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Revised May, 2015

Sistema Universitario Ana G. Méndez, Inc.

School of Professional Studies Continental USA Branch Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

MARK 450

MARKETING INTERNSHIP

PASANTÍA (INTERNADO) DE MERCADEO

© Sistema Universitario Ana G. Méndez, Inc. 2015

Derechos Reservados

© Ana G. Méndez University System, Inc. 2015

All rights reserved

MARK 450 MARKETING INTERNSHIP 2

Revised May, 2015

Prepared based on the course syllabus (2013) of the School of Professional Studies,

with the collaboration of:

Manuel Christiansen, MBA, Module Development Specialist

Ricardo A. Castro, MBA, Content Evaluator

Frances Rodríguez, Corporate Dual Language Specialist

Jeannette Labrador, MA, Corporate Spanish Language Specialist

Minette Elias, MS, Curriculum and Instructional Designer


Revised May, 2015

TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

GUÍA DE ESTUDIO ...................................................................................................................... 5

STUDY GUIDE ............................................................................................................................ 29

TALLER UNO.............................................................................................................................. 53

WORKSHOP TWO ...................................................................................................................... 66

TALLER TRES ............................................................................................................................ 80

WORKSHOP FOUR .................................................................................................................... 90

TALLER CINCO ........................................................................................................................ 102

WORKSHOP SIX ....................................................................................................................... 113

TALLER SIETE ......................................................................................................................... 124

WORKSHOP EIGHT ................................................................................................................. 134

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .......................................................................................................................... 149

APPENDIX B: PARAGRAPH CONSTRUCTION RUBRIC ................................................... 153

APPENDIX C SIX-TRAIT ANALYTIC WRITING RUBRIC ................................................. 155

APÉNDICE D/APPENDIX D: INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB LANGUAGE LAB AND E-LAB INFORMATION ..................... 163

APPENDIX E: LANGUAGE LAB/E-LAB DOCUMENTATION ........................................... 168

APÉNDICE F/ APPENDIX F RÚBRICA DE ENSAYO / ESSAY RUBRIC .......................... 173

APÉNDICE G/ APPENDIX G RÚBRICA DE PARTICIPACIÓN EN CLASE / .................... 176

APÉNDICE H/ APPENDIX H RÚBRICA DE PRESENTACIÓN ORAL Y AUDIOVISUAL

INDIVIDUAL/GRUPAL / INDIVIDUAL/GROUP ORAL AND AUDIOVISUAL

PRESENTATION RUBRIC ....................................................................................................... 181

APÉNDICE I/ APPENDIX I AUTORREFLEXIÓN / SELF-REFLECTION .......................... 186


Revised May, 2015

APÉNDICE J/APPENDIX J: RÚBRICA PARA EVALUAR LOS JUEGOS DE ROL/

RUBRIC TO EVALUATE ROLE PLAYING ........................................................................... 190

APPENDIX K: KWHLAQ CHART .......................................................................................... 196

APÉNDICE L\ APPENDIX L RÚBRICA DEL FORO DE DISCUSIÓN ESCRITA\ WRITTEN

DISCUSSION FORUM RUBRIC .............................................................................................. 197

APÉNDICE M\ APPENDIX M RÚBRICA DEL FORO DE DISCUSIÓN ORAL\ ORAL

DISCUSSION FORUM RUBRI ................................................................................................ 200

APÉNDICE N\ APPENDIX N GUÍAS GENERALES DE LA PRESENTACIÓN

AUDIOVISUAL DEL PLAN DE MERCADEO\ GENERAL GUIDELINES FOR THE

MARKETING PLAN AUDIOVISUAL PRESENTATION ...................................................... 205

APPENDIX O MARKETING INTERNSHIP HANDBOOK .................................................... 211

APPENDIX P MARKETING INTERNSHIP APPLICATION FORM ..................................... 225

APPENDIX Q APPROVAL OF INTERNSHIP FORM ............................................................ 229

APPENDIX R INTERNSHIP HOURS LOG ............................................................................. 230

APPENDIX S INTERNSHIP CONTRACT ............................................................................... 232

APPENDIX T INTERNSHIP SUPERVISOR'S EVALUATION .............................................. 235

APPENDIX U INTERNSHIP COORDINATOR'S EVALUATION ........................................ 238

APPENDIX V\ APÉNDICE V MARKETING PLAN CONTENT\ CONTENIDO DEL

PLAN DE MERCADEO ............................................................................................................ 241


Revised May, 2015

GUÍA DE ESTUDIO

Nombre del curso: Pasantía de Mercadeo

Codificación: MARK 450

Créditos: Seis

Duración: Ocho semanas

Prerrequisito: MARK 133, MARK 301 y MARK 320

Descripción: Este curso expone a los alumnos a una experiencia laboral en la cual aplican los

principios relacionados con las estrategias de mercadeo que aprendieron en el aula. Además, estudia

la formulación de políticas de márquetin, desde la perspectiva gerencial; entre ellas se encuentran: la

organización, el análisis de la demanda, la planificación de productos, el sistema de fijación de

precios, la logística y promoción de ventas. Igualmente, el curso expone al estudiante a situaciones

reales en el campo laboral, lo que facilita el desarrollo de la autoestima necesaria para desempeñarse

como profesional. Gracias a esta experiencia, el alumno tiene la oportunidad de decidir el área de

especialidad en la que desea trabajar. Se requieren 160 horas de trabajo a tiempo completo. Este es un

curso de ocho semanas.

Objetivos generales de contenido

Al finalizar el curso, el estudiante será capaz de:

1. Obtener experiencia práctica en un ambiente corporativo.

2. Comprender mejor las diversas funciones de la gerencia de mercadeo.

3. Desarrollar la habilidad de tomar decisiones ante los problemas que se proponen.

4. Entender claramente las oportunidades de desarrollo profesional que brinda la industria.

5. Asimilar las tareas y responsabilidades diarias de un profesional del campo.

6. Desarrollar y refinar las destrezas de comunicación.


Revised May, 2015

7. Familiarizarse con las teorías, los conceptos, la terminología y los métodos de márquetin que

aprendió en la universidad.

8. Tener la oportunidad de analizar y tomar decisiones respecto a casos reales.

9. Concienciarse acerca de las aplicaciones de la mercadotecnia y entender la perspectiva de un

profesional de dicha especialidad.

10. Reconocer la importancia de la ética en el campo del mercadeo.

Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

1. Escuchar: Comprender discursos orales en inglés/español reconociendo sus diversas

finalidades y las situaciones de comunicación en que se producen; compartir, comparar y

desarrollar ideas nuevas acerca de la pasantía de mercadeo de manera colaborativa; lograr

aprendizajes significativos, basados en la experiencia y en temas motivadores; responder a

estímulos auditivos tales como vídeos, presentaciones audiovisuales y actividades interactivas.

2. Hablar: Expresarse oralmente en inglés/español con propiedad y corrección, de acuerdo con

las diversas finalidades y situaciones comunicativas y adoptando un estilo expresivo propio;

analizar, opinar y comunicar oralmente puntos de vistas e ideas; desarrollar habilidades y

competencias que lo capaciten para su trabajo escolar, vida laboral y vida cotidiana; utilizar el

lenguaje para adquirir conocimientos nuevos acerca de la pasantía de mercadeo y para

aprender a utilizar técnicas sencillas de manejo de la información mediante los medios

tradicionales y la tecnología informática.

3. Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés/español la información

recogida en los diversos medios de información sobre la pasantía de mercadeo; desarrollar

actitudes críticas ante los mensajes de los medios de comunicación, valorar la importancia de

sus manifestaciones y beneficiarse autónomamente de la lectura como fuente de información y

enriquecimiento cultural.


Revised May, 2015

4. Escribir: Redactar textos, en inglés/español, desde una postura personal, crítica y creativa,

con propiedad y corrección, para establecer una comunicación clara y efectiva; utilizar la

escritura como fuente de información para proveer datos pertinentes relacionados con la

pasantía de mercadeo.

Objetivos generales de avalúo

Al finalizar el curso, el facilitador habrá evaluado a los estudiantes en los siguientes renglones:

1. Evaluación:

a. Justificar sus decisiones al resolver los problemas que plantea el curso, de manera que

aplique sus conocimientos y maximice sus destrezas comunicacionales en inglés y

español.

2. Síntesis:

a. Diseñar un plan de mercadeo en el que implemente las estrategias, técnicas y tendencias

que aprendió, sin olvidar la importancia de dominar el arte de hablar en público, tanto

en inglés como en español.

3. Análisis:

a. Analizar la envergadura e inherencia de la ética en el campo del mercadeo, mientras

fortalece sus destrezas de redacción en inglés y español.

Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo

Utilice el estilo APA (6ta edición) para reseñar los textos y recursos recomendados.

http://www.apastyle.org/

http://owl.english.purdue.edu/owl/resource/560/01/

Libro(s) recomendados:

American Psychological Association. (2009). Publication manual of the American


Revised May, 2015

Psychological Association (6a ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Baird, B. N. (2014). The Internship, practicum, and field placement handbook A

guide for the helping professions (7a ed.). Upper Saddle River, N.J.: Pearson-Prentice Hall.

(ISBN-10: 0205959652; ISBN-13: 9780205959655)

Linton, I. (2011). Brilliant marketing plan: What to know and do to make a successful plan (1a ed.).

Boston, MA: Pearson- Prentice Hall.

(ISBN-10: 027375629X; ISBN-13: 9780273756293)

Sweitzer, F. & King, M. (2014). The successful internship (4a ed.). Mason, OH: South-Western,

Cengage Learning.

(ISBN-10: 1285077199; ISBN-13: 9781285077192)

Wood, M.B. (2014). Marketing plan handbook (5a ed.). Boston, MA: Pearson- Prentice Hall.

(ISBN-10: 0133078353; ISBN-13: 9780133078350)

Libro(s) electrónico(s) recomendados:

Berger, L. (2012). All work, no pay: Finding an internship, building your resume, making

connections, and gaining job experience (1st ed.). New York, NY: Ten Speed Press.

(ISBN-10: 1607742258; ISBN-13: 9781607742258)

Linton, I. (2013). Brilliant marketing plan: What to know and do to make a successful plan (1st ed.).


(ISBN-10: 1292006153; ISBN-13: 9781292006154)

Perlin, R. (2012). Intern nation: How to earn nothing and learn little in the brave new economy (1st

ed.). Brooklyn, NY: Verso.

(ISBN-10: 1844679065; ISBN-13: 9781844679065)


Revised May, 2015

Recursos adicionales y recursos electrónicos – se recomienda que los estudiantes accedan los

siguientes enlaces, pero que no se limiten a ellos.

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/

Diccionario de la Real Academia Española

http://www.rae.es/

Diccionario panhispánico de dudas de la Real Academia Española

http://rae.es/recursos/diccionarios/dpd

Fundación del Español Urgente

http://www.fundeu.es/

Current and historical financial data

http://finance.yahoo.com

Thomson Reuters Financial Statistical Database

http://online.thomsonreuters.com/datastream/

UCLA Forecasting Center

http://uclaforecast.com

U. S. Bureau of Economic Analysis

http://www.bea.gov/

U. S. Bureau of Labor Statistics

http://www.bls.gov/

U. S. Census Bureau

http://www.census.gov/


http://www.rae.es/



http://finance.yahoo.com/


http://uclaforecast.com/

http://www.bea.gov/

http://www.bls.gov/



Revised May, 2015

U. S. Department of Agriculture Economic Research Service

http://www.ers.usda.gov/

U. S. Energy Information Administration, independent statistics and analysis

http://www.eia.doe.gov/

De ser necesario, el facilitador puede corregir las direcciones electrónicas o añadir enlaces

profesionales que contengan las investigaciones más recientes sobre el tema del módulo.

Nota: El Sistema Universitario Ana G. Méndez (SUAGM) no se responsabiliza por los cambios de

contenido ni formato que se realicen a los enlaces electrónicos que recomienda con fines educativos;

así tampoco controla la caducidad de los mismos. Si por alguna razón, usted encuentra material

cuestionable en los enlaces que el SUAGM recomienda, por favor comuníquelo inmediatamente al (a

la) director(a) académico(a) y al director corporativo de Servicios de Aprendizaje para iniciar el proceso

de remoción y actualizar el módulo con información confiable.




Revised May, 2015

Descripción de la evaluación

Tabla de evaluación

La calificación final está basada en la acumulación de puntos por taller (30 % para idioma y 70 %

para conocimientos en la disciplina). Calcule la calificación final basada en los criterios que aparecen

al lado izquierdo de la tabla (la calificación final representa 50 % para el idioma español y 50 % para

el idioma inglés).

Criterios Talleres Puntos Porcentaje

Asistencia y participación 1 al 8 100 10 %

Laboratorio de Idiomas y el E-Lab (uso de los

recursos del E-Lab para realizar asignaciones y

actividades, según indique el módulo o el

facilitador).

1 al 8 100 20 %

Trabajos escritos (autorreflexiones, ensayos,

párrafos y otros)*

1 al 8 100 15 %

Demostraciones y presentaciones orales y

audiovisuales individuales/grupales y juegos de rol*

Determinado

por el

facilitador

100 15 %

Portafolio digital

(Vea el manual en Blackboard, use sus rúbricas y las

de la sección de apéndices del módulo, según

aplique).

8 100 20 %

Informe de progreso en el Taller Cinco (español) y

presentación audiovisual en el Taller Ocho (inglés)

5 y 8 50 y 50

20 %

Total 600

(puntuación

máxima)

100 %


Revised May, 2015

*Los facilitadores y estudiantes tienen que utilizar las rúbricas provistas en la sección de apéndices del

módulo para evaluar las actividades y asignaciones de cada taller. El facilitador evaluará las

actividades de cada taller, basado en el requisito del 30 % en actividades de idioma y el 70 % en

actividades de contenido. Las actividades tienen que estar a la altura del nivel universitario, en ambos

idiomas, para fomentar el desarrollo de profesionales bilingües. La calificación final del curso

reflejará 50 % en las actividades del idioma inglés y 50 % en las de español.

Escala para la calificación final del curso

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 o menos

Método de evaluación: El facilitador proporcionará información específica para realizar y calificar las

asignaciones durante la primera noche de clase.

Descripción del proceso de evaluación:

1. La calificación final del curso se determinará, según el porcentaje que obtenga el estudiante al

demostrar que domina el contenido del curso (70%) y las habilidades lingüísticas en inglés y

español (30%), basado en el trabajo que realice en cada taller. La competencia lingüística y el

dominio del contenido del curso se evaluarán en cada taller y asignación y al utilizar los recursos

del E-Lab y realizar las actividades. Para detalles, consulte la tabla de evaluación que se

encuentra en la Guía de estudio.

El dominio del contenido del curso se evalúa a través de dos exámenes parciales o actividades

equivalentes, asignaciones, proyectos, trabajos escritos, presentaciones orales, ejercicios del

Laboratorio de Idiomas y del E-Lab, etcétera. La calificación deberá reflejar el 50 % de la

evaluación en inglés y el 50 % en español. El facilitador es responsable de evidenciar que dicho

requisito se cumplió.

2. Exámenes parciales: Este curso requiere que se imparta(n) dos exámenes parciales (uno en

inglés y uno en español) o una actividad equivalente, que forma(n) parte de la calificación final.


Revised May, 2015

Dicho(s) examen/exámenes se ofrecerá(n) para medir los conocimientos del contenido del

curso, según los objetivos estipulados en el módulo, al igual que la competencia lingüística en

ambos idiomas.

Cuando se administren dos exámenes parciales (o actividades equivalentes), uno deberá ser en

español, durante un taller que se realice en español, mientras que el segundo deberá ofrecerse

en inglés, durante un taller que se imparta en inglés.

3. Además de los requisitos previos, debe evidenciarse que el 30 % de la calificación incluye el

dominio de las destrezas del lenguaje.

4. La naturaleza del Discipline-Based Dual Language Immersion Model® es desarrollar y

maximizar en nuestros estudiantes las destrezas de idioma y el conocimiento de contenido para

apoyarlos en el proceso de convertirse en futuros profesionales bilingües. Por lo tanto, toda

evaluación de destrezas escritas y orales estará basada en un 30 % de idioma y un 70 % de

contenido. El facilitador utilizará el Apéndice A: National Proficiency Levels for Differentiated

Instruction para identificar los niveles de las destrezas de idioma (escuchar, hablar, leer y

escribir) de cada estudiante y planificar actividades de acuerdo con los niveles de medición de

habilidades (Can Do National Proficiency Levels).

Además, el facilitador es responsable de diferenciar sus métodos de enseñanza para atender las

necesidades específicas de cada alumno, de modo que maximice su aprovechamiento

académico. Por otro lado, usará los criterios de evaluación del Apéndice B: Paragraph

Construction Rubric, Apéndice C: The Writing Process Six-Trait Analytic Writing Rubric y

Apéndice F: Rúbrica de ensayo, para medir las destrezas analíticas de escritura de los

documentos que el alumno redacte.

5. Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, NetTutor, herramientas

de Blackboard Collaborate, e-libro, e-books y Biblioteca Virtual):

a. El Laboratorio de Idiomas y el E-Lab forman parte integral de la evaluación semanal y

final de las actividades y tareas del curso, tal y como aparecen en el módulo o según

sean asignadas por el facilitador.


Revised May, 2015

b. El Apéndice D: Información Acerca del Laboratorio De Idiomas y el E-Lab cuenta con

información específica sobre los recursos del Laboratorio de Idiomas y el E-Lab. Es

responsabilidad del facilitador integrar el uso del Laboratorio de Idiomas y el E-

Lab en las asignaciones y actividades del curso. El uso del Laboratorio de Idiomas y

el E-Lab deberá completarse de acuerdo con las especificaciones del facilitador, que

estarán alineadas con el contenido del curso.

c. Como parte de los criterios de evaluación de este curso, cada estudiante completará la

información del Apéndice E: Documentación del Laboratorio de Idiomas/E-Lab y lo

entregará al facilitador.

d. La sección de actividades del módulo tiene que integrar la utilización del Laboratorio

de Idiomas/E-Lab y basarse en tareas que provea el facilitador.

e. Abra una cuenta en Tell Me More y trabaje con los ejercicios interactivos diseñados

para mejorar/desarrollar las destrezas en los idiomas inglés y español. Tome la prueba

de aptitud de Tell Me More y complete los ejercicios interactivos en el laboratorio de

lenguaje que correspondan al nivel de inglés y español que usted obtuvo.

6. Portafolio digital:

a. El portafolio digital es uno de los instrumentos de evaluación que mide el rendimiento

lingüístico y académico de los alumnos. Por tal razón, es esencial que el facilitador

documente el progreso del estudiante, a medida que vaya dominando el contenido del

curso. Igualmente, evidenciará la evolución de las competencias lingüísticas en inglés

y español.

b. El alumno es responsable de cumplir con los requisitos establecidos en el Digital

Performance Portfolio Assessment Handbook que se encuentra en Blackboard.

c. En el Taller Uno, el facilitador discutirá detalladamente los procesos y las expectativas

relacionadas con el uso del portafolio digital para demostrar progreso académico y

lingüístico y para alcanzar la meta de convertirse en un profesional bilingüe exitoso.

d. El facilitador deberá completar el formulario de retroalimentación del estudiante-

facilitador en o antes del Taller Tres.

e. El estudiante entregará su portafolio digital al facilitador en el último taller del curso.


Revised May, 2015

7. Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es obligatoria. Las

ausencias afectarán la calificación final. En caso de ausencias justificadas, el estudiante es

responsable de comunicarse inmediatamente con el facilitador y de reponer las asignaciones y

el trabajo de la clase. Refiérase al Apéndice G: Rúbrica de Participación en Clase para más

información. También se evaluarán los siguientes criterios:

a. Dominio de los temas que se discutan en clase

b. Cumplimiento de las tareas asignadas

c. Demostración de las destrezas adecuadas de comunicación

d. Participación y cumplimiento del trabajo colaborativo

e. Puntualidad en la entrega de los proyectos/asignaciones

f. Progreso lingüístico (inglés/español)

g. Uso de los recursos del E-Lab.

8. Diario autorreflexivo:

a. Como actividad de cierre de cada taller o como una actividad realizada durante el taller,

los estudiantes escribirán su diario autorreflexivo que se encuentra Apéndice I:

Autorreflexión. También podrán redactar su composición en torno al tema que

determine el facilitador, de manera que demuestre el aprendizaje de los conceptos del

taller. Refiérase a la Tabla de Evaluación que se encuentra en la Guía de estudio. Utilice

la rúbrica que se encuentra en el Apéndice C: The Writing Process Six-Trait Analytic

Writing Rubric.

9. Información adicional:

a. Los talleres uno, dos, tres, cuatro y ocho requieren 20 horas de pasantía (internado)

semanal respectivamente; esto no incluye las horas presenciales en el aula. Por otro

lado, los talleres cinco, seis y siete requieren que cumpla solo con las 20 horas de

pasantía semanal, ya que no se reunirán en la sala de clase. Al terminar el taller,

debe haber cumplido con las 160 horas de prácticas que exige el curso.

b. A pesar de que los alumnos no se reúnen físicamente en el salón de clases durante

los talleres cinco, seis y siete, sí son responsables de participar virtualmente y

completar todas las tareas y actividades que se asignen en dichos talleres. A tales

efectos, utilizarán Blackboard, las herramientas del Laboratorio de Idiomas, el E-

Lab y sus cuentas electrónicas del Sistema Universitario Ana G. Méndez.


Revised May, 2015

Descripción de las normas del curso:

1. Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del Sistema

Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el desarrollo de cada

estudiante como un profesional bilingüe. Cada taller se brindará en inglés o español, utilizando

el modelo 50/50. Esto significa que cada clase deberá conducirse enteramente en el lenguaje

que se especifique. Los idiomas se alternarán en cada taller para asegurar que el curso se ofrezca

50 % en inglés y 50 % en español. No obstante, en cursos de cinco o quince semanas, en la

última semana se dividirá el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas se realizarán estrictamente en español y durante las últimas dos horas

solo se hablará inglés. El modelo bilingüe no aplica a los cursos de idiomas (inglés y español).

Por ende, estos cursos se dictan exclusivamente en el idioma de instrucción.

2. El curso se conduce en formato acelerado y bilingüe. Esto requiere que los estudiantes sean

sumamente organizados, se enfoquen y se preparen antes de cada taller de acuerdo con el

módulo. El alumno debe hacer todo el esfuerzo posible para desarrollar las destrezas en los dos

idiomas y usar los recursos de lenguaje que están disponibles dentro y fuera de la institución.

Convertirse en un profesional bilingüe es un proceso complejo. Cada taller requiere un

promedio de veinte horas o más de preparación, dependiendo del nivel del dominio de las

destrezas lingüísticas que posee el estudiante.

3. La asistencia a todos los talleres es obligatoria. El alumno que se ausente a un taller deberá

presentar una excusa (por ejemplo, médica o de tribunal) válida al facilitador. Este evaluará si

la ausencia es justificada y decidirá cómo el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador puede permitirle al estudiante reponer el trabajo o asignarle uno

adicional. Todas las tareas asignadas deben completarse y entregarse antes de que inicie el

próximo taller y en la fecha estipulada.

El facilitador ajustará la calificación de las tareas que el alumno reponga. No obstante, las

presentaciones orales y actividades especiales no se pueden reponer. El facilitador citará al

estudiante para que tome un examen escrito de la actividad a la cual no asistió. Dicha prueba


Revised May, 2015

deberá evaluar el contenido y los componentes del lenguaje de la presentación oral o la actividad

que el alumno no pudo realizar.

4. Los estudiantes recibirán dos calificaciones en actividades grupales, una por el trabajo en grupo

y otra por trabajo individual.

5. Se espera que todo trabajo escrito sea de la autoría original de cada estudiante y no plagiado. Se

debe entender que todo el contenido del escrito está citado/parafraseado apropiadamente y da

crédito al autor original. Todo estudiante debe ser el autor de su propio trabajo, basado en el

estudio y la citación de fuentes confiables. Wikipedia y otras páginas wiki (colaborativas) no

son referencias confiables. Para reducir/evitar esta práctica, se utilizará SafeAssignTM

de

Blackboard, sistema que verifica la autoría de los documentos que generan los estudiantes.

Esto implica que cada alumno es responsable de leer la política de plagio de su universidad. Si

usted es estudiante de UT, deberá leer la sección 11.1 del Manual del Estudiante. Si es alumno

de la UMET o UNE, refiérase al capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. De manera que todos los

trabajos tienen que ser originales y que a toda referencia que reseñe, le acompañará la fuente

correspondiente, como citas y la página de referencias. No se tolerará el plagio. En caso de que

se detecte plagio, el estudiante se expone a recibir cero en el trabajo y a ser referido al Comité

de Disciplina de la institución. Todos los alumnos deben cumplir todas las prácticas dirigidas

a evitar el plagio de documentos, ideas y trabajos, pues va en contra de la ética profesional.

NOTA ACLARATORIA: El Sistema Universitario Ana G. Méndez (SUAGM) respeta las

leyes de derechos de autor y bajo ningún concepto promueve el plagio en ninguna de sus

manifestaciones. A tales efectos, el SUAGM desalienta que tanto estudiantes, empleados,

contratistas, síndicos, así también el público general copien, peguen, compartan, imiten o

parafraseen cualquier material protegido por las leyes de autor, sin adjudicar la fuente de

información, independientemente de su formato.


Revised May, 2015

6. Si el módulo del curso no ha sido revisado en los últimos tres años, se requiere que el

profesor revise las actividades, enlaces, asignaciones y actualice cualquier información

obsoleta por lecturas más recientes y relevantes al curso. Este proceso deberá llevarse a cabo

en las tres semanas que preceden el primer día de clases, con la autorización previa del director

académico del campus y copia de la notificación al director corporativo de servicios de

aprendizaje. El facilitador es responsable de entregar copia del documento, con los cambios y

aprobaciones, al estudiante.

7. El facilitador establecerá los medios de comunicación para contactar a los alumnos y proveerá

su correo SUAGM electrónico, teléfonos y su horario disponible para ayudar al estudiante.

8. El uso de celulares está prohibido durante las sesiones de clase; por lo tanto, deberá permanecer

en vibración o en silencio.

9. Por motivo de seguridad, solo se permitirá que los alumnos matriculados en el curso tengan acceso

a la sala de clase.

10. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que rigen al

Sistema Universitario Ana G. Méndez.


Revised May, 2015

Nota: Si por alguna razón el alumno no puede acceder los enlaces electrónicos que recomienda el

módulo, deberá informarlo al facilitador y buscar otras fuentes de información. Existen otros

motores de búsqueda y sitios web que podrá utilizar para buscar los datos que necesita. Entre ellos

están:

www.google.com

www.findarticles.com


www.eric.ed.gov/

www.flelibrary.org/


Para acceder vídeos, puede visitar los siguientes sitios web:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (por solicitud y coordinación previa)

Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede acceder:

http://www.chegg.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/


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

http://flelibrary.org/


http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/

http://www.skype.com/

http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/


Revised May, 2015

Cumplimiento de la ley de investigación

Los alumnos y miembros de la facultad, que pertenezcan a cursos que requieran realizar un

estudio/investigación o administrar cuestionarios o entrevistas, deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar autorización.

En los campus de Florida, Maryland y Dallas, deberán contactar al director académico o el

representante institucional del IRB del campus. Todo estudiante que tenga que realizar una

investigación, como parte de un curso académico, deberá certificarse en los procesos de investigación

del IRB.

Para acceder los formularios de la Oficina de Cumplimiento, e información pertinente, visite el enlace:

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp. Ahí puede seleccionar los formularios que

necesite.

Para obtener las certificaciones de investigación en línea, tanto el estudiante como el facilitador deberán

acceder las instrucciones del siguiente enlace:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

Las certificaciones incluyen: IRB (Human Subject Research), HIPAA (Confidencialidad y Privacidad),

RCR (Responsible Conduct of Research) y otras que el facilitador del curso podría solicitar.

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf


Revised May, 2015

De tener alguna duda, favor de comunicarse con el director académico o representante institucional del

IRB del campus.

Además, puede comunicarse con la directora de cumplimiento o con los coordinadores de

cumplimiento:

Evelyn Rivera Sobrado, directora de cumplimiento

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, coordinadora de cumplimiento – UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, coordinadora de cumplimiento – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, coordinadora de cumplimiento – UNE

Tel. (787) 257-7373 ext. 2279

Ramón L. Nieves, coordinador de cumplimiento – SUAGM - EE. UU.

Tel. (407) 207-3363 Ext. 1889


Revised May, 2015

Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una filosofía

de aprendizaje fundamentada en la premisa que afirma que, reflexionando a través de nuestras

experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas” y “modelos mentales” que utilizamos para darle

sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros

modelos mentales para poder entender nuevas experiencias.

Los facilitadores se enfocan en ayudar a los estudiantes a conectar el conocimiento previo y el nuevo

aprendizaje con las experiencias reales de la vida. De esta manera, se fomenta un nuevo entendimiento

que es relevante para los alumnos. También, los facilitadores adaptan las estrategias de enseñanza a

las respuestas de los estudiantes y los motivan para que analicen, interpreten y predigan información

de manera que la apliquen a la vida diaria.


Revised May, 2015

Principios del constructivismo:

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. Para construir un significado, se requiere comprender todas las partes: globales y específicas (from

whole to parts). Las partes deben de entenderse dentro de un contexto global. Por lo tanto, el

proceso de aprendizaje se enfoca en los conceptos primarios en contexto global y no en hechos

aislados.

3. Para educar correctamente, se debe 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 que un individuo construya su propio significado y no solo el

de memorizar las respuestas “correctas” y repetir el significado que otra persona le haya dado.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer de la evaluación una parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los alumnos a interpretar las

múltiples perspectivas que existen en el mundo.

7. El estudiante maneja y analiza su propio aprendizaje.


Revised May, 2015

Modelo de instrucción constructivista de las 5E:

El modelo de instrucción constructivista de las 5E, que se ha utilizado desde finales del 1980, se basa

en la utilización de los materiales curriculares. El modelo se clasifica bajo la teoría de enseñanza

constructivista (Bybee, 2006). Cada elemento de este modelo se elabora cuidadosamente para

promover la construcción del conocimiento del estudiante.


Revised May, 2015

Técnicas de aprendizaje de colaboración en grupo en el salón de clase bilingüe:

Las investigaciones en el área de instrucción colaborativa han demostrado que cuando los estudiantes bilingües,

y otros alumnos en general, utilizan las técnicas del cooperativismo en las actividades del

salón de clase, realizan mejor sus exámenes, construyen conocimiento y transfieren sus experiencias a

situaciones de la vida real.

1. ¿Qué es aprendizaje de colaboración?

2. ¿Por qué se utiliza?

3. ¿Cómo se aplica en el salón de clase?

4. ¿Cuáles son algunas técnicas/estrategias de aprendizaje de colaboración?

a. Discusión:

Pensar-Parear-Compartir

Entrevista de tres pasos

b. Enseñanza recíproca - explicar, proveer retroalimentación y entender perspectivas alternas:

Tomar apuntes en parejas

Rompecabezas

c. Organizador gráfico - descubrimiento de patrones y relaciones:

Cuadrícula de grupo

Cadena de secuencia

d. Escribir - organización y síntesis de la información:

Ensayo didáctico

Revisión en parejas

e. Resolver problemas - desarrollo de estrategias y análisis:

Enviar un problema

Three-Stay, One Stray

Para más estrategias de instrucción colaborativa, vaya a:

1. http://serc.carleton.edu/introgeo/cooperative/index.html

2. http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-

Language-Learners

http://serc.carleton.edu/introgeo/cooperative/index.html

http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-English-Language-Learners



Revised May, 2015

Método de instrucción del modelo bilingüe:

El currículo del modelo bilingüe integra el SIOP, por sus siglas en inglés: Sheltered Instruction Observation

Protocol.

El alumno se expondrá a los ocho componentes interrelacionados de SIOP para facilitar una instrucción

comprensible. Estos componentes son:

1. Preparación de la lección – Consiste en elaborar una lección que permita que el estudiante pueda

conectar lo que sabe con sus experiencias y la información nueva.

2. Conocimientos previos – Los conceptos que aprenderán deben estar relacionados directamente

con las experiencias del estudiante.

3. Instrucción comprensible – El facilitador deberá utilizar un vocabulario académico de acuerdo

con el nivel de conocimiento del alumno.

4. Estrategias – Son técnicas, métodos y procesos mentales que mejoran la comprensión y

retención del material.

5. Interacción – La oportunidad de que los estudiantes utilicen el idioma de múltiples formas a

través de las áreas de contenido.

6. Práctica/aplicación – Oportunidades para utilizar materiales didácticos y practicar el contenido.

7. Desarrollo de la lección – El facilitador desarrollará los objetivos de lenguaje y contenido a

través de la lección y creará oportunidades para involucrar al alumno en el proceso de

aprendizaje.

8. Repaso/evaluación – Se realiza a lo largo de la lección para determinar si el alumno adquirió el

conocimiento.

Las estrategias de instrucción están ligadas a cada uno de estos componentes, lo que permite que tanto el diseño

como la presentación de las lecciones respondan a las necesidades académicas y lingüísticas de los alumnos que

aprenden un segundo idioma. Cada lección de este curso integra estrategias bilingües y enfoques de instrucción

que garantizan el éxito lingüístico y académico de los estudiantes.


Revised May, 2015

Expediting Comprehension for English Language Learners (ExC-ELL):

Componente: Vocabulario

Existen tres niveles de palabras que afectan la comprensión y el rendimiento académico (Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan para comunicarse,

leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a la naturaleza de su ortografía

(hacienda, hipopótamo), pronunciación o confusión con los homófonos (vez y ves; hablando y ablando; sierra y

cierra), falsos cognados (éxito; embarazada; suceso) y conocimientos previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones largas, palabras

polisémicas (con múltiples significados), homónimos (casa y caza), homógrafos (arroyo y arrollo),

palabras/frases de transición (sin embargo; al igual que; por ejemplo), conectores lingüísticos de causa y efecto

(porque; debido a; como resultado; por ende; en consecuencia). También se incluyen aquellas frases de transición

que se usan para contrastar (a diferencia de; por el contrario; no obstante), para añadir ideas (además; aparte de;

también) y para comparar (así como; del mismo modo). Además, se consideran los grupos de palabras (alcance

y secuencia; lenguaje académico), los modismos o frases idiomáticas (dar en el clavo, ponerse en sus zapatos,

con la soga al cuello) y las palabras más sofisticadas, que son apropiadas para las discusiones y descripciones

específicas (ejemplos de especificidad para "hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de una disciplina,

materias y temas. Estos vocablos académicos se utilizan con poca frecuencia, fuera del contexto académico.

Algunos ejemplos son: fotosíntesis, farmacología, democracia, hemorragia, ósmosis y autismo.

El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los vocablos del taller

que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean críticas para comprender y aprender los

conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y aprendizaje en el

aula.

Nivel 1

Palabas básicas

Nivel 2

Palabras sofisticadas, modismos y

frases de transición

Nivel 3

Palabras académicas


Revised May, 2015

Componentes de SIOP (Sheltered Instruction Observation Protocol):

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas estrategias

permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas de los

estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de Enfoque

Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido

como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos específicos de contenido y

lenguaje del taller, para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo

provecho académico.

Fase 1: Enfocar (Refiérase al diagrama del modelo de instrucción constructivista de las 5E.)

A. Preparación de la lección B. Andamiaje (Scaffolding)

__ Adaptación de contenido __ Modelaje

__ Enlaces con el conocimiento previo __ Práctica dirigida

__ Enlaces con el aprendizaje previo __ Práctica independiente

__ Estrategias incorporadas __ Entrada (input) comprensible

Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de estas tres

etapas de la lección).

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a

los estudiantes.

Nombres de las estrategias:

__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________

C. Opciones de agrupamiento D. Integración de las artes del lenguaje

__ Grupo completo __ Escuchar

__ Grupos pequeños __ Hablar

__ Trabajo en pares __ Leer

__ Trabajo independiente __ Escribir

El facilitador debe explicar las técnicas de colaboración que utilizará en clase.

Fase 5: Elaboración (Refiérase a la explicación de esta etapa de la lección.)

E. Aplicación de aprendizaje

__ Dinámica

__ Significativa y relevante

__ Rigurosa

__ Vinculada a los objetivos

__ Promueve la participación


Revised May, 2015

STUDY GUIDE

Course Title: Marketing Internship

Code: MARK 450

Credits: Six

Time Length: Eight weeks

Prerequisite: MARK 133-0, MARK 301-0, MARK 320-0

Description: This course involves students in a work experience in which they apply principles related

to marketing strategy acquired in the classroom. Furthermore, strategies in drafting marketing policies

at management level will be studied, including organization, demand analysis, product planning,

pricing system, logistics, and sales promotion. The course also exposes the student to actual work

situations, which develop the assurance and self-confidence required in professional life. The

internship experience provides the student with the opportunity to focus on a specific area in the

marketing field. This course requires one-hundred and sixty (160) full-time work hours. This is an

eight-week course.

General Content Objectives:

Upon completing this course, the student will be able to:

1. Obtain practical experience within the business environment.

2. Better understand various marketing management functions.

3. Develop the ability to analyze and propose solutions to business problems.

4. Develop a greater understanding of professional development opportunities offered in the

industry.

5. Assume the daily tasks and responsibilities of marketing professionals.

6. Develop and refine communication skills.

7. Familiarize him/herself with the theories, concepts, terminology, and marketing methods

learned at the university.


Revised May, 2015

8. Develop and utilize analytical, decision-making, and problem-solving skills that approximate

"real world" marketing.

9. Develop awareness of marketing applications and gain a professional's perspective of this

specialty.

10. Recognize the importance of ethics in the field of marketing.

General Language Objectives:

Upon completing this course, the student will be able to:

1. Listen: Understand oral discussions in English/Spanish and recognize their different purposes

and the communication settings in which they are produced. In addition, share, compare, and

develop new ideas about marketing internship in a collaborative manner; acquire significant

knowledge supported by experiences and motivational topics; respond to auditory stimuli such

as videos, audiovisual presentations and interactive activities.

2. Speak: Express him/herself in English/Spanish correctly and coherently for a variety of

purposes and in a variety of communication settings, adopting a personal style of expression;

analyze, express opinions, and communicate orally different points of view and ideas. In

addition, develop abilities and skills that will prepare him/her for academic and daily life and

the workplace; use language to acquire new knowledge about marketing internship and learn to

utilize simple techniques of handling information through traditional media and computer

technology.

3. Read: Investigate, analyze, summarize, paraphrase and understand in English/Spanish

information obtained from a variety of media on marketing internship. In addition, develop

critical attitudes towards communication media messages, reflecting on the importance of this

information; benefit independently from reading as a form of communication and as a source

of cultural enrichment.


Revised May, 2015

4. Write: Produce written works in English/Spanish expressing a personal, critical and creative

point of view; use correct spelling, grammar, and coherence in order to establish an effective

and clear communication. In addition, use writing as a means of communication and to provide

information about marketing internship.

General Assessment Objectives

Upon completing this course, the facilitator will have evaluated the student’s competence as follows:

1. Evaluation:

a. Justify his/her decisions when solving problems presented in the course, while applying

new knowledge and enhancing communication skills in English and Spanish.

2. Synthesis:

a. Design a marketing plan which implements strategies, techniques, and trends learned in

the course, while recognizing the importance of mastering the art of public speaking in

both English and Spanish.

3. Analysis:

a. Analyze the importance and impact of ethics in the field of marketing, while

strengthening his/her writing skills in English and Spanish.

APA Requirements (6th edition) to cite books used in the course:

Use APA style (6th edition) to cite recommended books and resources.


http://owl.english.purdue.edu/owl/resource/560/01/


Revised May, 2015

Recommended Books:

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Baird, B. N. (2014). The internship, practicum, and field placement handbook: A

guide for the helping professions (7th ed.). Upper Saddle River, N.J.: Pearson-Prentice Hall.

(ISBN-10: 0205959652; ISBN-13: 9780205959655)


Boston, MA: PearsonPrentice Hall.

(ISBN-10: 027375629X; ISBN-13: 9780273756293)

Sweitzer, F. & King, M. (2014). The successful internship (4th ed.). Mason, OH: South-Western,

Cengage Learning.

(ISBN-10: 1285077199; ISBN-13: 9781285077192)

Wood, M.B. (2014). Marketing plan handbook (5th ed.). Boston, MA: Pearson Prentice Hall.

(ISBN-10: 0133078353; ISBN-13: 9780133078350)

Recommended E-Books

Berger, L. (2012). All work, no pay: Finding an internship, building your resume, making connections,

and gaining job experience (1st ed.). New York, NY: Ten Speed Press.

(ISBN-10: 1607742258; ISBN-13: 9781607742258)



(ISBN-10: 1292006153; ISBN-13: 9781292006154)


Revised May, 2015

Perlin, R. (2012). Intern nation: How to earn nothing and learn little in the brave new economy (1st

ed.). Brooklyn, NY: Verso.

(ISBN-10: 1844679065; ISBN-13: 9781844679065)

Additional Resources and Recommended Links – students are encouraged to access the following

links, but not limit themselves only to these.

Virtual Library


Current and Historical Financial Data

http://finance.yahoo.com

Thomson Reuters’s Financial Statistical Database


UCLA Forecasting Center

http://uclaforecast.com

U.S. Bureau of Economic Analysis

http://www.bea.gov/

U.S. Bureau of Labor Statistics

http://www.bls.gov/

U.S. Census Bureau


U.S. Department of Agriculture Economic Research Service



http://finance.yahoo.com/


http://uclaforecast.com/

http://www.bea.gov/

http://www.bls.gov/




Revised May, 2015

U.S. Energy Information Administration, independent statistics and analysis


If deemed necessary, the facilitator may make changes to the web addresses or links and add additional

challenging, research-based, and professional educational Web resources to reflect current trends in the

course topics.

NOTE: The Ana G. Méndez University System (SUAGM) is not responsible for changes in content or

format that may occur in the electronic links recommended for educational purposes; neither is

SUAGM responsible for their expiry. If, for any reason, you find questionable or objectionable material

in the links recommended by SUAGM, please contact the academic director immediately to initiate the

removal process and update the module with trustworthy information.



Revised May, 2015

Description of the Evaluation

Evaluation Table

The final grade is based on the total points by workshop (30% for languages and 70% for the

content area.) Average the final grade based on the criteria that appears to the left in the chart

(the final grade represents 50% for the Spanish language and 50% for the English language.)

Criteria Workshops Points Percentage

Attendance and Participation 1 to 8 100

10%

Language Lab and E-Lab (usage of E-Lab resources for

homework and activities of the course according to the

module or as provided by the facilitator)

1 to 8 100 20%

Written Works (self-reflections, essays, paragraphs, and

others)*

1 to 8 100 15%

Individual/Group Oral Demonstrations, Role-Plays, and

Audiovisual Presentations*

As Determined

by the

Facilitator

100 15%

Digital Portfolio

(Students can access the handbook in Blackboard and

use the rubrics available in the handbook or in the

module appendix section as applicable.)

8 100 20%

Progress Report in Workshop Five in Spanish and

Audiovisual Presentation in Workshop Eight in English

5 and 8 50 and 50

20%

Total 600

(maximum

number of

points)

100%


Revised May, 2015

*Facilitators and students are required to use the rubrics provided in the Appendix Section of the

course module for the evaluation of assignments and activities in each workshop. The facilitator will

evaluate the activities of each workshop based on 30% for language activities and 70% for content

activities. The activities must be at a college level in both languages to support the development of

bilingual professionals. The final grade of the class must reflect 50% for activities in English and 50%

for activities in Spanish.

Scale for the Final Course Grade

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 or less

METHOD OF EVALUATION: The facilitator will provide specific information regarding

assignments on the first night of class.

Description of the Evaluation Process:

1. The final grade for the course is determined by the percentage obtained by the student for the

demonstration of learning of the course content and achievement of course outcomes (70%), as

well as for the mastery of language skills in English and Spanish (30%). Course content mastery

and language proficiency will be evaluated based on the work completed in each workshop,

including assignments, the use of E-Lab resources, and activities. Refer to the evaluation table

that is found in the Study Guide.

Students’ knowledge of the course content is measured by means of two partial tests or

equivalent activities, assignments, projects, written works, oral presentations, Language Lab/E-

Lab exercises, and others. The grade must reflect 50% of the evaluation in English and 50% in

Spanish. It is the facilitator’s responsibility to have evidence that this requirement was fulfilled.

2. Partial Tests: This class requires that two partial tests or equivalent activities, one in English

and one in Spanish, be included in the final evaluation. These tests/activities will be

administered/conducted to measure content knowledge according to the course objectives as

stipulated in the module, as well as linguistic proficiency in both languages.


Revised May, 2015

When two partial tests or equivalent activities are administered/conducted in a course, one must

occur in Spanish during a workshop that is conducted in Spanish, and the other must occur in

English during a workshop that is conducted in English.

3. In addition to the previous requirement, there must be evidence that 30% of the grade

demonstrates mastery of language skills.

4. Our Discipline-Based Dual Language Immersion Model® is designed to develop and

maximize language skills and content knowledge in our students in order to optimize their

abilities to support them in the process of becoming future dual language professionals.

Therefore, all evaluations for written and oral skills will be based on 30% for language and 70%

for content.

The facilitator must refer to Appendix A: The National Proficiency Levels for Differentiated

Instruction to identify each student’s level of language skills (listen, speak, read, and write)

based on the Can Do National Proficiency Levels. Furthermore, it is the responsibility of the

facilitator to use differentiated instruction in order to meet the language needs of each student

and to ensure maximum learning and academic performance.

In addition, the criteria found in Appendix B: Paragraph Construction Rubric, Appendix C: The

Six-Trait Analytic Writing Rubric, and Appendix F: Essay Rubric will be used to evaluate

writing skills.

5. Language Lab and E-Lab Requirements (Tell Me More, NetTutor, Blackboard Collaborate

tools, e-libro, e-books, and Virtual Library):

a. The Language Lab and the E-Lab are an integral part of the course weekly evaluations

and the final evaluation of activities and assignments of the course, according to the

module or as assigned by the facilitator.

b. Specific information about the Language Lab/E-Lab resources is found in Appendix D:

Language Lab and E-Lab Information. It is the facilitator’s responsibility to integrate

the use of the Language Lab/E-Lab in the course assignments and activities. The


Revised May, 2015

Language Lab/E-Lab hours must be completed according to the facilitator’s

specifications which must be aligned to the course content.

c. Each student must fill out the documentation form found in Appendix E: Language

Lab/E-Lab Documentation and submit it to the facilitator as part of the evaluation

criteria for this course.

d. The activities section of the guide must integrate practice in the Language Lab/E-Lab,

based on assignments given by the facilitator.

e. Open a Tell Me More account and begin working on the interactive exercises designed

to develop/improve the English and Spanish language skills. Take the Tell Me More

language placement test and, based on your score, complete the interactive exercises in

the Language Lab that correspond to your level of English and Spanish.

6. Digital Portfolio:

a. The digital portfolio is one of the tools used to assess students’ linguistic and academic

progress. For this reason, it is imperative that the facilitator documents students’

progress as they achieve mastery of the course content, as well as language proficiency

in English and Spanish.

b. It is the student’s responsibility to ensure that the portfolio complies with the established

standards and requirements found in the Digital Performance Portfolio Assessment

Handbook. Students can access the handbook in Blackboard.

c. During Workshop One, the facilitator will discuss in detail the process and expectations

regarding the use of the digital portfolio to demonstrate linguistic and academic progress

in order to achieve the goal of becoming a successful dual language professional.

d. By Workshop Three, the Student-Facilitator Feedback Form must be completed by the

facilitator.

e. The completed digital portfolio must be submitted by the student to the facilitator in the

last workshop of the course.

7. Attendance and Class Participation: Attendance to every workshop is mandatory to pass the

class, and absences will affect the final grade. In the event that the absence is excused, it is the

student’s responsibility to immediately contact the facilitator. In addition, the student must


Revised May, 2015

complete all the assignments and classwork for the day of absence. Refer to Appendix G: Class

Participation Rubric for additional information. The following criteria will also be evaluated:

a. mastery of the material discussed in class,

b. completion of assigned work,

c. demonstration of adequate communication skills,

d. effective participation in collaborative tasks,

e. submission of all work on time,

f. linguistic progress in both English and Spanish, and

g. use of the E-Lab resources.

8. Self-reflection Journal:

a. As a lesson wrap-up or as an activity within the workshop, students will write a self-

reflection on a topic found in Appendix I: Self-Reflection or on another topic determined

by the facilitator. In this manner, students will demonstrate understanding of the

concepts of the workshop. Refer to the evaluation chart that is found in the Study Guide.

Utilize the rubric in Appendix C: The Writing Process Six-Trait Analytic Writing Rubric

to evaluate the Self-Reflection Journal.

9. Additional Information:

a. Workshops One, Two, Three, Four, and Eight require 20 internship hours per

week, in addition to the regular face-to-face classroom hours. Workshops Five,

Six, and Seven require only the 60 internship hours, for a total of 160 internship

hours.

b. Although Workshops Five, Six, and Seven do not require classroom attendance,

students are responsible for participating virtually and completing all the indicated

assignments and activities for the corresponding workshops using Blackboard,

Language Lab/E-Lab tools, and their SUAGM e-mail accounts.


Revised May, 2015

Description of Course Policies:

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

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

language professional. Each workshop will be facilitated in either English or Spanish, strictly using

the 50/50 model. This means that each class will be conducted entirely in the language specified

for the workshop. The language used in each workshop will be alternated to ensure that 50% of the

course is conducted in English and 50% in Spanish. Therefore, in courses of 5 or 15 weeks, the

course module will specify that both languages will be equally used in the last week, dividing the

workshop assignments and activities between the two languages. The first two hours will be

conducted strictly in Spanish and only English will be spoken during the last two hours. The

delivery of instruction in language courses must be exclusively in the language taught (Spanish or

English).

2. The course is conducted in an accelerated and dual language format. This requires that students

prepare in advance for each workshop according to the course module. Students must be structured,

organized, committed, and focused to ensure linguistic and academic success. In order to achieve

proficiency expectations in English and in Spanish, the student must strive to take advantage of all

language resources in the university and in their community, since becoming a dual language

professional is a complex and challenging task. Each workshop requires an average of twenty hours

or more of preparation, depending on the student’s development of linguistic achievement.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must present

a reasonable excuse (e.g., medical or jury duty) to the facilitator who, in turn, will evaluate the

reason for the absence. If it is justified, the facilitator will decide how the student will make up the

missing work, if deemed necessary. All assignments must be completed and handed in prior to the

next workshop or on the date stipulated by the facilitator.

The facilitator will adjust the grade for late assignments and/or make-up work. However, oral

presentations and special class activities cannot be made up. The facilitator will indicate a date for


Revised May, 2015

the student to take a written test that will measure both the content and linguistic components of the

missing presentation or activity.

4. In cooperative learning activities, students will receive two grades: one for group work and one for

the individual work performed.

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

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

publisher. That is, the student must be the author of all work submitted, based on research and

citations of reliable sources. Wikipedia and other wiki pages (collaborative) are not reliable

references. 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. In order to reduce/prevent

plagiarism, facilitators will use SafeAssignTM, a Blackboard plagiarism deterrent service used

to verify students’ ownership of written works. Therefore, it is the students’ responsibility to

read the plagiarism policy of their institution. If you are a UT student, read Section 11.1 of the

Student Manual. If you are a UMET or UNE student, refer to Chapter 13, Sections 36 and 36.1 of

the respective manuals.

Ethical behavior is expected from students in all course-related activities. This means that all papers

submitted by students must be original work and that all references used must be properly cited and

mentioned in the bibliography. Plagiarism will not be tolerated. In the event that a student commits

plagiarism, he/she risks receiving a zero in the assignment or activity and being referred to the

Discipline Committee. All students must comply with all policies aimed at preventing plagiarism

of documents, ideas and works, since this violates professional ethics.

EXPLANATORY NOTE: The Ana G. Méndez University System (SUAGM) respects all

copyright laws and, under no circumstances, promotes plagiarism in any form. To this end,

SUAGM discourages students, employees, contractors, trustees, as well as the general public, from

copying, sharing, imitating, or paraphrasing any material protected by copyright laws, without


Revised May, 2015

appropriately citing the source of information and/or the source being referred to, irrespective of

the format of the material.

6. If the module has not been revised in the last three years, the facilitator is required to revise

the activities, electronic links, assignments, and any other information that may be obsolete.

This may include adding or revising more recent readings relevant to the course. This process

needs to occur at least three weeks prior to the beginning of the workshop, and it must be authorized

by the academic director of the campus with copy to the corporate learning services director. It is

the facilitator’s responsibility to provide students with the document that includes all the changes

made to the module.

7. In order to help the students more effectively and establish a means of contacting students, the

facilitator will provide his/her SUAGM e-mail address, phone number, hours to be contacted, and

days available.

8. The use of cellular phones is prohibited during class sessions. Therefore, it must be on vibrate or

silent mode during the class session.

9. For security reasons, only students registered in the course are permitted to enter the classrooms.

10. All students are subject to the behavior policies and norms that govern the Ana G. Méndez

University System.


Revised May, 2015

Note: If for any reason the student cannot access the links presented in the module, he/she should notify

the facilitator immediately and research other sources of information. There are many other search

engines and links that can be used to conduct research. Some examples are:

www.google.com

www.findarticles.com

www://bibliotecavirtualut.suagm.edu/

www.eric.ed.gov/

www.flelibrary.org/


Visit the following websites to access videos:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (upon request and prior coordination)

Access the following links to buy or rent new or used textbooks or references:

http://www.chegg.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

These are only some of the companies where books may be bought or rented.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

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

http://flelibrary.org/


http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/

http://www.skype.com/

http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/


Revised May, 2015

Research Law Compliance Requirement

For all courses that require research, questionnaires or interviews, students and faculty must comply

with the norms and procedures of the Institutional Review Board (IRB) Office and request

authorization.

In the Florida, Maryland, and Texas campuses, they must contact the academic director or the IRB

institutional representative. All students who must conduct an investigation as part of a course must

be certified in IRB investigation processes.

To access the forms from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp, and select the forms needed.

In addition, the student and the facilitator will find instructions for several online certifications related

to IRB processes by accessing the following link:

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.

These certifications include: IRB (Human Subject Research), HIPAA (Health Insurance Portability and

Accountability Act), RCR (Responsible Conduct of Research), and others that may be required by the

facilitator of the course.

http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp

http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf


Revised May, 2015

To clarify doubts or questions, please contact the academic director or the IRB institutional

representative of your campus.

In addition, you may contact the IRB compliance director or coordinators:

Evelyn Rivera Sobrado, IRB Compliance Director

Tel. (787) 751-0178 ext. 7196

Carmen C. Crespo Díaz, IRB Coordinator– UMET

Tel. (787) 751-0178 ext. 6366

Josefina Melgar Gómez, IRB Coordinator – UT

Tel. (787) 743-7979 ext. 4126

Natalia Torres Berríos, IRB Coordinator - UNE

Tel. (787) 257-7373 ext. 2279

Ramón L. Nieves, IRB Coordinator – SUAGM - USA

Tel. (407) 207-3363 Ext. 1889


Revised May, 2015

Teaching Philosophy and Methodology

This course is based on the educational philosophy of Constructivism. Constructivism is an educational

philosophy 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.

Facilitators are focused on assisting students to make connections between their prior knowledge, new

knowledge and real life experiences, thus fostering a new understanding that is relevant to them. We

also attempt to tailor our teaching strategies to students’ responses and encourage them to analyze,

interpret, and predict information that can be applied to one’s daily life.


Revised May, 2015

Constructivism Guiding Principles:

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

students are actively trying to construct meaning.

2. Constructing meaning requires understanding the “whole” as well as the “parts.” The “parts” must

be understood in the context of the “whole.” Therefore, the learning process focuses on primary

concepts in context, 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 repeat someone else's meaning. Since education is inherently

interdisciplinary, the only valuable way to measure learning is by making assessment an essential

part of the learning process, thus ensuring that it provides students with information on the quality

of their learning.

5. Evaluations should serve as self-analysis tools.

6. The adequate tools and environment that help learners interpret the multiple perspectives of the

world will be provided.

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


Revised May, 2015

The 5E Constructivist Instructional Model:

The 5E Constructivist Instructional Model, which has been used since the late 1980’s, is based on the

use of curriculum materials. It falls within the theories of the Constructivist Teaching Model (Bybee,

2006). Every element of this model is carefully elaborated to promote the students’ construction of

knowledge.


Revised May, 2015

Cooperative Learning Techniques in Dual Language Classrooms:

Research in cooperative learning has shown that, when dual language learners and students in general

use cooperative techniques in classroom activities, they achieve better results in assessments, construct

knowledge more effectively, and transfer experiences to real life situations.

1. What is cooperative learning?

2. Why is it used?

3. How do you apply it in the classroom?

4. What are some cooperative learning techniques/strategies?

a. Discussion:

i. Think-Pair-Share

ii. Three-step Interview

b. Reciprocal teaching - explain, provide feedback, and understand alternative

perspectives:

i. Note-taking Pairs

ii. Jigsaw

c. Graphic organizers - discover patterns and relationships:

i. Group Grid

ii. Sequence Chains

d. Writing - organize and synthesize information:

i. Didactic Essay

ii. Peer Editing

e. Problem-solving - develop strategies and analysis:

i. Send-a-Problem

ii. Three-Stay, One Stray

For additional cooperative learning strategies, go to the links below:

1. http://serc.carleton.edu/introgeo/cooperative/index.html

2. http://www.kaganonline.com/free_articles/dr_spencer_kagan/279/Kagan-Structures-for-

English-Language-Learners

http://serc.carleton.edu/introgeo/cooperative/index.html




Revised May, 2015

Dual Language Instructional Approach:

The dual language curriculum integrates the Sheltered Instruction Observation Protocol (SIOP)

Model*.

The student will be exposed to the eight interrelated SIOP learning components to facilitate

comprehensible instruction. These components are:

1. Lesson preparation – A lesson that allows students to make connections between what

they know, their experiences, and the new information should be carefully planned.

2. Background knowledge – The concepts learned should be directly related to the

students’ experiences.

3. Comprehensible input – The facilitator should use academic vocabulary according to

the students’ level of proficiency.

4. Strategies – Techniques, methods, and mental processes that improve how students

understand and retain information should be used.

5. Interaction – Students should have the opportunity to utilize language in multiple ways

across the curriculum.

6. Practice/Application – Students should have the opportunity to utilize instructional

resources to practice and apply content.

7. Lesson delivery – The facilitator should develop content and language objectives

throughout the lesson and create opportunities that involve the students during the

course of the learning process.

8. Review/Assessment – These should be utilized throughout the lesson to determine

students’ mastery of the lesson.

These instructional strategies are connected to each one of these components, allowing that the design

and presentation of a lesson address the academic and linguistic needs of second language learners.

Each lesson integrates dual language strategies and instructional approaches that ensure students’

linguistic and academic success.


Revised May, 2015

Expediting Comprehension for English Language Learners (ExC-ELL)

Component: Vocabulary

There are three types of words that affect comprehension and academic success. (Calderón,

2011):

Tier 1 are basic words which second language learners need to communicate, read, and write. These

include words that should be taught due to spelling (tough, toothache), pronunciation or confusion with

homophones (ship/chip, blue/blew, sum/some), false cognates (exit, embarrassed, success), and

background knowledge (skyscraper, lawnmower).

Tier 2 are information processing words that nest Tier 3 words in long sentences, polysemous words -

homonyms or homographs (solution, power, table, roll, left), transition words (however, as well as,

nevertheless, for instance), connectors (for cause and effect – because, due to, as a result; for contrast

– but, although, in contrast; for addition or comparison – and, also, moreover), phrase clusters (scope

and sequence, academic language), idioms (give me a break, walk in her shoes), and more sophisticated

words for discussions and specificity in descriptions (examples of specificity for the word “talk” are

argue, declare, converse).

Tier 3 are subject-specific words that label content discipline concepts, subjects, and topics. They are

infrequently used academic words. Some examples are: photosynthesis, pharmacology, democracy,

hemorrhage, osmosis, and autism.

The facilitator will select three words from Tier 1 that will hinder comprehension of required workshop

Tier 2 words and three targeted Tier 3 words critical for comprehension and learning of the concepts

for the workshop.

Tier 1 words must be addressed as they appear in teaching and learning activities in the classroom.

Tier 1

Simple Words

Tier 2

Information Processing

Words

Tier 3

Academic Words


Revised May, 2015

SIOP Components (Sheltered Instruction Observation Protocol):

The dual language instructional strategies are indicated below each SIOP component (A-E). These

strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs of

second language learners. The facilitator must select the Cognitive Academic Language Learning

Approach (CALLA) strategies that best align to the specific content and language objectives of the

workshop and integrate them in the lesson activities to ensure maximum learning and academic

performance.

Phase 1: Engage (Refer to the 5E Instructional Model diagram.)

A. Lesson Preparation B. Scaffolding

__ Adaptation of Content __ Modeling

__ Links to Background Knowledge __ Guided Practice

__ Links to Past Learning __ Independent Practice

__ Incorporated Strategies __ Comprehensible Input

Phase 2: Explore; Phase 3: Explain; Phase 4: Extend (Refer to the explanations of these

three stages of the lesson.)

CALLA Strategies (Cognitive Academic Language Learning Approach)

The facilitator must specify the CALLA learning strategies that will be used in the lesson and

explain each one to the students.

Names of the Strategies:

__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________

__ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Language Domains

__ Whole Group __ Listening

__ Small Group __ Speaking

__ Partners __ Reading

__ Independent Work __ Writing

The facilitator must explain the cooperative learning techniques that will be used to the

students.

Phase 5: Elaboration (Refer to the explanation of this stage of the lesson.)

E. Learning Application

__ Dynamic

__ Meaningful/Relevant

__ Rigorous

__ Linked to Objectives

__ Promotes Engagement


Revised May, 2015

TALLER UNO

(Aula y centro de práctica)

Modelo de instrucción constructivista de las 5E

El modelo de instrucción constructivista de las 5E representa las cinco fases de la secuencia de

enseñanza y aprendizaje. Las cinco fases son: Enfocar, Explorar, Explicar, Entender,

Extender/Elaborar y Evaluar (NASA, 2013).

Fase 1: Enfocar

Esta fase pretende captar la atención y el interés del estudiante para involucrarlo en la lección, mientras

se evalúa el aprendizaje previo.

Objetivos específicos de contenido

Al terminar este taller, el estudiante será capaz de:

1. Evaluar las oportunidades, los salarios y las habilidades necesarias para desempeñarse

exitosamente en el campo del mercadeo.

2. Identificar ideas las metas y los objetivos de su carrera profesional.

3. Enfocarse en la práctica de fogueo de su entrevista de trabajo.

4. Evaluar las metas educativas de la pasantía (internado) en márquetin.

5. Explicar su rol y responsabilidades como pasante (interno).

6. Determinar la importancia de la confidencialidad.

7. Evaluar los componentes del Manual de pasantía en mercadotecnia, de manera que complete

todas las etapas que estipula.


Revised May, 2015

bjetivos específicos de lenguaje


1. Escuchar: Asimilar las discusiones del taller y tomar apuntes pertinentes que le ayudarán a

estudiar.

2. Hablar: Fortalecer las destrezas de comunicación oral al presentar los temas del taller.

3. Leer: Interpretar las lecturas asignadas, de manera que aplique sus conocimientos a las

asignaciones y actividades integradas del taller.

4. Escribir: Maximizar las destrezas de redacción al analizar sus fortalezas y áreas de

oportunidad como profesional de mercadotecnia.

Objetivos específicos de avalúo/evaluación


1. Evaluación:

a. Evaluar las oportunidades, los salarios y las habilidades necesarias para desempeñarse

exitosamente en el campo del mercadeo, mientras maximiza sus destrezas de

comunicación escrita en español.

2. Síntesis:

a. Recopilar los requisitos más comunes de los anuncios de vacantes de mercadotecnia,

mientras pule el arte de hablar en público.

3. Análisis:

a. Distinguir sus áreas de oportunidad y fortalezas como profesional de márquetin, mientras

desarrolla sus destrezas interpersonales y comunicativas.

Vocabulario técnico de la disciplina

1. Metas

2. Objetivos

3. Interno

4. Responsabilidades

5. Confidencialidad


Revised May, 2015



Existen tres niveles de palabras que afectan la comprensión y el rendimiento académico

(Calderón, 2011).

Nivel 1: Se refiere a las palabras básicas que los aprendices de un segundo idioma necesitan para

comunicarse, leer y escribir. Este nivel incluye los vocablos que deben enseñarse debido a la naturaleza

de su ortografía (hacienda, hipopótamo), pronunciación o confusión con los homófonos (vez y ves;

hablando y ablando; sierra y cierra), falsos cognados (éxito; embarazada; suceso) y conocimientos

previos (rascacielos; cortadora de césped).

Nivel 2: Trata acerca del procesamiento de los vocablos que alberga el Nivel 3 en oraciones largas,

palabras polisémicas (con múltiples significados), homónimos (casa y caza), homógrafos (arroyo y

arrollo), palabras/frases de transición (sin embargo; al igual que; por ejemplo), conectores lingüísticos

de causa y efecto (porque; debido a; como resultado; por ende; en consecuencia). También se incluyen

aquellas frases de transición que se usan para contrastar (a diferencia de; por el contrario; no obstante),

para añadir ideas (además; aparte de; también) y para comparar (así como; del mismo modo). Además,

se consideran los grupos de palabras (alcance y secuencia; lenguaje académico), los modismos o frases

idiomáticas (dar en el clavo, ponerse en sus zapatos, con la soga al cuello) y las palabras más

sofisticadas, que son apropiadas para las discusiones y descripciones específicas (ejemplos de

especificidad para "hablar": discutir, declarar, conversar).

Nivel 3: Se centra en palabras, de temas específicos, que definen los conceptos de contenido de una

disciplina, materias y temas. Estos vocablos académicos se utilizan con poca frecuencia, fuera del

contexto académico. Algunos ejemplos son: fotosíntesis, farmacología, democracia, hemorragia,

ósmosis y autismo.

El facilitador seleccionará tres palabras del Nivel 1 que dificultarán la comprensión de los vocablos del

taller que requiera las del Nivel 2. Escoja tres palabras del Nivel 3, que sean críticas para comprender

y aprender los conceptos del taller.

Las palabras del Nivel 1 deben abordarse según aparecen en las actividades de enseñanza y aprendizaje

en el aula.

Nivel 1

Palabas básicas

Nivel 2

Palabras sofisticadas, modismos

y frases de transición

Nivel 3



Revised May, 2015

Enlaces electrónicos:

El modelo de instrucción constructivista de las 5E

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-

Executive_Summary_0.pdf

http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

Biblioteca Virtual



http://www.rae.es/





Mercados de trabajo

http://www.wcfla.com

http://www.employflorida.com

http://www.gojobs.com

http://www.careerbuilder.com

La confidencialidad

http://uprc.edu/Consejeria/La%20confidencialidad.pdf

Preparando la entrevista de trabajo

http://www.modelocurriculum.net/preparar-entrevista.html

25 preguntas típicas en una entrevista de trabajo

http://www.uv.mx/egresados/files/2012/12/25-preguntas-tipicas-entrevista.pdf

Plan de carrera profesional

https://www.ldsjobs.org/ers/ct/articles/developing-your-career-plan?lang=spa

http://bscs.org/sites/default/files/_legacy/BSCS_5E_Instructional_Model-Executive_Summary_0.pdf




http://www.rae.es/



http://www.wcfla.com/

http://www.employflorida.com/

http://www.gojobs.com/

http://www.careerbuilder.com/

http://uprc.edu/Consejeria/La%20confidencialidad.pdf

http://www.modelocurriculum.net/preparar-entrevista.html

http://www.uv.mx/egresados/files/2012/12/25-preguntas-tipicas-entrevista.pdf

https://www.ldsjobs.org/ers/ct/articles/developing-your-career-plan?lang=spa


Revised May, 2015

Lista de recursos suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de voz de Blackboard Collaborate (antes conocido como Wimba Voice)

5. Biblioteca Virtual

6. e-libro

Instrucciones importantes para los estudiantes:

1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el contenido.

Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el E-Lab, correo electrónico

y la plataforma de Blackboard. Si necesita ayuda para manejar las cuentas mencionadas,

comuníquese con el Help Desk.

2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y otra

información del curso en Blackboard. Además, compartirá recordatorios sobre las

asignaciones, los proyectos, actividades y la importancia de completar los ejercicios del

Laboratorio de Idiomas/E-Lab durante el curso. Lea esta información con frecuencia a lo largo

del curso.

3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio Assessment

Handbook que se encuentra en Blackboard. Dicho documento contiene instrucciones detalladas

para completar el portafolio digital eficazmente. Familiarícese con dicho manual.

4. Utilice la herramienta NetTutor para revisar sus trabajos escritos, antes de enviarlos al

facilitador. Dicho recurso revisa los principios de redacción y la gramática de lo que usted

escribe y le ofrece retroalimentación.

5. El facilitador enviará los trabajos escritos a SafeAssignTM para detectar casos de plagio. Limite

el uso de información copiada directamente de la Internet, utilice el estilo APA mencione las

referencias.

6. El estudiante puede enviar una asignación a través de SafeAssignTM, si el facilitador la configura

previamente.


Revised May, 2015

7. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas con el facilitador

por medio de la herramienta Voice E-mail de Blackboard (herramienta del E-Lab para enviar

mensajes de voz).

8. Finalmente, es muy importante que entienda la importancia de dominar los temas de

aprendizaje. Es necesario que consulte continuamente diccionarios y otros recursos de apoyo.

El dominio pleno de los conocimientos adquiridos en cada taller es necesario para las clases

subsiguientes. De esta manera, el estudiante seguirá puliendo el proceso de aprendizaje.

Procure prestar atención a las actividades de lenguaje. Recuerde que el 30 % de su calificación

semanal y final depende de las competencias lingüísticas que demuestre en inglés y español

(según el idioma del taller) y 70 % de la calificación semanal y final recae en el dominio del

contenido del curso.

Asignaciones que realizará antes del taller:

1. Comience su glosario del curso con los conceptos detallados en la sección “Vocabulario clave

de la lección” siguiendo las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para investigar acerca de

las oportunidades, los salarios y las habilidades necesarias para desempeñarse exitosamente en

el campo del mercadeo; las metas y los objetivos de su carrera profesional; la práctica de

fogueo de su entrevista de trabajo; las metas educativas de la pasantía (internado) en

márquetin; su rol como pasante, así como sus responsabilidades; la importancia de la

confidencialidad y los componentes del Manual de pasantía en mercadotecnia. Prepare un

resumen o un bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar

dudas.

3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de Blackboard.

En dicho foro, el estudiante elaborará ideas acerca de la importancia de la confidencialidad y

las implicaciones de la indiscreción en el trabajo. El resto de la clase reaccionará oralmente a

por lo menos tres comentarios de los compañeros.

4. Escriba un ensayo analítico (de al menos dos páginas) en el que identifique sus fortalezas y

áreas de oportunidad como profesional de mercadotecnia. Como conclusión, considere lo

siguiente: presuma que, como parte de un proceso de reclutamiento, le piden que resalte cómo


Revised May, 2015

maximizará sus fortalezas y cómo mitigaría sus debilidades como profesional de márquetin.

Como cierre del ensayo, exprese clara, precisa y coherentemente su respuesta. Asegúrese de

redactar según APA, incluya las citas y referencias y envíelo a NetTutor para recibir

retroalimentación. El facilitador enviará los trabajos escritos a SafeAssignTM para detectar

casos de plagio. (Parte de la evaluación)

5. Prepare un organizador gráfico en el que ilustre las oportunidades, los salarios y las habilidades

necesarias para desempeñarse exitosamente en el campo del mercadeo. El facilitador

determinará el tipo de organizador gráfico; entre ellos están: diagrama de Venn, tabla en forma

de T, flujograma, diagrama de árbol, cronología y otros. Prepárese para participar en una

actividad colaborativa en clase. (Parte de la evaluación)

6. El facilitador creará un foro de discusión escrita, en la herramienta Discussion Board. En dicho

foro, los alumnos contestarán y elaborarán las siguientes preguntas:

a. ¿Cuáles son las preguntas más frecuentes de entrevista de trabajo para ocupar una

vacante de mercadeo?

b. Comparta lo que serían para usted las preguntas más temidas durante una entrevista

para llenar una plaza de mercadeo.

7. Escoja por lo menos un producto o servicio (preferiblemente inexistente) para que lo proponga como tema

central del plan de mercadeo, que es el proyecto cumbre del curso. Llegue preparado para justificar su

recomendación en clase.

8. Asegúrese de haber llenado debidamente todos los formularios del Manual de pasantía en mercadeo

(Marketing Internship Handbook - vea la sección de apéndices). Recuerde que debe contar con las firmas y

aprobaciones pertinentes.

9. Luego de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar los ejercicios

que se han diseñado para desarrollar sus destrezas lingüísticas en español.

10. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook que se encuentra en Blackboard.


Revised May, 2015


Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E). Estas

estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y lingüísticas

de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las estrategias de

Enfoque Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic Language Learning

Approach, conocido como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos

específicos de contenido y lenguaje del taller, para integrarlas en las actividades de manera que los alumnos

puedan obtener el máximo provecho académico.







Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de

estas tres etapas de la lección).


El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a los

estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa




Revised May, 2015

Esta sección del módulo corresponde a las siguientes tres fases del modelo de instrucción

constructivista de las 5E:

Fase 2: Explorar

En esta fase el facilitador involucra al estudiante en uno o varios temas de acuerdo con los objetivos

del curso. Esto permite que el alumno construya su propio conocimiento.

Fase 3: Explicar

El facilitador provee al estudiante la oportunidad de comunicar lo que ha aprendido, lo que significa y

cómo lo aplicará a su carrera profesional.

Fase 4: Elaborar

El facilitador promueve que el alumno aplique los conocimientos nuevos y explore sus implicaciones

en su área de especialidad.

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador realizará las siguientes actividades:

a. Diseñará una actividad, puede ser rompehielos, para captar la participación de todos

los estudiantes.

b. Proveerá a los estudiantes su información de contacto, y se elegirá al representante

estudiantil.

c. Determinará las fechas en las que se administrará el examen final o las dos pruebas

parciales. Los alumnos son responsables de cumplir con lo que estipule el

facilitador.

2. El facilitador explicará detenidamente los requisitos del curso, se asegurará de que el estudiante

entienda las expectativas del mismo y sepa cómo se evaluará su desempeño. El facilitador

realizará lo siguiente:


Revised May, 2015

a. Describirá el modelo bilingüe y acelerado, el cual se implementa a lo largo del

currículo, los objetivos del curso, el proceso de evaluación, los apéndices y la

integración de las herramientas del E-Lab. Igualmente explicará el uso del módulo

como herramienta principal del curso, las asignaciones, políticas y otras normas que

regirán el desarrollo de la clase. Además, contestará las preguntas de los alumnos.

b. Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio de

Idiomas/E-Lab; también explicará cómo las incorporará en clase para el beneficio

de los estudiantes. Además, utilizará las herramientas de Blackboard Collaborate

(Voice Board, Voice E-mail y Voice Podcaster) para establecer las actividades

orales sobre los temas del taller. El facilitador explicará cómo se usan dichas

herramientas. Igualmente, es responsable de crear los foros de discusión y el resto

de las áreas que se requieren en Blackboard. De la misma forma, utilizará las

herramientas del E-Lab para compartir las asignaciones.

c. Aclarará las directrices y dudas sobre el Digital Performance Portfolio Assessment

Handbook que se encuentra en Blackboard. Semanalmente, el alumno es

responsable de completar las tareas pendientes hasta cumplir con todos los requisitos

e instrucciones del manual y del facilitador.

3. El facilitador preparará una actividad constructivista para repasar las asignaciones que los

estudiantes completaron antes del taller y para comprobar que entendieron el material. Habrá

oportunidad para aclarar dudas. Todas las actividades de lectura y escritura tienen que estar

relacionadas con el vocabulario técnico del taller.

4. El facilitador llevará a cabo un ejercicio de pronunciación para repasar los conceptos del

vocabulario clave de la disciplina. Estas actividades se realizan para desarrollar solamente las

destrezas de comunicación oral. Por lo tanto, no se les añaden actividades escritas. El

facilitador utilizará los siguientes siete pasos para enseñar el vocabulario como actividad inicial

del taller:

a. El facilitador pronunciará la palabra y los estudiantes la repetirán tres veces.

b. El facilitador usará el vocablo en el contexto de enseñanza, del artículo o de la

lectura que utiliza en clase.

c. El facilitador definirá el concepto según el diccionario, artículo o texto que

estudien.


Revised May, 2015

d. El facilitador explicará sencillamente el significado del término para que el

alumno lo entienda; empleará un lenguaje básico, claro y familiar para los

estudiantes.

e. El facilitador se enfocará en algunos aspectos lingüísticos, tales como la

gramática, el deletreo y la polisemia, entre otros.

f. El facilitador involucrará a los estudiantes en actividades que fomenten el

desarrollo de destrezas y el dominio del vocabulario, dentro del contexto de la

disciplina de estudio. El facilitador reagrupará a los estudiantes en parejas. Cada

tándem (pareja) participará en la actividad conocida como tenis de mesa (ping

pong) en la que cada participante creará una oración a la que aplicará la palabra

del vocabulario, según el contexto que estudió.

g. El facilitador indicará cómo y cuándo los estudiantes utilizarán el vocabulario

en el resto de las actividades de lectura y escritura del taller.

5. Reunidos en parejas, los alumnos compararán los organizadores gráficos que prepararon como

parte de la asignación. Finalmente, los conciliarán en uno solo, de manera que presenten su

análisis y sus conclusiones a la clase. (Parte de la evaluación)

6. Individual y apartadamente los alumnos se reunirán con el facilitador, quien fungirá como

reclutador, durante una entrevista de empleo para ocupar una plaza de mercadeo. El facilitador

determinará el título del puesto y las preguntas que hará; también podría variar ambos

elementos entre estudiantes. (Parte de la evaluación)

7. Reunidos en mesa redonda, los estudiantes compartirán las metas y los objetivos de su carrera

profesional. A la vez, comentarán acerca del material que presenten los demás y se enriquecerán

de la discusión. (Parte de la evaluación)

8. El facilitador compartirá con los estudiantes las expectativas que tienen las empresas que

reclutan pasantes de mercadotecnia. A la vez, se asegurará de que comprendan cómo se

satisfacen las necesidades del patrono.

9. Los estudiantes aclararán las metas educativas de la pasantía (internado) en márquetin y

repasarán su rol como pasante (interno), así como sus responsabilidades.


Revised May, 2015

10. El facilitador ofrecerá los detalles relacionados con la presentación audiovisual del Taller Ocho.

Además, formará los grupos que decidirán el tema central del plan de mercadeo. El facilitador

hará referencia al Apéndice N - Guías generales de la presentación audiovisual – Taller

Ocho.

11. El facilitador repasará los formularios que cada estudiante debe llenar como parte de los

requisitos de la pasantía. Si queda algún documento pendiente, el alumno deberá someterlo

antes comenzar su experiencia laboral.

12. El facilitador escogerá uno de los temas del curso para que los estudiantes contesten las primeras

tres columnas del diagrama que se encuentra en el Apéndice K: KWHLAQ Chart. Una vez las

completen, las discutirán en clase. Es necesario que los alumnos vayan llenando el resto de las

columnas a lo largo del curso, de manera que las discutan en la última semana.

13. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del próximo

taller.

Fase 5: Evaluar

A través de la evaluación, el facilitador se asegurará de que los alumnos hayan aprendido el material

del taller y hayan alcanzado las metas educacionales.

Evaluación - Etapa final del modelo de instrucción constructivista de las 5E (diferenciada por los

niveles del dominio de un segundo idioma):

1. Individual: Entrevista de empleo para ocupar plaza de márquetin.

2. Grupal: Trabajo en equipo al conciliar y presentar el organizador gráfico.

3. Escrita: Ensayo analítico acerca de sus fortalezas y áreas de oportunidad como profesional de

mercadotecnia.

4. Oral/Auditiva: Destrezas de comunicación oral al presentar el organizador gráfico.


Revised May, 2015

Cierre del taller:

1. Individual:

a. Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que escojan o

se les asigne(n) del Apéndice I: Autorreflexión. El facilitador podrá elegir otro tema

que promueva la autorreflexión individual. El facilitador tendrá la opción de elegir

otra actividad de cierre de taller individual.

2. Grupal:

a. Reunidos en equipos, los estudiantes señalarán los requisitos más comunes de los

anuncios de vacantes de mercadeo. A tales efectos, buscarán varios avisos en los

enlaces que se proveyeron en la sección de “Enlaces electrónicos” en este taller.

3. Aplicación de nuevo conocimiento:

a. Los estudiantes harán una introspección para identificar cómo piensan minimizar la

influencia que ejercen sus áreas de oportunidad en su perfil profesional. Es decir,

expresarán cómo mejorarán sus debilidades de manera que no sean amenazas.


Revised May, 2015

WORKSHOP TWO

(Classroom and Internship Site)

The 5E Constructivist Instructional Model

The 5E Constructivist Instructional Model represents the five phases of the teaching and learning

sequence. The five phases are: Engage, Explore, Explain, Extend/Elaborate, and Evaluate (NASA,

2013).

Phase 1: Engage

This phase aims to get the students’ attention and generate their interest in order to engage them in the

lesson, while assessing the previous learning.

Specific Content Objectives

Upon completion of this workshop, the student will be able to:

1. Understand and discuss the structure of marketing oriented organizations.

2. Describe the relevance of ethics and social commitment.

3. Identify the steps for the design and implementation of a marketing plan within an organization.

4. Explain and analyze the components and results of an already developed marketing plan.

5. Identify those steps of a marketing plan that has not been developed and determine the strategy

to be followed for its effective implementation.

Specific Language Objectives

1. Listen: Demonstrate effective listening skills during the small group presentations by taking

notes as appropriate, keeping eye contact with the speaker, asking questions to get more

information, and providing productive feedback.

2. Speak: Demonstrate effective speaking skills by actively participating in the class discussions

on how a company can hold marketing managers accountable for results when so many

elements in the marketing situation are beyond their control, the role key performance indicators

play in preparing for marketing plan implementation, the explanation of the term marketing

plan, and on the marketing departments of different corporations.


Revised May, 2015

3. Read: Research information on the relevance of ethics and social commitment, the steps

required to design an effective marketing plan within an organization, and the strategies for its

effective implementation.

4. Write: Compose an essay on the marketing department of a corporation, including an

organization chart, and explain how its department interacts with the other departments within

the corporation.

Specific Assessment Objectives

Upon the completion of this workshop, the facilitator will have evaluated the student’s competence as

follows:

1. Evaluation: Evaluate the effectiveness of different marketing plans after carefully analyzing

their similarities and differences.

2. Synthesis: Design/create one or more graphic organizers that indicate and explain the steps

required to design an effective marketing plan within an organization and the strategies for its

effective implementation.

3. Analysis: Research the marketing plan of a Fortune 500 company and analyze its key

components and their results.


Revised May, 2015

Technical Vocabulary of the Discipline

1. ethics

2. social commitment

3. marketing

4. marketing planning

5. marketing plan

6. current marketing situation

7. target market

8. customer analysis

9. positioning

10. marketing strategy


Revised May, 2015




2011):

















for the workshop.


Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words


Revised May, 2015

Electronic Links:





Virtual Library


American Marketing Association

http:///www.ama.org

Ethics in Business

http://www.dsa.org/ethics/

http://www.ethics.org/

Marketing Plan

http://www.marketingterms.com/dictionary/marketing_plan/

U.S. Small Business Administration – Developing a Marketing Plan

http://www.sba.gov/content/developing-marketing-plan

Marketing Communications Plan

https://www.ama.org/resources/MarketingToolkit/BrandingAndMarketingEssentials/Pages/M

arketing-Communications-Plan.aspx

Principles of Marketing

https://www.ama.org/academics/Pages/course-assignment-principles-marketing.aspx





http://www.ama.org

http://www.dsa.org/ethics/

http://www.ethics.org/

http://www.marketingterms.com/dictionary/marketing_plan/

http://www.sba.gov/content/developing-marketing-plan

https://www.ama.org/resources/MarketingToolkit/BrandingAndMarketingEssentials/Pages/Marketing-Communications-Plan.aspx

https://www.ama.org/resources/MarketingToolkit/BrandingAndMarketingEssentials/Pages/Marketing-Communications-Plan.aspx

https://www.ama.org/academics/Pages/course-assignment-principles-marketing.aspx


Revised May, 2015

How to Evaluate Your Marketing Plan

http://smallbusiness.chron.com/7-ways-evaluate-marketing-plan-58331.html

http://yourbusiness.azcentral.com/7-ways-evaluate-marketing-plan-11442.html

http://www.websitemarketingplan.com/mplan/evaluateplan.htm/

Marketing Plan Outline and Evaluation

http://www.authenticpromotion.com/marketing-plan/marketing-plan-outline.html

Your Marketing Plan: Setting Goals and Measuring Success

http://blog.principal.com/2013/06/20/your-marketing-plan-setting-goals-and-measuring-

success/

List of Supplementary Materials for the Workshop:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Blackboard Collaborate Voice Authoring tools

5. Virtual Library

6. e-books

Assignments to Be Completed Prior to the Workshop:

1. Follow the facilitator’s instructions to work on your glossary on the Technical Vocabulary of

the Discipline section.

2. Using the Virtual Library, E-Lab, Internet, and other academic resources, research information

on the relevance of ethics and social commitment. Take notes of the key points and be prepared

to discuss in class.

3. The facilitator will create an oral discussion forum using the Voice Board tool in Blackboard.

Students will orally discuss the concepts of ethics and social commitment, including the specific

information indicated by the facilitator, and react to the comments of at least three colleagues.

http://smallbusiness.chron.com/7-ways-evaluate-marketing-plan-58331.html

http://yourbusiness.azcentral.com/7-ways-evaluate-marketing-plan-11442.html

http://www.websitemarketingplan.com/mplan/evaluateplan.htm/

http://www.authenticpromotion.com/marketing-plan/marketing-plan-outline.html

http://blog.principal.com/2013/06/20/your-marketing-plan-setting-goals-and-measuring-success/

http://blog.principal.com/2013/06/20/your-marketing-plan-setting-goals-and-measuring-success/


Revised May, 2015

4. After researching the appropriate information, design/create one or more graphic organizers,

such as a flow chart, that indicate and explain the steps required to design an effective marketing

plan within an organization and the strategies for its effective implementation.

5. Write an essay (number of pages determined by the facilitator) on the marketing department of

a corporation. Include all the information determined by the facilitator, including an

organization chart, and explain how its department interacts with the other departments within

the corporation. Be sure to use APA style, include bibliographic citations and references, and

submit the essay to NetTutor for feedback. The facilitator will send written works to

SafeAssignTM

to check for plagiarism.

6. The facilitator will create a written discussion forum using the Discussion Board in Blackboard.

Students will answer the following questions:

a. How can a company hold marketing managers accountable for results when so many

elements in the marketing situation are beyond their control?

b. What role do key performance indicators play in preparing for marketing plan

implementation?

7. Continue working on the organization and completion of the digital portfolio following the

guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

8. Go to Tell Me More and continue working on the interactive exercises designed to

develop/improve linguistic skills in English. Submit the document found in Appendix E

indicating the amount of time spent working on the Language Lab/E-Lab activities and

exercises.

9. Continue working on the audiovisual group marketing plan, the final project of the course,

following all the stipulations indicated by the facilitator and the instructions found in Appendix

N: General Guidelines for the Audiovisual Presentation – Workshop Eight.

10. Create a concept map or other graphic organizer for the following terms:

a. ethics

b. social commitment

c. marketing planning

d. current marketing situation

e. target market


Revised May, 2015

f. customer analysis

g. positioning

h. marketing strategy

11. Research the marketing plan of a well-known Fortune 500 company, identify and analyze its

key components and their results, and create an outline with this information.

12. Create a graphic organizer that defines and explains the term marketing plan. In addition

research an example that is applicable to either U.S. or international businesses.

13. Create a drawing, illustration, or graphic organizer to define the term key performance

indicators. In addition, provide three examples applicable to either U.S. or international

businesses.

14. Research the definition of marketing provided by the American Marketing Association (AMA)

and compare it to other definitions. Be prepared to discuss this topic in class.


Revised May, 2015







performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous




Revised May, 2015

This section of the module corresponds to the following three phases of The 5E Constructivist

Instructional Model:

Phase 2: Explore

The facilitator engages the students in one or more topics in accordance with the course objectives,

allowing them to construct their own knowledge, discover new skills, and examine their thinking.

Phase 3: Explain

The facilitator provides students with the opportunity to connect their prior knowledge to new learning,

and share what they have learned, its meaning, and how they will apply this knowledge in their

professional lives.

Phase 4: Elaborate

The facilitator encourages students to apply their new knowledge to new or similar situations and

continue to explore its implications in their area of expertise.

Integrated Content and Language Activities to Achieve the Objectives of the Workshop:

1. The facilitator will lead the class in a review of the topics covered in the previous workshop to

ensure students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments completed by the

students prior to the workshop and to ensure student comprehension. All the reading and

writing activities must be linked to the technical vocabulary of the discipline of the workshop.

3. The facilitator will conduct a pronunciation exercise for the technical vocabulary of the

discipline of the workshop. This activity is designed to develop/enhance oral skills, and it does

not involve written activities. The facilitator will use the following seven steps to teach the

vocabulary as the initial activity of the workshop:

a. The facilitator pronounces the word and asks students to repeat it at least three times.

b. The facilitator uses the word in context from a text used in class.

c. The facilitator provides the dictionary definition/definitions as it/they appear in the text

used in class.


Revised May, 2015

d. The facilitator explains the meaning using terminology that can be understood by the

students (student-friendly language).

e. The facilitator highlights specific linguistic aspects, such as grammar, spelling,

polysemy, and others.

f. The facilitator engages the students in an activity designed to develop word knowledge

skills and the application of the concept to the profession. The facilitator divides the

students in pairs to engage in a “ping pong” activity, in which each partner provides

sentences using the word in context.

g. The facilitator indicates how and when to use the vocabulary required during the reading

and writing activities of the workshop.

4. The students will continue filling out the last three columns of the KWHLAQ Chart found in

Appendix K on the topic determined by the facilitator in Workshop One. Remember that this

assignment will be discussed in the last workshop.

5. The facilitator will divide the class into groups (depending on the number of students in the

class) and assign to each group one or more of the following terms: ethics, social commitment,

marketing planning, current marketing situation, target market, customer analysis, positioning,

and marketing strategy.

a. Students will share and discuss the graphic organizers prepared prior to the workshop

on their assigned term(s).

b. Students will reach a consensus and select the organizers that best explain each word.

c. The creator of the selected organizers will explain them to the class.

d. Feedback and question/answer sessions will follow.

6. The facilitator will conduct a whole class discussion on the relevance of ethics and social

commitment. Students will refer to the notes taken prior to the workshop to contribute valuable

information to this discussion.

7. Students will work with a partner to share the information they researched on the definition of

marketing provided by the American Marketing Association (AMA) and its comparison to other

definitions. After carefully analyzing these definitions, each set of partners will share their

findings with the rest of the class.


Revised May, 2015

8. Students will work in small groups to share and discuss the graphic organizers prepared prior

to the workshop on the steps required to effectively design a marketing plan within an

organization and the strategies for its effective implementation.

a. Students will either select one of the organizers which effectively explain this

information or create a new organizer that details these steps.

b. Each group will explain their organizer to the rest of the class.

c. Feedback and question/answer sessions will follow.

9. The facilitator will conduct a whole class discussion on the marketing departments of different

corporations. Students will refer to the essays written prior to the workshop and contribute

information on the organization chart for the corporation they had researched and on how the

marketing department interacts with other departments within the organization. Students will

compare and contrast their information on the different organizations.

10. Students will create a class concept map that defines and explains the term marketing plan.

a. Students will then share their examples of marketing plans they had researched,

applicable to either U.S. or international businesses.

b. They will analyze similarities and differences among these different marketing plans

and evaluate their effectiveness.

c. Students will include in this discussion the marketing plan of the Fortune 500 company

they had researched, and identify and analyze its key components and their results.

11. Students will work in small groups to share and discuss their drawings, illustrations, or graphic

organizers that define the term key performance indicators.

a. They will select the visuals that best explain this concept.

b. Its creators will explain them to the class.

c. In addition, each group will provide three examples applicable to either U.S. or

international businesses.

d. Feedback and question/answer sessions will follow.

12. The facilitator will conduct a whole class discussion on the questions presented in the written

oral discussion forum:

a. How can a company hold marketing managers accountable for results when so many

elements in the marketing situation are beyond their control?


Revised May, 2015

b. What role do key performance indicators play in preparing for marketing plan

implementation?

13. The facilitator will discuss and clarify doubts regarding the assignments due prior to the next

workshop.

Phase 5: Evaluate

The facilitator uses different assessments to ensure that the students have understood the topics of the

workshop and have progressed towards the attainment of their educational goals.

Assessment – final phase of The 5E Constructivist Instructional Model (differentiated by second

language proficiency levels):

1. Individual: Accurate completion of the graphic organizer that indicates and explains the steps

required to effectively design and implement a marketing plan within an organization.

2. Group: Active, accurate, and effective participation in the class discussions on how a company

can hold marketing managers accountable for results when so many elements in the marketing

situation are beyond their control, the role key performance indicators play in preparing for

marketing plan implementation, the explanation of the term marketing plan, and the marketing

departments of different corporations.

3. Written: Use of correct Standard English and APA style in the essay about the marketing

department of a corporation, including an organization chart and an explanation on how the

marketing department interacts with other departments within the corporation.

4. Oral: Demonstration of effective speaking skills and correct Standard English in the

participation in class discussion on concepts determined by the facilitator, as well as in group

presentations.


Revised May, 2015

Lesson Wrap-Up:

1. Individual: Students will write a self-reflection on one or more of the questions found in

Appendix I which either they or the facilitator selects.

2. Group: Students will ask a classmate one question on a topic they may not fully understand. If

the classmate cannot answer the question, they will ask another student until the question is

answered. At the end of this activity the facilitator will clarify any unanswered questions.

3. Application of New Knowledge: The facilitator will have prepared beforehand slips of paper

with a concept covered in this workshop written on each. Each student will select one paper at

random and explain how she/he will apply it in his/her profession.


Revised May, 2015

TALLER TRES

(Aula y centro de práctica)



enseñanza y aprendizaje. Las cinco fases son: Enfocar, Explorar, Explicar, Entender, Extender/Elaborar

y Evaluar (NASA, 2013).

Fase 1: Enfocar





1. Explorar las tendencias del mercado hispano y las nuevas tendencias de estrategias de

mercadotecnia.

2. Explicar el concepto de mercadeo virtual (e-Marketing) en el competitivo mundo de negocios.

3. Evaluar la influencia de la tecnología en el campo del márquetin.

Objetivos específicos de lenguaje


1. Escuchar: Interpretar el material del taller de manera que pueda explicarlo clara y

coherentemente.

2. Hablar: Ilustrar las nuevas tendencias de estrategias de mercadotecnia, mientras se expresa

con propiedad y corrección.


Revised May, 2015

3. Leer: Distinguir las tendencias del mercado hispano para que señale cómo la profesión se

ajusta a sus necesidades apremiantes.

4. Escribir: Preservar la ortografía y la gramática española al analizar la influencia de la

tecnología en el campo del márquetin.



1. Evaluación:

a. Revisar las tendencias del mercado hispano y las nuevas tendencias de estrategias de

mercadotecnia, mientras maximiza sus destrezas comunicacionales.

2. Síntesis:

a. Recopilar información sobre las tendencias del mercado hispano y cómo la profesión se

ajusta a sus necesidades apremiantes, mientras evidencia que domina el arte de hablar

en público.

3. Análisis:

a. Analizar la influencia de la tecnología en el campo del márquetin, mientras preserva

los principios de redacción en español.


1. Mercadeo directo

2. Mercadeo virtual (vía internet)

3. Redes sociales


Revised May, 2015




(Calderón, 2011).



















ósmosis y autismo.





en el aula.

Nivel 1

Palabas básicas

Nivel 2



Nivel 3



Revised May, 2015






Biblioteca Virtual



http://www.rae.es/





El imperativo del mercado hispano

http://www.nielsen.com/content/dam/corporate/us/en/microsites/publicaffairs/StateofHispanic

ConsumerReport2012_Spanish.pdf

El mercado hispano en los Estados Unidos (EE. UU.)

http://immexporta.com/?p=179

Tendencias del mercado: La publicidad por internet hacia el año 2015, según Google… ¡alucinate!

http://estrategias-marketing-online.com/tendencias-del-mercado-la-publicidad-por-internet-

hacia-el-ano-2015-segun-google-alucinante/

Estados Unidos a la caza del consumidor hispano

http://internacional.elpais.com/internacional/2014/02/05/actualidad/1391633805_056455.html





http://www.rae.es/



http://www.nielsen.com/content/dam/corporate/us/en/microsites/publicaffairs/StateofHispanicConsumerReport2012_Spanish.pdf

http://www.nielsen.com/content/dam/corporate/us/en/microsites/publicaffairs/StateofHispanicConsumerReport2012_Spanish.pdf

http://immexporta.com/?p=179

http://estrategias-marketing-online.com/tendencias-del-mercado-la-publicidad-por-internet-hacia-el-ano-2015-segun-google-alucinante/

http://estrategias-marketing-online.com/tendencias-del-mercado-la-publicidad-por-internet-hacia-el-ano-2015-segun-google-alucinante/

http://internacional.elpais.com/internacional/2014/02/05/actualidad/1391633805_056455.html


Revised May, 2015

CNN: La importancia de los hispanos en EE. UU.

http://www.youtube.com/watch?v=iCqphNmM7oQ


1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de voz de Blackboard Collaborate


6. e-libro


1. Continúe trabajando en su glosario del curso con los conceptos detallados en la sección

“Vocabulario técnico de la disciplina”; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos del E-Lab, como libros

electrónicos, para investigar las tendencias del mercado hispano y las nuevas tendencias de

estrategias de mercadotecnia; el concepto de mercadeo virtual (e-Marketing) en el competitivo

mundo de negocios y la influencia de la tecnología en el campo del márquetin. Prepare un

resumen o un bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar

dudas.


En dicho foro, el estudiante contestará oralmente la siguiente pregunta:

a. ¿De qué manera el mercadeo virtual influencia las nuevas tendencias de mercadeo?

El resto de la clase reaccionará oralmente a al menos tres comentarios de los compañeros.

4. Escriba un ensayo analítico, de al menos dos páginas, en el que exprese la influencia de la

tecnología en el campo del márquetin. Utilice el estilo APA y asegúrese de incluir las

referencias y de enviarlo a NetTutor para recibir retroalimentación. El facilitador enviará los

trabajos escritos a SafeAssignTM

para detectar casos de plagio. (Parte de la evaluación)

5. Prepare un organizador gráfico en el que ilustre las nuevas tendencias de estrategias de

mercadotecnia. El facilitador determinará el tipo de organizador gráfico; entre ellos están:

http://www.youtube.com/watch?v=iCqphNmM7oQ


Revised May, 2015

diagrama de Venn, tabla en forma de T, flujograma, diagrama de árbol, cronología y otros.

Prepárese para participar en una actividad colaborativa en clase. (Parte de la evaluación)

6. El facilitador creará un foro de discusión escrita, en la herramienta Discussion Board. En

dicho foro, los alumnos contestarán los siguientes planteamientos:

a. Enumere los tipos de mercadeo directo.

i. Explique cuáles son los beneficios de implementarlos.

7. Continúe colaborando, junto a sus compañeros, para completar el plan de mercadeo, según

acordado en el Taller Uno.

8. Siga practicando los ejercicios de Tell Me More que se han diseñado para desarrollar sus

destrezas lingüísticas en español.

9. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook.


Revised May, 2015



estrategias permiten diseñar e impartir una lección que responda a las necesidades académicas y

lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador debe seleccionar las

estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma (Cognitive Academic

Language Learning Approach, conocido como CALLA por sus siglas en inglés), que mejor

correspondan a los objetivos específicos de contenido y lenguaje del taller, para integrarlas en las

actividades de manera que los alumnos puedan obtener el máximo provecho académico.







Fase 2: Explorar; Fase 3: Explicar; Fase 4: Extender (Refiérase a las explicaciones de estas

tres etapas de la lección).



los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa




Revised May, 2015



Fase 2: Explorar



Fase 3: Explicar

El facilitador provee al alumno la oportunidad de comunicar lo que ha aprendido, lo que significa y


Fase 4: Elaborar

El facilitador promueve que el estudiante aplique los conocimientos nuevos y explore sus

implicaciones en su área de especialidad.


1. El facilitador repasará los temas que se cubrieron en el taller anterior para asegurarse de que los

alumnos comprendan el material.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones que los

estudiantes completaron antes del taller y para comprobar que entendieron el material. Habrá

oportunidad para aclarar dudas. Todas las actividades de lectura y escritura tienen que estar

relacionadas con el vocabulario técnico de la disciplina.

3. El facilitador llevará a cabo un ejercicio de pronunciación para repasar los conceptos del

vocabulario clave de la disciplina. Estas actividades se realizan para desarrollar solamente las

destrezas de comunicación oral. Por lo tanto, no se les añaden actividades escritas. El

facilitador utilizará los siguientes siete pasos para enseñar el vocabulario como actividad inicial

del taller:

a. El facilitador pronunciará la palabra y los estudiantes la repetirán tres veces.


Revised May, 2015

b. El facilitador usará el vocablo en el contexto de enseñanza, del artículo o de la lectura

que utiliza en clase.

c. El facilitador definirá el concepto según el diccionario, artículo o texto que estudien.

d. El facilitador explicará sencillamente el significado del término para que el alumno lo

entienda; empleará un lenguaje básico, claro y familiar para los estudiantes.

e. El facilitador se enfocará en algunos aspectos lingüísticos, tales como la gramática, el

deletreo y la polisemia, entre otros.

f. El facilitador involucrará a los estudiantes en actividades que fomenten el desarrollo de

destrezas y el dominio del vocabulario, dentro del contexto de la disciplina de estudio.

El facilitador reagrupará a los estudiantes en parejas. Cada tándem (pareja) participará

en la actividad conocida como tenis de mesa (ping pong) en la que cada participante

creará una oración a la que aplicará la palabra del vocabulario, según el contexto que

estudió.

g. El facilitador indicará cómo y cuándo los estudiantes utilizarán el vocabulario en el resto

de las actividades de lectura y escritura del taller.

4. Reunidos en parejas, los alumnos compararán los organizadores gráficos que prepararon como

parte de la asignación. Finalmente, los conciliarán en uno solo, de manera que presenten su

análisis y sus conclusiones a la clase. (Parte de la evaluación)

5. En mesa redonda, los alumnos analizarán la influencia de la tecnología en el campo del

márquetin. Además, harán hincapié en el mercadeo virtual (e-Marketing) y su influencia en

los negocios. (Parte de la evaluación)

6. Reunidos en subgrupos, los estudiantes discutirán las tendencias del mercado hispano y cómo

la profesión se ajusta a sus necesidades apremiantes. Finalmente compartirán sus conclusiones

con el resto de la clase.

7. El facilitador guiará una discusión acerca de empresas que utilizan exitosamente las nuevas

tecnologías para implementarlas sus estrategias de mercadeo.

8. Recuerde seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart a lo largo

del curso, de manera que las discutan en la última semana.


taller.


Revised May, 2015

Fase 5: Evaluar



Evaluación - Etapa final del modelo de instrucción constructivista de las 5E (diferenciada por los


1. Individual: Desempeño y dominio del material de la mesa redonda.

2. Grupal: Trabajo en equipo al conciliar y presentar el organizador gráfico.

3. Escrita: Ensayo analítico sobre la influencia de la tecnología en el campo del márquetin.

4. Oral/Auditiva: Dominio de las destrezas comunicacionales al presentar el organizador

gráfico y participar en la mesa redonda.

Cierre del taller:

1. Individual:

a. Los estudiantes escribirán su autorreflexión basado en la(s) pregunta(s) que escojan o

se les asigne en el Apéndice I. El facilitador podrá elegir otro tema para la

autorreflexión individual. El facilitador tendrá la opción de elegir otra actividad de

cierre de taller individual.

2. Grupal:

a. Reunidos en equipos, los estudiantes explicarán los tipos de mercadeo virtual, según el

consumidor final.


a. Explique cómo las redes sociales influencian el mercadeo de servicios y productos.

Destaque ejemplos concretos que evidencien su opinión.


Revised May, 2015

WORKSHOP FOUR





2013).

Phase 1: Engage





1. Identify local, regional, and national professional marketing associations.

2. Describe the leadership and control functions of a marketing manager.

3. Distinguish between the marketing plan from the educational point of view and from the

practitioner’s point of view.

4. Recognize effective marketing strategies.

5. Evaluate templates that can be used to create an effective marketing plan.



1. Listen: Demonstrate effective listening skills by paying close attention to colleagues’

presentations on their assigned topic, asking thought-provoking questions and providing

productive feedback.

2. Speak: Demonstrate mastery of concepts covered in class by actively participating in the group

discussion on local companies and their marketing strategies and resources for marketing plans,

among other topics.

3. Read: Examine in depth information on local companies and their marketing strategies and on

the leadership and control functions of a marketing manager.


Revised May, 2015

4. Write: Demonstrate critical and analytical thinking, effective writing skills in English, and the

application of new knowledge and the academic language of the discipline in the completion of

the essay on the relevance of the marketing plan from the educational and practitioner’s point

of view, as well as the comparison of their advantages and disadvantages.



follows:

1. Evaluation: Evaluate templates that can be used to create an effective marketing plan and the

effectiveness of local companies’ marketing strategies.

2. Synthesis: Create a graphic organizer, such as a concept map, T-chart, tree chart, or other

organizer determined by the facilitator, on the leadership and control functions of a marketing

manager.

3. Analysis: Analyze and prioritize a marketing manager’s most important leadership and control

functions.


Revised May, 2015


1. executive summary

2. situational analysis

3. marketing planning

4. target marget

5. marketing mix

6. marketing research

7. sales forecast

8. action plan


Revised May, 2015




2011):

















for the workshop.


Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words


Revised May, 2015

Electronic Links:





Virtual Library


Role of Marketing Planning in Business

http://smallbusiness.chron.com/role-marketing-planning-business-3234.html

Manager Job Description

http://humanresources.about.com/od/samplejobdescriptions/a/sample-manager-job-

description.htm

Recruiting and Hiring Advice

http://hiring.monster.com/hr/hr-best-practices/recruiting-hiring-advice/job-

descriptions/manager-job-description-sample.aspx

Marketing Manager.

http://humanresources.about.com/od/jobdescriptions/qt/specification_marketing.htm

http://everydaylife.globalpost.com/marketing-manager-duties-responsibilities-3657.html

http://www.marketing-made-simple.com/articles/marketing-manager-role.htm#.U3Yta_ldW0I

Functions of Management & Leading.

http://smallbusiness.chron.com/five-functions-management-leading-56418.html





http://smallbusiness.chron.com/role-marketing-planning-business-3234.html

http://humanresources.about.com/od/samplejobdescriptions/a/sample-manager-job-description.htm

http://humanresources.about.com/od/samplejobdescriptions/a/sample-manager-job-description.htm

http://hiring.monster.com/hr/hr-best-practices/recruiting-hiring-advice/job-descriptions/manager-job-description-sample.aspx

http://hiring.monster.com/hr/hr-best-practices/recruiting-hiring-advice/job-descriptions/manager-job-description-sample.aspx

http://humanresources.about.com/od/jobdescriptions/qt/specification_marketing.htm

http://everydaylife.globalpost.com/marketing-manager-duties-responsibilities-3657.html

http://www.marketing-made-simple.com/articles/marketing-manager-role.htm#.U3Yta_ldW0I

http://smallbusiness.chron.com/five-functions-management-leading-56418.html


Revised May, 2015

Marketing Plan Template

http://www.forbes.com/sites/davelavinsky/2013/09/30/marketing-plan-template-exactly-what-

to-include/

http://www.mplans.com/sample-marketing-plans.php#.VUKJE-nwuUk

http://www.youtube.com/watch?v=vTwW-3ipiRc

http://www.business.gov.au/business-topics/templates-and-downloads/Pages/marketing-plan-

template-and-guide.aspx


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books


1. Follow the facilitator’s instructions to work on your glossary for the words detailed in the

Technical Vocabulary of the Discipline section.

2. Using the Virtual Library, Internet, and/or other academic resources from the E-Lab, research

information on two local companies and their marketing strategies. Take notes that will be

useful for class discussion and future study.

3. Research information on some local, regional, and national professional marketing associations

and write a brief summary of each.


Students will orally discuss the societal marketing impact on the marketing plans. The

facilitator will provide more detailed information on this topic of discussion.

http://www.forbes.com/sites/davelavinsky/2013/09/30/marketing-plan-template-exactly-what-to-include/

http://www.forbes.com/sites/davelavinsky/2013/09/30/marketing-plan-template-exactly-what-to-include/

http://www.mplans.com/sample-marketing-plans.php#.VUKJE-nwuUk

http://www.youtube.com/watch?v=vTwW-3ipiRc

http://www.business.gov.au/business-topics/templates-and-downloads/Pages/marketing-plan-template-and-guide.aspx

http://www.business.gov.au/business-topics/templates-and-downloads/Pages/marketing-plan-template-and-guide.aspx


Revised May, 2015

5. Research information to prepare a graphic organizer, such as a concept map, T-chart, tree chart,

or other determined by the facilitator, on the leadership and control functions of a marketing

manager.

6. Write an essay (number of pages determined by the facilitator) explaining the relevance of the

marketing plan from the educational and the practitioner’s point of view. Compare its

advantages and disadvantages. Be sure to use APA style, include bibliographic citations and

references, and submit to NetTutor for feedback. The facilitator will send written works to

SafeAssignTM



Students will answer the following questions:

a. Why do marketers need to understand business relationships (as part of the internal

environment) when planning to address opportunities and threats in the external

environment?

b. In what ways are social media such as Facebook and YouTube likely to affect a

consumer’s social connections, cultural considerations, and personal factors, all of

which influence individual buying behavior?






exercises.




11. Using the recommended links and other reliable academic resources, research a variety of

templates which can be used to organize and write a marketing plan. Select at least three

examples that you think are the most comprehensive and effective, and bring them to class.


workshop.


Revised May, 2015







performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous




Revised May, 2015



Phase 2: Explore



Phase 3: Explain



professional lives.

Phase 4: Elaborate
















used in class.




Revised May, 2015












5. The facilitator will divide the class into two or more groups, depending on the number of

students in the class.

a. The facilitator will assign to each group either the marketing plan from the educational

point of view or the marketing plan from the practitioner’s point of view.

b. Students will refer to the essays written prior to the workshop to share information on

the relevance of the marketing plan from their assigned point of view, as well as its

advantages and disadvantages.

c. Each group will prepare a presentation, using illustrations, drawings, diagrams,

organizers, and other visuals to make their information more comprehensible and

interesting.

d. Each group member must participate in both the preparation and delivery of the

presentation.

e. The facilitator will provide additional information regarding the specific information

which must be discussed.

f. Feedback and question/answer sessions will follow each presentation.

6. The facilitator will conduct a whole class discussion on resources for marketing plans. Students

will contribute information they may have gathered from their research or discussions with

colleagues.

7. Each student will work with a partner to share the graphic organizers prepared prior to the

workshop on the marketing manager’s leadership and control functions.


Revised May, 2015

a. Each set of partners will formulate a list of five of the marketing manager’s most

important leadership functions and five of the most important control functions.

b. Each set of partners will share its lists with the rest of the class.

c. Then, the entire class will work together to prioritize these functions.

8. Students will refer to the notes taken prior to the workshop to participate in the class discussion

on local companies and their marketing strategies. The facilitator will guide them in analyzing

the different marketing strategies of the companies and evaluate their effectiveness.

9. The facilitator will conduct a whole class discussion on the following questions posted on the

written discussion forum

a. Why do marketers need to understand business relationships (as part of the internal

environment) when planning to address opportunities and threats in the external

environment?

b. In what ways are social media such as Facebook and YouTube likely to affect a

consumer’s social connections, cultural considerations, and personal factors, all of

which influence individual buying behavior?

Students will validate their ideas using research-based facts or real life experiences.

10. Students will work in small groups to share and discuss the examples of templates they selected

which can be used to organize and write a marketing plan and evaluate their effectiveness.

a. They will reach a consensus and select the two they consider to be the most effective,

complete, and helpful.

b. Two representatives from each group will explain the group’s choices and their rationale

for having selected them.

c. Students will have the opportunity to ask questions and provide feedback.

11. The facilitator will divide the class into three groups and assign to each group either local,

regional, or national professional marketing associations.

a. After sharing the information researched prior to the workshop, students in each group

will prepare a summary of their findings.

b. Representatives from each group will share their information with the rest of the class.


workshop.


Revised May, 2015

Phase 5: Evaluate





1. Individual: Accurate completion of the graphic organizer on the leadership and control

functions of a marketing manager.

2. Group: Demonstration of group collaboration in the preparation of the presentation on

either the marketing plan from the educational point of view or the marketing plan from the

practitioner’s point of view, by reaching a consensus and sharing information respectfully.

3. Written: Use of correct Standard English, APA style, and effective writing skills in the

completion of the essay on the relevance of the marketing plan from the educational and

practitioner’s point of view and the comparison of their advantages and disadvantages.

4. Oral: Effective delivery of the presentation on the marketing plan from the educational

point of view or the marketing plan from the practitioner’s point of view, demonstrating

critical and analytical thinking and the application of new knowledge and the academic

language of the workshop.

Lesson Wrap-Up:


Appendix I which either they or the facilitator selects. The facilitator will have the option

of choosing another individual lesson wrap-up activity.

2. Group: Students will have one minute to draw/illustrate one of the most important concepts

they learned in this workshop. They will then show it to the class and colleagues will guess

what it represents. A whole group discussion will follow.

3. Application of New Knowledge: Each student will share how he/she will specifically apply

the concept depicted in the drawing/illustration in his/her profession.


Revised May, 2015

TALLER CINCO

(Centro de práctica)





Fase 1: Enfocar





1. Explorar los aspectos importantes que deben considerarse antes de desarrollar un producto.

2. Evaluar el rol de la selección adecuada del segmento del mercado y la diferenciación de la

mercancía al desarrollar un artículo.

3. Explorar la competitividad como factor del lanzamiento de productos.

4. Enfocarse en la innovación y creatividad como elementos relevantes al desarrollar bienes.

5. Elaborar ideas acerca del proceso de desarrollo de productos.


Revised May, 2015


1. Escuchar: Asimilar los comentarios del foro de discusión oral, de manera que contribuya a la

discusión críticamente.

2. Hablar: Aplicar apropiadamente sus destrezas de comunicación oral para expresar ideas acerca

del rol que juega la competitividad como factor del lanzamiento de productos y los aspectos

importantes que deben considerarse antes de desarrollar un producto.

3. Leer: Interpretar los temas asignados para que aplique su conocimiento al realizar las

asignaciones, actividades de la clase y las tareas que forman parte de su pasantía.

4. Escribir: Preservar la ortografía y gramática española al analizar la importancia de seleccionar

el segmento del mercado adecuadamente y la relevancia de la diferenciación de los productos.


1. Evaluación:

a. Interpretar la relación que existe entre la competitividad, adaptación, reinvención y la

innovación de la estrategia de desarrollo de productos, mientras fortalece sus destrezas

de redacción.

2. Síntesis:

a. Ilustrar detalladamente el proceso de desarrollo de productos, mientras fortalece sus

destrezas lingüísticas e interpersonales.

3. Análisis:

a. Distinguir los aspectos importantes que deben considerarse antes de desarrollar un

producto, mientras elabora ideas acertadas y pule el arte de la comunicación oral.


Revised May, 2015

Vocabulario técnico de la disciplina:

1. Innovación

2. Creatividad

3. Competitividad

4. Segmento del mercado

5. Diferenciación de productos

6. Adaptación

7. Reinvención


Revised May, 2015




(Calderón, 2011).



















ósmosis y autismo.





en el aula.

Nivel 1

Palabas básicas

Nivel 2



Nivel 3



Revised May, 2015






Biblioteca Virtual



http://www.rae.es/





Creatividad, Innovación y Desarrollo de Nuevos productos

http://disseny.ivace.es/es/desarrollo-de-producto/de-la-idea-al-

concepto/creatividad-innovacion-y-desarrollo-de-nuevos-productos.html

Desarrollo de productos

http://www.minetur.gob.es/Publicaciones/Publicacionesperiodicas/EconomiaIndustrial/

RevistaEconomiaIndustrial/347/149-164%20347%20ANTONIO%20HIDALGO.pdf

http://www.inti.gov.ar/prodiseno/pdf/posadas4.pdf





http://www.rae.es/



http://disseny.ivace.es/es/desarrollo-de-producto/de-la-idea-al-

http://www.minetur.gob.es/Publicaciones/Publicacionesperiodicas/EconomiaIndustrial/%20RevistaEconomiaIndustrial/347/149-164%20347%20ANTONIO%20HIDALGO.pdf

http://www.minetur.gob.es/Publicaciones/Publicacionesperiodicas/EconomiaIndustrial/%20RevistaEconomiaIndustrial/347/149-164%20347%20ANTONIO%20HIDALGO.pdf

http://www.inti.gov.ar/prodiseno/pdf/posadas4.pdf


Revised May, 2015


1. Blackboard

2. Tell Me More

3. NetTutor



6. e-libro


1. Debido a la naturaleza de la práctica en mercadeo, de la semana cinco a la siete inclusive, los

estudiantes se reportarán a clase virtualmente. Es decir, someterán sus trabajos y participarán

en clase a través de las tareas de Blackboard, Laboratorio de Idiomas/E-Lab y mediante

comunicaciones electrónicas con los compañeros y el facilitador. Este último registrará la

participación activa y el cumplimiento del resto de los criterios de evaluación, según

corresponde a nuestro modelo de educación bilingüe.




electrónicos, para investigar sobre los aspectos importantes que deben considerarse antes de

desarrollar un producto; el rol de la selección adecuada del segmento y la diferenciación de los

bienes; la innovación y creatividad como elementos relevantes al desarrollar artículos y el

proceso de desarrollo de productos. Prepare un resumen o un bosquejo y llévelo a clases para

contribuir a la discusión del material y aclarar dudas.


En dicho foro, el estudiante contestará oralmente las siguientes preguntas:

a. ¿Qué rol juega la competitividad como factor del lanzamiento de productos?

b. Exprese los aspectos importantes que deben considerarse antes de desarrollar un

producto.

i. Elabore sus respuestas.

c. El resto de la clase reaccionará oralmente a al menos tres comentarios de los

compañeros.


Revised May, 2015

d. Esta actividad forma parte de la evaluación.

5. Escriba un ensayo analítico, de al menos dos páginas, en el que exprese la importancia de

seleccionar el segmento del mercado adecuadamente y la relevancia de la diferenciación de

los productos. Utilice el estilo APA y asegúrese de incluir las referencias y de enviarlo a

NetTutor para recibir retroalimentación. El facilitador enviará los trabajos escritos a

SafeAssignTM

para detectar casos de plagio. (Parte de la evaluación)

6. Individualmente, prepare un organizador gráfico en el que ilustre detalladamente el proceso de

desarrollo de productos. El facilitador determinará el tipo de organizador gráfico; entre ellos

están: diagrama de Venn, tabla en forma de T, flujograma, diagrama de árbol, cronología y

otros. Envíe su organizador vía Blackboard; recuerde incluir las referencias. (Parte de la

evaluación)

7. El facilitador creará un foro de discusión escrita, en la herramienta Discussion Board. En

dicho foro, los alumnos contestarán las siguientes preguntas:

a. ¿Por qué es importante aplicar la creatividad y la innovación al desarrollar productos

nuevos?

i. Ilustre su respuesta con ejemplos o anécdotas.

b. ¿Quién(es) determina(n) los objetivos, límites creativos y de innovación al proponer la

creación de nuevos productos?

i. ¿Por qué?

8. Redacte un informe de progreso en el que resuma y evidencie todo lo que ha hecho hasta ahora

acerca del plan de mercadeo. Envíe el documento por Blackboard. Asegúrese de redactar según

APA, incluya las citas y referencias y envíelo a NetTutor para recibir retroalimentación. El

facilitador enviará los trabajos escritos a SafeAssignTM

para detectar casos de plagio. (Parte de

la evaluación)








Revised May, 2015



















los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa




Revised May, 2015



Fase 2: Explorar



Fase 3: Explicar



Fase 4: Elaborar

El facilitador promueve que el estudiante aplique los conocimientos nuevos y explore sus implicaciones


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

1. El facilitador estará disponible para aclarar dudas sobre los temas del taller anterior y para

asegurarse de que los alumnos comprendan el material.

2. El facilitador estará disponible para contestar dudas sobre las asignaciones que los estudiantes

completaron antes de la fecha y hora límite de entrega. Todas las actividades de lectura y escritura

tienen que estar relacionadas con el vocabulario técnico de la disciplina.

3. El facilitador monitoreará la participación activa, los foros de discusión oral y escrita, así también

la entrega a tiempo de las asignaciones y el trabajo en equipo al realizar las tareas asignadas.

4. El facilitador publicará en Blackboard el modelo vacío del organizador gráfico que los alumnos

completarán detallada y grupalmente. Eso significa que, agrupados según indique el facilitador,

los alumnos llenarán los espacios del modelo del organizador gráfico que publicó el facilitador.

Así, conciliarán sus respectivas ilustraciones en una sola. Finalmente, los estudiantes publicarán

en Blackboard la versión final del organizador gráfico que crearon grupalmente y compararán y


Revised May, 2015

contrastarán el suyo con los del resto de los grupos y comentarán al respecto. El resto de los

compañeros comentarán al menos tres publicaciones. (Parte de la evaluación)

5. El estudiante deberá seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart

a lo largo del curso, de manera que las discutan en la última semana.


taller, incluyendo la asignación de los estudios de caso y las palabras del vocabulario que

trabajarán en el Taller Seis.

Fase 5: Evaluar



Evaluación - etapa final del modelo de instrucción constructivista de las 5E (diferenciada por los


1. Individual: Informe de progreso del plan de márquetin.

2. Grupal: Conciliación del organizador gráfico que trata acerca del proceso de desarrollo de

productos.

3. Escrita: Ensayo analítico sobre la importancia de seleccionar el segmento del mercado

adecuadamente y la relevancia de la diferenciación de los productos.

4. Oral/Auditiva: Foro de discusión oral sobre el rol que juega la competitividad como factor del

lanzamiento de productos.


Revised May, 2015

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que

escojan o se les asigne(n) del Apéndice I: Autorreflexión. El facilitador podrá elegir otro tema

que promueva la autorreflexión individual. El facilitador tendrá la opción de elegir otra

actividad de cierre de taller individual.

2. Grupal: ¿Cómo dice, qué dijo?

a. Cada alumno le preguntará a otro sobre un tema que el primero no entienda bien. El

receptor del mensaje le contestará lo que entiende del concepto.

b. Si no queda claro o no se ha explicado bien, el facilitador aclarará la duda.

3. Aplicación de nuevo conocimiento: Los estudiantes contestarán la siguiente pregunta:

a. ¿Qué papel juega la competitividad en la adaptación, reinvención y la innovación de la

estrategia de desarrollo de productos?


Revised May, 2015

WORKSHOP SIX

(Internship Site)




2013).

Phase 1: Engage





1. Research the factors that influence consumers’ desire for a particular product or service.

2. Analyze the law of demand.

3. Evaluate the purpose of demand analysis.

4. Identify the factors used to determine product design, selling cost, and advertising strategy for

a product, as well as who wants to buy a given product, how much they are likely to pay for it,

and how many units they might purchase.

5. Explain the law of supply and demand.

6. Analyze how substitution goods, complementary goods, income, and price and preferences

affect demand.

7. Define price system.

8. Distinguish between fixed, free, and mixed price system.

http://www.investorwords.com/4201/research.html

http://www.investorwords.com/3874/product.html

http://www.investorwords.com/6664/service.html

http://www.investorwords.com/5159/unit.html

http://www.investorwords.com/3952/purchase.html


Revised May, 2015



1. Listen: Demonstrate attentiveness by responding to colleagues’ comments on the meaning of

price/pricing system, applying new knowledge and the technical vocabulary of the discipline,

as well as demonstrating critical and analytical thinking.

2. Speak: Demonstrate effective oral skills in English and netiquette in the oral discussion forums

on the meaning of price/pricing system and on colleagues’ summaries of their findings on the

factors that influence consumers’ desire for a particular product or service.

3. Read: Research information on the factors that influence consumers’ desire for a particular

product or service and the law of supply and demand to be able to effectively complete

assignments and activities; examine in depth the assigned case study to conduct an effective

analysis, following all of the facilitator’s instructions.

4. Write: Use correct Standard English, APA style, and effective writing skills in the completion

of the essays on the factors used to determine product design, selling cost, and advertising

strategy for a product, as well as who wants to buy a given product, how much they are likely

to pay for it, and how many units they might purchase and on the advantages and disadvantages

of fixed price system, free price system, and mixed price system.




Revised May, 2015



follows:

1. Evaluation: Evaluate the purpose of demand analysis.

2. Synthesis: Create a concept map that defines and explains the law of demand and several

graphic organizers that define and explain the assigned terms from the Technical Vocabulary

of the Discipline section.

3. Analysis: Compare and contrast fixed price system, free price system, and mixed price system

and examine the advantages and disadvantages of each; conduct an in-depth analysis of the

assigned case studies.


1. demand analysis

2. demand curve

3. substitution and complementary goods

4. utility

5. law of diminishing marginal utility

6. income effect

7. price elasticity of demand

8. supply curve

9. price/pricing system

10. monopoly

11. oligopoly

12. collusion

13. equilibrium price

14. perfect competition

15. fixed, free, and mixed price system


Revised May, 2015




2011):

















for the workshop.


Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words


Revised May, 2015

Electronic Links:





Virtual Library


Demand Analysis

http://www.businessdictionary.com/definition/demand-analysis.html

http://en.docsity.com/news/economics/demand-analysis-definition-meaning

http://www.investorwords.com/16338/demand_analysis.html#ixzz3YvT7KYxw

Supply and Demand Overview

http://www.shmoop.com/supply-demand/overview.html

Price System

http://www.britannica.com/EBchecked/topic/475822/price-system

http://www.wisegeek.com/in-economics-what-is-a-price-system.htm#didyouknowout

http://www.investopedia.com/terms/b/basing-point-pricing-system.asp





http://www.businessdictionary.com/definition/demand-analysis.html

http://en.docsity.com/news/economics/demand-analysis-definition-meaning

http://www.investorwords.com/16338/demand_analysis.html#ixzz3YvT7KYxw

http://www.shmoop.com/supply-demand/overview.html

http://www.britannica.com/EBchecked/topic/475822/price-system

http://www.wisegeek.com/in-economics-what-is-a-price-system.htm#didyouknowout

http://www.investopedia.com/terms/b/basing-point-pricing-system.asp


Revised May, 2015


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books




2. Students will carefully read the case studies assigned in the previous workshop, and conduct an

in-depth analysis, including all the information stipulated by the facilitator and responding to

any questions the facilitator may have specified. Students will submit their analysis following

the facilitator’s instructions and complete any follow-up work indicated.


information on a general overview of the law of supply and demand. Create a graphic organizer,

such as a flow chart, that shows the relationship between these two concepts. Upload your

organizer to Blackboard in a timely manner so that colleagues may view and comment on your

work.

4. Research information on the factors that influence consumers’ desire for a particular product or

service, and write a brief summary of your findings. Send your summaries to the facilitator and

to all colleagues via e-mail.

5. After researching information on the law of demand, create a concept map that defines and

explains this concept. In addition, write an analysis of the law of demand, including the

relationship of price and the quantity demanded and the demand curve, and evaluate the purpose

of demand analysis. Submit your findings to the facilitator and to your colleagues via e-mail.


Students will orally discuss the meaning of price/pricing system, and respond to the comments

of at least three colleagues.


Revised May, 2015

7. Research information to prepare a graphic organizer, such as a concept map, T-chart, tree chart,

or other, that define and explain each of the words from the Technical Vocabulary of the

Discipline section assigned to you in the previous workshop. Upload your organizers to the

discussion board created by the facilitator in Blackboard in a timely manner so that colleagues

may view and comment on your work.

8. Write an essay (number of pages determined by the facilitator) on the factors used to determine

product design, selling cost, advertising strategy for a product, as well as who wants to buy a

given product, how much they are likely to pay for it, and how many units they might purchase.

Be sure to use APA style, include bibliographic citations and references, and submit to NetTutor

for feedback. The facilitator will send written works to SafeAssignTM


Send to the facilitator via e-mail.


Students will respond to the following:

a. Analyze how substitution goods, complementary goods, income, and price and

preferences affect demand. Be specific in your analysis and explanation of your

rationale.

10. Create a triple Venn diagram or triple bubble map to compare and contrast fixed price system,

free price system, and mixed price system. Upload your organizer to the discussion board

created by the facilitator in Blackboard in a timely manner so that colleagues may view your

work.






exercises.





workshop.




Revised May, 2015







performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous




Revised May, 2015



Phase 2: Explore



Phase 3: Explain



professional lives.

Phase 4: Elaborate




1. Students will view colleagues’ organizers on the law of supply and demand uploaded to the

discussion board explaining the relationship between these two concepts. They will select the

classmates’ organizers which, in their opinion, provides the most comprehensive explanation

and post an explicit explanation of the rationale for their selection to the discussion board.

2. After reading the colleagues’ summaries of their findings on the factors that influence

consumers’ desire for a particular product or service, each student will comment on three of

these summaries on the oral discussion board created by the facilitator, indicating agreement or

disagreement, explaining their rationale, providing productive feedback, and demonstrating

critical and analytical thinking.


After viewing colleagues’ organizers on the technical vocabulary of the discipline, students will

discuss three major concepts they learned from their classmates’ work.

4. After viewing colleagues’ triple Venn diagrams and triple bubble maps that compare and

contrast fixed price system, free price system, and mixed price system, students will write an


Revised May, 2015

essay on the advantages and disadvantages of each system. They must use APA style, include

bibliographic citations and references, and submit to NetTutor for feedback. The facilitator will

send written works to SafeAssignTM

to check for plagiarism. Students will send the essay to

the facilitator via e-mail.

5. Students will carefully examine their colleagues’ findings submitted via e-mail on the concept

map for the law of demand, the analysis of the law of demand, and the evaluation of the purpose

of demand analysis.

a. On the discussion board created by the facilitator on Blackboard, students will post five

new concepts or ideas they learned from their colleagues, points of disagreement, the

rationale for their thinking, and questions/doubts they may still have regarding these

concepts.

b. All students are encouraged to respond to these questions and doubts, demonstrating

critical and analytical thinking.





workshop.


Revised May, 2015

Phase 5: Evaluate





1. Individual: Accurate completion of the graphic organizers on the assigned technical

vocabulary of the discipline and the comparison and contrast of fixed price system, free

price system, and mixed price system; completion of a precise in-depth analysis of the

assigned case study, following all of the facilitators instructions.

2. Group: Demonstration of netiquette and interpersonal skills in the written and oral

discussion forums on the topics determined by the facilitator.

3. Written: Use of correct Standard English, APA style, and effective writing skills in the

completion of the essay on the factors used to determine product design, selling cost, and

advertising strategy for a product, as well as who wants to buy a given product, how much

they are likely to pay for it, and how many units they might purchase.

4. Oral: Demonstration of correct Standard English and effective speaking skills in the oral

discussion forums on the meaning of price/pricing system and on colleagues’ summaries of

their findings on the factors that influence consumers’ desire for a particular product or

service.

Lesson Wrap-Up:


Appendix I: Self-Reflection which either they or the facilitator selects.

2. Group: Students will select one specific situation or challenge they faced in their practicum

experience and, on the discussion forum created by the facilitator in Blackboard, they will share

it with their colleagues, emphasizing the steps they took to resolve this situation.

3. Application of New Knowledge: Students will reflect on how they will specifically apply their

new knowledge regarding a topic learned in this workshop in their profession, and they will

share their thoughts with their colleagues in an oral discussion forum created by the facilitator

in Blackboard.




Revised May, 2015

TALLER SIETE

(Centro de práctica





Fase 1: Enfocar




1. Explicar los objetivos de la promoción de ventas.

2. Elaborar ideas acerca de la planificación de la promoción de ventas.

3. Explorar la evaluación de la promoción de ventas

4. Enfocarse en los factores logísticos del márquetin.

5. Explicar las ventajas de la logística efectiva de mercadotecnia.

6. Evaluar los tipos de promoción de ventas.


1. Escuchar: Asimilar el material que se discuta y tomar apuntes pertinentes que le servirán para

comprender los objetivos específicos de contenido.

2. Hablar: Pulir sus destrezas de comunicación verbal al discutir las ventajas de la logística efectiva

de mercadotecnia.

3. Leer: Analizar los temas que se asignen, de manera que se prepare para realizar las asignaciones

y las actividades integradas.

4. Escribir: Expresar ideas precisas, concisas y coherentes sobre los tipos de promoción de ventas.


Revised May, 2015


1. Evaluación:

a. Evaluar los factores logísticos del márquetin, mientras perfecciona sus destrezas de

comunicación oral en español.

2. Síntesis:

a. Organizar los objetivos de la promoción de ventas, mientras desarrolla el pensamiento

crítico.

3. Análisis:

a. Distinguir los tipos de promoción de ventas, mientras domina la estructura del ensayo.


1. Promoción

2. Planificación

3. Logística

4. Factor

5. Objetivo


Revised May, 2015




(Calderón, 2011).



















ósmosis y autismo.





en el aula.

Nivel 1

Palabas básicas

Nivel 2



Nivel 3



Revised May, 2015






Biblioteca Virtual



http://www.rae.es/





Promoción de ventas, publicidad y mercadeo

http://e-learningmarketing.blogspot.com/2012/07/publicidad-promocion-de-ventas-y.html

La promoción de ventas en los mercados de consumo: Propuesta de un nuevo enfoque de gestión

promocional

http://www.ehu.eus/cuadernosdegestion/documentos/221.pdf

Logística y mercadeo

http://www.mercadeo.com/blog/2012/12/logistica-y-mercadeo/


1. Blackboard

2. Tell Me More

3. NetTutor







http://www.rae.es/



http://e-learningmarketing.blogspot.com/2012/07/publicidad-promocion-de-ventas-y.html

http://www.ehu.eus/cuadernosdegestion/documentos/221.pdf

http://www.mercadeo.com/blog/2012/12/logistica-y-mercadeo/


Revised May, 2015

6. e-libro





electrónicos, para investigar sobre los objetivos de la promoción de ventas; la evaluación de la

promoción de ventas; la planificación de la promoción de ventas; los factores logísticos del

márquetin; las ventajas de la logística efectiva de mercadotecnia y los tipos de promoción de

ventas. Prepare un resumen o un bosquejo y llévelo a clases para contribuir a la discusión del

material y aclarar dudas.


En dicho foro, el estudiante evaluará oralmente las ventajas de la logística efectiva en

mercadotecnia. El resto de la clase reaccionará oralmente a al menos tres comentarios de los

compañeros. (Parte de la evaluación)

4. Escriba un ensayo explicativo, de al menos dos páginas, sobre los tipos de promoción de ventas.

Asegúrese de redactar según APA, incluya las citas y referencias y envíelo a NetTutor para

recibir retroalimentación. El facilitador enviará los trabajos escritos a SafeAssignTM

para

detectar casos de plagio. (Parte de la evaluación)

5. Individualmente, prepare un organizador gráfico en el que ilustre detalladamente los objetivos

de la promoción de ventas. El facilitador determinará el tipo de organizador gráfico; entre ellos

están: diagrama de Venn, tabla en forma de T, flujograma, diagrama de árbol, cronología y

otros. Envíe su organizador vía Blackboard; recuerde incluir las referencias. (Parte de la

evaluación)

6. El facilitador creará un foro de discusión escrita, en la herramienta Discussion Board. En dicho

foro, los alumnos contestarán los siguientes planteamientos:

a. Explique cómo se evalúa la efectividad de la promoción de ventas.

b. Detalle cómo se planifica la promoción de ventas

c. Los alumnos comentarán al menos tres publicaciones.


Revised May, 2015

7. Estudie los factores logísticos del márquetin y esté preparado para realizar una actividad

integrada. (Parte de la evaluación)

8. Revise los tipos de promoción de ventas y prepárese para el cierre del taller.








Revised May, 2015



















los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________









__ Dinámica


__ Rigurosa




Revised May, 2015



Fase 2: Explorar



Fase 3: Explicar



Fase 4: Elaborar

El facilitador promueve que el estudiante aplique los conocimientos nuevos y explore sus implicaciones



1. El facilitador estará disponible para aclarar dudas sobre los temas del taller anterior y para

asegurarse de que los alumnos comprendan el material.

2. El facilitador estará disponible para contestar dudas sobre las asignaciones que los estudiantes

completaron antes de la fecha y hora límite de entrega. Todas las actividades de lectura y

escritura tienen que estar relacionadas con el vocabulario técnico de la disciplina.

3. El facilitador monitoreará la participación activa, los foros de discusión oral y escrita, así

también la entrega a tiempo de las asignaciones y el trabajo en equipo al realizar las tareas

asignadas.

4. El facilitador publicará en Blackboard el modelo vacío del organizador gráfico que los alumnos

completarán detallada y grupalmente. Eso significa que, agrupados según indique el facilitador,

los alumnos llenarán los espacios del modelo del organizador gráfico que publicó el facilitador.

Así, conciliarán sus respectivas ilustraciones en una sola. Finalmente, los estudiantes publicarán


Revised May, 2015

en Blackboard la versión final del organizador gráfico que crearon grupalmente y compararán

y contrastarán el suyo con los del resto de los grupos y comentarán al respecto. El resto de los

compañeros comentará al menos tres publicaciones. (Parte de la evaluación)

5. El facilitador fomentará una discusión que tratará acerca de los factores logísticos del

márquetin. (Parte de le evaluación)

6. El estudiante deberá seguir llenando el resto de las columnas del Apéndice K: KWHLAQ Chart

a lo largo del curso, de manera que las discutan en la última semana.


taller.

Fase 5: Evaluar



Evaluación - etapa final del modelo de instrucción constructivista de las 5E (diferenciada por los


1. Individual: Foro de discusión sobre los factores logísticos del márquetin.

2. Grupal: Conciliación del organizador gráfico que trata sobre los objetivos de la promoción de

ventas.

3. Escrita: Ensayo explicativo sobre los tipos de promoción de ventas.

4. Oral/Auditiva: Foro de discusión oral sobre las ventajas de la logística efectiva de

mercadotecnia.


Revised May, 2015

Cierre del taller:

1. Individual:

a. Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que escojan o

se les asigne(n) del Apéndice I: Autorreflexión. El facilitador podrá elegir otro tema

que promueva la autorreflexión individual. El facilitador tendrá la opción de elegir otra

actividad de cierre de taller individual.

2. Grupal:

a. Entre todos los alumnos crearán una lista abarcadora de las técnicas de promoción de

ventas.

b. Compartirán la lista para que todos los estudiantes se beneficien.


a. Los alumnos señalarán las ventajas de planificar la promoción de ventas.


Revised May, 2015

WORKSHOP EIGHT





2013).

Phase 1: Engage





1. Distinguish between the pull marketing strategy and the push marketing strategy.

2. Analyze the opportunities and threats of the marketing industry in his/her area.

3. Evaluate his/her overall internship experience from both the educational point of view and the

practitioner’s point of view.

4. Describe the learning environment of his/her internship.

5. Examine his/her professional development and growth acquired during the internship

experience


Revised May, 2015



1. Listen: Demonstrate attentiveness during colleagues’ presentations on their marketing plan by

looking at the speaker, controlling personal activity level, encouraging the presenter with non-

verbal cues, asking relevant questions that reflect a high degree of critical and analytical

thinking, and providing productive feedback.

2. Speak: Demonstrate effective speaking skills by showing a liveliness in sharing knowledge,

instilling a sense of enthusiasm, appearing prepared and in control of the presentation, and

behaving professionally during the delivery of the presentation on the group marketing plan.

3. Read: Examine in depth resources on opportunities and threats of the marketing industry in

his/her area, the personal judgment model, and the push and pull marketing strategies to

effectively complete assignments and activities.

4. Write: Write an essay on his/her analysis of the opportunities and threats of the marketing

industry in his/her area, using correct Standard English and APA style and demonstrating

critical thinking, as well as application of new knowledge.



follows:

1. Evaluation: Evaluate his/her overall internship experience from both the educational point of

view and the practitioner’s point of view.

2. Synthesis: Design and create a Venn diagram to compare and contrast the push and pull

marketing strategies.

3. Analysis: Analyze the opportunities and threats of the marketing industry in his/her area.


Revised May, 2015


1. push marketing strategy

2. pull marketing strategy

3. contingency plan

4. mobile marketing

5. consumer’s perspective

6. marketer’s perspective

7. mass customization


Revised May, 2015




2011):

















for the workshop.


Tier 1

Simple Words

Tier 2


Words

Tier 3

Academic Words


Revised May, 2015

Electronic Links:





Virtual Library


21st Century Learning Environments

http://www.p21.org/about-us/p21-framework/354-21st-century-learning-environments

http://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_E

nvironments

http://www.bobpearlman.org/Learning21/new%20learning%20environments.htm

How to Create a Learning Environment for Your Marketing Team

http://docustar.com/blog/how-to-create-a-learning-environment-for-your-marketing-team/

Guide to Professional Development

http://mashable.com/2012/01/18/marketing-lifelong-learning/

https://www.themuse.com/advice/the-ultimate-guide-to-professional-development-marketing-

pr

http://thedma.org/professional-development/

Creating a Professional Development Plan

http://net.educause.edu/section_params/mentoring/M06_%20PDP.pdf

Marketing Nous

http://marketingnous.com.au/





http://www.p21.org/about-us/p21-framework/354-21st-century-learning-environments

http://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_Environments

http://creativeeducator.tech4learning.com/v09/articles/Developing_21st_Century_Learning_Environments

http://www.bobpearlman.org/Learning21/new%20learning%20environments.htm

http://docustar.com/blog/how-to-create-a-learning-environment-for-your-marketing-team/

http://mashable.com/2012/01/18/marketing-lifelong-learning/

https://www.themuse.com/advice/the-ultimate-guide-to-professional-development-marketing-pr

https://www.themuse.com/advice/the-ultimate-guide-to-professional-development-marketing-pr

http://thedma.org/professional-development/

http://net.educause.edu/section_params/mentoring/M06_%20PDP.pdf

http://marketingnous.com.au/


Revised May, 2015

Measuring Marketing Effectiveness: Are New Tools Your Best Strategy?

http://contentmarketinginstitute.com/2013/07/measuring-marketing-effectiveness-new-tools-

best-strategy/

Great SlideShare/PowerPoint Presentation Examples for Marketers

http://blog.hubspot.com/marketing/inspiring-slideshare-presentations-for-marketers-list

Marketing Strategy Presentation Ideas

http://www.customshow.com/marketing-strategy-presentation-ideas-that-work/Marketing

http://newscentral.exsees.com/item/37463eb7c7f62cabf5a38296f27f70a8-

a1d6cd321d86b75458ff8a4faad5d8c9

http://imspl.in/StrategicManagementPlanning/strategic-management-plan-presentation


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. e-books

http://contentmarketinginstitute.com/2013/07/measuring-marketing-effectiveness-new-tools-best-strategy/

http://contentmarketinginstitute.com/2013/07/measuring-marketing-effectiveness-new-tools-best-strategy/

http://blog.hubspot.com/marketing/inspiring-slideshare-presentations-for-marketers-list

http://www.customshow.com/marketing-strategy-presentation-ideas-that-work/Marketing

http://newscentral.exsees.com/item/37463eb7c7f62cabf5a38296f27f70a8-a1d6cd321d86b75458ff8a4faad5d8c9

http://newscentral.exsees.com/item/37463eb7c7f62cabf5a38296f27f70a8-a1d6cd321d86b75458ff8a4faad5d8c9

http://imspl.in/StrategicManagementPlanning/strategic-management-plan-presentation


Revised May, 2015





information on the personal judgment model and take notes that will be useful for class

discussion and further study. The facilitator will provide details on the specific information that

must be researched.


Students will orally discuss the concepts of contingency plan, mobile marketing, and mass

customization and react to the comments of at least three colleagues.

4. After conducting the appropriate research, write an essay (number of pages determined by the

facilitator) on an analysis of the opportunities and threats of the marketing industry in your area.

a. The facilitator will provide more details on the information which must be included in

the essay.

b. Be sure to use APA style, include bibliographic citations and references, and submit to

NetTutor for feedback.

c. The facilitator will send written works to SafeAssignTM


5. Prepare a Venn diagram to compare and contrast the push marketing strategy and the pull

marketing strategy. Be prepared to participate in a cooperative learning activity in class.

6. The facilitator will create a written discussion forum using the Discussion Board tool in

Blackboard. Students will answer the following questions:

a. How would you recommend that a technology company such as Apple use forecasts

when planning for a product introduction and for ongoing marketing purposes?

b. What are the advantages and disadvantages of mobile marketing from both the

marketer’s perspective and the consumer’s perspective?

7. Finalize the organization and completion of the digital portfolio following the guidelines

stipulated in the Digital Performance Portfolio Assessment Handbook. Follow the facilitator’s

instructions regarding the submission of the portfolio.

8. Go to Tell Me More and complete the interactive exercises designed to develop/improve

linguistic skills in English. Submit the document found in Appendix E: Language Lab/E-Lab


Revised May, 2015

Documentation indicating the amount of time spent working on the Language Lab/E-Lab

activities and exercises.

9. Finalize the group marketing plan presentation ensuring that you have complied with all of the

facilitator’s stipulations, included all the required information, and followed the instructions

indicated in Appendix N: General Guidelines for the Audiovisual Presentation – Workshop

Eight. Be prepared to present.


Revised May, 2015







performance.













__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








students.



__ Dynamic


__ Rigorous




Revised May, 2015



Phase 2: Explore



Phase 3: Explain



professional lives.

Phase 4: Elaborate
















Revised May, 2015


used in class.











4. The students will complete the last three columns of the KWHLAQ Chart found in Appendix

K on the topic determined by the facilitator in Workshop One. A whole class discussion will

follow, including feedback and question/answer sessions.

5. The facilitator will conduct a whole class discussion on the personal judgment model. Students

will refer to the notes taken prior to the workshop and apply knowledge acquired from the

course or from research to contribute to said discussion.

6. Students will work with partners to share and discuss the Venn diagrams prepared prior to the

workshop comparing and contrasting the push and pull marketing strategies. Each set of

partners will list three major characteristics of each strategy and share these with the rest of the

class.

7. Students will work in small groups to share and discuss the essays written prior to the workshop

on their analysis of the opportunities and threats of the marketing industry in their area. They

will reach a consensus on their analyses, formulate a list of their five most important findings,

and share this information with the class. Feedback and question/answer sessions will follow.

8. The facilitator will conduct a whole class discussion on the following questions posted on the

written discussion forum:

a. How would you recommend that a technology company such as Apple use forecasts

when planning for a product introduction and for ongoing marketing purposes?


Revised May, 2015

b. What are the advantages and disadvantages of mobile marketing from both the

marketer’s perspective and the consumer’s perspective?

9. Students will deliver their presentation on the marketing plan they have been working on

throughout the course, ensuring that they have complied with all of the facilitator’s stipulations

and the instructions detailed in Appendix N: General Guidelines for the Audiovisual

Presentation – Workshop Eight. Feedback and question/answer session will follow each group

presentation.

10. Students will write a one-page summary using correct Standard English explaining how the

language/e-lab activities contributed to and benefitted the acquisition, improvement, and/or

enhancement of their English and Spanish linguistic skills.

11. Students will complete the final course evaluation.

12. The facilitator will ensure that all documents and forms regarding the internship process have

been appropriately reviewed, approved, signed, and dated.

Phase 5: Evaluate





1. Individual: Accurate completion of the self-reflection regarding the learning environment of

their internship, the evaluation of their overall internship experience from both the educational

point of view and the practitioner’s point of view, and specific examples of their professional

development and growth acquired during the internship experience

2. Group: Demonstration of group collaboration, appropriate interpersonal skills, and active

participation in the preparation of the group marketing plan.


Revised May, 2015

3. Written: Accurate completion of the essay on their analysis of the opportunities and threats of

the marketing industry in their area, using correct Standard English and APA style and

demonstrating critical thinking, as well as application of new knowledge.

4. Oral: Effective delivery of the presentation of the group marketing plan, demonstrating

application of new knowledge and the technical vocabulary of the workshop, critical and

analytical thinking, as well as appropriate speaking skills in English.

Lesson Wrap-Up:

1. Individual: Students will write a self-reflection addressing the following aspects of their

internship experiences:

a. Briefly describe the learning environment of your internship.

b. Evaluate your overall internship experience from both the educational point of

view and the practitioner’s point of view.

c. Provide specific examples of your professional development and growth

acquired during the internship experience

2. Group: Students will share their self-reflections on their internship experiences, addressing

each of the points indicated above. They will also receive and give productive feedback.

3. Application of New Knowledge: Each student will select one explicit concept learned in the

course or from their internship experience and specifically explain how they will apply it in

their profession.


Revised May, 2015

Apéndices/Appendices

Explanatory Note for Appendices Section:

All the appendices in the module are identified with the words Apéndice and/or Appendix, in both

Spanish and/or English, followed by a letter. Any document that is retrieved/cited will appear only in

the language in which it was originally written.

However, documents and/or rubrics that are the sole property of the Ana G. Méndez University System

will appear in both English and Spanish.

Nota aclaratoria de la sección de apéndices:

Todos los apéndices del módulo están identificados con las palabras <<Apéndice>> o <<Appendix>>

y están acompañados de su correspondiente letra. Todo el material citado, en la sección de apéndices,

aparecerá en el idioma que se escribió originalmente. En cambio, los recursos y rúbricas que pertenecen

al Sistema Universitario Ana G. Méndez, aparecerán en ambos idiomas (inglés y español).


Revised May, 2015

Appendix A

National Proficiency Levels for Differentiated Instruction

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


Revised May, 2015

Appendix A National Proficiency Levels for Differentiated Instruction

“Can Do” Listening Rubric

Instructions to use these rubrics: The facilitator will use these rubrics to diagnose the different levels of

proficiency of the students in the class. Once the facilitator has identified the students by proficiency levels, he/she

can use this information to assign groups and activities utilizing differentiated instruction. These rubrics do not

have an evaluation scale because they are used as an informal diagnostic tool.

National Proficiency Levels Criteria

Starting

Identifies objects.

Names concrete objects.

Points to picture/object of the word heard.

Follows simple commands.

Repeats words or simple phrases.

Understands simple messages – gestures, pointing.

Emerging

Draws a picture.

Requires continuous repetition.

Follows verbal dictations.

Checks-off words that were heard.

Repeats information heard to determine comprehension.

Understands slow speech and multiple repetitions.

Developing Understands more details of spoken language.

Needs limited or no repetition and slow speech.

Understands basic academic vocabulary which is frequently used in class

discussions.

Understands class discussions with some difficulty.

Understands most of what was said.

Expanding Needs limited or no repetition at normal speed speech.

Understands academic vocabulary used in class discussions.

Understands class discussions with little difficulty.

Understands nearly everything said.

Bridging Needs no repetition at normal speed speech.

Understands elaborate academic vocabulary used in class discussions.

Understands class discussions with no difficulty.

Demonstrates a native-like English speaker’s understanding of what is said.


Revised May, 2015

“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects.

Responds a simple yes or no to questions.

Repeats words or simple phrases.

Uses one word commands.

Mispronounces words, making it difficult to be understood.

Breaks speech into parts, making comprehension difficult.

Uses limited or no vocabulary to support message.

Emerging Uses a few more words to respond to questions although grammatically incorrect.

Uses one-, two-, and multiple-word commands.

Uses verb tenses interchangeably.

Misuses words in daily speech.

Repeats spoken words or phrases to improve understanding due to pronunciation flaws.

Uses grammar and word order incorrectly.

Uses vocabulary (emerging stage) to support oral messages.

Developing Responds using longer phrases/sentences.

Initiates and carries out conversations; however, there may be interruptions due to thinking of

the correct words to say.

Applies grammar and word order correctly most of the time.

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation.

Uses vocabulary to support oral messages.

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences.

Uses and interprets idiomatic expressions.

Converses more fluently in social settings.

Uses academic vocabulary frequently in class discussions.

Participates in class discussions using academic content with slight hesitation.

Misuse of grammar and word order seldom occurs and does not interrupt meaning.

Pronounces most words accurately and clearly.

Bridging Speaks fluently.

Uses elaborate academic vocabulary in all class discussions correctly.

Participates in class discussion using academic content without hesitation.

Uses appropriate vocabulary to support oral messages at all times.

Uses correct grammar and word order all of the time.

Speaks with native-like pronunciation and intonation.


Revised May, 2015

“Can Do” Reading Rubric

National

Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed).

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed).

Struggles with use of pre-reading and reading skills (not developed).

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed).

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed).

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts

that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.).

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks.

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills

(e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ3R, etc.) (slowly emerging).

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g., definition, restatement,

examples, surrounding words, etc.).

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order, comparison/contrast,

cause/effect), and reading patterns in order to identify literary genres (as listed above).

Applying successful reading skills (as listed above) is still emerging.

Developing Comprehends a wide array of written material (as listed above).

Interprets basic graphs, charts, tables and forms.

Applies correctly pre-reading and reading skills (as listed above).

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above) –

evidence of emerging.

Understands the relationship between ideas (as listed above) - evidence of emerging.

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy.

Interprets increasingly complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) very strongly.

Applies strategies to guess meanings of unfamiliar words from context (as listed above), which is clearly evident.

Identifies signal words to understand the relationship between ideas (as listed above) and reading patterns to identify literary genres (as

listed above) – strongly emerging.

Understands the relationship between ideas (as listed above) - strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy.

Bridging Comprehends various types and lengths of level-appropriate written materials (as listed above) - fully developed.

Interprets complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) - fully developed.

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy.

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect).

Demonstrates fully developed strategic reading skills (as listed above).


Revised May, 2015

“Can Do” Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging introduction and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the

paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to

understand the writing.

Rambles - use of incomplete sentences that are too long to understand. Sentences follow a simple structure and/or style.

Struggles with spelling, punctuation, capitalization, and other writing conventions. This makes it very difficult to understand

the writing.

Lacks strategic writing skills (e.g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for

inquiry for drafting [such as investigating genre, considering audience, and responding to purpose], and for

product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear, although there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in using details to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part, it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the

writing; but there are signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but it shifts to another topic at times. Support of main idea

is lacking. Reader is left with unanswered questions.

Attempts to write a proper introduction and conclusion; however, both are dull or unclear. Transitions help connect ideas

although at times they distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions; however, the writing could read and sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion; however, some improvement is needed. Needs to continue using transitional

words properly in order to allow the proper flow of ideas.

Selects and uses vocabulary words that are livelier and more appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few, and

nothing distracts from the writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas.

Reader’s questions are answered.

Writing has a clear introduction that hooks the reader and a conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and is not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and

rhythm.

Demonstrates excellent control of spelling, punctuation, capitalization and other writing conventions.

Strategic writing skills are fully developed.


Revised May, 2015

Appendix B

Paragraph Construction Rubric

Adapted from:

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(

mine).pdf

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(mine).pdf

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(mine).pdf


Revised May, 2015

Paragraph Construction Rubric

Student’s Name: __________________________________ Date: _______________

Facilitator’s Name: ______________________Course: ________ Assignment: __________

Instructions: This rubric is used to assess paragraph construction. The facilitator will use the results to

provide the participants with the remediation needed according to their evaluation.

*What are transitions, and how are they used in effective writing? Transitions: are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress

from one significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different

transitional words have different functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores D: 13 Points (Yellow/Red) F: All Red Scores

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic sentence.

It is unrelated to the assigned topic,

and/or it is incorrectly placed.

Explanation of

Topic Sentence

(Supporting

Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two

sentences explaining the

topic sentence, or the

explanation is too general.

There is only one or no sentence

explaining the topic sentence

related to the assigned topic.

Evidence for

Topic Sentence

(Elaborating

Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two

explanation sentences

related to the assigned

topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence sentence

related to the assigned topic is

provided.

Conclusion

Sentence

Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic

sentence, but it doesn’t

explain its importance.

There is no conclusion sentence, or

conclusion sentence is unrelated to

the topic.

Fragments and

Run-on Sentences

There are no fragments or

run-on sentences.

There is one fragment or

run-on sentence.

There are two or more fragments

or run-on sentences.

Use of

Transitions*

Transitional words are used

effectively throughout the

written work.

Transitions are used

throughout, but one

transitional word is used

incorrectly. It is missing

one or two transitions.

Transitions are not used, are all

incorrectly used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Legible

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or

in the use of personal

pronouns.

Marginally Legible

Paragraph has more than three

errors in punctuation, capitalization

and spelling, use of verb tenses,

word agreement, or use of personal

pronouns that make understanding

difficult.

Not legible

TOTAL POINTS:

https://www.msu.edu/user/jdowell/135/transw.html


Revised May, 2015

Appendix C

The Writing Process

Six-Trait Analytic Writing Rubric

Retrieved from:

http://www.azed.gov/standards-development-assessment/six-traits/

http://www.azed.gov/standards-development-assessment/six-traits/


Revised May, 2015

APPENDIX C

THE WRITING PROCESS

SIX-TRAIT ANALYTIC WRITING RUBRIC

Student’s name: _________________________________ Date: ______________

Facilitator’s name: ______________________________ Course: ____________

Assignment: ____________________________________

Instructions: This rubric will be used to evaluate written work done by the student in both English and

Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the criteria per

level (6 = highest, 1 = lowest) that best reflect the student’s writing ability.

Refer to all the Appendix C sheets that describe, in detail, all the writing traits that you are evaluating in order

to properly complete this rubric.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

TOTALS - add all the totals down and then

across to obtain the Grand Total.

Grand Total:

___________

Final Score: ___/36_

Grading Scale: (36 - 0)

Excellent: 32 - 36 points = A

Good: 29 - 31 points = B

Satisfactory: 25 - 28 points = C

Needs Improvement: 22 - 24 points = D

Unacceptable: 0 - 21 points = F


Revised May, 2015

Six-Trait Analytic Writing Rubric

Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized

by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced, in-depth explanation/exploration of the topic; the writing makes connections and shares insights,

and

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights, and

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by:

• an easily identifiable purpose,

• clear main idea(s),

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support,

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present, and

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by:

• an easily identifiable purpose and main idea(s),

• predictable or overly obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere,

• support that is attempted, but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general,

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information, and

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:

• a purpose and main idea(s) that may require extensive inferences by the reader,

• minimal development; insufficient details,

• irrelevant details that clutter the text, and

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by:

• ideas that are extremely limited or simply unclear and

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea.


Revised May, 2015

Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by:

• effective, perhaps creative sequencing; the organizational structure fits the topic, and the writing is easy to

follow,

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by:

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow,

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by:

• clear sequencing,

• an organization that may be predictable,

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety,

• a body that is easy to follow with details that fit where placed,

• transitions that may be stilted or formulaic, and

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by:

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear,

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”),

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused,

• a structure that is skeletal or too rigid,

• placement of details that may not always be effective, and

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by:

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear,

• a missing or extremely undeveloped beginning, body, and/or ending,

• a lack of transitions, or when present, ineffective or overused,

• a lack of an effective organizational structure, and

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by:

• a lack of effective sequencing,

• a failure to provide an identifiable beginning, body and/or ending,

• a lack of transitions,

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly,

and

• a lack of organization which ultimately obscures or distorts the main point.


Revised May, 2015

Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,

engaging, or sincere. The writing is characterized by:

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice, while an expository piece may require extensive use of outside resources and a more

academic voice; nevertheless, both should be engaging, lively, or interesting; technical writing may require

greater distance),

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively; the reader may discern the writer behind the words and feel a

sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to

the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The

writing is characterized by:

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively or interesting; technical writing may require greater

distance),

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively; the reader may discern the writer behind the words and feel a sense of interaction,

and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to

be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by:

• a questionable or inconsistent level of closeness to or distance from the audience,

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice; the reader may glimpse the writer behind the words and feel a sense of interaction in

places, and

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,

the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by:

• a limited sense of audience; the writer’s awareness of the reader is unclear,

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two

later and the writing become somewhat mechanical, and

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has

chosen a suitable voice. The writing is characterized by:

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical,

• a voice that is likely to be overly informal and personal,

• a lack of audience awareness; there is little sense of "writing to be read," and

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and

writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by:

• no engagement of the writer; the writing is flat and lifeless,

• a lack of audience awareness; there is no sense of “writing to be read,” and

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader.


Revised May, 2015

Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by:

• accurate, strong, specific words; powerful words energize the writing,

• fresh, original expression; slang, if used, seems purposeful and is effective,

• vocabulary that is striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by:

• accurate, specific words; word choices energize the writing,

• fresh, vivid expression; slang, if used, seems purposeful and is effective,

• vocabulary that may be striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke clear images; figurative language may be used.

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by:

• words that work but do not particularly energize the writing,

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective,

• attempts at colorful language that may occasionally seem overdone,

• occasional overuse of technical language or jargon, and

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by:

• words that work, but rarely capture the reader’s interest,

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective,

• attempts at colorful language that seem overdone or forced,

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used, and

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by:

• words that are colorless, flat or imprecise,

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message, and

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by:

• general, vague words that fail to communicate,

• an extremely limited range of words, and

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.


Revised May, 2015

Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by:

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next,

• extensive variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas,

• varied sentence patterns that create an effective combination of power and grace,

• strong control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by:

• a natural, fluent sound; it glides along with one sentence flowing into the next,

• variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning,

• control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace,

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact,

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective, and

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by:

• some passages that invite fluid oral reading; however, others do not,

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns,

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective,

• sentences which, although functional, lack energy, and

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by:

• significant portions of the text that are difficult to follow or read aloud,

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object), and

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by:

• text that does not invite, and may not even permit, smooth oral reading,

• confusing word order that is often jarring and irregular,

• sentence structure that frequently obscures meaning, and

• sentences that are disjointed, confusing, or rambling.


Revised May, 2015

Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by:

• strong control of conventions; manipulation of conventions may occur for stylistic effect,

• strong, effective use of punctuation that guides the reader through the text, • correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure,

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede

readability. The writing is characterized by:

• strong control of conventions, • effective use of punctuation that guides the reader through the text,

• correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure, • correct capitalization; errors, if any, are minor,

• correct grammar and usage that contribute to clarity and style,

• skill in using a wide range of conventions in a sufficiently long and complex piece, and • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar

and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by: • control over conventions used, although a wide range is not demonstrated,

• correct end-of-sentence punctuation; internal punctuation may sometimes be incorrect,

• spelling that is usually correct, especially of common words, • basically sound paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor,

• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader, and • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by:

• some control over basic conventions; the text may be too simple to reveal mastery, • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors,

• spelling errors that distract the reader; misspelling of common words occurs,

• paragraphs that sometimes run together or begin at ineffective places, • capitalization errors,

• errors in grammar and usage that do not block meaning but do distract the reader, and

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is

characterized by:

• little control over basic conventions, • many end-of-sentence punctuation errors; internal punctuation contains frequent errors,

• spelling errors that frequently distract the reader; misspelling of common words often occurs,

• paragraphs that often run together or begin in ineffective places, • capitalization that is inconsistent or often incorrect,

• errors in grammar and usage that interfere with readability and meaning, and

• substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by: • very limited skill in using conventions,

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect,

• frequent spelling errors that significantly impair readability, • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text,

• capitalization that appears to be random, and

• a need for extensive editing.


Revised May, 2015

Apéndice D

Información acerca del Laboratorio de Idiomas y

el E-lab

Appendix D

Language Lab and E-Lab Information


Revised May, 2015

Apéndice D

Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus

habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su

carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos

de investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus

habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática

y escritura.

El Laboratorio de Idiomas también ofrece una gran cantidad de páginas web de English for Speakers

of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han

sido seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español, con

el fin de satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-Lab

cuentan con otras aplicaciones informáticas que fomentan el aprendizaje del idioma y del contenido

académico, tales como Tell Me More, NetTutor y Blackboard Collaborate.

Tell Me More es un sistema eficaz para aprender inglés y español, que les permite a los estudiantes

reforzar sus destrezas y además cumplir con las horas de laboratorio que requieren sus clases. Para

poder usar este programa, los estudiantes necesitan Internet, el navegador Internet Explorer y acceso a

la plataforma Blackboard.

Inicialmente, el sistema evalúa el nivel de conocimiento de los estudiantes y crea un programa de

aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que permite medir el progreso

individual. Los alumnos pueden mejorar su pronunciación, gramática y destrezas auditivas, desde el

nivel de principiante hasta el nivel avanzado, con dos perfiles diferentes: lenguaje cotidiano y lenguaje

de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas y

de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los

estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema

también cuenta con un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al día,

los siete días de la semana. NetTutor puede accederse remotamente, siempre y cuando cuente con

conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el curso).


Revised May, 2015

Blackboard Collaborate es una herramienta electrónica que, entre otros aspectos, promueve el uso

de la voz en línea para que los alumnos y el facilitador interactúen y para desarrollar material didáctico.

Los estudiantes usan Blackboard Collaborate para participar en los foros de discusión oral en línea,

preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. La aplicación

principal de uso de voz se llama Voice Authoring, que cuenta con las siguientes herramientas:

Voice Board: puede publicar y escuchar mensajes orales en un foro de discusión en línea y

postear comentarios orales y escritos.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz y escritos.

Voice Podcaster: facilita la creación y distribución de mensajes orales de los participantes.


Revised May, 2015

Appendix D

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in

English and Spanish and to fulfill the content objectives of the course. Both labs count on a wide

variety of visual and auditory on-line exercises, Internet-based research, and guided writing activities

that allow students to improve their listening and reading comprehension skills, pronunciation,

vocabulary building, grammar, and writing.

The Language Lab also offers a package of several carefully selected English for Speakers of Other

Languages (ESOL) websites, as well as other Spanish web pages designed to meet the students’

needs. Additionally, the Language Lab and E-Lab provide other software applications, such as Tell

Me More, NetTutor and Blackboard Collaborate, that promote language and academic content

learning.

Tell Me More is an effective system for English and Spanish learning that allows students to

strengthen their skills and fulfill the language lab hours required in their classes. Students must have

Internet connection, Internet Explorer browser, and access to Blackboard to be able to use this

program.

The system initially assesses students’ knowledge and creates a learning path specifically tailored to

each student’s needs, thus allowing facilitators to measure every student’s progress. Students can

improve their pronunciation, grammar and listening skills, from beginner to advanced levels, with

two different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service which provides live tutoring for numerical and computer

classes (scheduled hours apply). Students can post their questions for classes which do not offer live

tutoring. These will be answered within 72 hours. The system also has a “Frequently Asked

Questions” section available 24/7. NetTutor can be accessed remotely with an Internet connection.

This service offers tutoring for the following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).


Revised May, 2015

Blackboard Collaborate is an electronic tool that, among other aspects, promotes the use of voice

online, allowing students and the facilitator to interact and to develop academic content. Students use

Blackboard Collaborate to participate in oral online discussion forums prepare oral presentations,

send voice e-mails, and complete other assignments. The main voice application is Voice Authoring

which includes the following tools:

Voice Board: allows participants to post and listen to voice messages on discussion boards

and to post oral and written comments.

Voice E-mail: allows participants to send voice and written messages via e-mail.

Voice Podcaster: facilitates the creation and distribution of participants’ voice messages.


Revised May, 2015

Apéndice E

Documentación del Laboratorio de Idiomas/E-lab

Appendix E

Language Lab/E-Lab Documentation


Revised May, 2015

Apéndice E

Documentación del Laboratorio de Idiomas/E-lab

Instrucciones: Cada estudiante llenará los siguientes formularios y los entregará al facilitador para que

los considere como parte de los criterios de evaluación de la clase.

Sistema Universitario Ana G. Méndez

Registro de asistencia del

Laboratorio de Idiomas /E-lab

Nombre del estudiante: ________________________________________________

Número de estudiante:________________________

Curso: ___________________

Nombre del facilitador: ________________________________________________

Semestre: ___________________ Periodo lectivo (PT): ___________________


Revised May, 2015

Apéndice E

Documentación del Laboratorio de Idiomas/E-Lab

Instrucciones: Cada estudiante debe llenar este formulario y enviarlo semanalmente al facilitador como parte

de la evaluación de la clase, que está basada en las tareas que asignó el facilitador.

Áreas de

oportunidad

y asignaciones provistas por el

facilitador

Fecha

Recursos

electrónicos que

usó y las tareas

que completó

Laboratorio

Sala de

cómputos

(AGM)

Práctica fuera

del campus

(F)

Firma del representante de la

facultad o del laboratorio

Tell Me More

NetTutor

Herramientas

de Blackboard

Collaborate

Investigación

electrónica

(Biblioteca

Virtual)

Actividades de

las páginas

electrónicas en

inglés y español

Total de horas: _______


Revised May, 2015

Appendix E


Instructions: Each student will complete the following forms and give them to the facilitator to be included as

part of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: ______________________________________________________

Student’s ID Number: _____________________

Course: ___________________

Facilitator’s Name:____________________________________________________

Semester: ___________________ Part of Term (PT): _____________________


Revised May, 2015


Instructions: Each student should complete this form and submit it weekly to the facilitator as part of the class

evaluation based on assignments given by the facilitator.

AREAS OF

IMPROVEMENT

AND ASSIGNMENTS PROVIDED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor

Blackboard

Collaborate

Tools

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______


Revised May, 2015

Apéndice F

Rúbrica de ensayo

Appendix F

Essay Rubric


Revised May, 2015

Apéndice F Rúbrica de ensayo Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar los ensayos.

Nombre del estudiante: ___________________________________________________

Fecha: _____________________________ Tema: _____________________________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos

que mejor reflejen la escritura del ensayo del alumno. Cinco corresponde a la máxima puntuación, mientras uno refleja la

puntuación mínima. También puede escribir sus comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia

abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Criterios 5

4

3

2

1

Comentarios

(opcional)

Contenido

1. Propósito: El propósito o argumento central del escritor es

evidente al lector.

2. Contenido: La presentación de información relevante y

legítima apoya el propósito o argumento central claramente y

demuestra un análisis profundo de un tema significativo. El

lector adquiere percepciones importantes.

3. Organización: Las ideas están organizadas de manera lógica

para apoyar el propósito o argumento. Las ideas fluyen

fácilmente entre sí y están claramente vinculadas. El lector

sigue el razonamiento con facilidad.

4. Cautiva al lector y mantiene su interés a través del trabajo.

5. Pensamiento crítico: Critica el contexto del discurso

académico en términos de las suposiciones del estudiante.

Integra diferentes maneras epistemológicas y disciplinarias de

aprendizaje e incluye evidencia de autorreflexión y

autoevaluación.

6. Formula conclusiones basadas en lo investigado.

7. Demuestra que entiende las ideas significativas para

alcanzar organizadamente un nivel alto de comprensión.

Lenguaje

8. Demuestra dominio del español, incluyendo el vocabulario

académico, la sintaxis y el flujo de ideas.

9. Usa correctamente la ortografía, puntuación y el estilo

APA.

10. Emplea un nivel de formalidad del idioma que es

apropiado para el tipo de documento.

Totales

(70 % para contenido y 30 % para lenguaje)

Total de

puntos

________

Firma del facilitador: ______________________________ Fecha: ____________________________

Escala evaluativa (0-50)

5 - Excelente 45-50 puntos = A

4 - Bueno 40-44 puntos = B

3 - Satisfactorio 35-39 puntos = C

4 - Necesita mejorar 30-34 puntos = D

5 - Inaceptable 0-29 puntos = F


Revised May, 2015

Appendix F Essay Rubric Students and facilitators are required to use this rubric to evaluate students’ essays.

Student’s Name: _________________________________________________________

Date: _____________________________ Topic: _____________________________

Instructions: 1. Please refer to each criterion listed below in order to evaluate students’ essays

2. Apply the points that best reflect the student’s essay writing as follows:

(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion and feel free to write any comments.

4. To obtain the Final Total Score, add the corresponding numbers down and then across.

5. Use the Grading Scale to apply the final grade.

Criteria 5

4

3

2

1

Comments

(optional)

Content

1. Purpose: Writer's purpose or central argument is readily

apparent to the reader.

2. Content: Presentation of relevant and legitimate information

clearly supports a central purpose or argument and shows a

thoughtful, in-depth analysis of a significant topic. Reader gains

important insights.

3. Organization: Ideas are arranged in a logical order to support

the purpose or argument. They flow smoothly from one to

another and are clearly linked to each other. Reader can easily

follow the line of reasoning.

4. Writing is compelling. It hooks the reader and sustains interest

throughout.

5. Critical Thinking: Critiques context of the scholarly discourse

in terms of the student’s assumptions. Integrates different

disciplinary and epistemological ways of learning and includes

evidence of reflection and self-assessment.

6. Draws conclusions based on research-based facts.

7. Demonstrates a comprehensive grasp of significant ideas to

reach a higher level of understanding in an organized manner.

Language

8. Demonstrates a command of the English language, including

academic vocabulary, syntax, and flow of ideas.

9. Uses spelling, punctuation, and APA style correctly.

10. Uses a level of formality of language that is appropriate for

the nature of the document.

Totals

(70% for content and 30% for language)

Total Points

________

Grading Scale (0-50)

5 - Excellent 45-50 points = A

4 - Good 40-44 points = B

3 - Satisfactory 35-39 points = C

2 - Needs Improvement 30-34 points = D

1 - Unacceptable 0-29 points = F

Facilitator’s Signature: _____________________________________ Date: _________________________


Revised May, 2015

Apéndice G

Rúbrica de participación en clase

Appendix G

Class Participation Rubric


Revised May, 2015

Apéndice G Rúbrica de participación en clase Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar la participación en clase.

Nombre del estudiante: __________________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne

los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la máxima puntuación,

mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números

correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación

final.

Escala:

5 = Puntuación máxima 1 = Puntuación mínima

5 4 3 2 1 Comentarios

(opcional)

Criterios de contenido

1. Participación, recursos y herramientas de la clase y en

línea:

Participa activamente en todas las actividades de la clase,

incluyendo las herramientas de Blackboard Collaborate y los

foros de discusión.

2. Iniciativa y creatividad:

Demuestra iniciativa y creatividad en las actividades de la clase.

3. Discusiones y comentarios (escritos y orales):

Evidencia su interés en las discusiones que se presentan y

expresa comentarios pertinentes, por escrito y oralmente, de

manera oportuna.

4. Publicación de trabajos y retroalimentación:

Publica oportunamente el trabajo asignado, dando tiempo

suficiente para recibir retroalimentación.

5. Información adicional:

Contribuye a la clase con material e información adicional.

6. Atención y empatía:

Demuestra atención y empatía hacia las opiniones y los

argumentos de sus compañeros.

7. Respeto sin prejuicios:

Respeta las preguntas y planteamientos de los compañeros.


Revised May, 2015

Escala:


5 4 3 2 1

Criterios de lenguaje

8. Uso apropiado del español académico y técnico:

Contribuye frecuentemente a las discusiones en clase y emplea

el vocabulario académico y técnico, en español, con propiedad y

corrección.

9. Formulación y contestación de preguntas:

Formula y contesta preguntas pertinentes al tema de la clase y

utiliza el español con propiedad y corrección consistentemente.

10. Expresividad y articulación:

Habla claramente, sin errores gramaticales y pronuncia todos los

términos correcta y precisamente.

Totales

(70 % de contenido y 30 % de lenguaje)

Total de

puntos

______

Criterios de contenido (70 %) Subtotales por criterio

Participación en clase y en línea 7.

Iniciativa y creatividad 8.

Discusiones y comentarios (escritos y orales) 9.

Publicación de trabajos y retroalimentación 10.

Información adicional 11.

Atención y empatía 12.

Respeto sin prejuicios 13.

Criterios de lenguaje (30 %) 14.

Uso apropiado del vocabulario académico y técnico

Formulación y contestación de preguntas

Expresividad y articulación

TOTAL (Sume todos los subtotales para determinar

la puntuación y calificación final.)

Puntuación final: ___/50_

Calificación:_____

Firma del facilitador: __________________________ Fecha: ___________________








Revised May, 2015

Appendix G Class Participation Rubric

Students and facilitators are required to use this rubric to evaluate students’ class participation.

Student’s Name: _________________________ Date: _______________________________

Topic: __________________________________ Workshop: __________________________

Instructions: 1. Please refer to each criterion listed below in order to evaluate the students’ class participation.

2. Apply the points that best reflect the student’s participation in class as follows:




Scale:

5 = Highest 1 = Lowest

5 4 3 2 1 Comments

(optional)

Content Criteria

1. Participation in Class or Online with

Tools/Resources:

Participates actively in all class activities,

including the Blackboard Collaborate

Tools and the Discussion Board.

2. Initiative and Creativity:

Demonstrates initiative and creativity in

class activities.

3. Discussions and Oral/Written

Comments:

Demonstrates interest in class discussions

by posting relevant written and oral

comments in a timely manner.

4. Uploads and Feedback:

Uploads required work in a timely

manner, allowing for sufficient time for

feedback.

5. Additional Information:

Contributes to class with additional

material and information.

6. Attention and Empathy:

Demonstrates attention and empathy

towards classmates’ opinions and

contributions.

7. Respectful and Non-judgmental:

Shows respect towards classmates’

questions and expositions.


Revised May, 2015

Scale:


5 4 3 2 1 Comments

(optional)

Language Criteria

8. Proper Use of Academic and Technical

Vocabulary:

Contributes frequently to class discussions in

English using proper and correct academic and

technical vocabulary.

9. Formulating and Responding to Questions:

Formulates and responds to questions pertinent

to the class topic correctly and consistently in

English.

10. Expressiveness/Articulation:

Speaks clearly with no grammatical errors and

pronounces all terms correctly and precisely.

Totals

(70% for Content and 30% for Language)

Total

Points

________

Content Criteria (70%) Subtotals per Criterion

Participation in Class or Online with Tools/Resources 15.

Initiative and Creativity 16.

Discussions and Oral/Written Comments 17.

Uploads and Feedback 18.

Additional Information 19.

Attention and Empathy 20.

Respectful and Non-judgmental 21.

22. Language Criteria (30%)

Proper Use of Academic and Technical Vocabulary 23.

Formulating and Responding to Questions 24.

Expressiveness/Articulation

TOTAL (Add all the totals to obtain the final score and grade.)


Grade: _______







Facilitator’s Signature: _____________________________ Date: _______________


Revised May, 2015

Apéndice H

Rúbrica de presentación oral y audiovisual individual/grupal

Appendix H

Individual/Group Oral and Audiovisual Presentation Rubric


Revised May, 2015

Apéndice H

Rúbrica de presentación oral y audiovisual individual/grupal Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar las destrezas

de comunicación oral y las presentaciones audiovisuales.

Nombre del estudiante: _____________________ Fecha: _______________

Tema: ___________________________________ Taller: _______________


los puntos que mejor reflejen la presentación oral o audiovisual individual/grupal. Cinco corresponde a la máxima

puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional).



final.

Escala:



(opcional)


1. Objetivos, ideas y principios:

Introduce el tema efectivamente e identifica los objetivos,

principios y las ideas de la presentación oral/audiovisual.

2. Coherencia y claridad: Organiza la presentación para que sea coherente y fácil de

seguir. Proyecta consistentemente los conceptos con un

enfoque claro.

3. Dominio del contenido:

Domina y explica el contenido apropiadamente, sin cometer

errores.

4. Vínculo con el material de la clase:

Basa las ideas y argumentos en el material y los recursos de la

clase.

5. Captación de la audiencia:

Captura la atención y el interés de la audiencia y promueve su

participación, si aplica.

6. Alto nivel de comprensión:

Evidencia un alto y claro nivel de comprensión de las ideas

significativas.

7. Tipografía y diseño gráfico: La tipografía y el diseño gráfico cumplen eficazmente con su

propósito y son apropiados para la audiencia.


Revised May, 2015

Escala:


5 4 3 2 1


8. Destrezas lingüísticas: Domina las destrezas lingüísticas en español, por escrito y

orales, incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente. El texto no tiene errores.

Totales


Total

de

puntos

______

Criterios de contenido (70 %)

Subtotales por criterio

Objetivos, ideas y principios

Coherencia y claridad

Dominio del contenido

Vínculo con material de la clase

Captación de la audiencia

Alto nivel de comprensión

Tipografía y diseño gráfico

Criterios de lenguaje (30 %)

Destrezas lingüísticas

Vocabulario académico

Propiedad y corrección

TOTAL (Sume todos los subtotales para determinar la

puntuación y calificación final.)


Calificación:_____







Firma del facilitador: _______________________ Fecha: ____________________


Revised May, 2015

Appendix H Individual/Group Oral and Audiovisual Presentation Rubric

Students and facilitators are required to use this rubric to evaluate

students’ oral and audiovisual presentations.

Student’s Name: _________________________ Date: _______________________

Topic: __________________________________ Workshop Number: _____________

Instructions: 1. Please refer to each criterion listed below in order to evaluate students’ individual/group oral/audiovisual

presentations. 2. Apply the points that best reflect the student’s presentation as follows: (5 = Highest, 1 = Lowest).

3. Place an “X” in the box that applies for each criterion and feel free to write any comments.



Scale:


5 4 3 2 1 Comments

(optional)

Content Criteria

a. 1. Objectives, Ideas, and Principles:

Presents an effective introduction to the topic,

identifying the objectives, ideas, and principles that

are included in the oral/audiovisual presentation.

2. Coherence and Clarity: Presentation is organized and coherent and can be

easily followed. Presentation projects the concepts in

a comprehensible manner and reflects a clear and

consistent focus.

3. Content Mastery:

Demonstrates mastery of the topic or subject of

discussion and properly explains the content without

incurring in errors.

4. Resources/Material Support Presentation: Ideas and arguments of the oral/audiovisual

presentation are well-supported by the resources and

material presented or discussed in class.

5. Captivated Audience:

Captures the attention and interest of the audience and

encourages participation, if applicable.

6. High Level of Comprehension:

Demonstrates a clear understanding of significant

ideas and projects a high level of comprehension.

7. Text Format and Visual Design:

Text and visual design effectively fulfill their purpose

and are appropriate for the audience.


Revised May, 2015

Scale:


5 4 3 2 1 Comments

(optional)

Language Criteria

8. Oral and Written Proficiency: Demonstrates excellent oral and written

linguistic skills in English, including syntax

and flow of ideas.

9. Academic/Technical Vocabulary:

Applies academic/technical vocabulary

effectively and correctly to convey the

message.

10. Conventions: Uses proper and correct grammar. Text is

free of errors.

Totals


Total

Points

_____


Objectives, Ideas, and Principles 25.

Coherence and Clarity 26.

Content Mastery 27.

Resources/Material Support Presentation 28.

Captivated Audience 29.

High Level of Comprehension 30.

Text Format and Visual Design 31.

Language Criteria (30%) 32.

Oral and Written Proficiency 33.

Academic Vocabulary 34.

Conventions

TOTAL (Add all the subtotals to obtain the final

score and grade.)


Grade: ________







Facilitator’s Signature: _____________________________ Date: __________________


Revised May, 2015

Apéndice I

Autorreflexión

Appendix I

Self-Reflection


Revised May, 2015

Apéndice I Autorreflexión

Nombre del estudiante: __________________________ Fecha: _____________________

Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras, oraciones,

dibujos o historias. El facilitador puede elegir otros temas para que complete la autorreflexión. Sea

honesto y apunte ideas que sean importantes y valiosas para usted. Para evaluar cada autorreflexión, se

utilizará el Apéndice C. En las siguientes páginas, encontrará una explicación de lo que es un diario

reflexivo, sus beneficios, el formato y algunas preguntas adicionales. Léalo cuidadosamente antes de

comenzar a escribir sus autorreflexiones.

1. ¿Qué conocimiento previo traje a la clase esta semana?

2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?

3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o trabajo?

4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?

5. ¿Cuál es la prioridad #1 que deseo realizar antes del próximo taller, cómo lo lograré?

6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta semana?

Recuerde que tal vez esté familiarizado con el concepto; trate de escribir algo nuevo sobre el

mismo.

7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí mismo?

8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para ayudarme? Si no,

¿qué puedo hacer para mejorar este aspecto, qué haré de manera diferente la próxima vez?

9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta semana? ¿Qué

aprendí de ellos?

10. ¿Sobre qué quiero aprender más y por qué?

11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo aplicará esto

a su vida personal o profesional.


Revised May, 2015

Appendix I Self-Reflection

Directions: Complete the question/questions below determined by the facilitator using words, sentences,

pictures, or stories. The facilitator may specify other topics. Be honest and record ideas that are

important and meaningful to you. Self-reflections will be evaluated using Appendix C: The Writing

Process Six-Trait Analytic Writing Rubric. On the next page, you will find an explanation of what a

reflective journal is, its benefits, format, and some additional questions. Read this carefully before

working on your reflective journal.

1. What prior knowledge did I bring to the class this week?

2. What were my expectations for this week? Were they fulfilled?

3. What was my greatest accomplishment this week, and how will I apply it in my personal life or

place of work?

4. What was my greatest challenge this week, and what steps did I take or will take to overcome it?

5. What is the #1 priority that I need to accomplish before the next workshop, and how will I achieve

it?

6. What were some important concepts, factors and ideas that I discovered/learned this week?

Remember that you may have already heard or known about the concept before; if so, try to write

something new about it.

7. In what specific area do I still need help, and what can I do to help myself?

8. Did I reach my goals for this week? If so, what did I specifically do to help myself? If not, what

can I do to improve, and what will I do differently next time?

9. What did I do specifically to contribute to my peers’ learning this week? What did I learn from

them?

10. What do I want to learn more about and why?

11. How did I grow, improve, and develop myself this week? Be specific. Explain how you will

apply this to your personal or work life.


Revised May, 2015

What Is a Reflective Journal?

A reflective journal is a steadily growing document where learners record their reflections and thoughts

on what they are learning required for their degree area and application to real-life job situations.

Benefits

By keeping a record of their teaching and learning experiences, students are able to push themselves

forward on their professional development journey. There's an old saying that states, "You don't know

what you know until you've written it down." Several research studies have found this to be true. By

writing what you've learned, you can track the progress you've made, and you can also begin to notice

the gaps in your knowledge and skills as a dual language professional.

Format

You may write your journal in a free flowing essay form or respond to the following entries (questions)

that may apply for a particular workshop session:

Two main ideas/concepts I found particularly useful in this week’s workshop are …

Some personal beliefs about teaching and learning that have changed as a result of this workshop are

…

One concept I learned in this workshop which I may be able to apply in the future is ...

Some issues that greatly interested me and that I would like to study in greater detail are ...

I am still unsure about ...

Some topics which, in my opinion, should have been covered but were not covered are …

Some learning strategies that I have used in the past and were reinforced by this workshop are …

Some particularly interesting facts I learned in this session are ...

Note: Use the Six-Trait Analytic Writing Rubric found in Appendix C for evaluation purposes.

Vijay Gambhir July 8, 2010

Adapted from: Learning Journals http://www.audiencedialogue.net/journal.html

http://www.audiencedialogue.net/journal.html


Revised May, 2015

Apéndice J

Rúbrica de los juegos de rol

Appendix J

Role-playing Rubric


Revised May, 2015

Apéndice J Rúbrica de los juegos de rol Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar los juegos de rol.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________


los puntos que mejor reflejen la presentación de juegos de rol. Cinco corresponde a la máxima puntuación,

mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional).



final.

Escala:



(opcional)


1. Objetivos y conceptos: Introduce los objetivos efectivamente y proyecta los

conceptos de manera comprensible, a través de la

presentación, el modelaje o juegos de rol.

2. Captación de audiencia:

Captura y mantiene la atención e interés del aprendiz del

lenguaje inglés (ELL) al introducir la lección y a lo largo

de la demostración.

3. Coherencia y claridad:

Presenta la lección organizada, lógica y coherentemente

de manera que el ELL puede entenderla con facilidad.

4. Dominio del material y desempeño:

Domina el material y evidencia que comprende el

contenido sin cometer errores. Se presenta relajado, bien

preparado, seguro de sí mismo y no consulta sus apuntes.

5. Interacción y evidencia de actividades educativas: Los ELL son el centro de la lección. La interacción entre

los alumnos, y entre los estudiantes y el maestro, es

significativa y eficaz durante toda la demostración. Las

actividades comunicativas que se evidencian en la lección

son auténticas, pertinentes y eficaces.

6. Estrategias, procesos, proyección y técnicas:

Implementa estrategias y procesos significativos de

asesoramiento, que son apropiados para el grado y la

edad, y están basados en las tareas. Demuestra

eficazmente la proyección personal, postura corporal y las

técnicas de manejo de la clase que mantienen a los

estudiantes concentrados en sus tareas todo el tiempo, si

aplica.

7. Medios audiovisuales y tecnológicos: Utiliza los medios audiovisuales y tecnológicos correcta y

eficazmente durante la demostración.


Revised May, 2015

Escala:



(opcional)


8. Destrezas lingüísticas: Demuestra habilidades lingüísticas, en español,

incluyendo el vocabulario, la sintaxis y el flujo de ideas.

Aplica el vocabulario académico eficaz y correctamente.

9. Manejo de la voz:

Pronuncia y entona apropiadamente y proyecta su voz de

manera eficaz y clara.

10. Propiedad y corrección: Usa la gramática con propiedad y corrección.

Totales


Total de

puntos

_______


Subtotales por

criterio

Objetivos y conceptos

Captación de audiencia


Dominio del material y desempeño

Interacción y evidencia de actividades educativas

Estrategias, procesos, proyección y técnicas

Medios audiovisuales y tecnológicos



Manejo de la voz


TOTAL (Sume todos los subtotales para determinar

la puntuación y calificación final.)

Puntuación final:

___/50_

Calificación:_____





2 – Necesita mejorar 30-34 puntos = D




Revised May, 2015

Appendix J Role-playing Rubric

Students and facilitators are required to use this rubric to evaluate students’ role-playing.

Student’s Name: ____________________________ Date: _______________________

Topic: _____________________________________ Workshop Number: ____________

Instructions: 1. Please refer to each criterion listed below when evaluating students’ role-playing.

2. Apply the points that best reflect the student’s role playing as follows:




Scale:


5 4 3 2 1 Comments

(optional)

Content Criteria

1. Objectives and Concepts:

Introduces the objectives effectively through a presentation,

modeling, or role playing that clearly demonstrates the

concepts in a comprehensible manner.


Captures the attention and interest of the English Language

Learner (ELL) at the introduction of the lesson and maintains it

throughout the duration of the lesson.

3. Coherence and Clarity:

Presents the lesson in an organized, logical, and coherent

manner that can be easily understood by the ELL.

4. Mastery of Content and Performance:

Demonstrates mastery of the topic or subject of discussion by

effectively demonstrating knowledge of content without

incurring in errors. Appears relaxed, well-prepared, self-

confident, and does not refer to notes.

5. Interaction and Evidence of Educational Activities: ELLs are the center of the lesson. Interaction among the

students and between students and teacher is meaningful and

effective at all times during the lesson. Communicative

activities demonstrated in the lesson are authentic, relevant, and

effective.

6. Strategies, Procedures, Projection, and Techniques: Implements meaningful, grade and age-appropriate strategies

and task-based assessment procedures. Demonstrates effective

personal projection, corporal posture, and effective classroom

presentation/management techniques that keep the students on

task at all times, if applicable.

7. Audiovisual Aids and Technology: Uses audiovisual aids and technology properly and effectively

during the demonstration.


Revised May, 2015

Scale:


5 4 3 2 1 Comments

(optional)

Language Criteria

8. Linguistic Skills: Demonstrates linguistic skills in English, including vocabulary,

syntax, and flow of ideas. Applies academic vocabulary

effectively to convey the message.

9. Voice:

Uses correct pronunciation and intonation and projects his/her

voice clearly and precisely.

10. Conventions:

Uses proper and correct grammar.

Totals


Total

Points


Objectives and Concepts 35.

Captivated Audience 36.

Coherence and Clarity 37.

Mastery of Content and Performance 38.

Interaction and Evidence of Educational Activities 39.

Strategies, Procedures, Projection, and Techniques 40.

Audiovisual Aids and Technology 41.

Language Criteria (30%)

42.

Linguistic Skills 43.

Voice 44.

Conventions

TOTAL (Add all the totals to obtain the final score and grade.)


Grade: ________





2 – Needs Improvement 30-34 points = D


Facilitator’s Signature: ___________________________ Date: ___________________


Revised May, 2015

Appendix K

KWHLAQ CHART


Revised May, 2015

APPENDIX K: KWHLAQ CHART

KWHLAQ Chart-21st. Century Style

Q

This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL

Chart to the 21st Century (2011, July 21) was retrieved from

http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

A

L

H

W

K

What do I

know?

What do I

want to

know?

How do I

find out?

What

have I

learned?

What

action

will I

take?

What new

Questions

do I have?


Revised May, 2015

Apéndice L

Rúbrica del foro de discusión escrita

Appendix L

Written Discussion Forum Rubric


Revised May, 2015

Apéndice L Rúbrica del foro de discusión escrita Tanto estudiantes como facilitadores deben utilizar esta rúbrica para evaluar los foros de discusión escrita.

Nombre del estudiante: _________________________________ Fecha: _____________________________

Tema: _______________________________________________ Taller: _____________________________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que asigne los puntos

que mejor reflejen la presentación de juegos de rol. Cinco corresponde a la máxima puntuación, mientras uno refleja la

puntuación mínima. También puede escribir sus comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números correspondientes hacia

abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la calificación final.

Criterios 5

4

3

2

1

Comentarios

(opcional)

Contenido

1. Propósito: El propósito o argumento central del escritor es

evidente al lector.

2. Contenido: La presentación de información es relevante,

legítima y contesta las preguntas con precisión y argumentos

claros que demuestran un análisis profundo del tema. El lector

adquiere percepciones importantes.

3. Organización: Las ideas están organizadas de manera lógica

para apoyar el propósito o argumento. Fluyen fácilmente entre

sí y están claramente vinculadas con las preguntas del foro. El

lector sigue el razonamiento con facilidad.

4. Cautiva al lector y mantiene su interés al contestar las

preguntas.

5. Pensamiento crítico: Critica el contexto del discurso

académico en términos de las suposiciones del estudiante.

Integra diferentes maneras epistemológicas y disciplinarias de

saber.

6. Formula conclusiones basadas en lo investigado.

7. Demuestra que entiende las ideas significativas para alcanzar

organizadamente un nivel alto de comprensión.

Lenguaje

8. Demuestra dominio del idioma español, incluyendo el

vocabulario académico, la sintaxis y el flujo de ideas.

9. Usa correctamente la ortografía, puntuación y el estilo APA.

10. Emplea un nivel de formalidad del idioma que es apropiado

para el tipo de documento.

Totales

(70 % para contenido y 30 % para lenguaje)

Total de

puntos

Firma del facilitador: ______________________________ Fecha: ___________________________





2 – Necesita mejorar 30-34 puntos = D



Revised May, 2015

Appendix L Written Discussion Forum Rubric Both students and facilitators must use this rubric to evaluate students’ written discussion forums.

Student’s Name: ______________________________ Date: __________________

Topic: _________________________________ Workshop Number: ____________

Instructions:

1. Please refer to each criterion listed below when evaluating students’ written discussion forums.

2. Apply the points that best reflect the student’s written discussion forum as follows:

(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion, and feel free to write any comments.



Criteria 5 4 3 2 1 Comments

(optional)

Content

1. Purpose: Writer’s purpose or central argument is readily

apparent to the reader.

2. Content: Presentation of information is relevant and

legitimate and answers questions precisely and with clear

arguments which demonstrate an in-depth analysis of the

topic. The reader acquires important perceptions.

3. Organization: Ideas are arranged in a logical order to

support the purpose or argument. They flow smoothly from

one to another and are clearly linked to the forum questions.

The reader can easily follow the lines of reasoning.

4. The writing hooks the reader and sustains interest upon

answering the questions.

5. Critical Thinking: Critiques context of the academic

discourse in terms of the student’s assumptions. Integrates

different disciplinary and epistemological ways of knowing.

6. Draws conclusions based on research-based facts.

7. Demonstrates a comprehensive grasp of significant ideas to

reach a higher level of understanding in an organized manner.

Language

8. Demonstrates a command of the English language,

including academic vocabulary, syntax, and flow of ideas.

9. Uses spelling, punctuation, and APA style correctly.

10. Uses a level of formality of language that is appropriate

for the nature of the document.

Totals


Total

Points

_______

Facilitator’s Signature: ______________________________ Date: ______________________





2 – Needs Improvement 30-34 points = D

1 – Unacceptable 0-29 points = F


Revised May, 2015

Apéndice M

Rúbrica del foro de discusión oral

Appendix M

Oral Discussion Forum Rubric


Revised May, 2015

Apéndice M Rúbrica del foro de discusión oral

Los estudiantes y los facilitadores deben utilizar esta rúbrica para

evaluar los foros de discusión oral.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera que

asigne los puntos que mejor reflejen la presentación de juegos de rol. Cinco corresponde a la máxima

puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus comentarios (opcional).


correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la

calificación final.

Escala:



(opcional)


1. Objetivos, ideas y principios:

Introduce efectivamente las ideas del tema que discutirá.

2. Coherencia y claridad: Organiza concisa, coherente y precisamente las ideas.

La comunicación es coherente y fácil de seguir y

proyecta consistentemente los conceptos con un enfoque

claro.

3. Dominio del contenido:

Domina y explica el contenido apropiadamente, sin

cometer errores.

4. Vínculo con el material de la clase:

Basa las ideas y argumentos en el material y los recursos

de la clase.

5. Captación de la audiencia:

Captura la atención y el interés de la audiencia al

emplear un tono adecuado que invita y promueve la

participación.

6. Manejo de la voz:

Proyecta la voz claramente, con énfasis y un volumen

adecuado. Controla hábilmente la velocidad, el ritmo,

las pausas y la entonación.

7. Alto nivel de comprensión:

Evidencia un alto y claro nivel de comprensión de las

ideas significativas que expresa.


Revised May, 2015

Escala:


5 4 3 2 1


8. Destrezas lingüísticas: Domina las destrezas de comunicación oral en español,

incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente. El texto no tiene

errores.

Subtotales


Total

de

puntos

______


Subtotales por criterio

Objetivos, ideas y principios


Dominio del contenido

Vínculo con material de la clase

Captación de la audiencia

Manejo de la voz

Alto nivel de comprensión



Vocabulario académico


TOTAL (Sume todos los subtotales para determinar la

puntuación y calificación final.)


Calificación:_____









Revised May, 2015

Appendix M Oral Discussion Forum Rubric

Students and facilitators are required to use this rubric to

evaluate students’ oral discussion forums.

Student’s Name: ______________________________ Date: ________________________

Topic: _________________________________ Workshop Number: ____________

Instructions:

1. Please refer to each criterion listed below when evaluating students’ oral discussion forums.

2. Apply the points that best reflect the student’s presentation/role playing as follows:




Scale:


5 4 3 2 1 Comments

(optional)

Content Criteria

1. Objectives, Ideas, and Principles:

Presents an effective introduction to the ideas of the topic that

will be discussed.

2. Coherence and Clarity: Organizes the ideas in a concise, coherent, and precise

manner. Communication is easy to follow and consistently

projects the concepts with a clear focus.

3. Content Mastery: Demonstrates mastery of the topic or subject of discussion and

properly explains the content without incurring in errors.

4. Class Resources/Material Support:

Ideas and arguments are well-supported by the material and

resources presented in class.


Captures the attention and interest of the audience by using an

appropriate tone which invites and encourages participation.

6. Voice Control:

Projects voice clearly, with appropriate stress and volume.

Skillfully controls speed, rhythm, pauses, and intonation.

7. High Level of Comprehension:

Demonstrates a high and clear level of comprehension of the

expressed significant ideas.


Revised May, 2015

Scale:


5 4 3 2 1

Language Criteria

8. Linguistic skills: Demonstrates mastery of oral communication skills in

English, including syntax and flow of ideas.

9. Academic Vocabulary: Applies academic vocabulary effectively and correctly.

10. Conventions: Uses correct grammar, and the text is free of errors.

Subtotals


Total

Points

______

Content Criteria (70%)

Subtotals per Criteria

Objectives, Ideas, and Principles

Coherence and Clarity

Content Mastery

Class Resources/Material Support

Captivated Audience

Voice Control

High Level of Comprension

Language Criteria (30%)

Linguistic Skills

Academic Vocabulary

Conventions

TOTAL (Add all the subtotals to obtain the final score

and grade.)


Grade:_____







Facilitator’s Signature: ___________________________ Date: __________________


Revised May, 2015

Apéndice N

Guías generales de la presentación audiovisual del plan de mercadeo – Taller

Ocho

Appendix N

General Guidelines for the Marketing Plan Audiovisual Presentation –

Workshop Eight


Revised May, 2015

Apéndice N

Guías generales de la presentación audiovisual del plan de mercadeo – Taller Ocho

Esta guía le ayudará a estructurar la presentación audiovisual del plan de mercadeo grupal. El mínimo de

referencias o la revisión de literatura, es de seis lecturas o investigaciones relacionadas con el tema. Utilice

el programa audiovisual que mejor dominen como equipo. Asegúrense de redactar según APA; incluya las

citas. Este proyecto se presentará oralmente en inglés, en el Taller Ocho.

Deberán realizar una presentación audiovisual, de 15-20 minutos, en la que reflejen el trabajo que realizaron

como proyecto grupal. Más adelante se detallan las instrucciones de dicha presentación.

Recuerden mantener la comunicación constante con el facilitador, aun cuando no se reporten al salón de

clases. Consulten sus dudas y manténgalo al tanto de todos los detalles del proyecto, desde el contenido

hasta la dinámica de trabajo en equipo. Igualmente, es importante que se comunique constantemente con

los miembros de su equipo.

La estructura de la presentación audiovisual del plan de mercadeo es la siguiente:

1. Plantilla de titular (su nombre, el código del curso y el título de la investigación)

2. Introducción

a. Resumen ejecutivo

b. Objetivos del plan

c. Análisis FODA

d. Análisis

i. Mercado

ii. Consumidor

iii. Competidor

e. Mezcla de mercadeo

3. Desarrollo

a. Estrategias

i. Producto


Revised May, 2015

ii. Precio

iii. Promoción

iv. Distribución

v. Publicidad

vi. Relaciones públicas

vii. Presupuesto

viii. Proyecciones de venta

4. Conclusión

a. Controles

b. Referencias (según APA)

5. Plantilla de cierre (puede ser igual a la primera - solo con titular)

Este formato puede variar a discreción del facilitador. Si surge algún cambio, se debe informar por escrito

al estudiante en el primer taller.

Recordatorio importante:

La presentación audiovisual debe ser concisa y precisa; es una guía, no el proyecto en sí. Por tal razón, se

recomienda lo siguiente:

Escriba solo bullets

o Solo palabras claves u oraciones bien cortas

Siga la Regla 7x7

o No más de siete palabras por línea

o No más de siete líneas por plantilla

Tamaño de letras

o 40 – titular

o 32 - subtítulo

o 28-24- texto

o Tamaño mínimo debe ser 24

Colores

o Fondo claro con letras oscuras

o Fondo oscuro con letras claras

Espacios

o Balancéelos entre textos e ilustraciones pertinentes


Revised May, 2015

Tiempo

o Estime alrededor de un minuto por plantilla

o Recuerde que tiene un tiempo mínimo de 15 minutos y máximo de 20 minutos

o Maneje su tiempo efectivamente

Appendix N

General Guidelines for the Marketing Plan Audiovisual Presentation Important Note:

It is suggested that, if possible and if authorized before starting the marketing plan, said plan be made for

the organization/firm in which the students will perform their internship experience. This will allow them

to have an actual reference for its preparation.

If the organization/firm does not allow this for confidentiality or other reasons, then the student may make

the marketing plan for a new product that does not exist in the market.

This guide will help you organize your group marketing plan audiovisual presentation. The

minimum number of references or literature reviews is six readings or researches related to the

topic. Be sure to use APA style and include bibliographic citations and references. This project

will be presented orally in English in Workshop Eight.

Students will deliver a 15 to 20-minute audiovisual presentation, which will reflect the work

completed by the group. More detailed instructions regarding this presentation appear below.

Students should be in constant communication with the facilitator, even when they do not report

to the classroom. They must clarify doubts and keep the facilitator informed of all details regarding

the project, from its content to the dynamics of the group work. Furthermore, it is important that

students communicate frequently with the other group members.

Organization of the Marketing Plan Audiovisual Presentation:

1. Opening slide (student’s name, course code, and title of the research)

2. Introduction:

a. Executive summary


Revised May, 2015

b. Plan objectives

c. SWOT analysis

d. Analyses:

i. Marketing

ii. Consumer

iii. Competitive

e. Marketing mix

3. Development

a. Strategies

i. Product

ii. Price

iii. Promotion

iv. Distribution

v. Publicity

vi. Public relations

vii. Budget

viii. Sales projections

4. Conclusion

a. Controls

b. References (APA Style)

5. Closing slide (can be the same as the opening slide, but only include the title.)

This format may vary at the facilitator’s discretion. Students will be informed in writing of any changes

in Workshop One.

Important Reminder:

The audiovisual presentation should be brief and concise. It is a guide and not the project in its entirety.

For this reason, students should keep in mind the following recommendations:

Bullets only:


Revised May, 2015

o Write key words or brief sentences only.

7x7 rule:

o Write no more than seven words per line.

o Write no more than seven lines per slide.

Font (letter size):

o Use 40 for title.

o Use 32 for subtitles.

o Use 24 to 28 for text.

o Use a minimum size of 24.

Colors:

o Use light background with dark letters.

o Use dark background with light letters.

Spacing:

o Balance spaces between text and pertinent illustrations.

Time:

o Estimate approximately one minute per slide.

o Remember that the minimum time limit is 15 minutes and the maximum time limit is 20

minutes.

o Manage your time effectively and efficiently.


Revised May, 2015

Appendix O

Marketing Internship Handbook


Revised May, 2015

Sistema Universitario Ana G. Méndez

School for Professional Studies

U. S. Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Introduction

The Sistema Universitario Ana G. Méndez (SUAGM), Universidad del Turabo (UT) at the U.S. Campuses

of Sistema Universitario Ana G. Méndez offers an exciting and comprehensive internship program for

students majoring in marketing. The purpose of the marketing internship is to complement, reinforce, and

place in realistic perspective the cognitive and affective objectives of classroom instruction. In addition,

the internship also serves as a valuable lesson in a hands-on environment, while earning the credit needed

to complete the bachelor degree requirements.

MARK 450 - Marketing Internship demonstrates how an individual can become skilled and gain knowledge

by means of many methods. Our educational goals are the acquisition and application of knowledge and

the development of personal development and professional skills.

Program Mission

Our mission statement is to expand the educational experience of senior students by giving them an

opportunity to increase their professionalism and awareness of the marketing process.

Internship Goals

The internship program is an integral component and extension of the academic offerings of the Universidad

del Turabo at the U.S. Campuses of Sistema Universitario Ana G. Méndez. It is designed to enhance the

student's total academic experience through a planned program of observation, study, and participation in

any private or public corporation.

Learning Objectives:

1. Provide a practical opportunity to learn how marketing is practiced in a real business.

2. Apply theories, frameworks, and principles in the analysis of the different marketing areas.

3. Improve the use of professional jargon and the communication process in the real business world.


Revised May, 2015

4. Gain practical experience in one or more areas within marketing.

5. Identify and evaluate interests, skills, values, and lifestyle preferences and relate them to marketing

educational and marketing career choices/planning.

6. Develop decision-making skills and a plan for reaching self-determined goals.

7. Learn advanced job search skills and strategies.

8. Begin to take an active role in the career planning process and transition from college to career.

9. Develop a career portfolio.

Professional Goals

Marketing offers a wide range of professions to candidates aspiring to be business leaders of tomorrow, and

it is considered one of the most exciting and glamorous professions in the business field. Specifically,

marketing is the implementation of specific philosophies and crucial strategies that guide a company to

effectively fill the needs and desires of consumers. Marketing creates the attitude and image portrayed by

a company.

The Universidad del Turabo Marketing Internship at the U.S. Campuses of Sistema Universitario Ana G.

Méndez provides professional development in several areas of the marketing industry:

1. Advertising and Public Relations

2. Market Research

3. Non-profit

4. Product Management

5. Retailing

6. Planning of Marketing Activities

7. Merchandising

8. Design and/or Conducting Marketing Research

9. Forecasting

10. Developing Sales Territory Allocations or Commission Schedules

11. Providing for Marketing Control Systems

12. Building Relationships Within Channels of Distribution

13. Developing Media Schedules


Revised May, 2015

Description of the Marketing Workshop and Internship

The business administration bachelor degree program with a concentration in marketing of the Universidad

del Turabo at the U.S. Campuses of Sistema Universitario Ana G. Méndez requires a marketing internship

in the last academic year. The class code is MARK 450, an eight-week course which includes eight weeks

of internship experience and five weeks of face-to-face classroom sessions. The students will receive three

(3) credits while working in the internship program.

In the workshop, the students will meet with the facilitator every week in a four-hour workshop during five

weeks for knowledge application, skills development, and personal and professional development. In the

internship, the students are required to complete various academic assignments, as well as the assigned

tasks at the field site. The hours of the student’s internship will be subject to the regular hours of the

internship organization. The hours scheduled may vary by reaching an agreement between the student and

internship facilitator, considering that the agreement does not affect the needs of the services rendered.

Workshops One, Two, Three, Four, and Eight require 20 internship hours per week, in

addition to the regular face-to-face classroom hours. Workshops Five, Six, and Seven

require only the 60 internship hours, for a total of 160 internship hours.

Although Workshops Five, Six, and Seven do not require classroom attendance, students are

responsible for participating virtually and completing all the indicated assignments and

activities for the corresponding workshops using Blackboard, Language Lab/E-Lab tools,

and their SUAGM e-mail accounts.

Student Eligibility Requirements

1. The student must be an officially declared marketing major.

2. The student must have completed a minimum of 33 general education credits, all 48 credits from

the core professional section, 12 credits from the major-required courses, and 3 credits in the major-

elective courses in marketing (total credits earned = 96).

3. The student must have a 2.5 overall GPA; a minimum of a 3.0 GPA in marketing coursework is

also required.


Revised May, 2015

4. A student may be authorized for internship in an organization or firm in which he/she works; this

may be done under the following conditions:

a. Identify and separate his/her labors as an employee of the organization.

b. Ensure that he/she has the time available to complete his/her internship assignments.

c. Fulfill his/her responsibilities that apply to all internship students.

5. Current or previous professional experience will not be considered as a substitute for the marketing

internship program.

Application and Approval Process

Complete this process five (5) weeks prior to the internship program:

1. Complete the Marketing Internship Program Application Form from the Sistema Universitario Ana

G. Méndez- Universidad Del Turabo at the U.S. Campuses of Sistema Universitario Ana G.

Méndez found in Appendix P. The internship coordinator will approve this application using the

Approval of Internship Form found in Appendix Q.

2. The student must submit all documentations required in the application form.

a. Copy of resume

b. Non-official transcript

c. Letter of intent - one to two pages written in APA style, stating why the student wishes to

do an internship, the area in which he/she is interested, personal mission statement, short-

term personal and professional goals, and the abilities and skills he/she can bring to the

organization.

d. Two references, one from a previous employer and one from a professor at his/her current

institution.

3. The student needs to take a seminar from the Learning and Resources Center. The student can

choose from several seminars, such as: APA style, Net Library and Research and Development.

The learning and resource director will sign the clearance process in the Marketing Internship

Application Form.

4. The student must complete and present all required documents to the internship coordinator for

evaluation and acceptance in the marketing internship.

5. The internship coordinator will give the student a letter of acceptance for MARK 450 Internship in

Marketing.

6. The student is responsible for making arrangements to seek and secure an internship position with

any private or public organization. The coordinator must approve the internship site.


Revised May, 2015

7. The student must complete any required documentation from the internship site.

8. The student must sign the Learning Contract with the internship organization, if required, and

submit a copy of this document to the internship coordinator.

9. Attendance for course work is mandatory.

10. Once the internship site approves the intern, it should be considered a contract. Cancellation of an

internship assignment can be made only with the approval of the internship facilitator. Unapproved

cancellations by the intern will result in assigning a failing grade for the internship to the student.

Placement Process

The students should carry out the placement process. The first two steps in the placement process are:

a. select the field site and

b. be hired by the selected organization.

Internship Searching Strategies

1. Database Searching - start the search by looking in databases through the website and libraries.

Some books, websites, and links which can help the internship search are:

a. Woodard, E. (2015). The ultimate guide to internships: 100 steps to get a great internship

and thrive in it. New York, NY: Allworth Press.

b. Berger, L. (2012). All work, no pay: Finding an internship, building your resume, making

connections, and gaining job experience. Berkeley, CA: Ten Speed Press.

c. Princeton Review, (2005). The internship bible (10th ed.). Framingham, MA: Princeton

Review.

d. Oldman, M. & Hamadeh, S. (2003). Best 109 internships (9th ed.) Framingham, MA:

Princeton Review.

e. Internship Searches

i. http://www.internships.com/intern-jobs-search

ii. http://www.internships.com/search/guided

iii. https://www.internmatch.com/

f. www.monster.com

g. www.latpro.com

http://www.internships.com/intern-jobs-search

http://www.internships.com/search/guided

https://www.internmatch.com/

http://www.monster.com/

http://www.latpro.com/


Revised May, 2015

2. Some of the well-recognized organizations in Florida with student programs are the following:

a. Walt Disney World

i. http://corporate.disney.go.com/careers/students.html

b. Lockheed Martin

i. http://lockheedmartinjobs.com/college-students.aspx

c. Darden Restaurants

i. http://www.dardenrestaurants.com/careers.asp

d. Agricultural Marketing Service

i. http://www.ams.usda.gov/

e. Orlando Magic

i. http://www.nba.com/magic/career_opportunities/internships_000310.html

3. Designing an Internship Target - You can select by company, industry, or geographic location.

a. Company

i. AJR & Partners

ii. News Mark Public Relations, Inc.

iii. David Greenberg Communications

b. Industry

i. Advertising

ii. Market Research

iii. E-Marketing

iv. B2B Marketing

v. Direct Marketing

vi. Promotion

vii. Public Relations

viii. Sales Management

ix. Product Management

c. Geographic Location

i. Counties surrounding the U.S. Campuses of Sistema Universitario Ana G. Méndez.

http://corporate.disney.go.com/careers/students.html

http://lockheedmartinjobs.com/college-students.aspx

http://www.dardenrestaurants.com/careers.asp

http://www.ams.usda.gov/

http://www.nba.com/magic/career_opportunities/internships_000310.html


Revised May, 2015

4. Networking – Students should contact friends, family, professors, previous employers, and others,

and make them aware of their academic goals. Give them the opportunity to provide their

assistance, whether it is in the form of advice, connecting you to their network, or an actual offer.

Criteria for Placement Process

Students should verify the availability and accessibility of the following criteria with their internship

organization:

1. Adequate physical space to accommodate the students during the internship.

2. Acceptance of the presence of the internship coordinator assigned by the U.S. Campus of Sistema

Universitario Ana G. Méndez University.

3. Acceptance of the student’s placement during the designated academic term.

4. Initial orientation on the organization/firm and the student’s placement in said organization/firm.

5. Student assignment of duties and responsibilities that agree with the expectations, knowledge, and

characteristics of a person with a bachelor’s degree in Business Administration with a concentration

in marketing.

6. Designation of a liaison officer who participates in the planning of the program’s academic

expectations.

7. Availability of a variety of educational experiences during the internship.

8. Liaison officer’s participation in the meetings and other activities promoted by the University and

in other situations, as required.

Student Responsibilities

In order to obtain the expected professional and academic results, students should comply with the

following responsibilities:

1. Sign a daily attendance form in the internship organization and complete Appendix R: Internship

Hours Log Hour.

2. Avoid absenteeism. If a student needs to be absent, he/she must notify the organization or firm and

make up the time of absence.

3. Know and understand the organization/firm’s philosophy, programs, norms, and established

requisites for their services.


Revised May, 2015

4. Maintain confidentiality and a professional demeanor in the internship organization/firm.

5. Promptly notify the internship coordinator of any accident that occurs during internship hours.

6. Attend organizational professional activities with previous authorization from the supervisor and

inform the organization/firm’s liaison.

7. Participate in activities programmed by the internship coordinator of his/her respective U.S.

Campus of Sistema Universitario Ana G. Méndez.

8. Maintain continuous communication with the organization/firm’s liaison officer and the internship

coordinator.

Procedures during the Placement Process

1. The internship coordinator will meet with the appropriate officials from the organization/firm to

discuss the internship’s objectives, requisites, and procedures during the practice.

2. The internship coordinator will evaluate the facilities of the organization to be used for students in

the marketing practice.

3. The internship coordinator and the organization/firm’s director or designated official will meet to

negotiate the conditions of the marketing internship.

4. The final decision regarding the acceptance of the organization/firm as an internship in marketing

site will be made between the internship coordinator and the director of faculty and curriculum of

the student’s respective U.S. Campus of Sistema Universitario Ana G. Méndez.

5. When a company is accepted as an internship site, the internship coordinator will notify the

organization/firm by letter confirming the agreements.

6. At the beginning of the academic term and if required by the organization/firm, a legal contract

will be made between the organization and the University and signed by the organization’s chief

official or the designee and the designated official from the university. Refer to Appendix S:

Internship Contract.

Marketing Internship

After the acceptance for the marketing internship, students should coordinate and discuss, with their

immediate supervisors, the logistics of the intern position, mutual expectations, and the Marketing

Internship Handbook. It is highly recommended that students schedule the meeting at the practice

organization/firm; hence the student can get a feel for the new environment and possibly meet some of the

future colleagues. The supervisor should receive a copy of the Marketing Internship Handbook.


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Some topics that should be discussed with the supervisor, as well as some specific actions which should be

taken are:

1. Starting and end dates, working hours, and the organization's dress code.

2. Work space (assigned desk, cubicle, etc.) and its location.

3. Professional expectations - share what the organization/firm expects from the intern and what the

intern expects from them.

4. Share one’s learning proposal or goals with the supervisor. The letter of intent from the application

form can be used for this purpose

5. Attempt to obtain permission to conduct several informational interviews with colleagues while on

site.

6. Be cognizant of meetings with the supervisor and the staff and confirm one’s availability to

participate in those meetings.

7. Complete written evaluations - coordinate the evaluation process with the supervisor and continue

feedback sessions during the practice. The supervisor’s final evaluation should be made using

Appendix T: Internship Supervisor’s Evaluation. The internship coordinator will make two visits

to the internship site to evaluate the student’s performance and complete Appendix U: Internship

Coordinator’s Evaluation.

8. After discussing all subjects with the intern supervisor, it is recommended that the intern write a

letter or e-mail clearly stating his/her understanding of the logistics of the internship and one’s main

responsibilities.

Expected Student Behavior

The internship organization is considered an extension of the U.S. Campuses of Sistema Universitario Ana

G. Méndez because the student will be evaluated in this experience. Interns must follow the guidelines

regarding expected student behavior stipulated in the Universidad Del Turabo Student Manual.

Expected Student Behavior during the Internship

1. Assume control of one’s learning process.

2. Do not hesitate to ask questions about the work.


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3. When given an assignment, ask for a clear idea of the expected results, deadline for completion of

the project, and where it falls among other priorities.

4. If time permits, initiate new projects and assume new responsibilities.

5. Take the initiative; seize the opportunity to learn from the professionals around you. Be cognizant

of the professional publications they read and professional associations and organizations they

belong to. Ask them questions relating to their careers and professional experiences.

Experiences

While interning, a student should experience (or at least observe) a variety of activities. The following is a

brief list of some of the experiences an intern can expect to encounter during this internship process:

1. Market research

2. Product management

3. Retailing

4. Planning of marketing activities

5. Merchandising

6. Design and/or conducting marketing research

7. Forecasting

8. Developing sales territory allocations or commission schedules

9. Providing for marketing control systems

10. Building relationships within channels of distribution

11. Developing media schedules

12. Retail management

13. Retail buying

14. Business-to-business

15. Distribution management

16. Global/International

Be aware that from time to time an intern will be asked to answer phones and perhaps provide the

organization with some other secretarial assistance. It is important for the organization to understand that

these types of tasks should be the exception rather than the rule, and should not occur on a frequent basis.


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Learning Strategies

1. Professionalism - arrive at work promptly and complete tasks according to the stipulated hours;

respect the organization's dress code; keep conversation at a professional level.

2. Professional attitude - build yourself a support network at work. Cultivate good working

relationships with colleagues, including the supervisor, fellow interns, support staff, professionals

in other departments, and others. Lend a hand when needed, and remain positive and optimistic

during stressful periods.

3. Networking - conduct informational interviews on site during the internship. This is an effective

way to learn more about the field and organization, as well as to develop a network of contacts.

Potential Problems during the Internship

Problems can arise during an internship: conflicts with coworkers or supervisors, lack of supervision, or

incessant administrative tasks after the promise of a substantial project. If any student is faced with such

challenges, it is recommended that he/she immediately contact the internship coordinator for assistance and

guidance.

In addition, the Sistema Universitario Ana G. Méndez Universidad del Turabo at the U.S. Campuses offers

academic and professional consulting services through an academic and professional counselor. Students

can contact the counselors’ offices at their local U.S. Campus telephone numbers and extensions to discuss

with an objective person any minor situation that may arise.

Internship Completion

The marketing internship will be completed after compliance with the following:

Workshops One, Two, Three, Four, and Eight - 20 internship hours per week, in addition to the regular

face-to-face classroom hours.

Workshops Five, Six, and Seven - 60 internship hours, for a total of 160 internship hours. Although

Workshops Five, Six, and Seven do not require classroom attendance, students are responsible for

completing all the assignments and activities indicated for the corresponding workshops using Blackboard

and their SUAGM e-mail accounts.


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It is suggested that students request a recommendation letter from the direct supervisor or that the latter

serve as a reference for future professional opportunities. In addition, it is recommended that, upon

completing the practice, students send a written thank you letter to their direct supervisor and any other

employees who served as mentors during the duration of the internship. This letter should convey one’s

appreciation for the experience, a sense of what was learned, gratitude for any references written on one’s

behalf, and one’s school contact information.

Evaluation Process

Students are required to enroll in three (3) credit hours of internship and to complete 160 hours of work

with the organization or firm. It is the student’s responsibility to plan with the organization’s supervisor to

determine the work schedule.

Internship Criteria

1. Supervised internship: The student will complete 160 hours of internship, and 20 hours

of class work.

2. Two (2) evaluations from the Internship Coordinator: The internship coordinator will

complete two evaluations of the intern by the end of the internship. The facilitator will

decide and notify the internship supervisor and intern the dates on which these evaluations

will be completed: one at the end of Week Three and the second one at the end of the

internship in Week Five. These evaluation forms will be placed in the student's academic

file.

3. One (1) evaluation from the Internship Supervisor: The internship supervisor will

complete an evaluation for the intern at the end of the assigned 160 hours.

4. The internship facilitator will evaluate the intern according to attendance (classroom and

internship site), class work, final project, and other criteria.

5. The internship shall be graded according to the grading policies of the U.S. Campuses of

the Ana G. Méndez University System, Universidad del Este.

a. The standard grading scale is: 100 - 90 = A, 89 – 80 = B, 79 – 70 = C, 69 - 60 = D, 59

or below = F.


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b. The final internship grade will be compiled from:

i) Internship on-site supervisor's evaluation form (two)

ii) Internship facilitator (one)

iii) Internship time sheet

iv) Seminar (weekly assignments and activities and the marketing plan)

8. The final grading decision will rest solely with the internship facilitator.

9. The student must obtain an A or B in order to pass the internship course.


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Appendix P

MARKETING INTERNSHIP APPLICATION FORM

PT: ________ Year: ________ Anticipated Graduation Date: ________________

Application Date: __________________________________

Declaration of Concentration: Yes No

Standing: Junior Senior Graduate

I. Student Information

Name: _____________________________________________________

Home Address: ______________________________________________

City: _________________ State: ______________ Zip: _____________

Phone: ( ) ________________ Cellular: ( ) __________________

E-Mail address: ______________________________________________

Date of Birth: M____ D____ Y_____ Soc. Sec. #: __________________

Driver's License #: ____________________ State Issued: _____________

U.S. Citizen: Yes No

Any applicable disabilities: _______________________________________

Any convictions: _______________________________ Felony: Yes No

Misdemeanor: Yes No

If yes, what: ___________________________________________________

Provides own transportation: Yes No


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II. Internship Terms

I understand that MARK 450 is a graded on an A or B basis. Receiving a "No Credit" grade in the internship

could result from one or more of the following circumstances:

1. Termination of the internship by the organization supervisor

2. Violation of professional ethics

3. Failure to meet academic requirements and deadlines

I understand that if I terminate placement after processing has begun, further applications may not be

accepted. I give permission for the above information to be released to the approved marketing internship

agencies.

I accept. I do not accept.

Signature: ________________________________________________________

Date: _______________________________

III. Marketing Interest

Which area of marketing are you most interested in? (Choose one):

Sales

Marketing Research

Brand Management

Hospitality/Services

Advertising

Public Relations

Retail Management

Retail Buyer

Business-to-Business

Distribution Management

Global/International

No Preference


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Other ___________________________________________________

Please rank in order of preference in which organization you would like your internship:

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

IV. Internship Education Insurance and Liability Form

No marketing internship education organization assumes liability for injury the student might sustain while

participating in the internship education program. It is the student’s responsibility to be covered by health

insurance.

I certify that I have read the information above. I waive the right to submit a claim to Sistema Universitario

Ana G. Mendez, Universidad del Este, Universidad Metropolitana, Universidad del Turabo and/or the U.S.

Campuses of Sistema Universitario Ana G. Méndez or any marketing internship education organization, as

a result of injuries or illnesses sustained while participating in the Marketing Internship Education Program.

Students who furnish false information on this form will be subject to disciplinary action, including possible

dismissal from the Marketing Internship Education Program.

I accept. I do not accept.

Student’s Signature _________________________________________________

Date: ______________________________________

V. Required Information

1. Students must submit this form with the following documents and coordinate the approval with

their academic internship coordinator:

a. Copy of your resume

b. Non-official transcript


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c. Letter of intent. Please enclose one to two pages written in APA style, stating why you

wish to do an internship, the area in which you are interested, and your personal and

professional goals.

d. Two references, one from a previous employer and one form a professor at your current

institution.

2. Student must visit the university counselor in order to receive advice, work with any special needs,

and revise academic records.

Counselor Signature: ______________________Date: ___________________

VI. Student’s Signature

I certify that the information I have provided is true and correct and understand that the U.S. Campuses of

Sistema Universitario Ana G. Méndez or firm has the right to withdraw or cancel my registration, if any of

those statements prove to be incorrect. I accept full responsibility for the information provided on this

form.

Signature: _____________________________________

Date: _________________________________________


Revised May, 2015

Appendix Q

APPROVAL OF INTERNSHIP FORM

(For Internship Coordinator’s Use Only)

Initials: ______________________ Date: ____________________

Date application is received: ______________________________________

Total number of approved credits: _________________

Total credits completed to date: _______________

GPA: _______________ Cumulative GPA: _____________

_____ 33 Credits in General Education

_____ 48 Credits in Core – Professional

_____ 12 Credits in Major – Required

______ 3 Credits in Major Electives

_______ Approved _______Not Approved

______________________________________ __________________________

Internship Coordinator’s Signature Date

U.S. Campuses of Sistema Universitario

Ana G. Méndez


Revised May, 2015

Appendix R

Internship Hours Log

Date Hours Total Hours Internship Supervisor’s Initials


Revised May, 2015


Revised May, 2015

Appendix S

Internship Contract

Student/Intern: ___________________________ Student Number: ___________

Faculty Internship Coordinator: _______________________________________

Internship Organization: ____________________________________________

The undersigned intern, internship supervisor, and internship coordinator agree that this contract and its

attachments establish the minimum requirements for the intern’s successful completion of a marketing

internship and the Marketing Bachelor’s Degree.

I. Intern and faculty internship supervisor agree that:

The filed copies of the Independent Study Contract and the Statement of Objectives and other items as

specified below, form part of this contract. The intern is eligible to earn up to three hours of academic

credit. Upon enrollment, the intern will pay for three credit hours at the rate for credits earned through

regular course work at the U.S. Campuses of Sistema Universitario Ana G. Méndez.

The U.S. Campuses of Sistema Universitario Ana G. Méndez’s grading system shall apply to the internship,

and the Internship Coordinator shall determine a grade based upon the following:

Academic internship (seminar)

One final internship supervisor evaluation

Two internship coordinator evaluations

Completion of 160 hours

The internship coordinator agrees to contact the internship supervisor five times during the period of the

internship and obtain from the internship supervisor, at the beginning, midpoint and conclusion of the

internship, assessments of the intern’s contribution to the internship supervisor’s organization. The intern

will receive a copy of this contract and attending documentation.


Revised May, 2015

II. Intern and organization’s internship supervisor organization agree that:

During the period from _____________________ to ____________________, the internship supervisor

will provide the intern with the opportunity to learn by working at the internship supervisor’s office and

under his/her direction or supervision or that of an appointee. Examples of appropriate tasks for the intern

are helping the internship supervisor with research, support, or general assistance.

The internship supervisor will provide the intern with office space, equipment, secretarial services, supplies,

and such other support as is appropriate for accomplishing the intern’s assigned tasks. From time to time

during that period, the internship supervisor or an appointee will provide informal counseling on the intern’s

task performance and will, for at least half an hour each week, confer formally with the intern regarding the

progress of the internship. At the conclusion of the internship, the internship supervisor will provide the

internship coordinator with an evaluation of the intern’s contribution to the internship organization/firm.

The internship is as much an educational endeavor as a work experience. The intern consequently is not a

regular employee of the internship supervisor nor is he/she eligible for such benefits as contributions to

retirement pay, sick leave license, paid vacation, or workmen’s compensation; however, he may receive a

stipend or pay, as agreed.

III. Faculty internship coordinator and internship supervisor organization agree that:

The internship supervisor will provide the student with a work place and job experience useful for the

student’s academic development while working under the internship organization/firm’s supervision. To

ensure that the student achieves his/her potential for learning during the internship, the internship supervisor

agrees to make available a quality work area, proper materials and equipment, and an experienced

supervisor who will oversee and guide the intern through the internship effort. The internship supervisor

will complete and return a final student assessment within one week of receipt of the evaluation form. The

internship supervisor will contact the internship coordinator immediately if problems arise or questions

occur regarding the intern - internship supervisor relationship.

The U.S. Campuses of Sistema Universitario Ana G. Méndez appreciate the internship supervisor’s

agreement to participate in the internship program!


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Signatures:

Student:

Facilitator:

Internship Center:

Date: ___________________________


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Appendix T

Internship Supervisor's Evaluation

Intern’s Name: ____________________ SSN: ________________________

Internship Site: _______________________________

Supervisor’s Name: ___________________________

Title/Position: _________________________________

Address: _______________________________________________________

Telephone: ___________________________ Fax: _____________________________

E-mail: ______________________________________

Directions: Prior to the completion of the internship experience, please check the rating which

best describes the intern’s level of attainment and complete the statements. Please review the

completed evaluation with the intern prior to submitting the evaluation to the U.S. Campuses’

Internship Coordinator.

In the evaluation, rate the intern as you would rate a new employee. (Internship is the first step

towards a professional career.) How would you rate this individual as a future professional?

Rating Scale:

5 = Outstanding; 4 = Above Average; 3 = Average; 2 = Needs Improvement;

1 = Unacceptable; 0 = N/A

Criteria 5 4 3 2 1 N/A

1. Cooperation

a. Functions well with and adjusts to people

b. Willing to accept suggestions and criticism

c. Respects others’ opinions

2. Responsibility

a. Follows tasks through to completion

b. Follows directions and instructions

c. Is punctual

d. Is dependable

e. Demonstrates appropriate attendance

f. Demonstrates awareness of responsibility for the

position

3. Enthusiasm

a. Eagerly pursues tasks

b. Demonstrates interest in people


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c. Initiates tasks without prodding

d. Demonstrates a desire to assist

e. Demonstrates a desire to learn

4. Leadership

a. Demonstrates ability to plan

b. Demonstrates ability to function with assigned groups

c. Attempts to solve problems independently

d. Conveys ideas clearly

e. Introduces new ideas and approaches

f. Indicates understanding of people (staff, clients, or

customers)

g. Demonstrates imagination and creativity

h. Demonstrates knowledge of programming skills and

techniques

i. Exercises good judgment

5. Emotional Stability/Maturity

a. Demonstrates confidence

b. Is well-poised

c. Exhibits self-control

d. Indicates sensitivity for needs of clients or customers

e. Demonstrates capability for confronting new situations

6. Physical Qualities

a. Demonstrates appropriate energy

b. Dresses appropriately for setting and activity

7. Social Qualities

a. Establishes good rapport with groups

b. Establishes good rapport with site staff

c. Demonstrates ease in meeting people

d. Demonstrates good character and integrity

e. Maintains a cooperative attitude

TOTAL: _____/175 = ______%

The intern is most effective in:

______________________________________________________________________________

______________________________________________________________

The intern requires assistance in:

______________________________________________________________________________

______________________________________________________________

Additional comments and/or recommendations:

______________________________________________________________________________

______________________________________________________________


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* Intern's Signature: _________________________ Date: _____________

On-site Supervisor’s Signature: ________________ Date: _____________

* This signature confirms that I have seen and discussed this evaluation.

When the evaluation is completed, please forward to:


School for Professional Studies Marketing Internship Coordinator

U.S. Campuses


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Appendix U

Internship Coordinator's Evaluation

Intern’s Name: ____________________ SSN: ________________________

Internship Site: _______________________________

Coordinator’s Name: ___________________________

Title/Position: _________________________________

Address: _______________________________________________________

Telephone: ___________________________ Fax: _____________________________

E-mail: ______________________________________

Directions: Prior to the completion of the internship experience, please check the rating which

best describes the intern’s level of attainment and complete the statements.

In the evaluation, rate the intern as you would rate a new employee. (Internship is the first step

towards a professional career.) How would you rate this individual as a future professional?

Rating Scale:

5 = Outstanding; 4 = Above Average; 3 = Average; 2 = Needs Improvement;

1 = Unacceptable; 0 = N/A

Criteria 5 4 3 2 1 N/A

1. Cooperation

a. Functions well with and adjusts to people

b. Willing to accept suggestions and criticism

c. Respects opinions of others

2. Responsibility

a. Follows tasks through to completion

b. Follows directions and instructions

c. Is punctual

d. Is dependable

e. Demonstrates appropriate attendance

f. Demonstrates awareness of responsibility for the

position

3. Enthusiasm

a. Eagerly pursues tasks

b. Demonstrates interest in people


Revised May, 2015

c. Initiates tasks without prodding

d. Demonstrates a desire to assist

e. Demonstrates a desire to learn

4. Leadership

a. Demonstrates ability to plan

b. Demonstrates ability to function with assigned groups

c. Attempts to solve problems independently

d. Conveys ideas clearly

e. Introduces new ideas and approaches

f. Indicates understanding of people (staff, clients, or

customers)

g. Demonstrates imagination and creativity

h. Demonstrates knowledge of programming skills and

techniques

i. Exercises good judgment

5. Emotional Stability/Maturity

a. Demonstrates confidence

b. Is well-poised

c. Exhibits self-control

d. Indicates sensitivity for needs of clients or customers

e. Demonstrates capability for confronting new situations

6. Physical Qualities

a. Demonstrates appropriate energy

b. Dresses appropriately for setting and activity

7. Social Qualities

a. Establishes good rapport with groups

b. Establishes good rapport with site staff

c. Demonstrates ease in meeting people

d. Demonstrates good character and integrity

e. Maintains a cooperative attitude

TOTAL: _____/175 = ______%

The intern is most effective in:

______________________________________________________________________________

______________________________________________________________

The intern requires assistance in:

______________________________________________________________________________

______________________________________________________________

Additional comments and/or recommendations:

______________________________________________________________________________

______________________________________________________________


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* Intern's Signature: _________________________ Date: _____________

On-site Supervisor’s Signature: _______________ Date: _____________

* This signature confirms that I have seen and discussed this evaluation.

When the evaluation is completed, please forward to:


School for Professional Studies Marketing Internship Coordinator

U.S. Campuses


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Appendix V

Marketing Plan Content:

1. Introduction

2. Executive Summary

3. Plan Objectives

4. SWOT Analysis

5. Marketing Analysis

6. Consumer Analysis

7. Competitive Analysis

8. Marketing Mix

9. Product, Price, Promotion, and Distribution.

10. Advertising, Public Relations, and Promotion Strategies.

11. Budget

12. Sales Forecasting

13. Controls

14. References

Important:

It is suggested that, if possible and if authorized before starting the marketing plan, said plan be made for

the organization/firm in which the students will perform their internship experience. This will allow them

to have an actual reference for its preparation.

If the organization/firm does not allow this for confidentiality or other reasons, then the student may make

the marketing plan for a new product that does not exist in the market.


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Apéndice V

Contenido del Plan de Mercadeo:

1. Introducción

2. Resumen ejecutivo

3. Objetivos del plan

4. Análisis FODA (SWOT)

5. Análisis del mercado

6. Análisis del consumidor

7. Análisis del competidor

8. Mezcla de mercadeo

9. Estrategias de producto, precio, promoción y distribución.

10. Estrategias de publicidad, relaciones públicas y promociones

11. Presupuesto

12. Proyecciones de venta

13. Controles

14. Referencias

Importante: se sugiere, de ser posible y ser autorizado previo a su inicio, que el plan de

mercadeo a ser realizado sea relacionado con la compañía donde los estudiantes realizan su

actividad de internado. Esto les permitirá tener una inferencia real para la preparación del mismo.

En caso que la corporación no le permitiera al estudiante por razones de confidencialidad de

información u otra razón(es), entonces el estudiante podrá realizar un plan de mercadeo sobre un

producto nuevo que no exista en el mercado.

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