Sistema Universitario Ana G. Méndez, Inc. School for Professional

Transcription

Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
ACCO 330
CORPORATE GOVERNANCE
GOBIERNO CORPORATIVO
© Sistema Universitario Ana G. Méndez, Inc. 2014
Derechos Reservados
© Ana G. Méndez University System, Inc. 2014
All rights reserved
Non-Education Courses
January, 2014
Prepared based on the course syllabus (2011) of the School of Business and
Entrepreneurship, with the collaboration of:
Carlos D. Fagundo, Module Development Specialist
Mayra Rivera, Content Evaluator
Juanita L. Munera, English Language Specialist
Jeannette Labrador, Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Design
ACCO 330 Corporate Governance 3
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 21
TALLER UNO.............................................................................................................................. 36
WORKSHOP TWO ...................................................................................................................... 48
TALLER TRES ............................................................................................................................ 58
WORKSHOP FOUR .................................................................................................................... 67
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 76
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 88
APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 93
APÉNDICE C/APPENDIX C LANGUAGE LAB AND E-LAB INFORMATION ................. 101
APÉNDICE D/APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION ................... 106
Appendix E PARAGRAPH CONSTRUCTION RUBRIC ........................................................ 110
APÉNDICE F MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO ........................... 112
APÉNDICE G MATRIZ VALORATIVA PARA EVALUAR LA PARTICIPACIÓN EN
CLASE
............................................................................................................................. 116
APÉNDICE H MATRIZ VALORATIVA PARA EVALUAR LA PRESENTACIÓN
ORAL
............................................................................................................................. 120
APÉNDICE I AUTORREFLEXIÓN ......................................................................................... 124
APÉNDICE J MATRIZ VALORATIVA PARA EVALUAR DEMOSTRACIONES ............. 126
Updated 1/15/2014
GUÍA DE ESTUDIO
Título del Curso: Gobierno Corporativo
Codificación: ACCO 330
Créditos: Tres créditos
Duración: Cinco semanas
Prerrequisito: ACCO 333
Descripción: Este curso presenta al alumno una perspectiva del mundo empresarial,
especialmente toda la labor que ejercen los empleados clave en una corporación. Además,
abarca la importancia del gobierno corporativo en el siglo XXI, los derechos y las
obligaciones, así como el desafío legal y ético de la junta directiva. También enfatiza el
seguimiento de la administración para asegurar la efectividad de la junta directiva.
Finalmente, presenta aspectos de la gestión empresarial y las instituciones sin fines de
lucro internacionales versus el modelo americano.
Objetivos generales de contenido
Al finalizar el curso, el estudiante será capaz de:
1. Definir las características y la organización de una sociedad anónima y de todas
las corporaciones.
2. Identificar y citar el concepto de la estructura de capital y la estructura
corporativa.
3. Discutir el concepto de gobernanza empresarial.
4. Explicar la necesidad de un comportamiento más ético en las organizaciones.
5. Describir y analizar la importancia de los aspectos históricos en la evolución de
los negocios.
6. Identificar claramente los empleados clave en la gestión empresarial.
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7. Contrastar los roles de los accionistas, miembros del consejo de administración y
el primer ejecutivo (CEO).
8. Identificar e informar las señales de los problemas comunes en la gestión
empresarial.
9. Comparar y contrastar los gobiernos corporativos internacionales, particularmente
los de Asia y América Latina y el modelo americano.
Objetivos generales de lenguaje
Al finalizar el curso, el estudiante será capaz de:
1. Escuchar: Comprender discursos orales en inglés/español reconociendo sus
diversas finalidades y las situaciones de comunicación en que se producen;
compartir, comparar y desarrollar ideas nuevas acerca del gobierno corporativo
de manera colaborativa; lograr aprendizajes significativos, basados en la
experiencia y en temas motivadores; responder a estímulos auditivos tales como
vídeos, presentaciones audiovisuales y actividades interactivas.
2. Hablar: Expresarse oralmente en inglés/español con coherencia y corrección,
de acuerdo con las diversas finalidades y situaciones comunicativas y adoptando
un estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de
vistas e ideas; desarrollar habilidades y competencias que lo capaciten para su
trabajo escolar, vida laboral y vida cotidiana; utilizar el lenguaje para adquirir
conocimientos nuevos acerca del gobierno corporativo y para aprender a utilizar
técnicas sencillas de manejo de la información mediante los medios tradicionales
y la tecnología informática.
3. Leer: Investigar, analizar, resumir, parafrasear y comprender en inglés/español
la información recogida en los diversos medios de información sobre el tema del
gobierno corporativo y desarrollar actitudes críticas ante los mensajes de los
medios de comunicación, valorar la importancia de sus manifestaciones y
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beneficiarse autónomamente de la lectura como fuente de información y
enriquecimiento cultural.
4. Escribir: Interpretar y producir textos en inglés/español desde una postura
personal crítica y creativa, con una ortografía correcta y con la coherencia y el
énfasis que se requiere para establecer una comunicación clara y efectiva; utilizar
la escritura como medio de comunicación y para proveer información relacionada
al gobierno corporativo.
Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo
Utilice el estilo APA (6ta edición) para reseñar los textos y recursos recomendados.

http://www.apastyle.org/

http://owl.english.purdue.edu/owl/resource/560/01/
Libro(s) recomendados:
Anand, S. (2007). Essentials of Corporate Governance. Wiley and Sons. ISBN 978-0470-13981-3
Larcker, D. F., & Tayan, B. (2011). Corporate governance matters: A closer look at
organizational choices and their consequences. Upper Saddle River, N.J: FT
Press.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6ta ed.). Washington, DC: Author.
(ISBN-10: 1433805618; ISBN-13: 978-1433805615)
Updated 1/15/2014
Libro(s) electrónico(s) recomendado(s):
Essentials of Corporate Governance. Sanjay Anand. 2007. Wiley and Sons. ISBN 978-0470-13981-3
http://www.amazon.com
Willis, J (2008). Teaching the brain to read: Strategies for improving fluency, vocabulary
and comprehension. Recuperado de http://ebrary.com
Recursos adicionales y recursos electrónicos – se recomienda que los estudiantes
accedan los siguientes enlaces, pero que no se limiten a ellos:
Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española

http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española

http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente

http://www.fundeu.es/
Updated 1/15/2014
Descripción de la evaluación
Criterios
Talleres
Puntos
Porcentaje
Asistencia y
participación;
Laboratorio de
Idiomas/E-Lab
Autorreflexiones/
Ensayos /
Trabajos escritos
Presentación oral
individual/grupal
Portafolio digital
1 al 5
100
20%
1 al 5
100
20%
100
20%
5
100
20%
Dos pruebas
parciales
3y5
100
20%
Puntuación
máxima
500
100 %
Totales
Escala:
A = 500 - 450
B = 449 - 400
C = 399 – 350
D = 349 - 300
F = 299 o menos
MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica
para las asignaciones durante la primera noche de clase.
Descripción del proceso de evaluación:
1.
La calificación final del curso se determinará según el porcentaje que obtenga el
estudiante, al demostrar su nivel de aprendizaje del contenido del curso y al
dominar las destrezas del idioma (inglés y español). La calificación final del
alumno reflejará 30 % por dominio de destrezas de idioma y 70 % por el
conocimiento y la aplicación del contenido del curso.

El dominio del contenido del curso se evalúa a través de exámenes,
asignaciones, proyectos, trabajos escritos, presentaciones orales, ejercicios
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del Laboratorio de Idiomas y del E-Lab, etcétera. La calificación deberá
reflejar el 50 % de la evaluación en inglés y el 50 % en español. El
facilitador es responsable de evidenciar que dicho requisito se cumplió.

Ejemplo: Examen parcial

Si el examen parcial consta de 40 opciones, 20 deben ser en inglés y 20
deben ser en español.

Además del requisito anterior, debe evidenciar que el 30 % de la
calificación se basa en el dominio de las destrezas de idioma.
2.
La naturaleza del Discipline-Based Dual Language Immersion Model® es
desarrollar y maximizar las destrezas de idioma de los estudiantes para
potenciarlos como futuros profesionales bilingües. Por lo tanto, toda evaluación
de destrezas escritas y orales estará basada en un 30 % de idioma y un 70 % de
contenido. El facilitador se dejará guiar por el Apéndice A para identificar los
niveles de las destrezas de idioma (escuchar, hablar, leer y escribir) de cada
estudiante y utilizará los niveles de medición de habilidades Can Do. También,
es responsable de diferenciar su enseñanza para atender a las necesidades
específicas de cada alumno, de modo que maximice su aprovechamiento
académico. Por otro lado, usará los criterios de evaluación de los Apéndices B, E
y F para medir las destrezas analíticas de escritura de los documentos que el
alumno redacte.
3.
Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, NetTutor,
Wimba, Voice E-mail, y Biblioteca Virtual):

El Laboratorio de Idiomas y el E-Lab forman parte integral de la
evaluación y las actividades del curso que el estudiante realizará.

El Apéndice C cuenta con información específica sobre los recursos del
Laboratorio de Idiomas y el E-Lab. Es responsabilidad del facilitador
integrar el uso del Laboratorio de Idiomas y el E-Lab en las
asignaciones y actividades del curso. Las horas de práctica en el
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Laboratorio de Idiomas y el E-Lab deberán completarse de acuerdo con
las especificaciones del facilitador.

Como parte de los criterios de evaluación de este curso, cada estudiante
completará la información del Apéndice D y lo entregará al facilitador.

La sección de actividades del módulo debe integrar la utilización del
Laboratorio de Idiomas/E-Lab.
4.
Portafolio digital:

Cada estudiante deberá preparar un portafolio digital.

El portafolio digital es uno de los instrumentos de evaluación que mide el
rendimiento lingüístico y académico de los alumnos. Por tal razón, es
esencial que el facilitador documente el progreso del estudiante a medida
que este vaya dominando el contenido del curso. Igualmente, evidenciará
la evolución de las competencias lingüísticas en inglés y español.

El alumno es responsable de cumplir con los requisitos establecidos en el
Digital Performance Portfolio Assessment Handbook que se encuentra en
Blackboard.

En el Taller Uno, el facilitador discutirá en detalle los procesos y las
expectativas relacionadas al uso del portafolio digital para demostrar
progreso académico y lingüístico y para alcanzar la meta de convertirse en
un profesional bilingüe exitoso.

5.
El portafolio digital final se entregará al facilitador en el último taller.
Examen final/pruebas cortas: Este programa requiere un examen final o dos
pruebas parciales, las cuales se incluirán en la evaluación final. Dichas pruebas se
efectuarán para medir los conocimientos del contenido del curso, según sus
objetivos, al igual que la competencia lingüística en ambos idiomas.
Updated 1/15/2014
6.
Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es
compulsoria; las ausencias afectarán la nota final. Refiérase al Apéndice G para
información adicional. También se evaluarán los siguientes criterios:
7.

Dominio de los temas que se discutan en clase

Cumplimiento de las tareas asignadas

Demostración de las destrezas adecuadas de comunicación

Participación y cumplimiento del trabajo colaborativo

Puntualidad en la entrega de los proyectos/asignaciones
Diario autorreflexivo:

Como actividad de cierre de cada taller, los estudiantes escribirán su diario
autorreflexivo, acerca de un tema que se encuentra en el Apéndice I u otro
asunto que determine el facilitador.

Cada diario se evaluará en términos de su realización.
Descripción de las normas del curso:
1.
Este curso sigue el modelo Discipline-Based Dual Language Immersion
Model® del Sistema Universitario Ana G. Méndez, Inc., el cual está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller se brindará en inglés o español, utilizando el modelo 50/50. Esto
significa que cada taller deberá conducirse enteramente en el lenguaje
especificado. Los lenguajes se alternarán en cada taller para asegurar que el curso
se ofrezca 50 % en inglés y 50 % en español. Para mantener un balance, el
módulo especificará que se utilizarán ambos idiomas en los cursos de cinco
semanas. Es decir, el tiempo y las actividades se dividirán equitativamente entre
ambos idiomas a lo largo del Taller Cinco. Las primeras dos horas se
realizarán estrictamente en español; durante las últimas dos horas solo se
hablará inglés. El modelo 50/50 no aplica a los cursos de idiomas. La
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presentación de estos cursos es exclusivamente en el idioma de instrucción, ya sea
en inglés o español, según aplique.
2.
El curso se conduce en formato acelerado y bilingüe. Esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo con el módulo. El estudiante debe hacer todo el esfuerzo
posible para desarrollar las destrezas en los dos idiomas usando los recursos de
lenguaje disponibles dentro y fuera de la institución. Convertirse en un
profesional bilingüe es un proceso complejo y exigente. Cada taller requiere un
promedio de diez horas o más de preparación, dependiendo del desarrollo del
logro lingüístico del estudiante.
3.
La asistencia a todos los talleres es obligatoria. El estudiante que se ausente a un
taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará
si la ausencia es justificada y decidirá cómo el estudiante repondrá el trabajo
perdido, de ser necesario. El facilitador escogerá una de las siguientes opciones:
permitirle al estudiante reponer el trabajo o asignarle uno adicional, además del
que no entregó inicialmente. Todas las tareas asignadas deben completarse y
entregarse antes que inicie el taller y en la fecha estipulada. El facilitador ajustará
la nota de las tareas repuestas.
4.
Si un estudiante se ausenta a más de un taller, el facilitador tendrá las
siguientes opciones:
a. Si falta a dos talleres, se reducirá la puntuación al nivel inferior respecto a
la nota existente. Es decir, de “A” podría bajar a “B”.
b. Si no asiste a tres talleres, se reducirá la puntuación a dos niveles
inferiores respecto a la nota existente. Es decir, de “A” podría bajar a
“C”.
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5.
La asistencia y participación en actividades de la clase y en presentaciones orales
son extremadamente importantes, pues no se asegura que estas se puedan reponer.
Si el estudiante provee una excusa válida y verificable, para propósitos de
evaluación, el facilitador determinará una actividad equivalente que sustituya la
misma. Dicha actividad deberá incluir el mismo contenido y los componentes del
lenguaje, tales como la presentación oral o actividad que repondría.
6.
En actividades grupales, el equipo se evaluará por el producto final. Sin embargo,
cada miembro del grupo deberá participar y cooperar para lograr un trabajo de
excelencia, pues recibirá una calificación individual.
7.
Se espera que todo trabajo escrito sea de la autoría original de cada estudiante y no
plagiado. Se debe entender que todo el contenido del escrito está
citado/parafraseado apropiadamente y da crédito al autor original. Todo
estudiante debe ser el autor de su propio trabajo, basado en el estudio y la citación
de fuentes confiables (Wikipedia y otras páginas wiki (colaborativas) no son
referencias confiables.) Todo trabajo que contenga material plagiado o presente
trazos de contenido sin citar, se calificará como cero. Para reducir/evitar esta
práctica, se utilizará SafeAssignTM de Blackboard, sistema que verifica la
autoría de los documentos que generan los estudiantes. Esto implica que cada
alumno es responsable de leer la política de plagio de su universidad. Si usted es
estudiante de UT, deberá leer la Sección11.1 del Manual del Estudiante. Si es
alumno de la UMET o UNE, refiérase al Capítulo 13, secciones 36 y 36.1 de los
respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. 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 en la página de
referencias. No se tolerará el plagio; en caso de que se detecte el mismo, el
estudiante se expone a recibir cero en el trabajo y a ser referido al Comité de
Disciplina de la institución. Todos los alumnos deben cumplir todas las prácticas
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dirigidas a evitar el plagio de documentos, ideas y trabajos, pues va en contra de la
ética profesional.
8.
Si el facilitador hiciera cambios al módulo o guía de estudio, este deberá
discutirlos con el director académico y obtener aprobación. Se les proveerá copia
de estos cambios por escrito a los estudiantes, al principio del primer taller.
9.
El facilitador establecerá los medios para contactar a los alumnos; proveerá su
correo electrónico, teléfonos y su horario disponible.
10.
El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad apremiante, deberá permanecer en vibración o en silencio.
11.
No se permite la visita de niños y familiares que no estén registrados en el curso.
12.
Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y al curso.
Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos
provistos en el módulo, deberá informar al facilitador, pero no limitarse a ellos. Existen
otros motores de búsqueda y sitios web que podrá utilizar para buscar la información que
necesita. Entre ellos están:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

Updated 1/15/2014
Para acceder vídeos, puede visitar los siguientes sitios web:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (por solicitud y coordinación previa)
Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)
Estos son solo algunas de las muchas compañías donde puede comprar o alquilar libros.
De ser necesario, el facilitador puede cambiar las direcciones electrónicas o añadir enlaces
profesionales que contengan las investigaciones más recientes sobre el tema del módulo.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requirieran o desearan realizar un estudio/investigación o
administrar cuestionarios o entrevistas, deberán referirse a las normas y procedimientos
de la Oficina de Cumplimiento y solicitar su autorización. Para acceder los formularios
de la Oficina de Cumplimiento y a otra información pertinente, puede visitar el enlace:
http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp y ahí puede seleccionar los
formularios que necesite. En adición, el estudiante/facilitador podrá acceder las
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instrucciones para las certificaciones de investigación en línea visitando el
enlace: http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf.
Las certificaciones incluyen: IRB (Human Subject Research), HIPAA (Confidencialidad
y Privacidad), RCR (Responsible Conduct of Research), y otras.
De tener alguna duda, favor de comunicarse con la directora de cumplimiento o con las
coordinadoras de cumplimiento:
Evelyn Rivera Sobrado, directora de cumplimiento
Tel. (787) 751-0178 ext. 7196
Carmen C. Crespo Díaz, coordinadora de cumplimiento – UMET
Tel. (787) 751-0178 ext. 6366
Josefina Melgar Gómez, coordinadora de cumplimiento – UT
Tel. (787) 743-7979 ext. 4126
Natalia Torres Berríos, coordinadora de cumplimiento – UNE
Tel. (787) 257-7373 ext. 2279
Filosofía y metodología educativa:
Este curso está basado en la filosofía educativa del constructivismo. El constructivismo
es una filosofía de aprendizaje fundamentada en la premisa de que, reflexionando a través
de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el
mundo en que vivimos.
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Cada uno de nosotros genera sus propias “reglas” y “modelos mentales” que utilizamos
para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de ayudar a nuestros estudiantes hacer la
conexión entre el conocimiento previo y las experiencias reales de la vida. De esta
manera, fomentamos un nuevo entendimiento que es relevante para los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivarlos a analizar, interpretar y predecir información para
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir un significado, se requiere comprender todas las partes: globales y
específicas (from whole to parts). Ambas partes deben entenderse en el contexto del
todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en
contexto y no en hechos aislados.
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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 y
no solo el de memorizar las respuestas “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes información sobre la
calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de autoanálisis.
6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los estudiantes a
interpretar las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
Método de instrucción del modelo bilingüe:
El currículo del modelo bilingüe integra el Protocolo de Observación de Inglés
Protegido (SIOP, por sus siglas en inglés: Sheltered Instruction Observation Protocol).
El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para
facilitar una instrucción comprensible. Estos componentes son:
 Preparación de la lección
 Conocimientos previos
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 Instrucción comprensible
 Estrategias
 Interacción
 Práctica/aplicación
 Desarrollo de la lección
 Repaso/evaluación
Las estrategias de instrucción están ligadas a cada uno de estos componentes,
permitiendo que tanto el diseño como la presentación de las lecciones respondan a las
necesidades académicas y lingüísticas de los alumnos que aprenden un segundo idioma.
Cada lección de este curso integra estrategias bilingües y enfoques de instrucción que
garantizan el éxito lingüístico y académico de los estudiantes.
Updated 1/15/2014
Componentes de SIOP (Sheltered Instruction Observation Protocol)
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (AE). Estas estrategias permiten diseñar e impartir una lección que responda a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo
de Aprendizaje de Idioma (CALLA, por sus siglas en inglés: Cognitive Academic
Language Learning Approach), que mejor correspondan a los objetivos específicos de
contenido y lenguaje del taller, e integrarlas en las actividades para que los estudiantes
puedan obtener el máximo provecho académico.
A. Preparación de la lección
B. Andamiaje (Scaffolding)
___ Adaptación del contenido
___ Enlaces con el conocimiento previo
___ Enlaces con el aprendizaje previo
___ Estrategias incorporadas
___ Modelaje
___ Práctica dirigida
___ Práctica independiente
___ Entrada (input) comprensible
Estrategias de CALLA
(Cognitive Academic Language Learning
Approach)
___ Cognitiva
___ Metacognitiva
___ Socioafectiva
C. Opciones de agrupamiento
___ Grupo completo
___ Grupos pequeños
___ Trabajo en parejas
___ Trabajo independiente
D. Integración de los dominios de idioma
___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación de aprendizaje
___ Dinámica
Significativa y relevante
___ Rigurosa
___ Dinámica
___ Vinculada a los objetivos
___ Significativa y relevante
___ Promueve la participación
___ Rigurosa
E. Aplicación de aprendizaje___
___ Vinculada a los objetivos
___ Promueve la participación
Updated 1/15/2014
STUDY GUIDE
Course Title: Corporate Governance
Code: ACCO330
Credits: Three Credits
Time Length: Five Weeks
Pre-requisite: ACCO333
Description: This course introduces the student to the corporate world, especially with
details that pertain to the role of the key players. It includes the importance of corporate
governance for the twenty-first century, rights and obligations, as well as, the legal and
ethical challenges that the board of directors face. Emphasis is placed on monitoring the
implementation and administration of management to ensure the effectiveness of the
board of directors. It also presents aspects of corporate governance and international nonprofit institutions vs. the American model.
General Content Objectives:
Upon completing this course, the student will be able to:
1. Define the characteristics and organization of a corporation.
2. Identify and cite the concept of capital structure.
3. Discuss the concept of governance in a company.
4. Explain the need for more ethical behavior in organizations.
5. Describe and discuss the importance of historical aspects in the evolution of
business.
Updated 1/15/2014
General Language Objectives:
Upon completing this course, the student will be able to:
Listen: Understand oral discussions in English/Spanish recognizing their
different purposes and the communication settings in which they are produced; share,
compare, and develop new ideas about Corporate Governance in a collaborative
manner; acquire significant knowledge supported by experiences and motivational
topics; respond to auditory stimuli such as videos, audiovisual presentations and
interactive activities.
Speak: Express him/herself in English/Spanish correctly and coherently for
a variety of purposes and in a variety of communication settings, adopting a personal
style of expression; analyze, express opinions, and communicate orally different
points of view and ideas; develop abilities and skills that will prepare him/her for
school work, the workplace and daily life; use language to acquire new knowledge
about Corporate Governance and learn to utilize simple techniques of handling
information through traditional media and computer technology.
Read: Investigate, analyze, summarize, paraphrase and understand in English/Spanish
information obtained from a variety of media on Corporate Governance; develop
critical attitudes towards communication media messages reflecting on the
importance of this information; benefit independently from reading as a form of
communication and as a source of cultural enrichment.
Write: Interpret and produce written works in English/Spanish expressing a
personal critical and creative point of view; use correct spelling, grammar, coherence,
and an emphasis on the requirements for effective and clear communication; use
writing as a means of communication and to provide information about Corporate
Governance.
Updated 1/15/2014
APA Requirements (6th edition) to cite books used in the course:
Use APA style (6th edition) to cite recommended books and resources.


http://owl.english.purdue.edu/owl/resource/560/01/
Recommended Book(s):
Anand, S. (2007). Essentials of Corporate Governance. Wiley and Sons. ISBN 978-0470-13981-3
Larcker, D. F., & Tayan, B. (2011). Corporate governance matters: A closer look at
organizational choices and their consequences. Upper Saddle River, N.J: FT
Press.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6ta ed.). Washington, DC: Author.
(ISBN-10: 1433805618; ISBN-13: 978-1433805615)
Recommended E-Book(s)
Essentials of Corporate Governance. Sanjay Anand. 2007. Wiley and Sons. ISBN 978-0470-13981-3 http://www.amazon.com
Willis, J (2008). Teaching the brain to read: Strategies for improving fluency, vocabulary
and comprehension. Retrieved from http://ebrary.com
Additional Resources and Recommended Links – students are encouraged to access
the following links, but not limit themselves only to these:
Virtual Library

Real Academia Española Dictionary

http://www.example.com
Real Academia Española Dictionary (Panhispánico de dudas)
Updated 1/15/2014


Description of the Evaluation:
Criteria
Workshops
Points
Percentage
Attendance/Participat
ion/E-Lab
1 to 5
100
20%
Auto-reflections/
Essays / Written
works
Orla Presentation
individual/group
Digital Portfolio
1 to 5
100
20%
100
20%
5
100
20%
Two Short Tests
3y5
100
20%
Max Points
500
100 %
Totals
Scale:
A = 500 - 450
B = 449 - 400
C = 399 – 350
D = 349 - 300
F = 299 or less
METHOD OF EVALUATION: The facilitator will provide specific information
regarding assignments on the first night of class.
Updated 1/15/2014
Description of the Evaluation Process:
1.
The final grade for the course is determined according to the percentage obtained
by the student for demonstration of learning and achievement of course outcomes
and the learning and mastery of language skills (English and Spanish). The
student’s final grade will reflect 30% for language proficiency and 70% for
mastery and application of content knowledge.

Students’ knowledge of the course content is measured by means of
exams, assignments, projects, written works, oral presentations, Language
Lab/E-Lab exercises, and others. The grade must reflect 50% of the
evaluation in English and 50% in Spanish. It is the facilitator’s
responsibility to have evidence that this requirement was fulfilled.

Example: Midterm

If the midterm has 40 items, 20 items must be in English and 20 must be
in Spanish.

In addition to the previous requirement, there must be evidence that 30%
of the grade demonstrates mastery of language skills.
2.
Our Discipline-Based Dual Language Immersion Model® is designed to
develop and maximize the language skills of our students in order to optimize
their abilities as future dual language professionals. Therefore, all evaluations for
written and oral skills will be based on 30% for language and 70% for content.
The facilitator must refer to Appendix A to identify each student’s level of
language skills (listen, speak, read, and write) based on the Can Do proficiency
levels. Furthermore, it is the responsibility of the facilitator to differentiate
his/her teaching in order to meet the language needs of each student and to ensure
maximum learning and academic performance. In addition, the criteria found in
Appendices B, E and F will be used to evaluate writing skills.
Updated 1/15/2014
3.
Language Lab and E-Lab Requirements (Tell Me More, NetTutor, Wimba,
Virtual Library, & Voice E-mail):

The Language Lab and E-Lab are an integral part of the course evaluation
and activities that the student must complete.

Specific information about the Language Lab/E-Lab resources is found in
Appendix C. It is the facilitator’s responsibility to integrate the use of
the Language Lab/E-Lab in the course assignments and activities.
Practice hours in the Language Lab/E-Lab must be completed according to
the facilitator’s specifications.

Each student must fill out the documentation form found in Appendix D
and submit it to the facilitator as part of the evaluation criteria for this
course.

Practice in the Language Lab/E-Lab must be integrated in the activities
section of the guide.
4.
Digital Portfolio:

Each student must prepare a digital portfolio.

The digital portfolio is one of the tools used to assess students’ linguistic
and academic progress. For this reason, it is imperative that the facilitator
documents students’ progress as they achieve mastery of the course
content, as well as language proficiency in English and Spanish.

It is the student’s responsibility to make sure that the portfolio complies
with the established standards and requirements found in the Digital
Performance Portfolio Assessment Handbook. The facilitator will post the
handbook on Blackboard for students to access.

During Workshop One, the facilitator will discuss in detail the process and
expectations of the use of the digital portfolio to demonstrate linguistic
and academic progress to achieve the goal of becoming a successful dual
language professional.
Updated 1/15/2014

The digital portfolio must be submitted to the facilitator in the last
workshop.
5.
Final exam/short quizzes: This program requires that a final exam or two short
quizzes be included in the final evaluation. These exams/quizzes will be
administered to measure content knowledge according to the course objectives, as
well as linguistic proficiency in both languages.
6.
Attendance and Class Participation: Attendance to every workshop is
mandatory to pass the class, and absences will affect the final grade. Refer to
Appendix G for additional information. The following criteria will also be
evaluated:
7.

mastery of the material discussed in class,

completion of assigned work,

demonstration of adequate communication skills,

effective participation in collaborative tasks, and

submitting work on time.
Self-reflection Journal:

As a lesson wrap-up for each workshop, students will write a selfreflection on a topic found in Appendix I or on another topic determined
by the facilitator.

8.
Each entry will be evaluated for completion.
Paragraphs (Appendix E), Essays (Appendix F), and other Written Tasks
(Appendix B); use APA style, 6th edition, as applicable:
9.
Demonstrations/Role Plays (Appendix J), Individual/Group Oral
Presentations (Appendix H), and Audiovisual Presentations (Appendix H).
Updated 1/15/2014
10.
Facilitator may include other assignments and/or works that are required for
each workshop.
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. DisciplineBased Dual Language Immersion Model® which is designed to promote each
student’s development as a dual language professional. Each workshop will be
facilitated in either English or Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified for the
workshop. The language used in each workshop will be alternated to insure that 50%
of the course is conducted in English and 50% in Spanish. In order to maintain a
balance in five-week courses, the course module will specify that both languages will
be equally used during Workshop Five, dividing the workshop activities between the
two languages. The first two hours will be conducted strictly in Spanish and only
English will be spoken during the last two hours. The delivery of instruction in
language courses must be exclusively in the language taught (Spanish or English).
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community, since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but it could require more at times in order to be able to achieve linguistic
and academic success.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who, in turn, will evaluate the
Updated 1/15/2014
reason for the absence. If it is justified, the facilitator will decide how the student will
make up the missing work, if deemed necessary. The facilitator will select one of the
following options: allow the student to make up the work or assign extra work in
addition to the missed work. Assignments required prior to the workshop must be
completed and turned in on the assigned date. The facilitator may adjust the grade for
late assignments and/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade. In other words, an “A” can
be lowered to a “B.”
b. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade. In other words, an
“A” can be lowered to a “C.”
5. Student attendance and participation in oral presentations and special class activities
are extremely important; since 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 to
substitute it with an equivalent activity for evaluation purposes. This activity must
include the same content and language components, such as the oral presentation or
special activity that was missed.
6. In cooperative learning activities, the group will be assessed for their final work.
However, each member must collaborate to ensure an excellent product and the
success of the group, since each will also receive an individual grade.
7.
It is expected that all written work will be solely that of the student and should not be
plagiarized. All quoted or paraphrased material must be properly cited, with credit
given to its author or publisher. That is, the student must be the author of all work
submitted based on research and citations of reliable sources. Wikipedia and other
wiki pages (collaborative) are not reliable references. It should be noted that
plagiarized writings are easily detectable and students should not risk losing credit for
Updated 1/15/2014
material that is clearly not their own. In order to reduce/prevent plagiarism,
facilitators will use SafeAssignTM, a Blackboard plagiarism deterrent service
used to verify students’ ownership of written works. Therefore, it is the student’s
responsibility to read the university’s plagiarism policy. If you are a UT student, read
Section 11.1 of the Student Manual. If you are a UMET or UNE student, refer to
Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from students in all course-related activities. This means
that ALL papers submitted by students must be original work and that all references
used will be properly cited or mentioned in the bibliography. Plagiarism will not be
tolerated and, in case of detecting an incidence, the student risks receiving a zero in
the assignment or activity and being referred to the Discipline Committee. All
students must comply with all policies aimed at preventing plagiarism of documents,
ideas and works, since this violates professional ethics.
8. If the facilitator makes changes to the module or the study guide, these changes must
first be discussed with the Academic Director in order to obtain approval. A written
copy of these changes must also be provided to students at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing his/her
SUAGM e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions. If there is an urgent need, it
must be on vibrate or silent mode during the class session.
11. Only persons registered in the course are permitted to enter the classrooms.
12. All students are subject to the behavior policies and norms that govern SUAGM, the
course, and the adult professional.
Updated 1/15/2014
Note: If for any reason the student cannot access the links presented in the module,
he/she should notify the facilitator immediately but not limit him/herself to these. There
are many other search engines and links that can be used to research information. Some
examples are:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)
These are only some of the companies where books may be bought or rented.
If deemed necessary, the facilitator may make changes to the Web addresses or links or
add additional challenging, research-based, and professional educational Web resources
to reflect current trends in the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or student is required or wants to conduct research, administer a
questionnaire or interview individuals, he/she must comply with the norms and
procedures of the Institutional Review Board (IRB) Office and request authorization. To
access the forms from the IRB Office or for additional information, visit the following
Updated 1/15/2014
link: http://www.suagm.edu/ac_aa_re_ofi_comites_irbnet.asp and select the forms
needed. In addition, the student/facilitator will find instructions for several online
certifications related to IRB processes by accessing the following link:
http://www.suagm.edu/pdf/Instrucciones%20Certificaciones%20IRBNet.pdf. These
certifications include: IRB (Human Subject Research), HIPAA (Health Insurance
Portability and Accountability Act), RCR (Responsible Conduct of Research), and others.
If you have any questions, please contact the IRB director or coordinators:
Evelyn Rivera Sobrado, IRB director
Tel. (787) 751-0178 ext. 7196
Carmen C. Crespo Díaz, IRB coordinator– UMET
Tel. (787) 751-0178 ext. 6366
Josefina Melgar Gómez, IRB coordinator – UT
Tel. (787) 743-7979 ext. 4126
Natalia Torres Berríos, IRB coordinator - UNE
Tel. (787) 257-7373 ext. 2279
Teaching Philosophy and Methodology:
This course is based on the educational philosophy of Constructivism. Constructivism is
an educational philosophy founded on the premise that, by reflecting on our experiences,
we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models” which we use to make sense
of our experiences. Learning, therefore, is simply the process of adjusting our mental
models to accommodate new experiences.
Updated 1/15/2014
As facilitators, our goal is to assist students in making connections between their prior
knowledge and real life experiences, thus fostering a new understanding that is relevant
to them. We also attempt to tailor our teaching strategies to students’ responses and
encourage them to analyze, interpret, and predict information that can be applied to one’s
daily life.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Constructing meaning requires understanding “wholes” as well as “parts.” The
“parts” must be understood in the context of “wholes.” Therefore, the learning
process focuses on primary concepts in context, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and repeat someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make assessment an essential part of the learning process, thus ensuring that it
provides students with information on the quality of their learning.
5. Evaluations should serve as a self-analysis tool.
6. The adequate tools and environments that help learners interpret the multiple
perspectives of the world will be provided.
7. Learning should be internally controlled and mediated by the learner.
Updated 1/15/2014
Dual Language Instructional Approach
The dual language curriculum integrates the Sheltered Instruction Observation
Protocol (SIOP) Model*.
The student will be exposed to the eight interrelated SIOP learning components to
facilitate comprehensible instruction. These components are:

lesson preparation,

background knowledge,

comprehensible input,

strategies,

interaction,

practice/application,

lesson delivery, and

review/assessment.
These instructional strategies are connected to each one of these components, allowing
that the design and presentation of a lesson address the academic and linguistic needs of
second language learners. Each lesson integrates dual language strategies and
instructional approaches that ensure the linguistic and academic success of students.
Updated 1/15/2014
SIOP Components (Sheltered Instruction Observation Protocol)
The dual language instructional strategies are indicated below each SIOP component (AE). These strategies allow the design and delivery of a lesson that addresses the academic
and linguistic needs of second language learners. The facilitator must select the
Cognitive Academic Language Learning Approach (CALLA) strategies that best align to
the specific workshop’s content and language objectives and integrate them in the lesson
activities to ensure maximum learning and academic performance.
A. Lesson Preparation
B. Scaffolding
__ Modeling
___ Adaptation of Content
___ Guided Practice
___ Links to Background Knowledge
___ Links to Past Learning
___ Independent Practice
___ Comprehensible Input
___ Incorporated Strategies
D. Integration of Language Domains
CALLA Strategies
___ Listening
(Cognitive Academic Language Learning
___ Speaking
C. Grouping Options
Approach)
___ Reading
Whole Class
___ Cognitive
___ Writing
Small Groups
___ Metacognitive
E. Learning Application
Partners
___ Social/Affective
___ Dynamic
___ Independent Work
___ Meaningful/Relevant
___ Rigorous
___ Linked to Objectives
Updated 1/15/2014
___Promotes Engagement
TALLER UNO
Objetivos específicos de contenido:
Al finalizar el taller, el estudiante será capaz de:
1. Explicar qué es una corporación y cómo se organiza.
2. Contrastar los conceptos: estructura de capital, gobernación de una empresa, y la
estructura corporativa.
3. Describir las metas competitivas que una compañía puede tener y por qué hay un
llamado para que las corporaciones sean más éticas.
4. Identificar detalladamente cómo se formó la estructura corporativa y sus
variaciones.
5. Señalar los eventos significativos en la historia de las empresas en los Estados
Unidos.
6. Identificar quiénes son los accionistas de una empresa, su papel en la corporación
y sus derechos.
7. Explicar el deber que tiene la junta directiva con los accionistas y la importancia
de las reuniones de accionistas.
8. Identificar los tipos de propiedad que pueden poseer los accionistas.
Objetivos específicos de lenguaje
Al finalizar el taller, el estudiante será capaz de:
1. Escuchar: Comparar y contrastar los deberes y derechos que tiene la junta
directiva en relación a los deberes y derechos que tienen los accionistas de la
empresa, luego de escuchar las presentaciones formales y discusiones de grupo
relacionadas a los diversos temas que se estudien.
2. Hablar: Discutir las diferentes estructuras corporativas y cómo estas pueden
variar local e internacionalmente. Explicar las similitudes y diferencias que
existen entre de las empresas locales e internacionales.
3. Leer: Analizar los marcos históricos legales que han afectado a las organizaciones
en los Estados Unidos y los efectos que han causado a corto y a largo plazo.
Updated 1/15/2014
4. Escribir: Redactar un informe sobre las lecturas asignadas y un documento acerca
de la caída del mercado de valores.
Enlaces electrónicos:
Biblioteca Virtual


http://www.rae.es/


Definición de una corporación
 http://www.e-conomic.es/programa/glosario/definicion-corporacion
Diferencias entre corporaciones y fundaciones
 http://www.gerencie.com/diferencias-entre-corporaciones-y-fundaciones.html
¿Qué es una corporación?
 http://www.definicionabc.com/general/corporacion.php
¿Qué es el buen gobierno corporativo?
 http://postgrado.upc.edu.pe/cuarto-concurso-buen-gobierno-corporativo/que-esel-buen-gobierno-corporativo
Gobierno corporativo: Lo que todo empresario debe saber
 http://www.caf.com/media/3270/Mfolleto_solo_caf.pdf
La ética corporativa y la responsabilidad social empresaria
 http://www.fundemas.org/index.php?option=com_attachments&task=download&
id=19
Ética empresarial y responsabilidad social de las organizaciones
 http://www.slideshare.net/cindycastro14/tica-empresarial-y-responsabilidadsocial-en-las-organizaciones
Updated 1/15/2014
Estructura de capital
 http://www.enciclopediafinanciera.com/finanzas-corporativas/estructura-decapital.htm
Estructura óptima de capital
 http://www.expansion.com/diccionario-economico/estructura-optima-decapital.html
Estructura de capital y costo de deuda
 http://www.youtube.com/watch?v=EK9wEpbtDY4
Ley de Sarbanes-Oxley
 http://www.slideshare.net/santosperez/ley-sarbanes-oxley
Descripción de la Ley de Sarbanes-Oxley
 http://www.maxcom.com/descargables/inversionistas/espanol/Gobierno/Ley_Sarb
anes/Ley-Sarbanes-Oxley.pdf
Frente a los fraudes contables – Ley de Sarbanes-Oxley
 http://www.interamericanusa.com/articulos/Leyes/Ley-Sar-Oxley.htm
Accionistas
 http://definicion.de/accionista/
Las preguntas que debe hacerse todo accionista de una compañía cotizada
 http://www.cnmv.es/DocPortal/Publicaciones/Guias/guia_accionistacc.pdf
Derechos de los accionistas
 http://www.enciclopediafinanciera.com/mercados-financieros/acciones/losaccionistas.htm
Informes orales exitosos
 http://languagecenterusc.wordpress.com/recursos/espanol/guias-rapidas/
Updated 1/15/2014
Instrucciones importantes para los estudiantes:
1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el
contenido. Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el
E-Lab, correo electrónico y la plataforma de Blackboard.
2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y
otra información en Blackboard. Además, compartirá recordatorios sobre las
asignaciones, los proyectos y la importancia de completar los ejercicios del
Laboratorio de Idiomas/E-Lab durante el curso. Lea esta información con
frecuencia a lo largo del curso.
3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio
Assessment Handbook que se encuentra en Blackboard. Dicho documento
contiene instrucciones detalladas para completar el portafolio digital eficazmente.
Familiarícese con dicho manual.
4. Utilice la herramienta NetTutor para revisar sus trabajos escritos antes de
enviarlos al facilitador. Dicho recurso revisa los principios de redacción y la
gramática de lo que usted escribe y le ofrece retroalimentación. El facilitador
enviará los trabajos escritos a SafeAssignTM para detectar casos de plagio. Limite
el uso de información copiada directamente de la Internet, utilice el estilo APA y
mencione las referencias.
5. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas
con el facilitador por medio de Voice E-mail.
6. Abra una cuenta en Tell Me More y comience a trabajar en los ejercicios
interactivos diseñados para desarrollar/mejorar las destrezas lingüísticas en
español. Tome el examen de ubicación de idiomas de Tell Me More y realice los
ejercicios interactivos en el Laboratorio de Idiomas correspondientes al nivel de
inglés y de español que haya obtenido. Refiérase al Apéndice C para
información adicional. Complete el documento del Apéndice D e indique el
tiempo que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/ELab. Este documento se entregará semanalmente al facilitador; el mismo forma
parte de la nota final y se incluye en el portafolio digital.
Updated 1/15/2014
7. Finalmente, es muy importante que entienda la importancia de dominar los temas
de aprendizaje. Es necesario que consulte continuamente diccionarios y otros
recursos de apoyo. El dominio pleno de los conocimientos adquiridos en cada
taller es necesario para la siguiente clase. De esta manera, seguirá puliendo el
proceso de aprendizaje. Procure prestar atención a las actividades de lenguaje.
Recuerde que el 30 % de su nota depende de las competencias lingüísticas que
demuestre en inglés y español (según el idioma del taller) y 70 % recae en el
dominio del contenido del curso.
Asignaciones que realizará antes del taller:
1.
Comience su glosario del curso con los conceptos detallados en la sección
“Vocabulario clave de la lección” siguiendo las instrucciones del facilitador.
2.
Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para
investigar sobre las metas competitivas que una compañía puede tener y por qué
hay un llamado para que las corporaciones sean más éticas; busque información
sobre el lugar donde se incorporan las empresas. Resuma el material para
discutirlo en clase.
3.
A base de la lectura de los capítulos del libro de texto que asignó el facilitador,
sobre las corporaciones, su historia y los accionistas de la empresa, conteste por
escrito las preguntas/planteamientos que se indican a continuación. Asegúrese de
incluir las referencias y de enviar a NetTutor para recibir retroalimentación. El
facilitador enviará los trabajos escritos a SafeAssignTM para detectar casos de
plagio. Envíe su trabajo a través de Blackboard. Limite el uso de información
copiada directamente de la Internet, utilice el estilo APA y mencione las
referencias. (Parte de la evaluación)
a. Identifique y explique detalladamente las características de una
corporación.
b. Defina y describa las ventajas y desventajas de una empresa.
c. Establezca el propósito de una compañía. Exprese la importancia de la
corporación, en referencia a sus empleados, accionistas, lugar donde está
localizada, gobierno, sociedad, etcétera.
d. ¿Cuán importante es la ética para una organización? ¿Qué importancia
tiene para los empleados, la gerencia y los directores y la sociedad?
Updated 1/15/2014
Mencione un caso en el que una compañía haya incurrido en acciones
antiéticas que hayan impactado, de alguna manera, a la sociedad o
comunidad.
e. Identifique y defina los cinco modelos de gobernabilidad corporativa.
f. Explique lo que significa hostile takeovers, poison pills, white knight, y
corporate raiders.
g. Mencione bajo qué circunstancias una empresa debe llenar el formulario
8-K. Identifique las situaciones en las que se requiere que una compañía
utilice dicho formulario para notificar a sus accionistas y a la Comisión de
Valores e Intercambios (Securities and Exchange Commission).
h. Cuáles son y en qué consisten los derechos de los accionistas. Cuáles son
los deberes más importantes de los accionistas respecto a la empresa.
4. Busque información acerca de la agencia donde se incorporan los negocios.
Discuta las ventajas y desventajas que una organización debe considerar al
momento de decidir dónde radicar los documentos de incorporación. ¿La
empresa tiene que incorporarse en el estado donde se encuentran sus oficinas
centrales? ¿Sí, no? Explique su contestación. Dé ejemplos de compañías que se
han incorporado en estados distintos a la sede de sus oficinas centrales. Señale
la razón por la cual escogieron dicho lugar. Redacte un resumen o bosquejo
para que discuta dicha información en clase.
5. En una página, presente brevemente los aspectos más importantes del Acta de
Sarbanes-Oxley. Explique cómo dicho documento ha afectado el ambiente
corporativo contemporáneo. En su opinión, ¿ha sido efectiva o no? ¿Qué
impacto ha tenido en el mundo de las corporaciones, ha logrado el propósito por
el cual fue creada? Mencione varios ejemplos de las compañías que han violado
los principios del acta. Llegue preparado para presentar su información en
clase.
Updated 1/15/2014
6. Redacte un resumen de dos páginas y explique la causa de la caída del mercado
en 1929 (Stock Market Crash). Además, resuma el Acta de Valores de 1933
(Securities Act of 1933) y la Ley del Mercado de Valores de 1934 (Securities
Exchange Act of 1934). Presente el impacto de estas actas en las corporaciones
y cómo siguen utilizando hoy en día. Asegúrese de incluir las referencias y de
enviar a NetTutor para recibir retroalimentación. El facilitador enviará los
trabajos escritos a SafeAssignTM para detectar casos de plagio. Envíe su trabajo
a través de Blackboard. Limite el uso de información copiada directamente de la
Internet, utilice el estilo APA y mencione las referencias. Prepárese para
presentar su resumen en clase. (Parte de la evaluación)
Vocabulario clave de la lección:
1. Corporación
2. Gobierno corporativo
3. Ética corporativa/empresarial
4. Estructura de capital
5. Acta de Sarbanes-Oxley
6. Accionistas
7. Derechos de los accionistas
Lista de materiales suplementarios para el taller:
1.
Blackboard
2.
Tell Me More
3.
NetTutor
4.
Wimba
5.
Voice E-mail
Updated 1/15/2014
Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea
indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a
desarrollar/mejorar su dominio de las destrezas lingüísticas y académicas en cada taller.
_X_ Adaptación de contenido
_X_ Enlaces con el conocimiento previo
_X_ Enlaces con el aprendizaje previo
_X_ Estrategias incorporadas
_X_ Modelaje
_X_ Práctica dirigida
_X_ Práctica independiente
_X_ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
_X_ Cognitiva
_X_ Metacognitiva
_X_ Socioafectiva
1)___________________ 2)__________________
1)___________________ 2)__________________
1)___________________ 2)__________________
_X_ Grupo completo
_X_ Grupos pequeños
_X_ Trabajo en pares
_X_ Trabajo independiente
_X_ Escuchar
_X_ Hablar
_X_ Leer
_X_ Escribir
_X_ Dinámica
_X_ Significativa y relevante
_X_ Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
Updated 1/15/2014
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1.
El facilitador realizará las siguientes actividades:

Diseñará una actividad, puede ser rompehielos, en la cual el facilitador y
los alumnos participarán.

Proveerá a los estudiantes su información de contacto; se elegirá al
representante estudiantil.

Determinará las fechas en las que se administrará el examen final o las dos
pruebas cortas. Los alumnos son responsables de cumplir con lo que
estipule el facilitador.
2.
El facilitador realizará lo siguiente:

Explicará la descripción y los objetivos del curso, el proceso de
evaluación, las expectativas de la clase, los apéndices, las asignaciones,
políticas y otras normas que regirán el desarrollo de la clase. El facilitador
contestará preguntas relevantes.

Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio
de Idiomas/E-Lab y cómo las incorporará en clase para el beneficio de los
estudiantes. El facilitador utilizará Wimba, en Blackboard, para establecer
un foro de discusión oral sobre los temas del taller y explicará cómo se usa
dicha herramienta.

Aclarará las directrices y dudas sobre el Digital Performance Portfolio
Assessment Handbook. El alumno es responsable de completar las tareas
pendientes semanalmente, hasta cumplir con todos los requisitos e
instrucciones del manual y del facilitador.
3.
El facilitador repasará las asignaciones que los alumnos realizaron antes del taller
para comprobar que comprendieron el material. Habrá oportunidad para aclarar
dudas.
4.
El facilitador hará una presentación formal de los conceptos relacionados a las
corporaciones, estructura, organización, beneficios, propósito, efecto del
gobierno y economía a la corporación, ética corporativa, estructura capital y
gobierno corporativo.
Updated 1/15/2014
5.
El facilitador dividirá la clase en grupos y asignará sendos (uno a cada uno)
modelos de gobernanza corporativa. Cada equipo presentará un modelo de
gobernanza, durante 5-8 minutos. Como parte de la conclusión, los grupos
elegirán el mejor modelo en consenso y justificarán sus opiniones. (Parte de la
evaluación)
6.
Individualmente, los alumnos discutirán el material que trabajaron acerca de
los lugares de incorporación de una empresa. Es necesario que destaquen por
qué se escogió determinado estado/ciudad y los aspectos más influyentes para
decidirse. (Parte de la evaluación)
7.
El facilitador discutirá en detalle los problemas éticos que existen en las
corporaciones, tanto para los gerentes, la junta de directores y la corporación
en general, como entidad. Además, le pedirá a varios estudiantes que
compartan los ejemplos de las tareas que realizaron antes del taller. En grupo,
los estudiantes analizarán las consecuencias de las acciones antiéticas y cómo
impactaron a la empresa como un todo. De la misma forma, el facilitador y
los estudiantes discutirán casos en los que la ética profesional ha sido
ventajosa para la compañía que la practica.
8.
El facilitador hará una presentación formal acerca de la historia de las
corporaciones, los diferentes métodos de adquisición de otra empresa, la caída
del mercado de valores en 1929 y las actas creadas dado este evento y el Acta
de Sarbanes-Oxley.
9.
El facilitador dividirá la clase en grupos, asignará sendos (uno a cada uno)
métodos de adquisición de una empresa y los equipos los presentarán
brevemente. La clase discutirá los aspectos positivos y negativos de cada
método.
10.
Los alumnos compartirán su información acerca de la caída del mercado de
valores, ocurrida en 1929. También explicarán las causas de ese suceso
histórico y su impacto en la economía. A la vez, el facilitador les solicitará a
varios estudiantes que presenten sus trabajos sobre las actas de 1933 y 1934.
La clase discutirá la importancia de dichas actasy sus efectos en el mundo
empresarial.
Updated 1/15/2014
11.
El facilitador escogerá a varios estudiantes para que presenten la información
de su trabajo escrito relacionado al Acta de Sarbenes-Oxley. El facilitador
conducirá una discusión de grupo para cubrir los puntos más importantes de
dicho documento. Los estudiantes presentarán ejemplos de empresas que han
sido afectadas por el acta y discutirán los detalles de cada caso.
12.
El facilitador hará una presentación formal relacionada a las responsabilidades
de los accionistas, la junta de directores, votación de miembros de la junta y
las responsabilidades de los directores.
13.
El facilitador, con la ayuda de los estudiantes, enlistará las diferentes
responsabilidades de los accionistas, gerentes de la empresa y la junta de
directores. Los alumnos discutirán la importancia de dichas responsabilidades
y cómo se vinculan a los diferentes grupos de personas.
14.
Finalmente, el facilitador mencionará y aclarará las tareas que realizarán,
antes del próximo taller.
Evaluación: (DIFERENCIADA POR LOS NIVELES DE DOMINIO DE UN
SEGUNDO IDIOMA)
1. Individual: Informar acerca de las preguntas y planteamientos de los temas que
presentan las lecturas asignadas.
2. Grupal: Trabajar en equipo sobre los modelos de gobernanza corporativa.
3. Escrito: Preparar un documento sobre la caída del mercado de valores e informe
sobre las lecturas asignadas.
4. Oral/Auditivo: Presentar los temas asignados.
Cierre del taller:
1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s)
pregunta(s) que escojan o se les asigne del Apéndice I. El facilitador podrá elegir
otro tema para la autorreflexión individual.
2. Grupal: La junta de directores de la empresa que trabajas no está satisfecho con
el servicio de transportación de sus productos. La junta de directores piensa que
puede manejar el asunto mucho mejor que los directivos de la compañía. Por tal
Updated 1/15/2014
razón, el presidente de la junta te ha pedido que analices la forma de ganar el
control de la empresa de transportación. ¿Qué método le sugerirías a la junta de
directores? ¿Qué información adicional discutirías con la junta antes de
presentarle tu sugerencia? Comparte tu opinión con el resto de la clase.
Updated 1/15/2014
WORKSHOP TWO
Specific Content Objectives:
At the end of the workshop the students will be able to:
1. Demonstrate understanding of what is a board of directors and its primary
functions and duties.
2. Describe the importance of independent outside directors.
3. Identify the process of electing the board of directors and the important
considerations in doing so.
4. Recognize the issues surrounding director compensation and reprisals and the role
of subcommittees within the board.
5. Explain the role of the Chief Executive Officer (CEO) and what distinguishes
him/her from the board chairperson and vice-versa.
6. Describe the issues surrounding CEO compensation and the importance of careful
planning with regards to the CEO succession.
7. Demonstrate a good understanding of the concept of Corporate Governance and
its importance.
8. Identify the contributing factors that lead to corporate crime.
9. Explain the models and principles of corporate governance.
Specific Language Objectives:
At the end of the workshop, the student will be able to:
1. Listen: Acquire information from the formal presentations and class discussions,
and become aware of the issues surrounding the director’s and CEO’s compensations.
2. Speak: Discuss the importance of corporate governance and who benefits from
good corporate governance.
3. Read: Research online and other reading materials in order to prepare a graphic
organizer that demonstrates the contributing factors that lead to corporate crime and
provide examples of corporate scandals.
Updated 1/15/2014
4. Write: Prepare a written summary on the importance of having a board of directors
and their role in corporate governance.
Electronic Links (URLs):
Biblioteca Virtual
Board of Directors
http://www.businessdictionary.com/definition/board-of-directors.html
Establishing a Non-Profit Organization – selection of the board of directors
http://foundationcenter.org/getstarted/tutorials/establish/board_dev.html
Who Elects a Company's Board of Directors?
http://smallbusiness.chron.com/elects-companys-board-directors-67545.html
Effects of Independent and Friendly Outside Directors
http://www.gcgf.org/wps/wcm/connect/5b21b30048a7e5bca34fe76060ad5911/Effects%2
Bof%2BIndependent%2Band%2BFriendly%2BOutside%2BDirectors.pdf?MOD=AJPER
ES&CACHEID=5b21b30048a7e5bca34fe76060ad5911 Takes too long to open (42
pages).
2012 Director Compensation Report
http://www.fwcook.com/alert_letters/2012_Directors_Compensation_Report_NonEmployee_Director_Compensation_Across_Industries_and_Size.pdf
Board Director Pay Hits Record $251,000 for 250 Hours
http://www.bloomberg.com/news/2013-05-30/board-director-pay-hits-record-251-000for-250-hours.html
Understanding the Leadership Role of the Board Chairperson through a Team Production
Approach
http://www.regent.edu/acad/global/publications/ijls/new/vol3iss1/gabrielsson/Gabrielsson
HuseMinichill_IJLS_V3Is1.pdf
The Role of the Chair/President
http://dawn.thot.net/board_chair.html
2012 CEO Compensation
Updated 1/15/2014
http://www.forbes.com/lists/2012/12/ceo-compensation-12_rank.html
CEO Succession Planning
www.gsb.stanford.edu/sites/default/files/documents/CEOSuccession_10.06.10_0.pdf
Ten Key Dimensions of Effective CEO Succession
http://www.iveybusinessjournal.com/topics/the-organization/ten-key-dimensions-ofeffective-ceo-succession#.UgbRnBXD8dU
Corporate Governance – definition
http://www.businessdictionary.com/definition/corporate-governance.html
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary on the vocabulary
detailed in the Academic Core Vocabulary section.
2. Using the Virtual Library, Internet, and/or other academic resources, research
information on the importance of electing a board of directors and the process
involved.
3. Write a two-to-three-page summary on the importance of having a board of
directors and their role in corporate governance.
4. Go to Wimba Voice Board and orally discuss factors that lead to corporate crime
and provide examples of corporate scandals.
5. Prepare a graphic organizer that demonstrates the contributing factors that lead to
corporate crimes and cite examples of recent and past corporate scandals.
6. Continue working on the organization and completion of the digital portfolio
following the guidelines stipulated in the Digital Performance Portfolio
Assessment Handbook.
7. Go to Tell Me More and continue working on the interactive exercises designed
to develop/improve linguistic skills in English. Submit the document found in
Appendix D indicating the amount of time spent working on the Language Lab/ELab activities and exercises.
Updated 1/15/2014
8. Read the chapters from the required class book related to the Board of Directors,
CEO and Chairperson, and Good Corporate Governance: An Introduction.
9. Complete any additional assignments/classwork identified by the facilitator
during the previous workshop.
10. Work on the completion of the following case study.
Case Study: You have been selected for a position on the Board of Directors for
a Fortune 100 firm. A friend of yours wants to know what you are going to do in
your new job. Be prepared to work in a group and discuss your homework
submission on legal responsibilities regarding the board of directors. The
facilitator could decide to lead a group discussion to identify the most important
legal responsibilities, the impact of the Sarbanes-Oxley Act, and the ethical
responsibilities of the board of directors.
11. Go to the Discussion Board in Blackboard and answer the following questions:
a. Identify at least eight of the specific jobs assigned to the board of directors
as representatives of the shareholders.
b. Define the general structure of a board of directors, what elements must be
considered, and which members must be present in order to have a
successful board of directors.
c. Should the CEO and the director of the Board of Directors be the same
person? Write the pros and cons for combining both positions and the
pros and cons of having separate positions. Be ready to do a class group
exercise.
d. Identify the legal obligations of the board of directors. How SarbanesOxley changed the liability of the directors?
e. What additional committees can we find in a corporation that can help the
board of directors? Explain their responsibilities.
f. Describe the duties of the chairperson on a board.
g. Research on line the severance package for a CEO and summarize your
findings. Make sure to get information on the company’s financial
performance. Be ready to participate in a group exercise in class.
Updated 1/15/2014
h. Explain the five models of corporate governance: Traditional, Carver,
Collective, Operational, and Management.
i. Prepare a two-page summary, double-spaced on What is corporate
governance?, Who benefits from corporate governance?, and What are the
principles of corporate governance?
12. Research online the top five (5) paid CEOs in the United States. Prepare a
summary explaining how much they are paid, the company they work for, and
how the company has performed financially for the last three years. Answer the
question for each CEO: Does the CEO salary reflect the company’s financial
performance for the last three years? Do you agree with his/her salary? Yes? No?
Explain your decision.
13. Visit the following website:
http://www.ifc.org/wps/wcm/connect/Topics_Ext_Content/IFC_External_Corpora
te_Site/Corporate+Governance
Choose one of the six Corporate Governance Regional Programs shown on the
Web page and prepare a one-page summary for that program/region. Be ready to
present your summary in class. (You must place your cursor over one of the
regions and click once to obtain the information about that region.)
14. Look for an online article or newspaper article related to the corporate governance
of a company. Summarize the information you bring to class for discussion.
15. Continue working on your E-Lab requirements, electronic portfolio, and/or on any
other assignments/projects assigned to you by your facilitator.
Academic Core Vocabulary:
1. Board of Directors
2. Independent Outside Directors
3. Electing a Board of Directors
4. Director Compensation
5. Chief Executive Officer
6. Board Chairperson
7. CEO Succession
Updated 1/15/2014
8. Corporate Governance
List of Supplementary Materials for the Workshop:
1. None
Updated 1/15/2014
SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line
indicates the teaching strategies that will be used in each class to support and increase
students’ linguistic and academic performance.
B. Scaffolding
_X_ Adaptation of Content
_X_ Links to Background Knowledge
_X_ Links to Past Learning
_X_ Incorporated Strategies
_X_ Modeling
_X_ Guided Practice
_X_ Independent Practice
_X_ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategy/strategies that will be used in the
lesson and explain each one to the students.
_X_ Cognitive
_X_ Metacognitive
_X_ Social/Affective
1)_______________________
1)_______________________
1)_______________________
C. Grouping Options
_X_ Whole Group
_X_ Small Group
_X_ Partners
_X_ Independent Work
2)_______________________
2)_______________________
2)_______________________
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
_X_ Dynamic
_X_ Meaningful/Relevant
_X_ Rigorous
_X_ Linked to Objectives
_X_ Promotes Engagement
Updated 1/15/2014
Integrated Activities of Content and Language to Achieve Content and Language
Objectives:
1. The facilitator will conduct a review of the topics covered in the previous
workshop to ensure students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments
completed prior to the workshop and check for student comprehension. Any
doubts/concerns will be addressed.
3. Assignments from workshop one will be returned to the students. If
necessary, the facilitator will discuss any important concerns or problem areas
identified by the students in their reflective journals.
4. The facilitator will select various students to go over the concerns/problems
and lead a class discussion to reinforce important points or answer any
questions.
5. The facilitator will conduct a formal presentation related to the structure of a
board of directors, the responsibility of selecting the CEO and his/her
executives, the legal obligations of directors, independent outside directors,
compensation, reprisal, and additional committees. During the presentation
the facilitator will use a series of examples and cases to reinforce and clarify
the material discussed in class.
6. Case Study: You have been selected for a position on the Board of Directors
for a Fortune 100 firm. A friend of yours wants to know what you are going
to do in your new job. The facilitator will select a few students to identify
your new job responsibilities and will lead a discussion to identify your main
duties. The facilitator will divide the class into small groups. Each group will
discuss their homework submission on legal responsibilities regarding the
board of directors. The facilitator will lead a group discussion to identify the
most important legal responsibilities, the impact of the Sarbanes-Oxley Act,
and the ethical responsibilities of the board of directors.
Updated 1/15/2014
7. The facilitator will conduct a formal presentation related to the role of the
chairperson, expectations of the CEO, board-management relationship, CEO
succession planning, selection, and performance.
8. The facilitator will divide the class into small groups. Each group will discuss
the information the students compiled on compensations for CEO in the
United States. Each group will identify three top CEOs and will present to the
rest of the class. The facilitator will lead a discussion with the groups on
salary and company performance.
9. The facilitator will conduct a formal presentation related to corporate
governance: definition, basics, theories, models, and principles. During the
presentation the facilitator will use a series of examples and case studies to
reinforce and clarify the material discussed in class.
10. The facilitator will again divide the class into small groups or pairs. Each
group or pair will do a short presentation based on different Corporate
Governance Regional Programs. Volunteer students will also be asked to
present their online or newspaper articles on corporate governance. The
facilitator will lead a discussion with the class to demonstrate how the
information provided by the presenter relates to the information covered
during the workshop.
11. The facilitator will collect the homework assignments and assign additional
problems/cases that the students must work on before the next workshop.
12. Students will present any investigative projects, if assigned.
13. Students will write in their reflective journal about the material learned during
the workshop and identify any questions or concerns about the material. If
necessary the facilitator will go over any material or provide additional
examples to clarify any major concerns.
14. The facilitator will discuss and clarify doubts regarding the assignments due
prior to the next workshop.
Updated 1/15/2014
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: Students will write an entry in their reflective journal to summarize
the knowledge gained and to identify any questions/concerns about the material
presented during the workshop.
2. Group: The students will show their understanding of corporate governance
concepts by explaining how they benefit shareholders, society, and the economy.
3. Written: Students will write about ethical issues that board of directors or CEOs
can encounter during their positions.
4. Oral: The students will debate what is the best way to compensate members of a
board of directors and CEOs.
Lesson Wrap-Up:
1. Individual: (Role Play) You have been selected to decide what type of severance
package the company should give to his/her departing CEO. Your supervisor
asked you to go online and find a severance package that was given to your CEO
competitor. Summarize the details about the information you find and give them
to your boss. The facilitator will select at least three students for the Role Play.
The class will have a discussion regarding the fairness of the severance packages
that are presented.
2. Group: Should the CEO and the director on the Board of Directors be the same
person? The groups will argue the positive and negative aspects of this topic.
The facilitator will keep a list regarding all the important points/issues and the
class will come to a consensus on which way a company should be structured; as
one position or two separate positions.
Updated 1/15/2014
TALLER TRES
Objetivos específicos de contenido
Al finalizar el taller, los estudiantes serán capaces de:
1. Reconocer los indicadores de problemas comunes que se relacionen con la junta
directiva.
2. Identificar las señales de peligro que pueden observarse en las actitudes y
actividades de los ejecutivos de la corporación y los accionistas.
3. Describir los indicadores de problemas que se desprenden de los estados
financieros de una corporación.
4. Examinar las áreas que el gobierno corporativo de una empresa debe prestar
atención.
5. Entender los procedimientos de denuncias de irregularidades y los valores de los
códigos éticos.
8. Describir los procesos de evaluaciones de desempeño y el proceso de elección del
director de una empresa.
Objetivos específicos de lenguaje:
Al finalizar el taller, los estudiantes serán capaces de:
1. Escuchar: Validar los factores que afectan la junta directiva de una corporación y
cómo poder evitar o reducir la posibilidad de estos problemas.
2. Hablar: Discutir detalladamente los procedimientos del manejo de denuncias en
la empresa, incluyendo las obligaciones de la corporación; explicar la protección
de los derechos del denunciante.
3. Leer: Analizar los indicadores que demuestran que los documentos financieros de
una empresa pueden contar con información incorrecta y estudiar los pasos a que
deben tomar la junta de directores y la gerencia de la corporación para solucionar
dichos problemas.
4. Escribir: Elaborar un informe sobre los planteamientos que se desprenden de las
lecturas asignadas.
Updated 1/15/2014
Biblioteca Virtual


http://www.rae.es/


Problemas y desafíos del “gerenciamiento” corporativo
 http://www.ehowenespanol.com/problemas-desafios-del-gerenciamientocorporativo-info_51758/
Función de las junta directivas

http://www.liderempresarial.com/num99/7.php
¿Qué hace eficaz a un ejecutivo?

http://www.losrecursoshumanos.com/contenidos/1931-que-hace-eficaz-a-unejecutivo.html
Valores: la mayor fortaleza de los grandes ejecutivos

http://www.portafolio.co/negocios/valores-la-mayor-fortaleza-los-grandesejecutivos
Ser modesto: la marca de un buen ejecutivo

http://www.cnnexpansion.com/mi-carrera/2013/01/04/3-lecciones-para-ejecutivos
El problema de agencia entre accionistas mayoritarios y minoritarios

http://www.ubo.cl/icsyc/wp-content/uploads/2011/11/El-problema-de-agenciaentre-accionistas-mayoritarios-y-minoritarios.pdf
Updated 1/15/2014
Buen gobierno corporativo: el diálogo entre accionistas y la reputación corporativa

http://kc3.pwc.es/local/es/kc3/publicaciones.nsf/V1/A1A69B1C5002F74EC1257
82B00390557/$FILE/BuenGCDi%C3%A1logoEntreAccionistasYReputaci%C3
%B3nC.pdf
El gobierno corporativo, el control de las empresas y la defensa de los derechos de los
accionistas minoritarios

http://www.chap.gva.es/web/rveh/pdfs/n9/cola2_9.pdf
Los problemas financieros más comunes

http://www.asimet.cl/Finanzas_Empresariales/formulas.htm
La planificación financiera de la empresa

http://www.slideshare.net/Piedad1963/anlisis-financiero-de-la-empresa-2703716
El programa de protección a denunciantes internos

https://www.osha.gov/whistleblower/index-sp.html
Papel de los informantes internos en el combate a la corrupción

http://biblio.juridicas.unam.mx/libros/6/2770/9.pdf
Código de ética para empresas

http://www.ecgi.org/codes/documents/ica_coe_es.pdf
Ejemplo de código de ética – Mylan

http://files.shareholder.com/downloads/ABEA2LQZGT/0x0x452540/E1EA7C10-F9E1-4815-B6582FBC4FDCFFB0/19976_Puerto_Rico_bookmarked.pdf
Evaluación del desempeño

http://www.sites.upiicsa.ipn.mx/polilibros/portal/Polilibros/P_terminados/AdmonPerson/Polilibro/Contenido/Unidad5/5.4.htm
Ejemplo del formulario de evaluación de desempeño 360 grados para ejecutivos

http://www.slideshare.net/adrysilvav/evaluacion-de-desempeno-360gradosejecutivos
Evaluación del rendimiento laboral

http://www.cepvi.com/trabajo/rendimiento.shtml
Updated 1/15/2014
¿Cómo evitar equivocarse al contratar un ejecutivo?

http://gestion.pe/2012/07/02/empleo-management/como-evitar-equivocarse-alcontratar-ejecutivo-2006443
Asignaciones que realizará antes del taller:
1. Continúe trabajando en su glosario del curso con los conceptos detallados en la
sección “Vocabulario clave de la lección” siguiendo las instrucciones del
facilitador.
2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para buscar
un artículo que ilustre la denuncia pública de los problemas que aquejan a una
empresa. Resuma sus hallazgos y prepárese para presentarlos en la clase. (Parte
de la evaluación)
3. Vaya a Wimba Voice y discuta oralmente sobre el Acta de Sarbanes-Oxley,
específicamente los derechos de las personas que divulgan irregularidades en una
empresa. ¿Qué piensa de los derechos? ¿Son suficientes, no dan abasto?
4. Lea los capítulos del libro de texto que tratan sobre las señales problemáticas,
dado a la gobernación corporativa.
5. Prepare un organizador gráfico (que determinará el facilitador) para ilustrar el
proceso/método de evaluación del trabajo de los ejecutivos de una empresa.
Llegue listo para presentarlo en clase.
6. De las lecturas asignadas, redacte la contestación de los siguientes
planteamientos: (Parte de la evaluación)
a) Identifique y resuma los 16 indicadores que señalan la posibilidad de
que existan problemas con la junta de directores.
b) Describa y resuma los cinco indicadores que señalan la posibilidad de
que existan problemas con los ejecutivos.
c) Indique y resuma los tres indicadores que señalan la posibilidad de que
existan problemas con los accionistas.
d) Reconozca y resuma los seis indicadores financieros que señalan la
posibilidad de que existan problemas económicos en la empresa.
Updated 1/15/2014
e) Complemente las secciones a, b, c y d con el resumen de al menos un
ejemplo o caso que ilustre cada indicador.
f) Exprese cuáles son algunas de las técnicas que podemos utilizar para
mantener la integridad al seleccionar los directores corporativos.
g) Asegúrese de incluir las referencias y de enviarlo a NetTutor para
recibir retroalimentación. El facilitador enviará los trabajos escritos a
SafeAssign TM para detectar casos de plagio.
h) Llegue preparado para compartir su material con la clase.
7. Vaya al foro de discusión en Blackboard y conteste las siguientes preguntas:
a. ¿Por qué es importante que contar con un código de ética empresarial?
b. ¿Quién es responsable de evaluar y asegurar el cumplimiento de dicho
código?
8. Continúe trabajando en su portafolio digital y siga las instrucciones estipuladas en
el Digital Performance Portfolio Assessment Handbook.
9. Siga practicando sus destrezas de lenguaje en español y utilice las herramientas de
Tell Me More. Complete y entregue el Apéndice D al facilitador; indique el
tiempo que trabajó en las actividades y los ejercicios del Laboratorio de
Idiomas/E-Lab.
10. Examen: Si en el taller anterior el facilitador entregó un examen para realizarlo
en la casa, los estudiantes lo completarán individualmente y lo entregarán al
facilitador al comienzo de este taller. Por el contrario,si el facilitador decidió
ofrecer el examen en la sala de clases, los alumnos estudiarán el material
discutido en los talleres uno y dos (inclusive) y contestarán el examen
individualmente.
Vocabulario clave de la lección
1. Problemas
a. Junta de directores
b. Ejecutivos
c. Accionistas
d. Financieros
Updated 1/15/2014
2. Denunciantes internos
3. Código de ética
4. Evaluaciones de trabajo
5. Proceso de elección de directores
Lista de materiales suplementarios para el taller:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Wimba
5. Voice E-mail
Updated 1/15/2014
Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea
indica las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a
desarrollar/mejorar su dominio de las destrezas lingüísticas y académicas en cada taller.
_X_ Adaptación de contenido
_X_ Enlaces con el conocimiento previo
_X_ Enlaces con el aprendizaje previo
_X_ Estrategias incorporadas
_X_ Modelaje
X_ Práctica dirigida
X_ Práctica independiente
_X_ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
_X_ Cognitiva
_X_ Metacognitiva
_X_ Socioafectiva
1)___________________ 2)__________________
1)___________________ 2)__________________
1)___________________ 2)__________________
_X_ Grupo completo
_X_ Grupos pequeños
_X_ Trabajo en pares
_X_ Trabajo independiente
_X_ Escuchar
_X_ Hablar
_ X_ Leer
X_ Escribir
_X_ Dinámica
_X_ Significativa y relevante
_X_ Rigurosa
_X_ Vinculada a los objetivos
_X_ Promueve la participación
Updated 1/15/2014
Actividades integradas:
1. El facilitador repasará los temas que se cubrieron en el taller anterior para
asegurarse de que los alumnos comprendan el material.
2. El facilitador preparará una actividad constructivista para repasar las asignaciones
que los estudiantes completaron antes del taller y comprobará que los alumnos
hayan comprendido el material. Habrá oportunidad para aclarar dudas.
3. El facilitador determinará el momento de recoger los exámenes, si los hechos en
casa, así también indicará cuándo lo tomarán, si es en el salón de clases.
4. El facilitador presentará formalmente los siguientes temas: problemas
relacionados a la junta de directores, ejecutivos, accionistas y finanzas.
5. El facilitador pedirá a varios estudiantes que compartan su resúmenes sobre los
aspectos relacionados a los indicadores de problemas con la junta de directores.
Juntos discutirán, en detalle, cada indicador y mencionarán ejemplos que ilustren
lo discutido.
6. El facilitador dividirá la clase en tres grupos. Cada equipo presentará uno de los
siguientes temas: indicadores de problemas relacionados a los ejecutivos, a los
accionistas o a las finanzas de la organización. Basados en la asignación que
realizaron antes del taller, los alumnos compartirán sus hallazgos y los equipos
presentarán ejemplos o casos relacionados a los indicadores presentados. (Parte de
la evaluación)
7.
El facilitador presentará formalmente la importancia de los denunciantes internos
(whistle-blowers) y sus derechos. Además discutirá el código de ética, la
evaluación del trabajo de los ejecutivos, su compensación y el proceso de
selección de los directores. Mientras, los alumnos compartirán los organizadores
gráficos que crearon sobre el proceso/método de evaluación del trabajo de los
ejecutivos de una empresa.
8. El facilitador escogerá a varios estudiantes para que presenten los trabajos que
realizaron como parte de la asignación de este taller y que tratan sobre el Acta de
Sarbanes-Oxley, específicamente los derechos de las personas que divulgan
irregularidades en una empresa.
Updated 1/15/2014
9. El facilitador discutirá los pormenores de los códigos de ética, junto a los
alumnos.
10. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán, antes
del próximo taller.
Evaluación: (DIFERENCIADA POR LOS NIVELES DE DOMINIO DE UN
SEGUNDO IDIOMA)
1. Individual: Examen parcial en español que incluye lo discutido en los talleres uno,
dos y el tres inclusive.
2. Grupal: Trabajo en equipo sobre los indicadores de problemas financieros, con los
accionistas y con los ejecutivos.
3. Escrito: Informe sobre los planteamientos que se desprenden de las lecturas asignadas.
4. Oral/Auditivo: Presentación sobre los indicadores de problemas y el organizador
gráfico.
Cierre del taller
1. Individual: Los estudiantes escribirán su autorreflexión, basados en la(s) pregunta(s)
que escojan o se les asigne en el Apéndice I. El facilitador podrá elegir otro tema para la
autorreflexión individual.
2. Grupal: El facilitador presentará a los estudiantes un problema o caso de una empresa
la cual ha tenido un problema relacionado con los temas discutidos en el taller. En
consenso, los alumnos opinarán acerca de lo presentado y compartirán sus soluciones, así
también sus recomendaciones para evitar lo sucedido.
Updated 1/15/2014
WORKSHOP FOUR
Specific Content Objectives:
At the end of the workshop the students will:
1. Understand the significance of the Sarbanes-Oxley Act.
2. Discuss the importance of the Securities and Exchange Commission proxy reform.
3. Identify the role of the Economic Co-operation and Development Organization.
4. Describe the Balanced Scorecard.
5. Explain the variations that exist among the corporations of different countries.
6. Recognize the concepts of the international corporations.
7. Discuss the influence of international investors in the corporation.
8. Understand the role of the Global Corporate Governance Forum.
Specific Language Objectives:
At the end of the workshop, student will be able to:
1. Listen: Listen to formal presentations and class discussions in order to evaluate
the importance of a balanced scorecard and the effect it has on the company.
2. Speak: Explain the importance of the Sarbanes-Oxley Act and how it changed the
corporate world.
3. Read: Summarize the principles of the Organization for Economic and CoOperation and Development and the importance of their role in our global
economy.
4. Write: Describe the internal dynamics of what is considered a good corporate
governance and the roles played by different members.
Electronic Links (URLs):
Biblioteca Virtual
The Laws that Govern the Securities Industry
http://www.sec.gov/about/laws.shtml
The Sarbanes-Oxley Act
Updated 1/15/2014
http://taft.law.uc.edu/CCL/SOact/soact.pdf
Sarbanes-Oxley Act and Implications for Nonprofits
http://www.independentsector.org/sarbanes_oxley
Spotlight on Proxy Matters
http://www.sec.gov/spotlight/proxymatters.shtml
SEC Proxy Statement
http://www.sec.gov/answers/proxy.htm
About Organization for Economic Co-Operation and Development
http://www.oecd.org/about/
The Cadbury Report
http://www.jbs.cam.ac.uk/cadbury/report/
Reactions to the Cadbury Report
http://www.jbs.cam.ac.uk/cadbury/report/reactions.html
Institutional Investors and Corporate Governance Report
http://corporategovernanceoup.wordpress.com/tag/cadbury-report/
Balanced Scorecard Basics
https://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/
Default.aspx
Conceptual Foundations of the Balanced Scorecard
http://www.hbs.edu/faculty/Publication%20Files/10-074.pdf
Balanced Scorecard Methodology
http://searchcio.techtarget.com/definition/balanced-scorecard-methodology
International Corporations
http://www.who.int/trade/glossary/story057/en/index.html
Multinational Corporations
http://www2.econ.iastate.edu/classes/econ355/choi/mnc.htm
Multinational Corporations
http://www2.econ.iastate.edu/classes/econ355/choi/mul.htm
Global Corporate Governance Forum
http://www.valuebasedmanagement.net/organizations_worldbank.html
Updated 1/15/2014
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary on the vocabulary
detailed in the Academic Core Vocabulary section.
2. Using the Virtual Library, Internet, and/or other academic resources, research
information based on the facilitator’s preference in regards to a case or
investigative work.
3. Go to Wimba Voice Board and orally discuss the four components of the Balance
Score Card once you have identified them. .
4. Select a report from the electronic links that have been provided to you in this
workshop and prepare a graphic organizer/chart about that report (i.e., the
Sarbanes-Oxley Act).
5. Prepare a two-page summary paper on the Sarbanes-Oxley Act. If selected by the
facilitator, be ready to present your work in class.
6. Research and read a newspaper or online article from an international
corporation that you will use to write your three-to-four page essay based on the
corporate governance material that has been assigned and/or covered in class.
Use APA style. (Part of the Assessment.) Be sure to include the references and
submit to NetTutor for feedback. The facilitator will send written works to
SafeAssignTM to check for plagiarism.
7. Go to the Discussion Board in Blackboard and answer the following questions:
a. Identify and discuss the five indicators that demonstrate that a corporation
is ready for corporate governance success.
b. Identify and explain the three models of corporate governance around the
world.
c. Define:
i. American Depositary Receipts (ADR)
ii. Global Depositary Receipts (GDR)
8. Continue working on the organization and completion of the digital portfolio
following the guidelines stipulated in the Digital Performance Portfolio
Assessment Handbook.
Updated 1/15/2014
9. Go to Tell Me More and continue working on the interactive exercises designed
to develop/improve linguistic skills in English. Submit the document found in
Appendix D indicating the amount of time spent working on the Language Lab/ELab activities and exercises.
10. Read the chapters from the text book related to Regulations and Strategies for
Corporate Governance and International Corporate Governance.
11. Complete any additional activities/assignments identified by the facilitator during
the previous workshop.
12. Answer the following questions/statements in writing:
a. List and discuss at least six of the regulations on the proposals made by
the shareholders that most meet to make sure the proposals are not
excluded from consideration from the board of directors.
b. Write a one-page, double-spaced summary describing the Cadbury Report,
its origin, its importance, and its impact in today’s business environment.
Be prepared to discuss in class.
The Cadbury Report
http://www.jbs.cam.ac.uk/cadbury/report/
Reactions to the Cadbury Report
http://www.jbs.cam.ac.uk/cadbury/report/reactions.html
c. Identify and discuss the five indicators that demonstrate that a corporation
is ready for corporate governance success.
d. Identify and explain the three models of corporate governance around the
world.
e. Define:
i. American Depositary Receipts (ADR)
ii. Global Depositary Receipts (GDR)
13. Bring a copy of the newspaper or online article from an international
corporation that you used to write your three-to-four page essay based on the
corporate governance material covered during the workshop. Be ready to do a
three-minute presentation in class about your article.
Updated 1/15/2014
14. Keep working on your E-Lab requirements, electronic portfolio and/or on any
other projects assigned to you by your facilitator.
Academic Core Vocabulary:
1. Sarbanes-Oxley Act
2. Securities and Exchange Commission Proxy
3. Organization for Economic Co-Operation and Development
4. Cadbury Report
5. Balanced Scorecard
6. International Corporations
7. Global Corporate Governance Forum
1.
None.
Updated 1/15/2014
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
_X_ Cognitive
_X_ Metacognitive
1)_______________________
1)_______________________
1)_______________________
C. Grouping Options
_X_ Whole Group
_X_ Small Group
_X_ Partners
2)_______________________
2)_______________________
2)_______________________
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
_X_ Dynamic
_X_ Rigorous
Updated 1/15/2014
Integrated Content and Language Activities to Achieve the Objectives of the
Workshop:
1. The facilitator will conduct a review of the topics covered in the previous
workshop to ensure students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments
completed prior to the workshop and check for student comprehension. Any
doubts will be discussed/clarified.
3.
All written homework from the previous workshop will be returned to the
students. The facilitator will go over any difficult material if the students
demonstrate they need more help/clarification. He/she will discuss the material
again and will go over additional examples or cases to help the students get a
better understanding of the material.
4. If necessary, the facilitator will go over the additional homework problems from
the previous workshop. The facilitator will select various students to show their
work to the rest of the class and will lead a class discussion to reinforce important
points or answer any questions.
5. The facilitator will conduct a formal presentation related to Regulations and
Strategies for Corporate Governance and also discuss briefly the Sarbanes-Oxley
Act, the Securities and Exchange Commission Regulations for Shareholder
Proposals, the Organization for Economic Co-Operation and Development, the
Cadbury Report, the Balanced Scorecard, and the Good Corporate Governance
Components. During the presentation the facilitator will use a series of examples
and case studies to reinforce and clarify the material discussed in class. Students
will take notes that will help them study for their final exam.
6. The facilitator will select a few students to present their homework assignment on
the Sarbanes-Oxley Act. The facilitator will lead a class discussion to ensure all
aspects of the Act are cover in class. The facilitator and students will use real life
examples to reinforce the material cover in class.
7. The facilitator will divide the class into small groups. Each group will present two
of the requirements that shareholders proposals must meet in order to be included
for revision by the board of directors. The facilitator will lead a class discussion
Updated 1/15/2014
to cover all the details and implications of each of the requirements. The class
will debate the validity and the importance of the requirements.
8. The facilitator will select a few students to present their essay on the Cadbury
Report. He/she will lead a group discussion to present the important facts about
this report.
9. The facilitator will divide the class into small groups. Each group will present
and discuss one of the five indictors that will show that a corporation is ready for
corporate governance success. He/she will then lead a discussion to identify the
most important point for each indicator.
10. The facilitator will conduct a formal presentation related to International
Corporate Governance and will discuss the corporations around the world,
International Corporations, Global Investors, and Global Corporate Governance
Forum. During the presentation the facilitator will use a series of examples and
case studies to reinforce and clarify the material discussed in class.
11. The facilitator will select a group of students to present their newspaper or online
article related to International Corporate Governance. He/she will then lead a
class discussion to highlight the important points related to the class material.
12. The facilitator will collect the homework assignments and will assign additional
problems that the students must work before the next workshop.
13. Students will write an entry in their reflective journal to discuss the material
learned during the workshop and identify any questions or concern with the
material. (Part of their assessment.) If necessary the facilitator will go over any
material or provide additional examples to clarify any major concerns.
The facilitator will discuss and clarify doubts regarding the assignments due prior
to the next workshop.
Assessment:
1. Individual: Students will write an entry in their reflective journal summarizing
the knowledge gained and writing any questions/concerns about the material
presented during the workshop.
Updated 1/15/2014
2. Group: Groups will discuss how the code of ethics can lead to a successful
implementation of corporate governance. Supporting facts should be given to
support the group points.
3. Written: Students will have ready their assigned three-to-four page essay based
on a newspaper or online article about an international corporation that they
researched regarding the corporate governance material covered in class
4. Oral: Students will discuss the importance of the Organization for Economic CoOperation and Development and their work in different countries.
Lesson Wrap-Up:
1. Individual: Are you going international? Each student will write a short
paragraph on a sheet of paper on the importance of the international corporations
and the influence of the international investors. OR, the student may choose to
provide details on the challenges and problems international corporations might
face in foreign countries OR how international investors can benefit from these
corporations. The facilitator will select a few students to lead a class discussion
and to identify the most important points about international companies.
The written paragraph will be handed to the facilitator after they finish the group
activity. This will be
the student’s Exit Ticket.
2. Group: The facilitator will divide the class into three groups. Each group will
present one of the corporate governance models. Each group must briefly provide
the positive and negative points for each model.
Updated 1/15/2014
TALLER CINCO/WORKSHOP FIVE
(Las primeras dos horas se conducirán en español y las dos restantes en inglés)
(FIRST TWO HOURS MUST BE CONDUCTED IN SPANISH AND THE LAST TWO
HOURS IN ENGLISH.)
NOTA: Este taller es bilingüe. Tanto el
NOTE: This is a bilingual workshop.
facilitador como los estudiantes deberán
Both the facilitator and the student
utilizar el idioma asignado para cada tarea
must use the language assigned for
y actividad. ¡No mezclen los dos
each assignment and activity. Do not
idiomas! ¡UTILICEN SOLAMENTE
mix the two languages! USE
UN LENGUAJE A LA VEZ!
ONLY ONE LANGUAGE AT A
En las primeras dos horas se hablará en
TIME! The first two hours of the
español y en las últimas dos horas se
workshop must be conducted in
hablará en inglés.
Spanish and the last two hours in
English.
Objetivos específicos de contenido
Al terminar este taller, el estudiante será capaz de:
1. Describir el papel del gobierno corporativo de las empresas localizadas en Asia y
América Latina.
2. Entender cómo las circunstancias que crean los dictadores afectan también a las
empresas.
3. Describir qué es una corporación sin fines de lucro.
4. Comprender las diferencias entre las corporaciones sin fines de lucro y las
empresas lucrativas.
5. Explicar el valor de las buenas prácticas de la gobernanza corporativa en las
organizaciones sin fines de lucro.
Updated 1/15/2014
6. Identificar los sistemas a través de los cuales una compañía sin fines de lucro
puede trabajar para mejorar sus prácticas de gobernanza corporativa.
Objetivos específicos de lenguaje:
Al finalizar este taller, el estudiante será capaz de:
1. Escuchar: Asimilar las diferencias y similitudes que distinguen la administración
corporativa en las empresas localizadas en Asia y América Latina .
2. Hablar: Explicar los retos y las circunstancias que dificultan el establecimiento de un
gobierno corporativo en la China u otro país en Asia o America Latina preparando un
organizador gráfico
3. Leer: Analizar las diversas formas que puede tomar una organización sin fines de
lucro e identificar las características y áreas que pueden mercadearse.
4. Escribir: Redactar un ensayo relacionado con la investigación sobre el desarrollo de
los gobiernos corporativos en la China u otro país en Asia o América Latina y los retos y
circunstancias que dificultan el establecimiento de un gobierno corporativo en dicho país.
Biblioteca Virtual


http://www.rae.es/


Updated 1/15/2014
El gobierno corporativo en Asia emergente

http://www.bnpparibas-ip.es/central/insights-and-ideas/investmentideas/20120709_pers_francois-perrin-asiaemergente.page?cat=central%2Finsights-and-ideas%2Finsights-on-marketevents%2Ccentral%2Finsights-and-ideas%2Finvestment-ideas&l=spa&p=IP_ESNSG
Situación del gobierno corporativo en China
 http://blogs.cincodias.com/a-un-clic-de-china/2011/01/situaci%C3%B3n-delgobierno-corporativo-en-china-breve-introducci%C3%B3n-.html
La reforma del mercado de capitales en China

http://www.eumed.net/rev/china/05/ava.htm
“White Paper” sobre gobierno corporativo en América Latina

http://www.oecd.org/corporate/ca/corporategovernanceprinciples/22368983.pdf
Gobierno Corporativo en América Latina; Importancia para las empresas de propiedad
estatal

http://www.caf.com/media/73507/gobierno-corporativo-importancia-empresasestado.pdf
Prácticas de gobierno corporativo en América Latina
 http://www.redalyc.org/articulo.oa?id=71612112003
Gobierno Corporativo en Latinoamerica

http://www.ifc.org/wps/wcm/connect/53419f004e478357b616be7a9dd66321/Gob
ierno_Corporativo_en_Latinoamerica_2010-11.pdf?MOD=AJPERES
Nonprofit corporation

http://www.entrepreneur.com/encyclopedia/nonprofit-corporation
Nonprofit corporation – definition

http://legal-dictionary.thefreedictionary.com/Not-for-profit+corporation
For profit corporations

http://www.statutes.legis.state.tx.us/Docs/BO/htm/BO.21.htm
Updated 1/15/2014
Nonprofit Corporate Governance: The Board’s Role

http://blogs.law.harvard.edu/corpgov/2012/04/15/nonprofit-corporategovernance-the-boards-role/
Two systems of law for corporate governance: nonprofit versus for-profit

http://www.law.yale.edu/documents/pdf/Two_Systems_for_Corporate_Governan
ce_V04.00.pdf
Asignaciones en español que realizará antes del taller:
1. Continúe trabajando en su glosario del curso con los conceptos detallados en la
sección “Vocabulario clave de la lección” siguiendo las instrucciones del
facilitador.
2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para que
identifique las diversas personas (públicos/stakeholders) que podrían interesarse
en una corporación sin fines de lucro. Distinga el propósito que tiene cada
público con la corporación y los beneficios que podría recibir de la organización o
la(s) persona(s) que la representa. Resuma la información para que la comparta en
clase.
3. Vaya a Wimba Voice y opine oralmente sobre cómo las circunstancias que crean
los dictadores afectan también a las empresas.
4. Investigue sobre el desarrollo de los gobiernos corporativos en la China u otro
país asiático y los retos y circunstancias que dificultan el establecimiento de un
gobierno corporativo en dicho país. Tome apuntes adecuados para que los utilice
en el ensayo final que será completado en inglés. Asegúrese de incluir las
referencias y de enviarlo a NetTutor para recibir retroalimentación. El facilitador
enviará los trabajos escritos a SafeAssign TM para detectar casos de plagio. (Parte
de la evaluación)
5.
Estudie exhaustivamente para el segundo examen parcial que cubrirá los temas
discutidos en los talleres tres y cuatro, inclusive.
6. Complete su proyecto de casos o investigación final. Este listo para discutir su
trabajo en clase.
Updated 1/15/2014
Assignments to Be Completed Prior to the Workshop and Discussed in
English During the Last Two Hours of the Workshop:
1. Read the chapters from the class textbook related to Corporate Governance in
Emerging Markets: Asia and Latin America and Not-For-Profit Organizations.
2. Answer the following questions in writing:
a. Identify and discuss three corporate governance practices that have
attempted to become established across Asian nations.
b. Describe the difference between a shareholder and a stakeholder.
c. Identify and explain five integral Corporate Governance policies that
facilitate the goal of sustaining the not-for-profit organization through
fiscally responsible decisions and practices.
d. List the five efforts necessary to establish a strong commitment from the
not-for-profit corporation toward effective communication with the
community as a whole and with individual supporters.
3. After conducting an investigation in Spanish regarding the establishment of
corporate governance ideas and the challenges that exist in Asian markets, select a
country in Latin America and conduct the same investigation in English. Take
adequate notes that will help you write, in English, a four-to-five-page essay about the
challenges and circumstances that make it difficult to establish a corporate governance
in the Asian or Latin America market that you choose. Use APA style. Be sure to
include the references and submit to NetTutor for feedback. The facilitator will send
your written works to SafeAssignTM to check for plagiarism. (Part of Assessment.)
4. Go to the Discussion Board in Blackboard and answer the following question:
a. Will you require a not-for-profit corporation to comply with the
Sarbanes-Oxley Act? Why or why not? Explain your answer.
5 .Go to Tell Me More and complete all the corresponding activities designed to
develop/improve linguistic skills in English and Spanish. Complete the information
required in Appendix D and submit, as indicated, to the facilitator.
Updated 1/15/2014
6. Finalize the digital portfolio ensuring that you have accurately complied with all
the guidelines stipulated in the Digital Performance Portfolio Assessment
Handbook. (Due at this final workshop.)
7. Study and review all the information/vocabulary learned in workshop four in
order to be well prepared for the final exam.
Academic Core Vocabulary \
Vocabulario académico
1. Gobierno corporativo en Asia
1. Not-for-Profit Corporation
2. Gobierno corporativo en China
2. For Profit Corporation
3. Gobierno corporativo en América
3. Corporate Governance for Not-
Latina
for-Profit Corporation
4. Estándares de reportes financieros
internacionales
1. Blackboard
2. Tell Me More
3. NetTutor
4. Wimba
5. Voice E-mail
(Add more as needed.)
Updated 1/15/2014
B. Scaffolding
_X_ Modeling
_X_ Guided Practice
_X_ Cognitive
_X_ Metacognitive
1)_______________________
1)_______________________
1)_______________________
C. Grouping Options
_X_ Whole Group
_X_ Small Group
_X_ Partners
2)_______________________
2)_______________________
2)_______________________
_X_ Listening
_X_ Speaking
_X_ Reading
_X_ Writing
_X_ Dynamic
_X_ Rigorous
Updated 01/15/2014
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador repasará los temas que se cubrieron en el taller anterior para
asegurarse de que los alumnos comprendan el material.
2. El facilitador preparará una actividad constructivista para repasar las asignaciones
que los estudiantes completaron antes del taller y comprobará que los alumnos
hayan comprendido el material. Habrá oportunidad para aclarar dudas.
3. El facilitador escogerá a varios estudiantes para resolver los problemas o casos
adicionales identificados en el taller anterior. El facilitador liderará la discusión
entre los estudiantes.
4. El facilitador presentará formalmente el tema del gobierno corporativo en los
mercados emergentes de Asia y América Latina.
5. El facilitador dividirá la clase en grupos. Cada grupo presentará información acerca
de las similitudes y diferencias de los gobiernos corporativos en Asia y América
Latina. (Parte de la evaluación)
6. El facilitador le pedirá a varios estudiantes que presenten parte de la información
que recopilaron sobre el desarrollo de los gobiernos corporativos en China y los
retos y circunstancias que dificultan el establecimiento de un gobierno corporativo
en dicho país. Basado en el ensayo escrito en inglés, los estudiantes escogidos
terminarán la presentación durante las últimas dos horas en inglés. A su vez, el
resto de la clase discutirá brevemente los elementos importantes para implementar
eficazmente gobiernos corporativos en China.
Integrated Content and Language Activities to Achieve the Objectives of the
Workshop:
1. The facilitator will review the assignments completed prior to the workshop in
English and check for student comprehension. Any concerns/doubts will be
clarified.
2. Students will listen to a formal presentation conducted by the facilitator regarding:
not-for-profit organizations, the stakeholders, underlying principles, improved
security of accounting principles, the benefits of good corporate governance for notUpdated 01/15/2014
for-profit corporations, and the ideal not-for-profit corporate governance profile.
During the presentation, the facilitator will use a series of examples and case studies
to reinforce and/or to clarify any questions/concerns about the material discussed in
class.
3. The facilitator will ask the students to analyze and describe in three to four
paragraphs the various forms that a nonprofit organization can take and identify the
features and areas that can be marketed.
4. Students will bring to class their four-to-five-page essay, written in English, about
the challenges and circumstances that make it difficult to establish a corporate
governance in the Asian or Latin America market that they chose to research.
5. The facilitator will select a few student essays and divide the class into small
groups. The groups will have to prepare a PowerPoint presentation in English that
will consist of 6-12 slides based on the information written in the essay.
6. The facilitator will decide how each group will do the PowerPoint presentation.
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: Students will summarize and discuss the readings/research regarding
the challenges and circumstances that affect corporate governance implementation
in China.
2. Group: Working in small groups, students will prepare a graphic organizer in
which they compare and contrast corporate governances in Asia and Latin America.
3. Written: Write a four-to-five-page essay about the challenges and circumstances
that make it difficult to establish a corporate governance in the Asian or Latin
America market that you choose. Use APA style.
4. Oral: Members of each small group will do a class presentation and have a
discussion regarding the graphic organizer in which they compare and contrast
corporate governances in Asia and Latin America.
.
Lesson Wrap-Up:
Updated 01/15/2014
1. Individual: (Students will write a self-reflection on one or more of the questions
found in Appendix I which either they or the facilitator select.)
2. Group: (Describe here a group lesson wrap-up activity that the facilitator can use to
determine if the students have achieved both the content and language objectives.)
1. The facilitator will conduct a formal presentation related to not-for-profit
organizations, the stakeholders, the underlying principles, the improved security of
accounting principles, the benefits of good corporate governance for not-for-profit
corporations and the ideal not-for-profit corporate governance profile.
During the
presentation the facilitator will use a series of examples and case studies to
reinforce and/or to clarify any questions/concerns about the material discussed in
class.
2. The facilitator will divide the class into small groups. Each group will discuss one
of the policies that facilitate the goal of sustaining the non-for-profit organization
through fiscally responsible decisions and practices. The facilitator will lead a class
discussion to address the most important idea regarding each policy.
3. The facilitator will divide the class in groups. Each group will discuss the most
effective corporate governance practices for a small not-for-profit organization.
The facilitator will lead a group discussion to identify the most important practices
and will compare those practices to the way larger not-for-profit organizations
implement their corporate governance.
4. Students will write a reflective journal entry to discuss the material learned during
the workshop and identify any questions or concerns. (Part of Wrap-Up.)
If necessary, the facilitator will go over any material or provide additional examples
to clarify any major concerns.
Assessment:
1. Individual: Students will take a final exam in English based on all the material
discussed in the workshops, but more specifically in workshops four and five.
Updated 01/15/2014
2. Group: Students will analyze the best way to develop and sustain strong
community ties for not-for-profit organizations. Explain which industries must help
the corporation in order to succeed.
3. Written: Each student will bring to class their four-to-five-page essay. Their
research will be based on the challenges and circumstances that make it difficult to
establish a corporate governance in the Asian or Latin America market that they
selected. APA style is required.
4. Oral: Students will discuss the effects that improving the security of accounting
practices has on improving corporate governance for a not-for-profit corporation.
Lesson Wrap-Up:
1. Individual: Students will write their self-reflection based on the material covered
during the last workshop.
2. Group: The facilitator will divide the class into groups of three or four. Each group
will recap the most important topics/points presented throughout the course and will
identify specific areas that they consider the most interesting and intriguing
regarding corporate governance. The facilitator will lead a class discussion to share
the information from the groups.
Updated 01/15/2014
APÉNDICES / APPENDIXES
Updated 01/15/2014
APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
Updated 01/15/2014
“Can Do” Listening Rubric
National Proficiency Levels
 Identifies objects
Starting
Emerging
Developing
Expanding
Bridging

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





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





Criteria
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
Updated 01/15/2014
“Can Do” Speaking Rubric
National Proficiency
Levels
 Names concrete objects
Starting
Emerging
Developing

















Expanding
Bridging
















Criteria
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
Updated 01/15/2014
“Can Do” Reading Rubric
Levels

Starting




Emerging


Expanding
Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
 Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional


Developing
Criteria











texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
 Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
Bridging
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)







Updated 01/15/2014
“Can Do” Writing Rubric
Levels
Starting






Emerging
Developing

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.


Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.











Bridging
Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.



Expanding
Criteria







Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
Updated 01/15/2014
APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
Updated 01/15/2014
Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________
Date:___________________
Facilitator:______________________Course:
____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the
student in both English and Spanish. Please refer to the trait that you are evaluating
(i.e., Ideas and Content) and write the score in the appropriate box. Select the criteria
per level (6= highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (B) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
6
Writing Traits
1.
2.
3.
4.
5.
6.
Criteria per Level
(From Highest to Lowest)
5
4
3
2
1
Ideas and Content
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Final Score:_________________
Scoring Scale: (36-0)
Outstanding:
33-36 points = A
Very Good:
29-32 points = B
Satisfactory:
24-28 points =C
Fair:
19-23 points =D
Poor:
0-18 points = F
Updated 01/15/2014
Grand
Total:
Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
5
4
3
2
1
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main
ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The
writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,
accurate, credible support
• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and
shares insights.
• content and selected details that are well suited to audience and purpose.
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are
developed by supporting details suitable to audience and purpose. The writing is characterized by
• clarity, focus, and control.
• main idea(s) that stand out.
• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,
accurate, credible support.
• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares
insights.
• content and selected details that are well-suited to audience and purpose.
The writing is clear and focused. The reader can easily understand the main ideas. Support is present,
although it may be limited or rather general. The writing is characterized by
• an easily identifiable purpose.
• clear main idea(s)
• supporting details that are relevant, but may be overly general or limited in places; when appropriate,
resources are used to provide accurate support.
• a topic that is explored/explained, although developmental details may occasionally be out of balance with
the main idea(s); some connections and insights may be present.
• content and selected details that are relevant, but perhaps not consistently well chosen for audience and
purpose.
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results
may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly
off-topic. The writing is characterized by
• an easily identifiable purpose and main idea(s).
• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations
heard elsewhere.
• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat offtopic, predictable, or overly general.
• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or
questionable sources of information.
• difficulties when moving from general observations to specifics.
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is
characterized by
• a purpose and main idea(s) that may require extensive inferences by the reader.
• minimal development; insufficient details.
• irrelevant details that clutter the text.
• extensive repetition of detail.
The writing lacks a central idea or purpose. The writing is characterized by
• ideas that are extremely limited or simply unclear.
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the
development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
Updated 01/15/2014
Trait #2: Organization
Criteria per Level
6
5
4
3
2
1
The organization enhances the central idea(s) and its development. The order and structure are
compelling and move the reader through the text easily. The writing is characterized by
• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is
easy to follow.
• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or
closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed
The organization enhances the central idea(s) and its development. The order and structure are
strong and move the reader through the text. The writing is characterized by.
• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.
• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.
• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).
• details that fit where placed. .
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The
• clear sequencing.
• an organization that may be predictable.
• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion
that may lack subtlety.
• a body that is easy to follow with details that fit where placed.
• transitions that may be stilted or formulaic.
• organization which helps the reader, despite some weaknesses.
An attempt has been made to organize the writing; however, the overall structure is inconsistent or
skeletal. The writing is characterized by
• attempts at sequencing, but the order or the relationship among ideas may occasionally be
unclear.
• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g.
“My topic is...”, “These are all the reasons that…”)
• transitions that sometimes work. The same few transitional devices (e.g., coordinating
conjunctions, numbering, etc.) may be overused.
• a structure that is skeletal or too rigid.
• placement of details that may not always be effective.
• organization which lapses in some places, but helps the reader in others.
The writing lacks a clear organizational structure. An occasional organizational device is discernible;
however, the writing is either difficult to follow and the reader has to reread substantial portions, or
the piece is simply too short to demonstrate organizational skills. The writing is characterized by
• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.
• a missing or extremely undeveloped beginning, body, and/or ending.
• a lack of transitions, or when present, ineffective or overused.
• a lack of an effective organizational structure.
• details that seem to be randomly placed, leaving the reader frequently confused.
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading,
the reader remains confused. The writing is characterized by
• a lack of effective sequencing.
• a failure to provide an identifiable beginning, body and/or ending.
• a lack of transitions.
• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too
rapidly.
• a lack of organization which ultimately obscures or distorts the main point.
Updated 01/15/2014
Trait #3: Voice
Criteria per Level
6
5
4
3
2
1
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply
committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,
engaging, or sincere. The writing is characterized by
• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong
personal voice, while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater
distance.).
• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to
communicate the message most effectively. The reader may discern the writer behind the words and feel a
sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to
the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing
is characterized by
• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong
personal voice while an expository piece may require extensive use of outside resources and a more academic
voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater
distance.).
• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the
message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.
• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,
conviction, excitement, humor, or suspense.
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be
read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by
• a questionable or inconsistent level of closeness to or distance from the audience.
• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an
appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in
places.
• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately
casual or personal, or inappropriately formal and stiff.
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,
the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by
• a limited sense of audience; the writer’s awareness of the reader is unclear.
• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two
later and the writing become somewhat mechanical.
• a limited ability to shift to a more objective voice when necessary.
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen
a suitable voice. The writing is characterized by
• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.
• a voice that is likely to be overly informal and personal.
• a lack of audience awareness; there is little sense of "writing to be read."
• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
The writing seems to lack a sense of involvement or commitment. The writing is characterized by
• no engagement of the writer; the writing is flat and lifeless.
• a lack of audience awareness; there is no sense of “writing to be read.”
• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing
does not involve or engage the reader.
Updated 01/15/2014
Trait #4: Word Choice
Criteria per Level
6
5
4
3
2
1
Words convey the intended message in an exceptionally interesting, precise, and natural way
appropriate to audience and purpose. The writer employs a rich, broad range of words, which have
been carefully chosen and thoughtfully placed for impact. The writing is characterized by
• accurate, strong, specific words; powerful words energize the writing.
• fresh, original expression; slang, if used, seems purposeful and is effective.
• vocabulary that is striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke strong images; figurative language may be used.
Words convey the intended message in an interesting, precise, and natural way appropriate to
audience and purpose. The writer employs a broad range of words which have been carefully
chosen and thoughtfully placed for impact. The writing is characterized by
• accurate, specific words; word choices energize the writing.
• fresh, vivid expression; slang, if used, seems purposeful and is effective.
• vocabulary that may be striking and varied, but that is natural and not overdone.
• ordinary words used in an unusual way.
• words that evoke clear images; figurative language may be used
Words effectively convey the intended message. The writer employs a variety of words that are
functional and appropriate to audience and purpose. The writing is characterized by
• words that work but do not particularly energize the writing.
• expression that is functional; however, slang, if used, does not seem purposeful and is not
particularly effective.
• attempts at colorful language that may occasionally seem overdone.
• occasional overuse of technical language or jargon.
• rare experiments with language; however, the writing may have some fine moments and
generally avoids clichés.
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to
audience and purpose in places. The writer does not employ a variety of words, producing a sort of
“generic” paper filled with familiar words and phrases. The writing is characterized by
• words that work, but that rarely capture the reader’s interest.
• expression that seems mundane and general; slang, if used, does not seem purposeful and is not
effective.
• attempts at colorful language that seem overdone or forced.
• words that are accurate for the most part, although misused words may occasionally appear,
technical language or jargon may be overused or inappropriately used.
• reliance on clichés and overused expressions.
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is
characterized by
• words that are colorless, flat or imprecise.
• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract
from the message.
• images that are fuzzy or absent altogether.
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the
meaning is obscured. Only the most general kind of message is communicated because of vague
or imprecise language. The writing is characterized by
• general, vague words that fail to communicate.
• an extremely limited range of words.
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Updated 01/15/2014
Trait #5: Sentence Fluency
Criteria per Level
6
5
4
3
2
1
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with
consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.
• extensive variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing
relationships among ideas.
• varied sentence patterns that create an effective combination of power and grace.
• strong control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used, sounds natural.
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied
structure that makes expressive oral reading easy and enjoyable. The writing is characterized by
• a natural, fluent sound; it glides along with one sentence flowing into the next.
• variation in sentence structure, length, and beginnings that add interest to the text.
• sentence structure that enhances meaning.
• control over sentence structure; fragments, if used at all, work well.
• stylistic control; dialogue, if used sounds natural.
The writing flows; however, connections between phrases or sentences may be less than fluid.
Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is
characterized by
• a natural sound; the reader can move easily through the piece, although it may lack a certain
rhythm and grace.
• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat
from overall impact.
• strong control over simple sentence structures, but variable control over more complex
sentences; fragments, if present, are usually effective.
• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may
at times sound stilted or unnatural.
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force
the reader to slow down or reread. The writing is characterized by
• some passages that invite fluid oral reading; however, others do not.
• some variety in sentences structure, length, and beginnings, although the writer falls into
repetitive sentence patterns.
• good control over simple sentence structures, but little control over more complex sentences;
fragments, if present, may not be effective.
• sentences which, although functional, lack energy.
• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to
slow down or reread. The writing is characterized by
• significant portions of the text that are difficult to follow or read aloud.
• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).
• a significant number of awkward, choppy, or rambling constructions.
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very
awkward. The writing is characterized by
• text that does not invite—and may not even permit—smooth oral reading.
• confusing word order that is often jarring and irregular.
• sentence structure that frequently obscures meaning.
• sentences that are disjointed, confusing, or rambling.
Updated 01/15/2014
Trait #6: Conventions
Criteria per Level
6
5
4
3
2
1
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,
capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so
few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is
characterized by
• strong control of conventions; manipulation of conventions may occur for stylistic effect.
• strong, effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little or no need for editing.
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they
do not impede readability. The writing is characterized by
• strong control of conventions.
• effective use of punctuation that guides the reader through the text.
• correct spelling, even of more difficult words.
• paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• correct grammar and usage that contribute to clarity and style.
• skill in using a wide range of conventions in a sufficiently long and complex piece.
• little need for editing.
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,
grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by
• control over conventions used, although a wide range is not demonstrated.
• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.
• spelling that is usually correct, especially on common words.
• basically sound paragraph breaks that reinforce the organizational structure.
• correct capitalization; errors, if any, are minor.
• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.
• moderate need for editing.
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph
breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by
• some control over basic conventions; the text may be too simple to reveal mastery.
• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.
• spelling errors that distract the reader; misspelling of common words occurs.
• paragraphs that sometimes run together or begin at ineffective places.
• capitalization errors.
• errors in grammar and usage that do not block meaning but do distract the reader.
• significant need for editing.
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The
• little control over basic conventions.
• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.
• spelling errors that frequently distract the reader; misspelling of common words often occurs.
• paragraphs that often run together or begin in ineffective places.
• capitalization that is inconsistent or often incorrect.
• errors in grammar and usage that interfere with readability and meaning.
• substantial need for editing.
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to
read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message
and must reread for meaning. The writing is characterized by
• very limited skill in using conventions.
• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.
• frequent spelling errors that significantly impair readability.
• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization
of the text.
• capitalization that appears to be random.
• a need for extensive editing.
Updated 01/15/2014
APÉNDICE C/APPENDIX C
INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS
Y EL E-LAB
LANGUAGE LAB AND E-LAB INFORMATION
Updated 01/15/2014
Información acerca del Laboratorio de Idiomas y el E-Lab
El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a
desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de
aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de ejercicios
visuales y auditivos en línea, recursos de investigación y actividades de escritura guiada,
que les permiten a los alumnos mejorar sus habilidades de comprensión auditiva y de
lectura, pronunciación, desarrollo de vocabulario, gramática y escritura.
El Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English for
Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de
otros idiomas) que han sido seleccionadas cuidadosamente. Así también, cuenta con otras
páginas electrónicas en español, con el fin de satisfacer las necesidades de los estudiantes.
Además, el Laboratorio de Idiomas y el E-Lab cuentan con otros programas informáticos
que fomentan el aprendizaje del idioma y del contenido académico, tales como Tell Me
More, NetTutor y Wimba Voice.
Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite
a los estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio
requeridas en sus clases. Para poder usar este programa, los estudiantes necesitan tener
Internet, el navegador Internet Explorer y acceso a la plataforma Blackboard.
El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un
programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que
permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,
gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con
dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias
cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece
tutoría en directo, los estudiantes pueden publicar sus dudas, las cuales se contestarán en un
lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas
frecuentes, que está disponible 24 horas al día, los 7 días de la semana. NetTutor puede
accederse remotamente, siempre y cuando cuente con conexión a Internet. Este servicio
ofrece tutorías en las siguientes materias:





Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadísticas (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
Updated 01/15/2014

Sistemas de información computarizada (el estudiante debe estar matriculado en el
curso).
Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea
durante el desarrollo del material académico y permite a su vez la interacción entre los
estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los
foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y
cumplir con otras asignaciones. El programa cuenta con cinco funciones:





Voice Authoring: permite grabar y escuchar contenido oral en páginas web.
Voice Discussion Board: puede publicar y escuchar mensajes orales en un foro de
discusión en línea.
Voice Presentation: posibilita la presentación del contenido de páginas
electrónicas con mensajes de voz.
Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz.
Voice Podcaster: facilita la creación y distribuición de mensajes orales para los
participantes.
Updated 01/15/2014
Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic skills
in English and Spanish and to fulfill the content objectives of the course. Both labs count
on a wide variety of visual and auditory on-line exercises, Internet-based research, and
guided writing activities, that allow students to improve their listening and reading
comprehension skills, pronunciation, vocabulary building, grammar, and writing.
The Language Lab also offers a package of 140 carefully selected English for Speakers of
Other Languages (ESOL) Web sites, as well as other Spanish Web pages designed to meet
the students’ needs. Additionally, the Language Lab and E-Lab provide other software,
such as Tell Me More, NetTutor and Wimba Voice, that promote language and academic
content learning.
Tell Me More is an effective system for English and Spanish learning that allows students
to strengthen their skills and fulfill the language lab hours required in each class. Students
must have Internet connection, Internet Explorer browser, and access to Blackboard to be
able to use this program.
The system will initially assess students’ knowledge and create a learning path specifically
tailored to each student’s needs, thus allowing facilitators to measure every student’s
progress. Students will be able to improve pronunciation, grammar and listening skills
from beginner to advanced levels with two different profiles: everyday language and
business oriented language.
NetTutor is an online tutoring service, which provides live tutoring for numerical and
computer classes (scheduled hours apply). Students can post their questions for classes
which do not offer live tutoring. These will be answered within 72 hours. The system also
has a “Frequently Asked Questions” section available 24/7. NetTutor can be accessed
remotely with an Internet connection. This service offers tutoring for the following
subjects:






English (available for all courses),
Spanish (available for all courses),
Statistics (student must be enrolled in the course),
Mathematics (student must be enrolled in the course),
Accounting (student must be enrolled in the course), and
Computer Information Systems (student must be enrolled in the course).
Updated 01/15/2014
Wimba Voice is an electronic tool that promotes the use of voice online during the
development of the academic content and allows interaction between the students and the
facilitator. Students will use Wimba Voice to create voice posts for online discussion
boards, prepare voice presentations, send voice e-mails, and complete other assignments.
The Wimba Voice program allows the following five functions:
 Voice Authoring: record and listen to voice content on webpages.
 Voice Discussion Board: post and listen to voice messages on discussion boards.
 Voice Presentation: present web content with voice messages.
 Voice E-mail: send voice messages via e-mail.
 Voice Podcaster: create and distribute voice messages to participants.
Updated 01/15/2014
APÉNDICE D/APPENDIX D
LANGUAGE LAB/E-LAB DOCUMENTATION
Each student will complete the following forms and give it to the facilitator to be included
as part of the assessment criteria for the class.
Updated 01/15/2014
Ana G. Méndez University System
Language Lab/E-Lab
Attendance Log
Student’s Name: _______________________________________________________
Student’s ID Number: _____________________
Course Requiring Lab Hours (e.g. ENGL 050, MANA 501): ___________________
Facilitator’s Name: _____________________________________________________
Semester: ___________________
PT: _____________________
Updated 01/15/2014
Language Lab/E-Lab Documentation
Each student should complete this form and submit it weekly to the facilitator as part of the
class evaluation.
AREAS OF
IMPROVEMENT
AND/OR
SUGGESTED BY
FACILITATOR
DATE
ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE (O)
Tell Me More
NetTutor
Updated 01/15/2014
STAFF/FACULTY
SIGNATURE
Wimba Voice
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
Total number of hours: _______
Updated 01/15/2014
APPENDIX E:
Evaluation Areas
PARAGRAPH CONSTRUCTION RUBRIC
SCORE:
GRADE**:
3 Points Each
2 Points Each
Topic Sentence
Topic sentence is clear as it
relates to the assigned topic,
and it is correctly placed as
the first sentence.
Topic sentence is either
unclear as to the assigned
topic, or it is incorrectly
placed.
Explanation of Topic
Sentence (Supporting Ideas)
There are three sentences
explaining topic sentence
related to the assigned topic.
There are only two sentences
explaining topic sentence, or
the explanation is too general.
Evidence for Topic Sentence
(Elaborating Details)
Evidence for all three
explanation sentences related
to the assigned topic is
provided.
Conclusion Sentence
Conclusion sentence
rephrases the topic sentence
related to the assigned topic,
and it explains its
importance.
There are no fragments or
run-on sentences.
Evidence for two explanation
sentences related to the
assigned topic is provided, or
evidence is too general.
There is no specificity.
Conclusion sentence
rephrases the topic sentence,
but it doesn’t explain its
importance.
Fragments and Run-on
Sentences
Use of Transition Words*
Grammar
There is one fragment or runon sentence.
Transition words are used
effectively throughout the
written work.
Transitions are used
throughout, but one transition
word is used incorrectly. It is
missing one or two transition
words.
Paragraph has no errors in
Paragraph has two errors in
punctuation, capitalization
punctuation, capitalization
and spelling, use of verb
and spelling, use of verb
tenses, word agreement, or in tenses, word agreement, or in
the use of personal pronouns. the use of personal pronouns.
Updated 01/15/2014
1 Point Each
There is no evident topic
sentence. It is unrelated
to the assigned topic,
and/or it is incorrectly
placed.
There is only one or no
sentence explaining the
topic sentence related to
the assigned topic.
Only one or no evidence
sentence related to the
assigned topic is
provided.
There is no conclusion
sentence, or conclusion
sentence is unrelated to
the topic.
There are two or more
fragments or run-on
sentences.
Transition words are not
used, are all incorrectly
used, or five or more
transitions are missing.
Paragraph has more than
three errors in
punctuation,
capitalization and
spelling, use of verb
tenses, word agreement,
or use of personal
pronouns that make
understanding difficult.
Legible
Marginally Legible
Not legible
*What are transitions words and how they are used in effective writing? Transition words: are phrases or words used
to connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the next;
show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives
for those ideas. Different transition words have different functions. Refer to:
(https://www.msu.edu/user/jdowell/135/transw.html).
GRADE BASED ON SCORES:
A: All Green
D: 13 Points (Yellow/Red)
B: 20 Points (Green/Yellow)
F: All Red Scores
C: All Yellow Scores
Add the number of points obtained in each evaluation area to obtain the total. Divide
by seven (7) to obtain the average (three points per paragraph).
Updated 01/15/2014
APÉNDICE F
MATRIZ VALORATIVA PARA EVALUAR EL ENSAYO
Nombre del estudiante:____________________________________________________
Fecha: _____________________________ Tema: _____________________________
Escriba una “X” en el encasillado que aplica a cada criterio. Para obtener el total, sume los
números correspondientes hacia abajo y luego hacia el lado. Después, divida entre cinco
para obtener el número de puntos para el ensayo (máximo de 10 puntos por ensayo).
Criterios
5
Excelente
4
Muy
bueno
3
Bueno
Contenido
Propósito: El
propósito o argumento
central del escritor es
evidente al lector.
Contenido: La
presentación de
información relevante
y legítima apoya el
propósito o argumento
central claramente y
demuestra un análisis
profundo de un tema
significativo. El lector
adquiere percepciones
importantes.
Organización: Las
ideas están
organizadas de manera
lógica para apoyar el
propósito o
argumento; fluyen
fácilmente entre sí y
están claramente
vinculadas. El lector
sigue el razonamiento
con facilidad.
Cautiva al lector y
mantiene su interés a
través del trabajo.
Updated 01/15/2014
2
Promedio
1
Deficiente
Pensamiento crítico:
Critica el contexto del
discurso académico en
términos de las
suposiciones del
estudiante; integra
diferentes maneras
epistemológicas y
disciplinarias de saber
e incluye evidencia de
autorreflexión y
autoevaluación.
Formula conclusiones
basadas en lo
investigado.
Demuestra que
entiende las ideas
significativas para
alcanzar
organizadamente un
nivel alto de
comprensión.
Lenguaje
Demuestra dominio
del idioma del taller,
incluyendo el
vocabulario
académico, la sintaxis
y el flujo de ideas.
Usa correctamente la
ortografía, puntuación,
y el estilo APA.
Emplea un nivel de
formalidad del idioma
que es apropiado para
el tipo de documento.
Totales
Total
________
(70% para contenido
y 30% para lenguaje)
Puntos
para el
ensayo:
________
Firma del facilitador: _____________________________________
Updated 01/15/2014
APPENDIX F
RUBRIC TO EVALUATE ESSAY
Student’s name: _________________________________________________________
Date: _____________________________ Topic: _____________________________
Write an “X” in the box that applies for each criterion. Add the corresponding numbers
down and across to obtain the total. Divide by five (5) to obtain the number of points for
the essay (maximum of 10 points per essay).
Criteria
5
Excellent
4
Very Good
3
Good
Content
Purpose: Writer's
central purpose or
argument is readily
apparent to the reader.
Content: Presentation
of relevant and
legitimate information
clearly supports a
central purpose or
argument and shows a
thoughtful, in-depth
analysis of a
significant topic.
Reader gains
important insights.
Organization: Ideas
are arranged in a
logical order to
support the purpose or
argument; they flow
smoothly from one to
another and are clearly
linked to each other.
Reader can easily
follow the line of
reasoning.
Writing is compelling;
it hooks the reader and
sustains interest
throughout.
Critical Thinking:
Critiques context of
Updated 01/15/2014
2
Average
1
Poor
the scholarly discourse
in terms of the
student’s assumptions.
integrates different
disciplinary and
epistemological ways
of knowing and
includes evidence of
reflection and selfassessment.
Draws conclusions
based on researchbased facts.
Demonstrates a
comprehensive grasp
of significant ideas to
reach a higher level of
understanding in an
organized manner.
Language
Demonstrates a
command of the
language of the
workshop, including
academic vocabulary,
syntax and flow of
ideas.
Uses spelling,
punctuation, and APA
style correctly.
Uses a level of
formality of language
that is appropriate for
the nature of the
document.
Totals
Total:
________
(70% for content and
30% for language)
Points for
the essay:
________
Facilitator’s signature: _____________________________________
Updated 01/15/2014
APÉNDICE G
MATRIZ VALORATIVA PARA EVALUAR LA PARTICIPACIÓN EN CLASE
Nombre del estudiante: ________________________
Fecha: ___________________
Número de taller: ________
0 – NO CUMPLIÓ 1 – DEBE MEJORAR 2 - PROMEDIO 3 - BUENO
4 – MUY BUENO 5 – EXCELENTE
Escriba una “X” en el encasillado que aplica a cada criterio. Para obtener el total, sume los
números correspondientes hacia abajo y luego hacia el lado. Después, divida entre cinco
(5) para obtener el número de puntos para la participación en el taller (máximo de 10
puntos por taller).
CRITERIOS
5
4
3
Contenido
1. Participa activamente en todas las
actividades de la clase, incluyendo
Wimba y el foro de discusión.
2. Demuestra iniciativa y creatividad
en las actividades de la clase.
3. Evidencia su interés en las
discusiones que se presentan en la
clase y expresa comentarios
pertinentes por escrito y oralmente
de manera oportuna.
4. Publica oportunamente el trabajo
asignado, dando tiempo suficiente
para recibir retroalimentación.
5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a las
opiniones y argumentos de sus
compañeros.
7. Respeta las preguntas y
planteamientos de los compañeros.
Lenguaje
8. Contribuye frecuentemente a las
discusiones en clase y utiliza el
idioma del taller correctamente.
9. Contesta preguntas del facilitador y
de los compañeros y utiliza el
Updated 01/15/2014
2
1
0
idioma del taller correctamente.
10. Formula preguntas pertinentes al
tema de la clase y utiliza el idioma
del taller correctamente.
Totales
(70% para contenido y 30% para
lenguaje)
Total:
__________
Puntos para la
participación en
el taller:
__________
Firma del facilitador: ____________________________________________
Updated 01/15/2014
APPENDIX G
RUBRIC TO EVALUATE CLASS PARTICIPATION
Student’s name: ________________________ Date: ________________________
Workshop number: ____________________________
0 - NOT EVIDENT
1 - POOR
2 - AVERAGE 3 - GOOD 4 - VERY GOOD
5 - EXCELLENT
Write an “X” in the box that applies for each criterion. Add the corresponding numbers
down and across to obtain the total. Divide by five (5) to obtain the number of points for
participation in the workshop (maximum of 10 points per workshop).
CRITERIA
0
1
2
Content
1. Participates actively in all class
activities, including Wimba and the
Discussion Board.
2. Demonstrates initiative and creativity
in class activities.
3. Demonstrates interest in class
discussions by posting relevant
written and oral comments in a
timely manner.
4. Uploads required work in a timely
manner, allowing for sufficient time
for feedback.
5. Contributes to class with additional
material and information.
6. Demonstrates attention and empathy
towards classmates’ opinions and
contributions.
7. Respects questions and expositions
from classmates.
Language
8. Contributes frequently to class
discussions using the language of the
workshop correctly.
9. Answers questions made by the
facilitator and classmates using the
language of the workshop correctly.
Updated 01/15/2014
3
4
5
10. Formulates questions pertinent to the
class topic using the language of the
workshop correctly.
Total:
Totals
(70% for content and 30% for
language)
Facilitator’s signature: __________________________________________
Updated 01/15/2014
_____________
Points for
participation in
the workshop:
_____________
APÉNDICE H
MATRIZ VALORATIVA PARA EVALUAR LA PRESENTACIÓN ORAL
INDIVIDUAL/GRUPAL Y LA PRESENTACIÓN AUDIOVISUAL
Nombre del estudiante: ___________________________ Fecha: ___________________
Tema: ___________________________________
Escriba el número de puntos recibido para cada criterio en la columna de PUNTUACIÓN.
Sumas los puntos para obtener el total y divida entre cinco (5) para obtener el número de
puntos para la presentación (máximo de 10 puntos por presentación).
Criterios
Puntos de Valor
Contenido
Presenta eficazmente la introducción del
tema e identifica los objetivos, los
principios y las ideas que contiene la
presentación oral/audiovisual.
La presentación está organizada
coherentemente y se puede seguir con
facilidad; la presentación proyecta los
conceptos de manera comprensible y
refleja un enfoque claro y consistente.
Demuestra dominio del tema o material
explicando el contenido apropiadamente
sin cometer errores.
Las ideas y argumentos de la
presentación oral/audiovisual se apoyan
en las ideas y los argumentos presentados
o discutidos en clase.
Captura la atención y el interés de la
audiencia y promueve su participación, si
aplica.
Demuestra un entendimiento claro de las
ideas significativas y proyecta un nivel
alto de comprensión.
La tipografía y el diseño gráfico cumplen
eficazmente con su propósito y son
apropiados para la audiencia.
5
5
5
5
5
5
5
Lenguaje
Demuestra destrezas lingüísticas en el
idioma del taller por escrito y oralmente,
incluyendo la sintaxis y el flujo de ideas.
Aplica el vocabulario académico de
5
5
Updated 01/15/2014
Puntuación
manera eficaz y correcta para transmitir
el mensaje.
Usa la gramática de manera apropiada y
corrrecta; el texto no tiene errores.
Totales
lenguaje)
5
Total :
______________
Puntos para la
presentación:
_____________
Firma del facilitador: ____________________________________________
Updated 01/15/2014
APPENDIX H
RUBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION AND
AUDIOVISUAL PRESENTATION
Student’s name: _______________________________ Date: ___________________
Topic: ___________________________________
Write the score received for each criterion in the SCORE column Add the student’s scores
down to obtain the total and divide by five (5) to obtain the number of points for the
presentation (maximum of 10 points per presentation).
Criteria
Value Points
Content
Presents an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
oral/audiovisual presentation.
Presentation is organized and coherent
and can be easily followed; presentation
projects the concepts in a comprehensible
manner and reflects a clear and consistent
focus.
Demonstrates mastery of the theme or
subject of discussion and properly
explains the content without incurring in
errors.
Ideas and arguments of the
oral/audiovisual presentation are wellsupported by the resources presented or
discussed in class.
Captures the attention and interest of the
audience and promotes their
participation, if applicable.
Demonstrates a clear understanding of
significant ideas and projects a high level
of understanding.
Text and visual design effectively fulfill
their purpose and are appropriate for the
audience.
5
5
5
5
5
5
5
Language
Updated 01/15/2014
Score
Demonstrates linguistic oral and written
skills in the language of the workshop,
including syntax and flow of ideas.
Applies academic vocabulary effectively
and correctly to convey the message.
Uses appropriate and correct grammar;
text is free of errors.
Totals
(70% for content and 30% for
language)
5
5
5
Total :
____________
Points for
presentation:
____________
Facilitator’s signature: ____________________________________________
Updated 01/15/2014
APÉNDICE I
AUTORREFLEXIÓN
Nombre del estudiante ______________________ Fecha _____________________
Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras,
oraciones, dibujos o historias. El facilitador puede elegir otros temas para que complete la
autorreflexión. Sea honesto y apunte ideas que sean importantes y significantes para usted.
Cada autorreflexión se evaluará en términos de su realización y tendrá un valor de cinco (5)
puntos por autorreflexión.
1. ¿Qué conocimiento previo traje a la clase esta semana?
2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?
3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o
trabajo?
4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?
5. ¿Cuál es mi prioridad #1antes del próximo taller, cómo lo lograré?
6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta
semana? Recuerde que tal vez esté familiarizado con el concepto; trate de escribir
algo nuevo sobre el mismo.
7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí
mismo?
8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para
ayudarme? Si no, ¿qué puedo hacer para mejorar este aspecto, qué haré de manera
diferente la próxima vez?
9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta
semana? ¿Qué aprendí de ellos?
10. ¿Sobre qué quiero aprender más y por qué?
11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo
aplicará esto a su vida personal o profesional.
Updated 01/15/2014
APPENDIX I
SELF-REFLECTION
Directions: Complete the question/questions below determined by the facilitator using
words, sentences, pictures, or stories. The facilitator may specify other topics. Be honest
and record ideas that are important and meaningful to you. Self-reflections will be
evaluated for completion and will have a value of five (5) points per self-reflection.
1. What prior knowledge did I bring to the class this week?
2. What were my expectations for this week? Were they fulfilled?
3. What was my greatest accomplishment this week, and how will I apply it in my
personal life or place of work?
4. What was my greatest challenge this week, and what steps did I take or will take to
overcome it?
5. What is the #1 priority that I need to accomplish before the next workshop, and how
will I achieve it?
6. What were some important concepts, factors and ideas that I discovered/learned this
week? Remember that you may have already heard or known about the concept
before; if so, try to write something new about it.
7. In what specific area do I still need help, and what can I do to help myself?
8. Did I reach my goals for this week? If so, what did I specifically do to help myself?
If not, what can I do to improve, and what will I do differently next time?
9. What did I do specifically to contribute to my peers’ learning this week? What did
I learn from them?
10. What do I want to learn more about and why?
11. How did I grow, improve, and develop myself this week? Be specific. Explain
how you will apply this to your personal or work life.
Updated 01/15/2014
APÉNDICE J
MATRIZ VALORATIVA PARA EVALUAR DEMOSTRACIONES
Y JUEGOS DE ROLES
Nombre del estudiante/grupo:
_________________________________________________________________________
Tema: ____________________________________________ Fecha: ____________
Escriba el número de puntos obtenidos en cada criterio, bajo la columna llamada
“Puntuación”. Sume los puntos para obtener el total y divida entre cinco (5) para obtener el
número de puntos para la demostración/juego de roles (máximo de 10 puntos por
demostración/juego de roles).
Criterios
Puntos de valor
Contenido
Introduce los objetivos eficaz y claramente
y proyecta los conceptos de manera
comprensible, a través de la demostración,
el modelaje o juego de roles.
Captura y mantiene la atención e interés del
aprendiz del lenguaje inglés (ELL) al
introducir la lección y a lo largo de la
demostración.
Presenta la lección organizada, lógica y
coherentemente de manera que el ELL
puede entenderla con fácilidad.
Demuestra dominio del tema o material y
evidencia que comprende el contenido sin
cometer errores; se presenta relajado, bien
preparado, seguro de sí mismo y no
consulta sus apuntes.
Los ELLs son el centro de la lección; la
interacción entre los estudiantes y el
maestro es significativa y eficaz durante
toda la demostración; las actividades
comunicativas que se evidencian en la
lección son auténticas, pertinentes y
eficaces.
Implementa estrategias y procedimientos
significativos de asesoramiento, apropiados
para el grado y la edad y basados en las
Updated 01/15/2014
5
5
5
5
5
5
Puntuación
tareas.
Demuestra eficazmente proyección
personal, postura corporal y técnicas de
manejo de la clase que mantienen a los
estudiantes concentrados en sus tareas todo
el tiempo.
Usa medios audiovisuales y tecnológicos
correcta y eficazmente durante la
demostración.
Lenguaje
Demuestra habilidades lingüísticas en el
idioma del taller, incluyendo el vocabulario,
la sintaxis y el flujo de ideas; aplica el
vocabulario académico eficaz y
correctamente para transmitir el mensaje.
Usa la pronunciación y entonación
apropiada y proyecta su voz de manera
eficaz.
Usa la gramática apropiada y
correctamente.
Totales
5
5
5
5
lenguaje)
Total:
_____________
Puntos por
demostración/juego
de roles:
______________
Firma del facilitador: ____________________________________
Updated 01/15/2014
APPENDIX J
RUBRIC TO EVALUATE DEMONSTRATIONS/ROLE PLAYS
Student/Group’s name: ____________________________________________________
Topic: ____________________________________________ Date: ____________
Write the score received for each criterion in the SCORE column Add the student’s scores
down to obtain the total and divide by five (5) to obtain the number of points for the
demonstration/role play (maximum of 10 points per demonstration/role play).
Criteria
Value Points
Content
Introduces the objectives clearly and
effectively; demonstration, modeling, or
role playing projects the concepts in a
comprehensible manner.
Captures the attention and interest of the
ELL at the introduction of the lesson and
maintains it throughout the duration of the
lesson.
Presents the lesson in an organized, logical,
and coherent manner that can be easily
understood by the ELL.
Demonstrates mastery of the theme or
subject of discussion by effectively
demonstrating knowledge of content
without incurring in errors; appears relaxed,
well-prepared, self-confident, and does not
refer to notes.
ELLs are the center of the lesson;
interaction among students and between
students and teacher is meaningful and
effective at all times during the lesson;
communicative activities demonstrated in
the lesson are authentic, relevant, and
effective.
Implements meaningful, grade and ageappropriate strategies and task-based
assessment procedures.
Demonstrates effective personal projection,
corporal posture, and effective classroom
management techniques that keep the
Updated 01/15/2014
5
5
5
5
5
5
5
Score
students on task at all times.
Uses audiovisual aids and technology
properly and effectively during the
demonstration.
Language
Demonstrates linguistic skills in the
language of the workshop, including
vocabulary, syntax and flow of ideas.
Applies academic vocabulary effectively to
convey the message.
Uses appropriate pronunciation and
intonation and projects his/her voice
effectively.
Uses appropriate and correct grammar.
Totals
(70% for content and 30% for language)
5
5
5
Total :
_____________
Puntos por
demostración/juego
de roles:
_____________
Facilitator’s signature: ____________________________________
Updated 01/15/2014
Updated 01/15/2014

Sistema Universitario Ana G. Méndez, Inc. School for Professional

Transcription

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