente

B. Sistema de Agencia Exclusiva

C. Sistema de Escritura Directa

D. Sistema de Respuesta Directa

E. Sistema de Distribucion Multiple

4. Prepare una tabla en Word comparando una anualidad fija con una anualidad

variable.

5. Prepare un ensayo explicando las características básicas de los diferentes tipos de

sistemas de mercadeo para los seguros de salud y de vida. Use formato APA.

i. Sistema de “Building Agency”

ii. Sistema de “Nonbuilding Agency”

iii. Sistema de Respuesta Directa



Actividades:

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

2. El facilitador recogerá las asignaciones y las discutirá.

3. El facilitador mostrará los siguientes videos:

http://www.youtube.com/watch?v=CmNrl_3gRjQ,

http://www.youtube.com/watch?v=WuBG3kS5cjs, y

http://www.youtube.com/watch?v=utnBtPO4BbQ. Para comenzar la discusión en

clase sobre el tema.

4. Los estudiantes hablarán sobre los ensayos que prepararon como asignación.

5. El facilitador entregará varios estudios de caso.

6. Los estudiantes formarán grupos de tres para analizar y discutir los casos

asignados.

7. La clase se dividirá en dos grupos. Cada grupo seleccionará uno de estos temas y

preparará un resumen verbal.

a) Cuentas de Anualidades

b) Cuentas de cuenta de Retiro Individual “IRA”

8. El facilitador entregará el segundo examen parcial en clase. Este deberá ser

entregado en el próximo taller.

9. Los estudiantes llenarán su diario reflexivo.

10. Explicación de las tareas a ser completadas antes del Taller cinco.

Avalúo:

1. El Anejo B se utilizará para evaluar la participación en clase.

2. El Anejo A se utilizará para evaluar el trabajo escrito.

3. El Anejo C se utilizará para evaluar la discusión oral.

4. El Anejo O se utilizará para el diario reflexivo.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives:


1. Identify the important aspects of an insurer’s operations.

2. Describe the basic insurance company functions: Rate Making, Underwriting,

Production, Claim Settlement, Reinsurance, Investments, Accounting, Legal

Function, Loss Control Services, and Electronic Data Processing.

3. Understand the rate making process. How Insurance pricing differs from pricing of

other products and activities of Actuaries.

4. Describe the basic underwriting principles.

5. Describe the steps in underwriting.

6. Identify the reinsurance process, the reasons for reinsurance, the types of

reinsurance, and the alternatives to traditional reinsurance.

7. Describe the life insurance investments and the property and casualty insurance

investments.

8. Understand the various job opportunities in the insurance industry.


Students will:

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

after reading a selection.



4. Write a report using appropriate vocabulary, grammar, and style.


American Institute for CPCU



www.aicpcu.org


www.acli.com

American College

www.amercoll.edu


www.aiadc.org


www.iii.org

Office of the Chief Actuary

http://www.ssa.gov/OACT/actuaries/actssa.html

Encyclopedia Britannica

http://www.britannica.com/EBchecked/topic/289537/insurance/13258/Underwriting-

principles

Associate, Reinsurance Administration (ARA) Program

http://www.loma.org/ARA.asp

Life Office Management Association (LOMA)

www.loma.org

Assignments before Workshop Five:

1. Find information about Insurance Company Operations

2. Answer and submit the following questions in English:

• Describe the basic underwriting principles and the steps in underwriting.

• Explain the general nature of Production and identify the professional

designations.

• Describe the following insurance company functions:

A. Accounting

B. Legal Function

C. Loss Control Services

D. Electronic Data Processing

3. Prepare an essay in Spanish regarding the importance of all types of insurance.

Use APA style.



4. Find two articles regarding insurance company claims. Summarize them in English

and bring them to class.

5. Give the final touches to your portfolio.

Activities:

1. The facilitator will start the class with a short review and will clarify any doubt of the

material covered in this course thus far (in Spanish).

2. Students will discuss their essays (in Spanish).

3. The students will start the presentations of their research projects (in Spanish) and

will turn in the written reports (in English).

4. The facilitator will collect the partial exam #2 to discuss and make any clarifications

about it.

5. Students will meet in groups of three to discuss the articles they summarized. They

will orally present their findings (in English).

6. The group representative will distribute the course evaluation form.

7. Students will fill out Appendix N (One Minute paper).

8. Students will hand in their portfolios.

9. The facilitator will make final comments (in Spanish).

Assessment:

Each student will be assessed based on:

1. Appendix B rubric for class participation.

2. Appendix C for the individual/group presentation.

3. Appendixes D-K for Portfolio Assessment.

4. Appendix N – One minute paper



Anejos/Appendixes



Anejo A/Appendix A

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 Po ints 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criteri o Puntos Puntuación

Contenido

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

10

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

10

El documento explica propiamente el contenido.

10

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

10

El documento demuestra substancia, lógica y originalidad.

10

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

10

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

10

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

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo B/Appendix B

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo C/Appendix C

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

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

10

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

10

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

10

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

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

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

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

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

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo D/ Appendix D

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 F ).



• 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 E ).

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 I ). 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 J ).

• 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 K ).



Anejo E/Appendix E

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo F/Appendix F Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo G/Appendix G

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 H/Appendix H

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


Prep. 07-30-2004. SMP (EPM) Hamilton Cruz Rosa Revised 05-01-2005. Jose Martinez, 2-20-2009 Manuel Christiansen, M.B.A.

Anejo I/Appendix I

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

Student’s response and comments



Anejo J/Appendix J

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo K/Appendix K

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo L/Appendix L

COURSE EXPECTATIONS

Objective : To align the objectives of the course with the student’s expectations.

Procedure:

Students will write their expectations of the course, the perceived objectives and

their goals to be achieved with the course. The student will share their expectations

with the rest of the group.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



Anejo M/Appendix M

The “Whip”

Objective:

To allow the students to express their thought in regards to what they have learned

in the workshop and, to emphasize the important concepts that come up from the

students’ answers.

Procedure:

The students will answer in complete sentences the questions at the bottom. The

facilitator will go around the room asking each student to respond to a question and

he/she would answer with short phrases. Every student is expected to respond.

They may pass on the first turn but, must answer once the whip circles again.

• What was one thing you learned today?

• What was one thing you are unclear about today?

• What one surprise was in today’s class?

• What was one thing you want to think more about?



Anejo N/Appendix N

ONE MINUTE- PAPER

Name ________________________

Answer the following questions and return the document to the facilitator. These

answers will provide the facilitator with valuable information regarding your doubts

about the topics or concepts discussed in class today.

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

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________.

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

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________.

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

important for me.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________.



Anejo O/Appendix O

DIARIO REFLEXIVO Nombre ____________________________

Fecha ____________________________

El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los

sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de

cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto

evaluación.

Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller

y conteste las mismas en forma de ensayo con excelente gramática, ortografía y

puntuación:

1. Hoy aprendí….

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

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



Reflective Diary

Name ____________________________

Date ____________________________

The purpose of this diary is to reflect and write about the concepts, feelings, and

attitudes experienced after class discussion and assignments. This process will help

your self-assessment.

Using the following questions, reflect about what was presented in this workshop

and answer the questions following an essay style using excellent grammar, syntax

and punctuation:

1. Today I learned…

2. The topic presented today helps me…

3. I can apply today’s discussion to my life and personal experiences…



Anejo P/Appendix P

Venn Diagram

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