Sistema Universitario Ana G

Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

MSPA 720

PRACTICA EN ASUNTOS PUBLICOS

PUBLIC AFFAIRS INTERNSHIP

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

MSPA 720 Public Affairs Internship 2


TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUIA DE ESTUDIO ...................................................................................................................... 4

STUDY GUIDE ............................................................................................................................ 15

Workshop One .............................................................................................................................. 26

Taller Dos...................................................................................................................................... 29

Workshop Three............................................................................................................................ 32

Taller Cuatro ................................................................................................................................. 35

Workshop Five .............................................................................................................................. 38

Anejo A/Appendix A .................................................................................................................... 41

Anejo B/Appendix B..................................................................................................................... 42

Anejo C/Appendix C..................................................................................................................... 46

Anejo D/Appendix D .................................................................................................................... 47

Anejo E/Appendix E ..................................................................................................................... 48

Anejo F/Appendix F ..................................................................................................................... 50

Anejo G/Appendix G .................................................................................................................... 51

Anejo H/Appendix H .................................................................................................................... 53

Anejo I/Appendix I ....................................................................................................................... 56

Anejo J/Appendix J ....................................................................................................................... 57

Anejo K/Appendix K .................................................................................................................... 58

Anejo L/Appendix L ..................................................................................................................... 59

Anejo M/Appendix M ................................................................................................................... 61

Anejo N/Appendix N .................................................................................................................... 62

Anejo O/Appendix O .................................................................................................................... 63



Anejo P/Appendix P ..................................................................................................................... 64

Anejo Q/Appendix Q .................................................................................................................... 65

Anejo R/Appendix R..................................................................................................................... 67

Anejo S/Appendix S ..................................................................................................................... 69

Anejo T/Appendix T ..................................................................................................................... 71

Anejo U/Appendix U .................................................................................................................... 73



GUIA DE ESTUDIO

Título del Curso: Práctica en Asuntos Públicos

Codificación: MSPA 720

Duración: 8 semanas (5 talleres presenciales)

Prerrequisito: MSPA 510 y 24 créditos aprobados

Descripción

Práctica supervisada en función administrativa en una organización pública o sin fines de lucro.

El estudiante completará ciento treinta (130) horas de práctica en una organización aplicando

conocimientos, teorías, valores, métodos y destrezas administrativas.

Objetivos Generales

Al finalizar el curso, el estudiante:

1. Evaluará y aplicará en la fase de práctica los conocimientos, destrezas, y habilidades

adquiridas en su programa de estudios.

2. Aplicará teorías de planificación, organización, y evaluación de procesos de recursos

fiscales.

3. Participará en la coordinación de actividades.

4. Evaluará programas existentes y hacer recomendaciones para rediseño.

5. Aplicará teorías presupuestarias dirigidas a lograr eficiencia y efectividad.

6. Analizará situaciones reales de acuerdo al escenario en el cual está realizando su práctica.

7. Reconocerá las habilidades, competencias, y destrezas que posee como profesional y

como ser humano para prestar servicios a la clientela.

8. Evidenciará de forma real y concreta los retos y presiones del escenario organizacional.



Textos y Recursos

Martínez, L. M. (2004). Controles y Responsabilidades en el sector público.

México: Ed. Plaza Valdés

Ogalla, F. (2005). Sistema de gestión: Una guía práctica. México: Ed. Díaz de Santos.

Recursos Electrónicos

Gargan, John J (2000). Handbook of State Government Administration [e-book]. New York

Dekker, INc.

Gronlund, Ake (2002). Electronic Government: Design, Applications and Management [E-

book]. Hershey, PA, Idea Group Publishing, 2002

Otros Recursos

Rivas, R. & H. (1996). Case Studies in Generalist Practice. Pacific Grove. CA:

Brooks/Cole.

Schon, D. (1983). The Reflective Practtitioner, How Profesionals Think in Action.

New York: Basic Books.

Evaluación

La evaluación del curso consiste en medir el grado de aprovechamiento que el estudiante haya

obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten de las

siguientes actividades:

Asistencia y Participación en Clase 25%

Asignaciones y Trabajo en Clase 25%

Portafolio 25%

Evaluaciones 25%

TOTAL 100%



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

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

rúbricas a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El

estudiante será evaluado en términos del dominio del conocimiento adquirido a través del curso y

de su dominio del idioma, tanto del inglés como del español.

Descripción de la evaluación

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

profesional. El Facilitador llevará un registro de las mismas para cada taller y, al

finalizar el curso, utilizará el Anejo P para evaluar a cada estudiante. Se espera que todo

estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas

asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la

participación de cada estudiante en cada taller y tomará en cuenta el grado de

participación, si ésta demuestra que el estudiante se preparó para la clase y su

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

darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la

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

P. A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo

para ser entregada al facilitador en el quinto taller. El facilitador determinara la

distribución de horas entre ambos idiomas – inglés y español – de acuerdo a las

necesidades individuales de cada estudiante. El estudiante deberá completar sus horas

físicamente en el laboratorio de idiomas – en cada centro – o desde su casa/trabajo a

través del programa “Tell Me More”.



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

en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán

entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones

sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar

esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.

3. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”

– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va

desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la

primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para

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

utilizando los Anejos G-O y debe incluir las siguientes partes:

a. Portada estilo APA

b. Tabla de contenido

c. Introducción

d. Resume

e. Carta de Intención

f. Cartas de Referencias/Recomendación (2)

g. Contrato con Agencia

h. División en cinco talleres

i. Asignaciones

ii. Avalúo

i. Evaluaciones

i. Facilitador



ii. Director Inmediato

j. Entrevistas

i. Director Inmediato

ii. Compañeros de trabajo (3)

k. Conclusión – Evaluación Final

l. Bibliografía/Referencias estilo APA

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

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

no acumular trabajo innecesariamente. La presentación es importante, preparado y

organizado profesionalmente. Debe incluir cada una de las secciones debidamente

organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejo G-O.

4. Evaluaciones: Según Anejo E por parte del Facilitador y del Supervisor Inmediato dentro

de la agencia de práctica.

Descripción de las Normas del Curso

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

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

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

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

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

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

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

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



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

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

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

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

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

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

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

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

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

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

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

facilitador ajustará la nota de las tareas repuestas.

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

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

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

5. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.



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

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el 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 estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

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

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

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

correo electrónico, teléfonos, y el horario disponibles.

9. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.



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

clases.

11. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

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

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

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

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

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

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

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



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

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

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

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

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

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

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

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

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

primarios, no en hechos aislados.

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

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la



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

aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

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

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Public Affairs Internship

Code: MSPA 720

Time Length: 8 weeks (5 classroom workshops)

Pre-requisite: MSPA 510 and 24 approved credits

Description

This course involves the supervised internship in administrative function in a public organization

or a non-for profit organization. The student will complete one hundred thirty (130) hours of

practice in an organization applying knowledge, theories, values, methods and administrative

skills.

General Objectives

At the end of the course, the student:

1. Will evaluate and apply the knowledge, skills, and abilities acquired in its training

program.

2. Will apply theories of planning, organization, and evaluation of processes of fiscal

resources.

3. Will participate in the coordination of activities.

4. Will evaluate existing programs in order to make recommendations for redesign.

5. Will apply budgetary theories directed to obtain efficiency and effectiveness.

6. Will analyze real situations according to the center in which it is completing his/her

internship.

7. Will recognize his abilities, competencies, and skills as a professional and human being

to better serve the customer.



8. Will demonstrate reality of specific the challenges and pressures of the organizational

scene within his/her internship center.

Texts and Resources

Martínez, L. M. (2004). Controles y Responsabilidades en el sector público.

México: Ed. Plaza Valdés

Ogalla, F. (2005). Sistema de gestión: Una guía práctica. México: Ed. Díaz de Santos.

Electronic Resources

Gargan, J. J. (2000). Handbook of State Government Administration [e-book]. New York

Dekker, Inc.

Gronlund, A. (2002). Electronic Government: Design, Applications and Management [E-book].

Hershey, PA, Idea Group Publishing, 2002

Other Resources

Rivas, R. & H. (1996). Case Studies in Generalist Practice. Pacific Grove. CA:

Brooks/Cole

Schon, D. (1983). The Reflective Practitioner, How Professionals Think in Action.

New York: Basic Books.

Evaluation

The evaluation of the course will consist in measuring the benefits you received from same. Said

evaluation consists of the percentage points achieved from the following activities:

Attendance and Class Participation 25%

Assignments and Class Presentations 25%

Portfolio 25%

Evaluations 25%



TOTAL 100%

Note: The final grade will be the sum of all individual activities. The final grade will be based

on a standard 100 points curve. The rubrics to be used for these evaluations are included at the

end of the module. The student will be evaluated in terms of their dominion of the content of the

course and, also the dominion of the languages both English and Spanish.

Evaluation’s description

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

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

every workshop. At the end of the course, the Facilitator will evaluate each student with

the rubric in Appendix P. All students are expected to attend class prepared to discuss

workshop topics (readings, assigned questions, etc.) and, to actively participate in class.

The Facilitator will evaluate the students’ participation in each workshop, taking into

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

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

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

end of the course, the Facilitator will evaluate each student with the rubric in Appendix P.

Through each week the student shall keep evidence of his/her work in order to turn in at

the fifth workshop. The facilitator will determine the distribution of hours among the two

languages – English and Spanish – according to the individual needs of each student.

The student can complete the laboratory requirements either physically at the centers –

language laboratories – or at home/work through “Tell Me More”.



2. Assignments: Assignments before every workshop are a fundamental component of class

participation. The students will complete these assignments in the language of the

workshop, and turn them in at the end of it. The Facilitator will return the assignments

on the next workshop with the suggested corrections. The students should revise, correct

and improve these assignments, based upon the Facilitator’s comments.

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

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

all students work on the portfolio from the first week of class, keep it up to date and,

bring it to class for discussion and Facilitator’s revision. The Portfolio should include the

following sections:

a. Cover APA style

b. Table of Content

c. Introduction

d. Resume

e. Intent Letter

f. Recommendation Letters (2)

g. Five Workshops Divisions

i. Assignments

ii. Assessments

h. Evaluations

i. Facilitators

ii. Direct Supervisor

i. Interviews



i. Direct Supervisor

ii. Co-workers (3)

j. Conclusion – Final Evaluation

k. References APA style

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

Five. However, the students should begin preparing the portfolio as the course develops,

to avoid accumulating last minute work. Presentation is important; it should be well

organized and professionally prepared. It should include each one of the sections

explained above, appropriately labeled. The Facilitator will evaluate the portfolio using

Appendixes G-O.

4. Evaluations: According to Appendix E by the Facilitator and the Direct Supervisor at the

internship’s agency/center.

Description of course policies

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

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

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

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

specified. The language used in the workshops will alternate to insure that 50% of the course

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

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

workshop’s time and activities between the two languages. If students have difficulty with

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

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



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

an exception as it is important for students to use the assigned language. The 50/50 model

does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

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

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

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

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.

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

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.



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

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

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

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

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

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

7. If the Facilitator makes changes to the study guide, such changes should be discussed with

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

8. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

9. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.



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

classrooms.

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

established by the institution and in this course.

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

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com



www.eric.ed.gov/

www.flelibrary.org/

www.google.com

www.ask.com

www.pregunta.com



www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:


http://bibliotecavirtualut.suagm.edu/




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






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

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

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

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

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

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures

of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms

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

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

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/

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



Teaching Philosophy and Methodology

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

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

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

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

our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

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

students are actively trying to construct meaning.

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

context of wholes. Therefore, the learning process focuses on primary concepts, not isolated

facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make the

assessment part of the learning process, ensuring it provides students with information on the

quality of their learning.



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

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

world.

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



Workshop One

Specific Objectives:

At the end of this workshop, the student will:

1. Read the Internship Manual.

2. Comprehend the evaluation criteria and rubrics.

3. Identify key players and their role in his/her internship, such as facilitator, direct

supervisor, etc.

4. Analyze ethics and professional responsibility in his/her internship agency.

Language Objectives:

Students will be able to:

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

communication.

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

virtually free of grammatical errors and oral presentation with clear and easily understood

pronunciation with correct use of grammar and verb usage

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

Electronic Links (URLs):

Virtual Library UNE

http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html

Virtual Library UMET

http://www.suagm.edu/suagm/umet/biblioteca.aspx

Virtual Library Turabo







Ethics in Criminal Justice

http://www.lib.jjay.cuny.edu/cje/

http://www.iowabc.org/PDFs/ccjp_ethics.pdf

Assignments before Workshop One:

1. Read the MSPA 720 module and internship manual carefully and come to class prepared

with questions or comments regarding the module, manual, the evaluation or the

assignments if necessary.

2. Have completed the clearance process:

a. Updated Resume

b. Two (2) letters of recommendation

c. Letter of intent

d. Internship Application

e. Internship Contract

3. Write an initial evaluation, to be included in the portfolio, discussing their expectations

for the next eight (8) weeks and their internship experience.

4. Research his/her internship’s agency, history, laws, mission, purpose, etc.; prepare a

written summary to present to class.

5. Write an APA style essay of no more than four (4) pages regarding ethics, professional

responsibility and its importance in Criminal Justice – Public Administration.

Supplement your essay with at least one (1) recent news article in which the ethics and

professional responsibility of a Criminal Justice professional is questioned.

http://www.lib.jjay.cuny.edu/cje/

http://www.iowabc.org/PDFs/ccjp_ethics.pdf



Activities:

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

his choice the students will present themselves.

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

the class, will answer possible questions from the students and hand out changes or

amendments to the module if necessary.

3. A student representative will be selected.

4. The students will share their agencies and centers along with their positions and main

responsibilities.

5. The facilitator will lead a discussion about ethics and professional responsibility in the

Criminal Justice – Public Administration. The students shall share their essays and news

articles.

6. The facilitator will explain his/her role for the next eight (8) weeks along with the direct

supervisor of each student.

7. Discuss with your facilitator the selection of your internship location. You must begin

your internship after Workshop One in order to complete the 130 hours.

8. Students will share their academic/internship portfolio, journal and attendance.

9. The facilitator will review the material covered and answer any question or doubt, in

addition he/she will discuss next week assignments.

Assessment:

1. Compare and distinguish your role as an intern, the facilitator and your direct supervisor.



Taller Dos

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conocerá el componente de la policía dentro del sistema de justicia criminal.

2. Comprenderá el manejo y administración pública del sistema de policía.

3. Distinguirá entre diferentes niveles y jurisdicciones en el sistema de policía.

4. Identificará necesidades particulares del componente de policía en relación con el sistema

judicial y de corrección.

Objetivos del Lenguaje:

Los estudiantes podrán:

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

lenguaje asignado.

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

clara y concisa.

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

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET


Biblioteca Virtual Turabo


Policía en la Florida






http://www.stateofflorida.com/Portal/DesktopDefault.aspx?tabid=12

http://www.fdle.state.fl.us/Content/home.aspx

http://www.cityoforlando.net/police/

http://www.miramarpd.org/

Asignaciones antes del Taller Dos:

1. Seleccionar el lugar de práctica y comenzar la misma.

2. Continuar trabajando en completar las ciento-treinta (130) horas de práctica.

3. Continuar trabajando en portafolio académico.

4. Completar un ensayo investigativo, estilo APA de al menos diez (10) páginas en relación

al componente de policía como parte del sistema de Justicia Criminal. El mismo debe

contener Introducción, Desarrollo, Conclusión y Referencias. El estudiante debe analizar

las siguientes preguntas guías:

a. ¿Cuál es el propósito del componente de la policía?

b. ¿Desde cuándo existe un grupo policial?

c. ¿Cómo ha cambiado la imagen y propósito de la policía a través de los años?

d. ¿Qué papel juega dentro del sistema de Justicia Criminal – en comparación con el

sistema judicial y de corrección?

e. Hacer mención a diferentes niveles y jurisdicciones – públicas y privadas – dentro

de la policía en el Estado de la Florida y los Estados Unidos.

f. Si su agencia pertenece a la policía dedicar una parte del ensayo a su agencia y

función de la misma.


http://www.fdle.state.fl.us/Content/home.aspx

http://www.cityoforlando.net/police/

http://www.miramarpd.org/



g. ¿Cuál es el futuro de la policía en los próximos 10-15 años? ¿Qué situaciones

particulares tendrá que lidiar este componente? ¿Cómo nos podemos preparar

desde ahora?

5. Completar una presentación oral de al menos quince (15) minutos.

Actividades:

1. El facilitador contestará posibles dudas o preguntas del taller anterior así como cualquier

otra duda que surja en referencia al internado.

2. El facilitador guiará una introducción del componente de la policía – sus inicios

históricos, primeros pasos y personajes importantes.

3. A través de una mesa redonda los estudiantes presentarán sus ensayos investigativos.

4. Los estudiantes deben presentar los portafolios de práctica al facilitador, sus diarios, y las

hojas de asistencia.

5. Para finalizar el facilitador discutirá las asignaciones para el próximo taller

Avalúo

1. Los estudiantes contestarán por escrito y para incluir en sus portafolios la siguiente

preguntas:

a. Luego de lo discutido en clase hoy, ¿son tus planes formar parte de la policía una

vez termines tu grado de maestría? ¿Por qué?

b. Algunos años atrás todo niño deseaba ser policía cuando creciera, ¿sigue siendo

esta la norma? ¿Cuál entiendes es la imagen de los policías en la sociedad? ¿Es

acaso merecida? ¿Quiénes son responsables?



Workshop Three

Specific Objectives:

At the end of this workshop, the student will:

1. Distinguish the judicial component within the Criminal Justice System.

2. Comprehend the public administration and public affairs of the judicial system.

3. Identify particular issues of the judicial system as the third branch of government.

4. Know the management and public administration of the judicial component.

Language Objectives:


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

communication.



pronunciation with correct use of grammar and verb usage.

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


Virtual Library UNE






Judicial System in Florida






http://www.flcourts.org/

http://www.floridasupremecourt.org/index.html


http://www.justice.gov/

Assignments before Workshop Three:

1. Continue working on completing the one hundred thirty (130) internship hours.

2. Continue working on their academic and internship portfolio.

3. Complete a research essay, APA style of at least ten (10) pages of judicial system as the

second component of the Criminal Justice System. The paper shall include an

Introduction, Analysis, Conclusion and References. The students shall answer and

analyze key questions similar to the essay about law enforcement and any other the

facilitator may add.

4. Complete an oral presentation of at least fifteen (15) minutes.

Activities:

1. The facilitator will answer any possible doubt or question from last week material.

2. The facilitator will lead a class discussion of the judicial system as a third branch of

government and component of the Criminal Justice System.

3. The students will share their oral presentations and research papers.

4. Students will share their academic/internship portfolio, journal and attendance.

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

discuss next week assignments.

Assessment:

1. Answer in writing and include in your portfolio:

http://www.flcourts.org/

http://www.floridasupremecourt.org/index.html


http://www.justice.gov/



a. How does the judicial system make sure to comply with the two other Criminal

Justice Systems components’ – law enforcement and corrections – goals and

purposes when they might be completely different from each other?

b. After the material presented and discussed in class what do you understand is the

biggest challenge of the judicial system in the next ten (10) years? Why?



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller el estudiante:

1. Conocerá el sistema de corrección como componente del sistema de justicia criminal y en

relación con los demás componentes.

2. Identificará necesidades y áreas particulares del sistema de corrección en el estado de la

Florida.

3. Comprenderá el concepto de privatización, sus ventajas y desventajas para el sistema de

justicia criminal.

4. Comprenderá el manejo y administración pública del sistema de corrección.

Objetivos del Lenguaje:

Los estudiantes podrán:

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

lenguaje asignado.

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

clara y concisa.

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

Enlaces Electrónicos:

Biblioteca Virtual UNE


Biblioteca Virtual UMET


Biblioteca Virtual Turabo






Federal Bureau of Prisons

http://www.bop.gov/

Departamento de Corrección - Florida

http://www.dc.state.fl.us/

http://www.dc.state.fl.us/oth/timeline/index.html

Asignaciones antes del Taller Cuatro:

1. Continuar trabajando en las ciento-treinta (130) horas de práctica.

2. Continuar trabajando en el portafolio académico.

3. Completar un ensayo investigativo, estilo APA de al menos diez (10) páginas en relación

al componente de corrección como parte del sistema de Justicia Criminal. El mismo debe

contener Introducción, Desarrollo, Conclusión y Referencias. Los estudiantes deberán

contestar y analizar preguntas guías de acuerdo a los dos ensayos anteriores, tomando en

cuenta comentarios y retroalimentación por parte del facilitador.

4. Preparar una presentación oral de al menos quince (15) minutos.

Actividades:

1. El facilitador contestará posibles dudas o preguntas de la clase pasada.

2. El facilitador guiará una discusión plenaria acerca el sistema de corrección, su

coexistencia a niveles estatales, federales, público y privado.

3. Los estudiantes presentarán sus hallazgos y ensayos investigativos.

4. Los estudiantes deben presentar los portafolios de práctica al facilitador, sus diarios, y las

hojas de asistencia.


http://www.bop.gov/

http://www.dc.state.fl.us/

http://www.dc.state.fl.us/oth/timeline/index.html



5. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que discute las

asignaciones para la próxima semana incluyendo los temas de acuerdo al Anejo F para la

presentación oral del próximo taller.

Avalúo

1. Contesta por escrito y para incluir en el portafolio las siguiente preguntas:

a. ¿Instituciones Públicas o Privada y porque?

b. ¿Cómo lidiamos con la sobrepoblación en las instituciones y el requerimiento de

cumplir al menos 85% de las sentencias?

c. ¿Cuál es la problemática más grande del sistema correccional a nivel estatal y

federal?

d. ¿Te interesa formar parte del sistema correccional una vez completes tu grado?

¿Más o menos que los demás componentes?



Workshop Five

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.

Specifics Objectives:

At the end of this workshop, the student will

1. Summarize his/her Internship experience.

2. Analyze and evaluate the internship experience, internship center supervision, faculty

supervision experience and give suggestions for future internship placement

3. Understand the upcoming challenges of the criminal justice profession.

Language Objectives/


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

communication.



pronunciation with correct use of grammar and verb usage.

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


Virtual Library UNE









Assignments before Workshop Five:

1. Have completed eighty (80) of the one hundred thirty (130) internship’s hours. The last

50 hours will be completed as part of the internship. The student must submit evidence of

the 130 internship hours to the facilitator in order to complete the course.

2. Have completed the evaluations – facilitator and direct supervisor.

3. Have completed the Academic Portfolio.

4. According to Appendix F complete an oral and written presentation to the topic assigned.

Activities:

1. The facilitator will clarify any questions or doubts from last week material in Spanish.

2. Group discussion and analysis of Internship experience in Spanish.

3. The students will submit Internship/Academic Portfolio.

4. In groups students will make lists of advice for new interns and of the most challenging

and most rewarding parts of the internship and share them with the class (in English).

5. Discuss with the facilitator the completion of the last 50 internship hours for a total of

130.

6. Students will complete their oral presentations is English.

7. The student representative will administer and the class will complete the end of course

and facilitator evaluation.

Assessment:





The students will present their conclusion as part of their portfolios.

Anejos/Appendixes



Anejo A/Appendix A

Internship Log Hour

DATE HOURS TOTAL HOURS SUPERVISOR’S INITIALS



Anejo B/Appendix B


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

CRIMINAL JUSTICE INTERNSHIP APPLICATION FORM

Semester: _________ Year: ________ Anticipated Graduation:________

Application Date: ___________________

Declaration of Concentration: _ Yes _ No

Standing: _ Junior _ Senior _ Graduate

I. Student Information

Name: __________________________________________________________

Home Address: ______________________ Number/Street: Apt: __________

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: ______________________________________________________

Own Transportation: _ Yes _ No

II. Internship Terms I understand that CRIM 401 is a graded on a "Pass/No Credit" 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 agency 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

criminal justice internship agencies.

___ I accept. ___I do not accept.

Signature: ________________________________________________________

Date: _______________________________ III. Criminal Justice Interest

What area of criminal justice are you most interested in? (Choose one):

_Law Enforcement _Juvenile Delinquency _Forensic Science

_Corrections _Security Administration _Federal Agencies

_No Preference _Pre-Law Probation/Parole

_Other ___________________________________________________

Please rank in order of preference which organization or agency you would like your Internship:

1. ______________________________________________________________



2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

IV. Internship Education Insurance and Liability Form

No Criminal Justice Internship Education agency assumes liability for injury the student might

sustain while participating in the internship education program. It is the responsibility of the

individual student to be covered by a health insurance.

I certify that I have read the information above. I waive the right to submit a claim to Ana G.

Mendez, Universidad del Este, Universidad Metropolitana, Universidad del Turabo and/or

Florida Campuses or any criminal justice internship education agency as a result of injuries or

illness sustained while participating in the Criminal Justice Internship Education Program.

Students who furnish false information on this form will be subject to disciplinary action,

including possible dismissal from the Criminal Justice Internship Education Program.

___ I accept. ___ I do not accept.

Student 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



· A non official transcript

· A letter of intent - Please enclose 1 to 2 pages in APA style, stating why you wish

to do an internship, the area in which you are interested, and your personal and

professional goals.

· Two references, one from previous employer and one form a professor at your

current institution.

2. Student must visit the University Counselor in order to receive advising, working with any

special needs and revise academic records.

Counselor Signature: ____________________________________

Date: ___________________

VI. Student Signature I certify that the information I have provided is true and correct and understand that Ana

G. Mendez University-Metro Florida Campuses have 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: _________________________________________



Anejo C/Appendix C

FLORIDA CAMPUSES

INTERNSHIP

FIRST DAY REPORT

This form is to be completed during the first day of student internship and returned to the

University during the first week of placement.

Student name _________________________________________________

Home Phone __________________Student’s email_________________________

Internship Center name _________________________________

Internship Supervisor name __________________

Internship Supervisor Phone _____________________(include extension)

Internship Supervisor E-mail ____________________________

Internship Center Address ______________________________________________________

City, State _________________________________ ZIP ___________________

INTERNSHIP JOB DESCRIPTION AND DUTIES

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________

OTHER ACTIVITIES

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________



Anejo D/Appendix D

Guía para el Diario de Experiencia en la Práctica

Este diario debe proveer un medio de reflexión de tu experiencia en la práctica. Intenta ayudarte

a ser más observador y prestar mayor atención mientras exploras las distintas facetas y

posibilidades de una carrera en el campo de Justicia Criminal.

Tus reportes en el diario no son necesariamente resúmenes de tus actividades diarias, pero

descripciones y reflexiones del tipo de trabajo que realizas y de las distintas personas y

situaciones que te encuentras y conoces. Recuerda que hoy completas esta práctica con la

esperanza de en un mañana ser tú el profesional para el cual internas hoy. Aprovecha la

oportunidad de conocer y experimentar nuevas áreas; cuáles te gustan y cuáles no; presta

atención a tus compañeros y supervisores y la química existente entre el grupo de trabajo. Si

tienes dudas, pregunta, observa y sobretodo aprende.

Debes completar un mínimo de 16 reportes en tu diario, dos semanales. Los mismos deben

seguir el siguiente formato:

· Incluir título y fecha

· No manuscrito sino a computadora

· Mínimo de una página a doble espacio

· Letra Arial or Times New Roman tamaño 12

Algunas preguntas guías para tus reportes son:

· ¿Qué tareas completaste hoy?

· ¿Cómo te gustaron? ¿Más o menos que las de ayer?

· ¿Con que personas – compañeros o público/comunidad – trabajaste hoy?

· ¿Qué situación enfrentaste hoy y como la resolvió el profesional con quien

trabajas?

· ¿Hubieras hecho lo mismo tú, o algo distinto? Explica

· ¿Qué aprendiste hoy y cómo te reafirma tu decisión de completar y ejercer una

carrera en Justicia Criminal?



Anejo E/Appendix E

Rubrics for the Internship Experience

Low High

1 2 3 4 5

1. The student was prompt and regular in terms of attendance.

1 2 3 4 5

2. The student carried out assigned duties with minimum supervision.

1 2 3 4 5

3. The student appreciates the importance of effective communication.

1 2 3 4 5

4. The student displayed initiative in conducting assignments.

1 2 3 4 5

5. The student displayed a positive attitude about working with all personnel and customers;

appreciates and respects individual variations among their coworkers.

1 2 3 4 5

6. The student displayed a positive attitude toward the supervisor.

1 2 3 4 5

7. The student displayed a positive attitude toward the profession of criminal justice.

1 2 3 4 5

8. The student’s grooming and dress were appropriate for the practice.

1 2 3 4 5

9. The student’s use of Standard English was appropriate for the profession.

1 2 3 4 5

10. The student’s use of professional jargon was appropriate for the profession.

1 2 3 4 5

11. The student displayed an interest in learning about the process and profession of the

performed position and agency.

1 2 3 4 5

12. The student made correct use of the technology.

1 2 3 4 5



13. The student is aware of the importance of integration of technology in the criminal justice

industry.

1 2 3 4 5

14. Demonstrate knowledge of internship centers' backgrounds, awareness of organizational

mission, vision and goals.

1 2 3 4 5

15. Prepare clear learning objectives appropriate for the expected practice

1 2 3 4 5

16. Use of learning theories in the practice.

1 2 3 4 5

17. Demonstrate interest in new criminal justice aspects:

1 2 3 4 5

18. The student use vary methods and materials for additional learning

1 2 3 4 5

19. The student was on time, meets deadlines and completes tasks

1 2 3 4 5

20. The Intern follows center’s policies & procedures

1 2 3 4 5

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Supervisor’s Signature: ________________________ Date: ______________

Student Signature: ___________________________ Date: ______________



Anejo F/Appendix F

ORAL PRESENTATION

FIFTH WORKSHOP

STUDENT/GROUP TOPIC

1. Time Management

2. Stress Management

3. Alternate Dispute Resolutions and

Alternate Incarceration Initiatives

4. Future of Criminal Justice System

5. New face of Criminal Justice System –

females and minorities

The students/group will research the assigned topic and present to class in English. The idea of

the activity is to explore several of the issues students had dealt with during the internship and

will definitely deal with once graduating and becoming Criminal Justice professionals. The oral

presentation shall be accompanied by visual effects – such as power point presentation, graphs or

charts. Interviews and guest speakers are always welcomed – however for time limitations shall

be approved by the facilitator previous to workshop five.

The oral presentation will be evaluated using Appendix S.



Anejo G/Appendix G

Academic Portfolio

As a requirement of this course all students must complete a portfolio which should be turn-in at

the beginning of workshop five and it shall include ALL of the following:

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

2. Table of content

3. Introduction

4. All written assignments

5. Assessments (5) one for each Workshop

6. Conclusion

7. References

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

sign an official document empowering Ana G. Mendez University System with rights to use their

portfolios with educational or accreditation purposes during this term (Appendix N). After this

term and with the students’ authorization Ana G. Mendez University System will discard their

portfolios or return them directly to each student (Appendix O).

Portafolio Académico

Como requisito de este curso los estudiantes deberán completar un portafolio que será entregado

al inicio de quinto taller y deberá incluir TODO lo siguiente:

1. Portada con titulo, nombre del estudiante curso y sección

2. Tabla de contenido

3. Introducción

4. Todas las asignaciones y trabajos escritos

5. Avaluó (5) uno por cada Taller



6. Conclusión

7. Referencias

Almacenaje: Los portafolios serán almacenados de manera segura en el recinto por un periodo

de seis meses. Los estudiantes firmarán un documento oficial autorizando al Sistema

Universitario Ana G. Méndez a utilizar sus portafolios con propósitos educativos y/o de

acreditación por dicho término (Anejo N). Luego de este periodo de tiempo y con la

autorización de los estudiantes el Sistema desechará y descartará los portafolios o se le devolverá

directamente al estudiante según sea el caso (Anejo O).



Anejo H/Appendix H

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

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

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

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

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

papers.

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

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

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

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

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



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

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

at the beginning of the portfolio.

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

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

Edition”

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

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix J).

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

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

end of the portfolio.

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

binder for identification purposes (Appendix I).

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

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

is sharing feedback with each student to review the contents, student reflections, and your

evaluations of individual items and all of the work together as related to learning targets

(Banks, 2005).

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

information pertaining to weaknesses and strengths found in students’ portfolios (Appendix

M). Facilitators will focus their attention on showing students what is possible and their

progress rather than what is wrong; however, this does not mean that facilitators will not



cover weaknesses and areas for improvement during the conference. Facilitators will send

this feedback template upon completion of workshop one.

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

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

become better metacognitive learners on the feedback template. Students will e-mail the

template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

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

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

System with rights to use their portfolios with educational or accreditation purposes

during this term (Appendix N).

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

discard their portfolios by signing an official document, portfolio samples will be

destroyed; otherwise, they will be returned to their original authors (Appendix O).



Anejo I/Appendix I

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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

Universidad del Este

Universidad Metropolitana

Universidad del Turabo Check one: Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo J/Appendix J

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo K/Appendix K

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

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

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

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

Education, Inc.



Anejo L/Appendix L

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and

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

Professionalism: Is the appearance of the portfolio

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

Organization: Is the portfolio organized in a manner that

makes it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio?

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

Authenticity: Are the samples and illustrations a true

reflection of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their



field of concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual

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

Reflection and Personal growth: Do items show

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

Professional Conduct: Do items show clear

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

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s

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

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

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



Anejo M/Appendix M

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments


Prep. Ivette Pérez, Esq. October 2009

Anejo N/Appendix N

Use and Return of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo O/Appendix O

Use and Discard of Portfolio

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

I, ____________________________________, grant permission to the office of

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

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

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

disclosed without my consent.

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

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

of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo P/Appendix P

Rubric to Evaluate Class Attendance and Participation

Student’s Name: ______________________ Total ________

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

0 1 2 3 4 5

Contributes frequently to class discussion.

Demonstrate interest in class discussion.

Answers questions made by the facilitator and classmates.

Ask questions pertinent to the class subjects.

Arrived prepared to class.

Present arguments based on class lecture, work and assignments.

Demonstrate attention and opening towards arguments.

Demonstrate initiative and creativity in class activities.

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



Anejo Q/Appendix Q

Rubric to Evaluate Written Essay

Student’s Name: ______________________

Criteria Value Points Student Score

Content

Introductory statement is clear and well stated.

10

Major or relevant details are exposed in essay.

10

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

10

Sentences are cohesive and ideas flow as the essay is read.

10

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

10

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

10

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

10



Language

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

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

TOTAL POINTS 100 (70 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo R/Appendix R

Matriz Valorativa para evaluar Ensayos Escritos

Nombre de Estudiante: ______________________

Criterio Puntos Puntos del estudiante

Contenido

Introducción clara y bien establecida.

10

Detalles principales y relevantes son expuestos en el ensayo.

10

Presenta la idea y la sustenta de manera persuasiva y sofisticada proveyendo ejemplos precisos y relevantes.

10

Oraciones son coherentes y las ideas fluyen sin dificultad al leer el ensayo.

10

Establece una relación con el tema de manera que provee una perspectiva clara y atrae la atención de la audiencia.

10

Establece conclusiones claras que reflejan la discusión.

10

Demuestra la comprensión de ideas significativas las cuales utiliza apropiadamente para alcanzar un nivel más alto de entendimiento.

10

Lenguaje



Demuestra un dominio del Español (vocabulario, sintaxis y flujo de ideas).

10

Utiliza la gramática de manera apropiada y correcta.

10

Maneja y utiliza verbos de manera apropiada y correcta.

10

TOTAL DE PUNTOS 100 (70 contenido + 30 lenguaje)

TOTAL del estudiante __________

Firma del Estudiante: _______________________

Firma del Facilitador: _______________________

Fecha: _________________



Anejo S/Appendix S Rubric to Evaluate Oral Presentation

Student’s Name: ______________________

Criteria Value Points Student Score

Content

The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.

10

The speaker takes into account the specific knowledge and experience of the listener.

10

The speaker uses arguments which are adapted to the values and motivation of the specific listener.

10

The speaker uses delivery to emphasize and enhance the meaning of the message.

10

The speaker delivers the message in a lively and enthusiastic fashion.

10

The volume varies to add emphasis and interest.

10

Pronunciation and enunciation are very clear. The speaker exhibits very little disfluency such as (“ahs”, “uhms” or “you knwos”.

10



Language

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

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

TOTAL POINTS 100 (70 content + 30 language)

Student’s TOTAL SCORE __________

Student’s Signature: _______________________

Facilitator Signature: _______________________

Date: _________________



Anejo T/Appendix T

Students Weekly Progress Record Sheet Student Name: ______________________________

Criteria

Week One

Week Two

Week Three

Week Four

Week Five

Attendance

Class Participation

Assignments

Activities during class

Assessment

Workshop One

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

Student’s Signature: ______________ Facilitator Signature: ______________



Workshop Two

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________

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

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________


Workshop Five

Comments:

________________________________________________________________

________________________________________________________________

________________________________________________________________




Anejo U/Appendix U


School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

MSPA 720

MANUAL DE PRÁCTICA EN ASUNTOS PUBLICOS

PUBLIC AFFAIRS INTERNSHIP MANUAL

© Sistema Universitario Ana G. Méndez, 2007

Derechos Reservados.



TABLA DE CONTENIDO/TABLE OF CONTENTS

I. Introduction

II. Public Affairs Internship Academic and Professional Goals

III. Description of the Criminal Justice Workshop and Internship

IV. Student Eligibility Requirements

V. The Application and Approval Process

VI. The Placement Process

VII. Criteria in the Placement Process

VIII. Procedures during the Placement Process

IX. Student Responsibilities

X. Starting the Practice

XI. Expected Student Behavior

XII. Procedure for Norms Violations

XIII. During the Practice

XIV. Learning Strategies

XV. Problems during the Internship

XVI. Internship Completion

XVII. Evaluation Process

XVIII. Evaluation Check List



Introduction

The purpose of the Public Affairs Internship is to complement, reinforce and place in

realistic perspective, the cognitive and effective objectives of classroom instruction. In

addition to being an important phase of the educational process, the internship also serves

as a test of the student’s potential for responsible, conscious, disciplined use of self in a

constructive relationship with others. Our internship philosophy is providing the student

with a specialty or knowledge in a particular area of criminal justice and/or public

administration. In addition the students will have the opportunity to develop a

professional experience integrating the theory and practice, on the job training and a

professional networking base for the future.

In the disciplinary perspective, the student will denote interdisciplinary scholarly

teaching and research in the behavioral and social science, including law and public

administration and focusing on the social problems of crime. The Ana G. Mendez

University System Public Affairs Internship, demonstrate how an individual can become

skilled and gain knowledge by many methods. Our educational goals are the acquisition

and applying knowledge, and the development of personal development and professional

skills.

Public Affairs Internship Academic and Professional Goals

As a result of his/her internship experience the student will have completed the general

objectives of MSPA 720 previously discussed in addition to:

1. Appreciate the opportunity to gain useful criminal justice and public

administration experience.

2. Enhance the understanding of the complexities of the criminal justice and public

administration organisms.

3. Expand a professional networking base contact developing relationships with the

practitioners who can help them in future employment.

4. Develop conscience to maintain professional continue education, public service

within the Criminal Justice specializes area.

Description of the Criminal Justice Workshop and Internship

The master’s degree program – Master of Science in Public Administration with a

concentration in Criminal Justice of the Florida Campuses of the Ana G. Mendez



University System, requires a Public Affairs Internship. The class code is MSPA 720 in

which the students will take simultaneously an eight weeks workshop while completing

one hundred thirty (130) hours of practice. The students will earn 3 hours credits while

working in the internship program.

In the workshop, the students will meet with the facilitator every week – five (5)

workshops 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 center. The hours schedule

may vary by means of an agreement between the student and internship facilitator

considering that the agreement does not affect the need of the services rendered.

Student Eligibility Requirements

1. The student must have successfully completed MSPA 510 along with 24 master’s

level credits.

2. The student must have a 2.5 GPA overall; a minimum of a 3.0 GPA in criminal

justice coursework is also required.

3. A student may be authorized for Internship in a center in which he/she works; this

may be done under the following conditions:

a. Identify and separate his/her labors as employee of the center.

b. Make sure that he/she has the time available to complete his/hers

Internship assignments.

c. The student will full fill his/her responsibilities that apply to all the

Internship students.

4. The actual or previous professional experience will not be considered it as a

substitute for the Public Affair Internship Program.

The Application and Approval Process

This application process should be (5) weeks prior the Internship Program.

1. Complete the application form.

2. The student must submit all documentations required in the application form.

a. A copy of your resume

b. A non official transcript



c. A letter of intent. Please enclose 1 to 2 pages in APA style, stating why

you wish to do an internship, the area in which you are interested, you

personal and professional goals and the abilities and skills that you can

bring to the agency.

d. Two references, one from previous employer and one from a professor at

your current institution.

3. The student will meet with the Counselor of his/her Campus for an academic and

professional counseling. The Counselor will sign the clearance process in the

Public Affairs Internship application form.

4. The student must apply and present all the required documentation to the

Internship Coordinator for the evaluation of the acceptance in the Public Affairs

Internship.

5. The Internship Coordinator/Facilitator will provide the student a letter of

acceptance for MSPA 720 Public Affairs Internship.

6. Students will make arrangements with an agency or organization, to seek and

secure an internship position.

7. Completed the required documents of the Internship center.

8. The student will sign the Learning Contract with the internship agency or

organization.

9. The student will provide to the Internship Coordinator/Facilitator the acceptance

contract between the internship agency or organization and the Placement

Information Form. This process should be at least (2) weeks prior starting the

internship.

10. Each student must attend the five (5) weeks workshops. This meeting is

compulsory.

11. Once the internship position has been secured and finalized, it should be

considered a contract. Cancellation of an internship assignment can be made only

with the approval of the Internship Coordinator/Facilitator. Unapproved

cancellations will result in assigning the student a failing grade for the course

MSPA 720.



12. After being approved for the Public Affairs Internship, the Internship

Coordinator/Facilitator will meet with the students for the following:

a. Familiarize the students with the objectives of the Criminal Justice

Internship.

b. Familiarize the students with the activities related to the Criminal Justice

Internship.

The Placement Process

The placement process should be performed by the student and the Internship

Coordinator/Facilitator. The first two steps in the placement process are to select the

field site and getting hired by the selected organization. The Internship

Coordinator/Facilitator will formalize the contract with the centers, identify the

immediate supervisor and act as a liaison between the center, the student and the

University.

The student will be placed according to various factors such as his/her residence, interest

in particular centers and availability of such.

Criteria in the Placement Process

Students should verify with their Internship Centers the availability and accessibility of

the following criteria:

1. Adequate physical space to place the students during the Internship.

2. Disposition to accept the presence of the Internship Coordinator/Facilitator

assigned by the University.

3. Accept the placement of the student during the designated academic term.

4. Offer an initial orientation about the center and the placement of the student in the

center.

5. Assign to the student duties and responsibilities that agree with the expectations,

knowledge and characteristics of a person with a Bachelors in Arts with a

Concentration in Criminal Justice degree.

6. Name a liaison officer that participates in the planning of the academic

expectations of the program.

7. Provides a variety of educational experiences during the Internship.



8. Participation of the liaison officer in the meetings and other activities promoted

by the University and in situations in which it may be required.

Procedures during the Placement Process

1. The Internship Coordinator will meet with the appropriate officials of the center.

They will discuss the objectives of the Internship, the requisites and procedures

during the practice.

2. The Internship Coordinator will evaluate the facilities of the center to be used for

the students in the Criminal Justice practice.

3. The Internship Coordinator and the director of the center or the designated official

will meet to negotiate the conditions of the Internship.

4. The final decision to use or not an agency as a Center for the Internship in

Criminal Justice will be made between the Internship Coordinator and the

Director of Faculty and Curriculum or the University.

5. When an agency is accepted as an Internship Center the Internship Coordinator

will so notify the agency by letter confirming the agreements. A center for

Internship could be assigned by petition of an agency to the University. The

petition must be in writing.

6. At the beginning of the Academic term, if required by the agency, a legal contract

will be entered into between the agency and the University to be signed by the

agency chief official or the person which he designates and the designated

University Official.

Student Responsibilities

In order to obtain the expected professional and academic results, the students should

compromise to perform the following responsibilities:

1. Sign a daily attendance form in the internship center.

2. Avoid absenteeism. If you need to be absent, notify the center of any absence and

make up the absent time.

3. Know and understand the philosophy of the center, programs, norms and

established requisites for their services.

4. Maintain confidentiality and a professional demeanor in the internship center.



5. Keep a journal with the daily activities and complete a reflexive diary two (2) per

week. Turn in the same to the internship coordinator every week.

6. Elaborate a weekly working program and daily agendas to be organized.

7. Prepare a portfolio about the activities performed during the Internship and the

goals achieved.

8. Promptly notify the internship coordinator of any accident that happens during the

Internship hours.

9. Attend agency professional activities with previous authorization by the

supervisor and inform the center liaison.

10. Participate in activities programmed by the Internship Coordinator.

11. Maintain continuous communication with the center liaison officer and the

Internship Coordinator.

Starting the Practice

After the acceptance for the Public Affair Internship we recommend to you to speak with

your immediate supervisor to discuss the logistics of your position and the mutual

expectations. It is highly recommendable to schedule the meeting on the practice center

hence you can get a feel for your new environment and possibly meet some of your future

colleagues.

Some topics that we recommend you to discuss with the supervisor are:

1. Starting and end dates, working hours, and the organization's dress code.

2. The working space, if is an assigned a desk, cubicle, etc. and where.

3. Professional expectations. Share what the center expect from you and what you

expect from the center.

4. Share your learning proposal with your supervisor or simply your goals. You can

use the letter of intent from the application form.

5. Try to obtain permission to conduct several informational interviews to your

colleagues while on site.

6. Meetings with the supervisor and the staff. Confirm the availability to be part of

those meetings.

7. Written Evaluations. Coordinate with the supervisor the evaluation process and

continue feedback during you practice.



8. After discussing all subjects with your supervisor, write a letter or email that

clearly states your understanding of the logistics of your internship and your main

responsibilities.

Expected Student Behavior

The Internship Center is considered as an extension of the Ana G. Mendez University

System, because the student will be evaluated in this experience by criteria’s or norms

that derive from the following documents:

General Regulation of students

University norms relating to academic performance

Procedure for Norms Violations

The student that incurs in any violation to the Ana G. Mendez University System

established norms and procedures and the Master in Science Public Administration –

Criminal Justice Major program will be summoned to the office of the Internship

Coordinator. The student will have the opportunity to expose and discuss his/her

perception of the situation. The decision to be taken will be considered depend in with the

gravity or implications of the action. If necessary, the situation will be discussed with the

Director of Faculty and Curriculum who will decide about the situation with other

authorities of the University. The student that incurs in a violation to the academic norms

could receive the sanctions established by the General Regulation of student and could be

referred to the proper University official.

During the Practice

Assume control of your learning process. Do not hesitate to ask questions about your

work. When given an assignment, ask for a clear idea of the results expected of you, a

deadline for completion of the project, and where it falls among other priorities. If you

have the time, initiate new projects and assume new responsibilities. Take initiative; seize

the opportunity to learn from the professionals around you. Know what industry

publications they read, which professional associations they belong. Ask them questions

relating to their careers and professional experience.

In public administration and criminal justice, all agencies are different and, therefore, it is

impossible to delineate in great detail the responsibilities and the role an intern will play

in a respective agency. In general, students should observe the professional work of an



agency and to the extent possible, participate in that agency's work. While it is realized

that from time to time an intern will be asked to answer phones, and perhaps provide the

agency with some other secretarial assistance, it is important for the agency to understand

that these types of tasks should be the exception rather than the rule, and should not occur

on a frequent basis.

Learning Strategies

1. Internship Journal: Keep an internship journal throughout your internship

experience. Keeping a journal will help you assess your internship experience and

also make it easier when it is time to update your resume in the fall. Your journal

entries do not have to be lengthy but they should capture what you are doing and

your general thoughts and reactions to your work. You should maintain your

journal on a daily basis

2. Be Professional: Arrive at work and finish your work at the according hours.

Respect the organization's dress code. Keep conversation content professional.

3. Maintain a Positive Attitude: Build yourself a support network at work. Cultivate

good working relationships with your colleagues: your supervisor, fellow interns,

support staff, professionals in other departments, etc. Lend a hand when needed.

Stay positive and optimistic during stressful periods.

4. Develop Your Network: Conducting on-site informational interviews during your

internship is a great way to learn more about the field and organization as well as

an effective means to develop your network of contacts.

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

you are faced with such challenges, we suggest students to contact immediately the

Internship Coordinator/Facilitator for further assistance. In addition Ana G. Mendez

University Florida Campuses offer academic and professional consulting services

through our Counselor. You can contact the Counselor offices at (407) 207-3363 in case

of a minor situation that you want to discuss with an objective person.

Internship Completion



The completion of the Public Affairs Internship will be after the dedication of one

hundred-thirty (130) hour contact in eight (8) weeks. It is recommendable that the

students solicit to the direct supervisor for a recommendation letter or to serve as a

reference for future professional opportunities. In addition we recommend students in the

last day of practice, to send a written thank-you letter to your direct supervisor and any

other employees who served as mentors to you over the internship. Your letter should

convey your appreciation for the experience, a sense of what you learned; gratitude for

any references written on your behalf, and your school contact information.

Evaluation Process

Students are required to enroll in three (3) credit hours of internship. The evaluation will

be done by the internship center Supervisor and the Internship Coordinator once the one

hundred-thirty (130) hours of Internship are completed by the student. A final paper in

APA style and a portfolio will be part of the evaluation process as well.

Evaluation Check List

Students must complete all require assignments and evaluation process in order to be

evaluated by the Internship Coordinator/Facilitator. The assigned work in the following

evaluation check list should be deliver it in a portfolio style five days after the ending of

the Internship.

Documents

Sistema Universitario Ana G