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Sistema Universitario Ana G. Méndez School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
SOSC 302
APPLIED STATISTICS TO SOCIAL SCIENCE ESTADISTICAS APLICADAS A LAS CIENCIAS SOCIALES
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados. © Ana G. Méndez University System, 2009. All rights reserved
SOSC 302 Applied Statistics to Social Science 2
TABLA DE CONTENIDO/TABLE OF CONTENTS Página/Page Prontuario ...................................................................................................... 3 Study Guide ...................................................................................................13 Taller Uno/Workshop One ............................................................................. 22 Taller Dos/Workshop Two .............................................................................. 26 Taller Tres/Workshop Three .......................................................................... 30 Taller Cuatro/Workshop Four ......................................................................... 34 Taller Cinco/Workshop Five ........................................................................... 38 Anejo A/Appendix A ....................................................................................... 43 Anejo B/Appendix B ....................................................................................... 48 Anejo C/Appendix C....................................................................................... 53 Anejo D/Appendix D ....................................................................................... 55 Anejo E/Appendix E ....................................................................................... 58 Anejo F/Appendix F ....................................................................................... 59 Anejo G/Appendix G ...................................................................................... 60 Anejo H/Appendix H....................................................................................... 61 Anejo I/Appendix I .......................................................................................... 63 Anejo J/Appendix J ........................................................................................ 64 Anejo K/Appendix K ....................................................................................... 68 Anejo L/Appendix L ........................................................................................ 70 Anejo M/Appendix M ...................................................................................... 71
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 3
PRONTUARIO
Título del Curso:
Estadisticas Aplicadas a las Ciencias Sociales
Codificación:
SOSC 302
Duración:
Cinco Semanas
Pre–requisito:
SOSC 101-102, MATH 111
Descripción: Métodos estadísticos, tanto de tipo descriptivo, como inferencial, aplicados a las Ciencias Sociales. Razonamiento relacionado a las operaciones de aquellos procesos de estadística usados en la determinación de las medidas adecuadas para solucionar problemas en la ciencias del comportamiento humano. Con énfasis en los cuestionamientos de cuándo, por qué y cómo se utiliza una determinada técnica en los procesos de investigación social.
Objetivos Generales 1. Discriminará entre los métodos estadísticos inferenciales que mejor se ajusten a las diferentes situaciones y necesidades de la investigación. 2. Ejecutará los análisis matemáticos correspondientes para lograr aplicar, mediante ejemplos, la estadística inferencial. 3. Utilizará los métodos estadísticos inferenciales para recopilar, organizar y presentar datos, tablas y gráficas en una distribución de probabilidades. 4. Examinará el uso y la importancia de las medidas inferenciales para interpretar resultados, llegar a conclusiones y hacer recomendaciones para la toma de decisiones en una investigación. 5. Analizará y aplicará los conocimientos y destrezas de investigación en el campo de las Ciencias Sociales.
Texto y Recursos Sánchez Viera, A. (2004). Fundamentos del Razonamiento Estadístico. 3ra. Edición. San Juan, PR: Universidad Carlos Albizu. ISBN 1-881724-58-1
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 4
Pagano, R. R. (1999). Estadísticas para las Ciencias Del Comportamiento. 5ta. Edición. México: Internacional Thomson. ISBN 0-534-35390-8 Pagano, R.R. (2008). Understanding Statistics in the Behavioral Sciences. 9th edition Berenson, M. L., Levine, D. M. y Krehbiel, T. C. (2001). Estadísticas para Administración. 2da. Edición. México: Prentice Hall. ISBN 968-444-456-7
Referencias y material suplementario Glass, S. P. & Hopkins, K. D. (1996). Statistics Methods in Education and Psychology. 6ta. Edición. New York. Allyn & Bacon: Boston, MA Berenson, M. L. & Levine, D. M. (1996). Estadística Básica en Administración, Conceptos y Aplicaciones. 6ta edición, México: Prentice Hall. Downie, N. M. & Heath , R.W. (1986). Métodos Estadísticos Aplicados. 5ta edición. México: Harla. Glass, G. V. & Stanley, J. C. (1970). Statistical Methods in Education and Psychology, 2da Edición. New Jersey: Prentice Hall. Guilford, J. P. & Fruchter, B. (1984). Estadística Aplicada a la Psicología y a la Educación. 6ta. Edición. Colombia: McGraw-Hill Latinoamericana. Huck, S. W. & Cormick, W. H. (1996). Contemporary Statistics: A Computer Approach. 4ta. Edición. New York. McGraw-Hill. Levin, J. & Fox, J. A. (1988). Elementary Statistics in Social Research. 4th ed. New York: Harper and Row. Levine, R. I. (1988). Estadística para Administradores. 2da Edición. New Jersey: Prentice Hall. Mann Prem, S. (1995). Statistics for Business and Economics. 5ta. Edición. New York: Wiley. Naiman, A., Rosenfeld, R. and Zirkel, G. (1987). Introducción a la estadística. 3ra edición. México: McGraw Hill. Portilla Chimal, E. (1988). Estadística, primer curso. México: McGraw Hill. Spiegel, M. R. (1991). Estadística. 2da. Edición. México: McGraw Hill.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Evaluación 1. Trabajos para realizar previo a cada taller
20%
Antes de cada taller los estudiantes deberán completar las tareas que están asignadas en el modulo para cada taller. En adición el facilitador podrá asignar ejercicios que le facilitarán la comprensión de los conceptos que se desarrollarán en las actividades que se realizarán en el taller. Estos serán un escogido de ejercicios del libro de texto o de la búsqueda en Internet de información básica conceptual que le ayudará en el proceso de comprensión de los temas bajo estudio. Estas tareas se entregarán a partir de la primera reunión. Este es un trabajo individual; no se aceptaran copias del Internet o de las direcciones electrónicas utilizadas. (Ver Anejo A: Política de Honestidad Académica). Cada trabajo tiene un valor de 100 puntos para un total agregado de 500 puntos. La evaluación de estas tareas estará dividida en 70% por contenido y 30% por objetivos de lenguaje. (Ver anejo B: Rúbrica para evaluar tareas previas a los talleres). El/la estudiante que entregue la tarea posterior al taller asignado tendrá un descuento de 20 puntos por cada reunión que pase posterior a la fecha de entrega. 2. Informe oral sobre trabajo investigativo
20%
Desde la primera hasta la cuarta reunión, el/ la estudiante tendrá la oportunidad de trabajar en grupo. Cada grupo trabajará una situación que se desarrollará y presentará de manera oral y escrita a la clase en el Taller Cinco. Éste, será un trabajo en grupo. Sin embargo, la evaluación considerará ambas variables, de desempeño individual y grupal. Dependiendo de la cantidad de estudiantes matriculados en el curso, el facilitador seleccionará aleatoreamente hasta un máximo de seis (6) grupos cuya composición no excederá cinco (5) estudiantes por grupo. Cada uno de los grupos presentará a la clase el análisis del caso asignado. La presentación oral grupal dicha situación o investigación tendrá un valor de 100 (cien) puntos. El facilitador deberá informar durante el Taller Dos, cuáles serán los grupos para esta actividad. El facilitador le entregará a cada estudiante una copia del caso que analizarán o los estudiantes seleccionaran Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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el tema para el estudio. Las actividades efectuadas en cada uno de los talleres, proveerán las destrezas necesarias para que el estudiante pueda contestar estos ejercicios. (Ver Anejo C: Rúbrica para la evaluación de la presentación oral y escrita del trabajo en grupo). Las presentaciones orales y actividades especiales no se pueden reponer, si el estudiante presenta una excusa válida y corroborable (ejemplo: médica o de un tribunal), se procederá a citarlo para un examen escrito de la actividad a la cual no asistió. 3. Portafolio
20%
En el quinto taller, los estudiantes entregarán un portafolio. (Ver Anejo D: Portafolio). Este trabajo tiene un valor de 100 puntos y se realizará individualmente (Ver Anejo E: Rúbrica para la evaluación del Portafolio). El facilitador informara durante el taller uno cuáles serán los trabajos que se incluirán en el portafolio, el cual incluira un ensayo corto sobre las aplicaciones de los conceptos estadisticos en el area de las ciencias sociales. Las actividades efectuadas en cada uno de los talleres, brindarán las destrezas necesarias para que el estudiante pueda desarrollar el portafolio. 4. Dominio de competencia conceptual
20%
Durante el cuarto taller los estudiantes tomaran una prueba escrita en el salon de clases. La misma constará de una selección de ejercicios prácticos y preguntas que fortalecerán las destrezas y conceptos presentados y estudiados en el curso. Esta prueba tendrá un valor de 100 puntos. 5. Asistencia y Participación diaria en cada taller
20%
La asistencia a todos los talleres es necesaria e indispensable, dos o más ausencias equivalen a fracaso del curso. El/la estudiante deberá demostrar responsabilidad por su proceso de aprendizaje y deberá siempre traer los materiales asignados. En caso de ausencia, el/la estudiante debe realizar todas las gestiones necesarias para comunicarse con el facilitador, de manera que pueda prepararse adecuadamente para la próxima reunión. Todas las actividades realizadas en el taller ausente, sujetas a evaluación, Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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serán consideradas y ponderadas de acuerdo con los parámetros específicos. Es decir, es vigente la pérdida de puntuación por cada trabajo del cual no fue partícipe el/la estudiante por causa de la ausencia. (Ver Anejo J: Parámetros Específicos para Evaluar Asistencia y Participación).
Escala de evaluación: La evaluación final se calculará a base de promedios ponderados, pero considerando la escala estándar de porcientos.
Nota Porciento
A
B
C
D
F
100-90
89-80
70-79
60-69
59-0
NOTA: El estudiante debe obtener una calculadora científica, ya que es una de las herramientas principales para poder realizar eficientemente las tareas y actividades provistas para cada taller.
Dominio de Computadora Se requiere el uso y manejo básico de computadoras personales para realizar exploración de direcciones electrónicas, trabajos computadorizados, mantener comunicaciones electrónicas entre otras tareas. Cada estudiante será responsable de realizar trabajos computadorizados, buscar la informacion de la clase en Blackboard y mantener activo el correo electrónico de la Universidad.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Descripción de las Normas del Curso 1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o todo en español según aplique. 2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más. 3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto. Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El facilitador ajustará la nota de las tareas repuestas. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes opciones: a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la nota existente. b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos por debajo de la nota existente. 5. La asistencia y participación en clase de actividades y presentaciones orales es extremadamente importante pues no se pueden reponer. Si el estudiante provee una excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes del lenguaje como la presentación oral o actividad a ser repuesta. 6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo, cada miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero recibirán una calificación individual. 7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero (vea la política de honestidad académica). 8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar copia a los estudiantes por escrito al principio del primer taller. 9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su correo electrónico, teléfonos, y el horario disponibles. 10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una necesidad, deberá permanecer en vibración o en silencio. 11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de clases.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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12. Todo estudiante esta sujeto a las políticas y normas de conducta y comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre ellas están:
www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser necesario.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Filosofía y Metodología Educativa Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que vivimos. Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir información. Existen varios principios para el constructivismo, entre los cuales están: 1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar con situaciones en las cuales los estudiantes estén buscando activamente construir un significado. 2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios, no en hechos aislados. 3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos. 4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la educación es intrínsicamente interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje. 5. La evaluación debe servir como una herramienta de auto-análisis. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 12
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples perspectivas que existen en el mundo. 7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 13
STUDY GUIDE
Course Title:
Applied Statistics for Social Science
Code:
SOSC 302
Time Length:
Five Weeks
Pre–requisite:
SOSC 101-102, MATH 111
Description: Statistical methods, descriptive and inferential, applied to the Social Sciences. Logic and operation of the statistical processes used to determined the adequate measures to solve problems related to the science of human behavior. Giving emphasis to when, why and how to apply a specific technique in the processes used for social investigation.
General Objectives 1. Discriminate within the inferential statistics method to choose the best method that will apply to the different situations and needs of an investigation. 2. Conduct the necessary mathematical analysis for the application of inferential statistics thru examples. 3. Use the appropriate inferential statistics methods for the collection, organization and presentation of data, tables and graphs in a distribution of probabilities. 4. Examine the use and the importance of the inferential measures to interpret the results, make conclusions and recommendations to make decisions in an investigation. 5. Analyze and apply the knowledge and skills on investigations in the field of Social Science.
Texts and Resources Sánchez Viera, A. (2004). Fundamentos del Razonamiento Estadístico. 3ra. Edición. San Juan, PR: Universidad Carlos Albizu. ISBN 1-881724-58-1 Pagano, R. R. (1999). Estadísticas para las Ciencias Del Comportamiento. 5ta. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Edición. México: Internacional Thomson. ISBN 0-534-35390-8 Pagano, R.R. (2008). Understanding Statistics in the Behavioral Sciences. 9th edition Berenson, M. L., Levine, D. M. y Krehbiel, T. C. (2001). Estadísticas para Administración. 2da. Edición. México: Prentice Hall. ISBN 968-444-456-7
References and Supplementary Materials Glass, S. P. & Hopkins, K. D. (1996). Statistics Methods in Education and Psychology. 6ta. Edición. New York. Allyn & Bacon: Boston, MA Berenson, M. L. & Levine, D. M. (1996). Estadística Básica en Administración, Conceptos y Aplicaciones. 6ta edición, México: Prentice Hall. Downie, N. M. & Heath , R.W. (1986). Métodos Estadísticos Aplicados. 5ta edición. México: Harla. Glass, G. V. & Stanley, J. C. (1970). Statistical Methods in Education and Psychology, 2da Edición. New Jersey: Prentice Hall. Guilford, J. P. & Fruchter, B. (1984). Estadística Aplicada a la Psicología y a la Educación. 6ta. Edición. Colombia: McGraw-Hill Latinoamericana. Huck, S. W. & Cormick, W. H. (1996). Contemporary Statistics: A Computer Approach. 4ta. Edición. New York. McGraw-Hill. Levin, J. & Fox, J. A. (1988). Elementary Statistics in Social Research. 4th ed. New York: Harper and Row. Levine, R. I. (1988). Estadística para Administradores. 2da Edición. New Jersey: Prentice Hall. Mann Prem, S. (1995). Statistics for Business and Economics. 5ta. Edición. New York: Wiley. Naiman, A., Rosenfeld, R. and Zirkel, G. (1987). Introducción a la estadística. 3ra edición. México: McGraw Hill. Portilla Chimal, E. (1988). Estadística, primer curso. México: McGraw Hill. Spiegel, M. R. (1991). Estadística. 2da. Edición. México: McGraw Hill.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Evaluation 1. Assignment to do previous to each workshop
20%
Previous to each workshop students must finish certain assignments that will help them to prepare for the activities in the workshop. The assignments will consist of Internet sites research related of basic conceptual information provided in the module that will help the learning of the workshop objectives. Additionally, the student will complete the assigned exercises that will help him/her in the learning process to understand and apply specific concepts that will be developed in the activities at each workshop. These exercises will be a selection of problems from the textbook selected by the facilitator. The assignments must be submitted starting at the first meeting. This must be an individual work; copies from the Internet or from the URLs used will not be accepted. (See Appendix A: Academic Honesty Policy). Each assignment will be worth one hundred (100) points for an accumulated score of five hundred (500) points. The evaluation of these assignments will be 70% for content and 30% for language objectives. (See Appendix B: Rubrics to evaluate assignments prior to the workshops). The students that turn in the assignments after the corresponding workshop will have a deduction of 20 points per each workshop that passes before the assignment is turned in 2. Oral presentation of group project
20%
From the first to the fourth meeting the students will have the opportunity to work with different classmates in group assignments. Each group will work a situation that will be developed and presented in oral and written form at workshop five (5). This will be a group project. However, the evaluation will consider both, the individual and group aspects. Based on the number of students registered in the course, the facilitator will randomly select the groups. There will be a maximum of six (6) groups and each group will not exceed a total of five (5) students per group. Each group must present to the class the analysis and results of their assigned case. The group oral presentation of this assignment will be worth one hundred (100) points. During Workshop Two, the facilitator will announce the groups for this activity. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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The facilitator will provide a copy of the case to each of the students or the students will select a topic for their investigation. The activities in each of the workshops will provide the skills and knowledge required to do this activity. (See Appendix C: Rubrics for evaluation of oral presentation and written group work). The students will not be able to make-up the oral presentations and special activities. If the student provides a valid and verifiable excuse (example: medical and/or legal), a special written test will be provided on the material for the presentation or activity that the student was absent 3. Portfolio
20%
In workshop five, the students will turn in a portfolio. (See Appendix D: Portfolio). This activity will be done individually and will be worth one hundred (100) points (See Appendix E: Rubric for Portfolio evaluation). During workshop one the facilitator will inform the students the assigned work to be included in the portfolio, this will include a short essay about the application of statistics in the area of Social Science. The activities conducted in each workshop will provide the students the skill and knowledge necessary to do the portfolio. 4. Workshop Test
20%
On workshop four (4) the students will take a written test in the classroom. This test will measure the knowledge acquired by the students at different levels on the concepts of statistics. It will consist of a selection of practical problems and questions that will measure the skills and knowledge learned during the course. This written test is worth one hundred (100) points. 5. Attendance and Participation
20%
Attendance to workshops is mandatory; with two or more absences the students will fail the class. The student should show responsibility for the learning process and must complete all assigned work. In case of absence, the student must contact the facilitator, in order to be ready for the next workshop. All classroom activities done in his/her absence will be subject to an evaluation based upon specific parameters. In other words, absenteeism
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will produce loss of points. (See Appendix J: Specific parameters to evaluate attendance and participation).
Grade Scale The final grading will be calculated base on average grades within the standard percentage scale.
Grade
A
B
C
D
F
Score
100-90
89-80
70-79
60-69
59-0
NOTE: The students MUST bring a Scientific Calculator, The use of a calculator is required to do the assignments and the activities in each workshop. Students must have their own calculator to work individually.
Use of Computers The use of personal computers is required to conduct search of electronic addresses, electronic files and maintain communication with other students. Each student will be responsible for their electronic files, obtain information about the class in Blackboard and maintain active the University electronic mail (e-mail) address.
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Description of course policies 1. This course follows the Sistema Universitario Ana G. Méndez DisciplineBased Dual Language Immersion Model® designed to promote each student’s development as a Dual Language Professional. Workshops will be facilitated in English and Spanish, strictly using the 50/50 model. This means that each workshop will be conducted entirely in the language specified. The language used in the workshops will alternate to insure that 50% of the course will be conducted in English and 50% in Spanish. To maintain this balance, the course module may specify that both languages will be used during the fifth workshop, dividing that workshop’s time and activities between the two languages. If students have difficulty with asking a question in the target language in which the activity is being conducted, students may choose to use their preferred language for that particular question. However, the facilitator must answer in the language assigned for that particular day. This should only be an exception as it is important for students to use the assigned language. The 50/50 model does not apply to language courses where the delivery of instruction must be conducted in the language taught (Spanish or English only). 2. The course is conducted in an accelerated format and requires that students prepare in advance for each workshop according to the course module. Each workshop requires an average ten hours of preparation but could require more. 3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is justified and decide how the student will make up the missing work, if applicable. The facilitator will decide on the following: allow the student to make up the work, or allow the student to make up the work and assign extra work to compensate for the missing class time. Assignments required prior to the workshop must be completed and turned in on the assigned date. The facilitator may decide to adjust the grade given for late assignments and make-up work. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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4. If a student is absent to more than one workshop the facilitator will have the following options: a. If a student misses two workshops, the facilitator may lower one grade based on the students existing grade. b. If the student misses three workshops, the facilitator may lower two grades based on the students existing grade. 5. Student attendance and participation in oral presentations and special class activities are extremely important, as it is not possible to assure that they can be made up. If the student provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation activity if he/she understands that an equivalent activity is possible. This activity must include the same content and language components as the oral presentation or special activity that was missed. 6. In cooperative activities the group will be assessed for their final work. However, each member will have to collaborate to assure the success of the group and the assessment will be done collectively as well as individually. 7. It is expected that all written work will be solely that of the student and should not be plagiarized. That is, the student must be the author of all work submitted. All quoted or paraphrased material must be properly cited, with credit given to its author or publisher. It should be noted that plagiarized writings are easily detectable and students should not risk losing credit for material that is clearly not their own (see Academic Honesty Policy). 8. If the Facilitator makes changes to the study guide, such changes should be discussed with and given to students in writing at the beginning of the first workshop. 9. The facilitator will establish a means of contacting students by providing an email address, phone number, hours to be contacted and days. 10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must be on vibrate or silent mode during class session. 11. Children or family members that are not registered in the course are not allowed to the classrooms. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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12. All students are subject to the policies regarding behavior in the university community established by the institution and in this course. Note: If for any reason you cannot access the URL’s presented in the module, do not stop your investigation. There are many search engines and other links you can use to search for information. These are some examples:
www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed necessary.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world in which we live. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences. As teachers, our focus is on making connections between facts and fostering new understanding in students. We will also attempt to tailor our teaching strategies to student responses and encourage students to analyze, interpret and predict information. There are several guiding principles of constructivism: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models. 4. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the "right" answers and regurgitate someone else's meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning. 5. Evaluation should serve as a self-analysis tool. 6. Provide tools and environments that help learners interpret the multiple perspectives of the world. 7. Learning should be internally controlled and mediated by the learner. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Workshop One Specific Objectives: 1. Understand and comprehend the general and basic concepts used for the descriptive statistics in the area of Social Science. 2. Examine the measures of variability in order to determine different punctuations in the standard curve. 3. Analyze the normal distribution and its applications in different cases to provide a statistical evaluation of the human behavior. 4. Study the curve for a normal distribution in the analysis of the data obtained in cases with groups of simulated objects. 5. Analyze the statistical results of the Z punctuations and the normal curve obtained from the collection of statistical data.
Language Objectives: 1. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) 2. Uses grammar appropriately and correctly. 3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs):
General and basic concepts in statistics http://davidmlane.com/hyperstat/index.html http://www.monografias.com/trabajos66/estadistica-basica/estadisticabasica.shtml
Measures of Variability http://cnx.org/content/m10947/latest/ http://www.iejs.com/Research_Methods/measures_of_variability.htm http://davidmlane.com/hyperstat/A16252.html
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Normal Distributions http://davidmlane.com/hyperstat/A6929.html http://www.stat.yale.edu/Courses/1997-98/101/normal.htm http://cnx.org/content/m11163/latest/
Z Punctuations http://www.adamssixsigma.com/Newsletters/standard_normal_table.htm http://www.gseis.ucla.edu/courses/ed230a2/notes/z1.html
Assignments before Workshop One: 1. Search and read the recommended URL’s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge. 2. After reading about the objectives in workshop one, the students will define the following terms and will provide examples. This must be an individual work; copies from the Internet or from the URLs used will not be accepted. (See Appendix A: Academic Honesty Policy). a. Information Table for Descriptive Statistcs b. Statistical Graphs c. Probability Distributions d. Measures of Variability (Dispertion) e. Variance f. Standard Deviation g. Coefficient of Variation h. Z Punctuations i.
Normal Curve
3. Select an article from a newspaper, the Internet or a magazine that report statistical data about social behaviors. They should include graphs, diagrams and tables with the statistical data and the probability distributions. Bring them to the classroom to be discuss in groups and talk about the human behavior.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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4. Prepare and bring to class a list of demographic data and variables for the basic personal characteristics. Put them in a table and prepare a graph showing the possible probability distribution for these data and variables. 5. This assignment shall be turn in to the facilitator and shall be properly identified with the student name, date and workshop. This assignment is worth 100 points; the evaluation of this assignment will be 70% for content and 30% for language objectives. (See Appendix B: Rubrics to evaluate assignments prior to the workshops).
Activities: 1. The facilitator and the students will introduced them selves by engaging in an icebreaking activity suggested by the facilitator. After all the students have been presented, a Student Representative will be selected. Also, the facilitator will inform about other issues or announcements related with the Program (AHORA), such as new coming courses, holidays, and dates of the Student Representative meeting. 2. The facilitator will present the class objectives, expectations, and teaching methodology and evaluation criteria. During this process, the facilitator will verify that every student in the class has been registered in order to take this course. Furthermore, the facilitator will review that every student has the module and the textbook. Also, the facilitator will provide his/her contact information for the students to contact him/her. The facilitator will establish the schedule and days of contact. 3. The facilitator will discuss what should be included in the portfolio. The facilitator will provide specific information about the work to be included in the portfolio and the rubrics for the portfolio evaluation. The facilitator will answer any questions the students may have related to the portfolio. Also, the facilitator will discuss the final project and the oral presentation. 4. Watch the following video about “What is Statistics”. http://www.youtube.com/watch?v=5YsiVJFSwGo
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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5. The group will discuss and analyze the articles brought by the students. The students will identify the important elements on the articles and the different ways to present the data. After the discussion, the facilitator will provide a summary of the relevant points and its application to the Social Science. 6. Assignment to be completed before workshop one: The student will submit the assignment to the facilitator. The facilitator will clarify any doubts and will answer any questions the student’s may have regarding the assignment. 7. The facilitator will discuss the material related to the objectives in workshop one and may provide and discuss some practice problems during the workshop. The facilitator will discuss the terms and provide examples that will help the learning process and the application of these terms. 8. The facilitator will provide additional problems for the students to practice and find the solution of application problems. These problems will allow the students to clarify any questions and to improve their skills and knowledge in the workshop material. 9. The facilitator will divide the class in groups. Each group will discuss the list of demographic data and variables for the basic personal characteristics from the assignment. Each group will discuss and present in class the most relevant points from their lists and the presentation of the information. 10. The facilitator will discuss the assignment to be completed before workshop two. Also, the facilitator will provide a list of problems to be included as part of the assignment before workshop two.
Assessment: 1. The facilitator will fill out the class participation form for each student (See Appendix J) 2. The students must complete the Reflexive Diary for the workshop (See Appendix K)
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Taller Dos
Objetivos Específicos: 1. Reconocer las diferentes maneras de evaluar datos estadísticos y sus probabilidades referentes al campo de las Ciencias Sociales. 2. Aplicar la curva normal de datos estadísticos para hacer inferencias en el área de las ciencias del comportamiento humano. 3. Crear una tabla de información de la distribución de probabilidades basado en el análisis de correlación para las escalas de medición de datos estadísticos con énfasis en el campo social de la Florida. 4. Evaluar e interpretar los diferentes índices de correlación al igual que las limitaciones de estos en el análisis de datos estadísticos. 5. Estudiar y analizar las estrategias de regresión lineal para la presentación de datos estadísticos obtenidos.
Objetivos del Lenguaje: 1. Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas). 2. Utilización apropiada y correcta de gramática. 3. Aplicación y utilización correcta y apropiada de los verbos.
Enlaces Electrónicos: Curva Normal http://www.fisterra.com/mbe/investiga/distr_normal/distr_normal.asp http://personal5.iddeo.es/ztt/Tem/t21_distribucion_normal.htm
Distribución de Probabilidades http://www.monografias.com/trabajos29/distribucion-probabilidades/distribucionprobabilidades.shtml http://carmesimatematic.webcindario.com/distribucionesp.htm
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Informacion Estadistica http://html.rincondelvago.com/estadistica_42.html http://html.rincondelvago.com/estadistica_47.html
Analisis de Correlacion (Indices de Correlacion) http://www.monografias.com/trabajos30/regresion-correlacion/regresioncorrelacion.shtml http://www.mitecnologico.com/Main/AnalisisDeCorrelacion http://www.cyta.com.ar/biblioteca/bddoc/bdlibros/guia_estadistica/modulo_12.ht m
Estrategias de Regresion Lineal http://html.rincondelvago.com/regresion-lineal-simple.html http://www.monografias.com/trabajos28/nociones-regresion-lineal/nocionesregresion-lineal.shtml
Asignaciones antes del Taller: 1. El/la estudiante leerá y buscará información relacionadas a los objetivos del taller dos en los libros de texto recomendados o en direcciones electrónicas o cualquier otra referencia bibliográfica. Los estudiantes deberan prestar atencion a las rubricas en los apendices. Estas rubricas seran utilizadas para evaluar el conocimiento obtenido. 2. Una vez realice la lectura, contestará las siguientes preguntas. Esta tarea deberá entregarla al facilitador debidamente identificada con su nombre, fecha y taller. La misma tiene un valor de 100 puntos. La evaluación de esta tarea estará dividida en 70% por contenido y 30% por objetivos de lenguaje. (Ver anejo B: Rúbrica para evaluar tareas previas a los talleres). a. Mencione diferentes formas de probabilidades basado en datos estadisticos obtenidos.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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b. Describir como organizar datos estadisticos en la curva de la distribucion normal y cuan importante es esto para hacer inferencias. c. Explicar el uso de regresion lineal y correlacion en el estudio del comportamiento humano. d. Cuales son las limitaciones de los analisis de correlacion. e. Interpretar los índices de correlación. 3. Seleccione un artículo el cual contenga un analisis estadistico sobre el comportamiento social. Traerlo a clase y venir preparado a discutirlo en grupo. 4. Resolver problemas del libro de texto asignados por el facilitador. Estos problemas ayudaran a los estudiantes a entender los objetivos del taller. Este es un trabajo individual; no se aceptaran copias del Internet o de las direcciones electrónicas utilizadas. (Ver Anejo A: Política de Honestidad Académica).
Actividades: 1. El facilitador devolvera los trabajos completados por los estudiantes durante el taller uno. Estos trabajos estaran evaluados de acuerdo con las rubricas incluidas en el modulo. El facilitador discutira la puntuacion obtenida con los estudiantes según sea necesario. El facilitador contestara cualquier pregunta que los estudiantes tengan en relacion a los trabajos del taller uno. 2. El facilitador informara durante el Taller Dos, cuáles serán los grupos y los casos asignados para el de Trabajo Investigacion, presentacion oral. En este taller se formarán los grupos que trabajarán los casos y se les hará entrega a cada estudiante de una copia del caso que les tocara analizar o los estudiantes entregaran el tema para el trabajo de investigacion. El facilitador proveerá información adicional sobre la presentación oral y el reporte escrito. En adición se discutirán en detalles la forma de evaluación de esta actividad final.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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3. Trabajo para realizar previo al Taller Dos: El/la estudiante entregará la tarea asignada. Se aclararán todas las dudas de esta tarea. 4. El facilitador dividirá la clase en grupos para discutir los articulos sober el analisis estadistico del comportamiento social. Los estudiantes indicaran los puntos más importantes incluidos en los articulos y la relacion de estos en decisiones relacionadas al comportamiento humano en la sociedad. 5. El facilitador discutirá en la clase el material relacionado a los objetivos del taller y podrá asignar o hacer algunos problemas de práctica durante el taller. Estos problemas ayudarán a los estudiantes a aclarar dudas y contestar cualquier pregunta que tengan lo cual los ayudará a mejorar su conocimiento y destrezas referentes al material de la clase. 6. El facilitador discutira lo que los estudiantes tienen que hacer para la tarea a completarse antes del taller tres. En adicion el facilitador proveera una lista de problemas del libro de texto los cuales seran resueltos y los incluiran como parte de la tarea a completarse antes del taller tres.
Avalúo 1. El facilitador completara la forma de participacion en la clase para cada estudiante (Ver Anejo J) 2. Los estudiantes completaran el diario reflexivo para el taller (Ver Anejo K)
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Workshop Three Specific Objectives: 1. Identify and develop different strategies to do statistical inferences in the area of social studies. 2. Define the fundamental theories used to make decisions after verifying the statistical hypothesis. 3. Establish the hypothesis tests to do statistical inferences and determine the implications of these inferences in the conclusions of a study. 4. Analyze the different research methods and determine how to select the best method for a specific research project. 5. Summarize the findings and limitations of a study based on the theory related to the research method.
Language Objectives: 1. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) 2. Uses grammar appropriately and correctly. 3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs): Statistical inferences in social science http://stats.org.uk/statistical-inference/ http://www.tamiu.edu/~jnorris/Intro%20to%20statistics.htm
Statistical Hypothesis http://www.npwrc.usgs.gov/resource/methods/statsig/stathyp.htm http://www.ganesha.org/spc/hyptest.html
Hypothesis Tests http://fsweb.bainbridge.edu/dbyrd/statistics/hypothesistesting.htm http://moon.ouhsc.edu/dthompso/CDM/power/hypoth.htm Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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http://business.clayton.edu/arjomand/business/glossary/hyptest.html http://20bits.com/articles/hypothesis-testing-the-basics/
Statistical research methods http://www.ehponline.org/members/1998/Suppl-6/1541-1550marcus/marcusfull.html http://www.statisticstutors.com/statistical_methods.shtml
Assignments before Workshop Three: 1. Search and read the recommended URL’s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge. 2. After reading about the objectives in workshop three, the students will define the following terms and will provide examples. This must be an individual work; copies from the Internet or from the URLs used will not be accepted. (See Appendix A: Academic Honesty Policy). a. Inferential Statistics b. Hypothesis Tests c. Research methods used for the design of studies in the area of human behavior. d. The limitations of a study based on the research method used. 3. The students will solve the problems assigned from the textbook. These problems will help the students understand the terms and objectives of this workshop. 4. The students will watch the following video; http://www.youtube.com/watch?v=BX9iMIC6mcg&feature=related and will be prepared to discuss the main topic and elements shown in the video. 5. This assignment shall be turn in to the facilitator and shall be properly identified with the student name, date and workshop. This assignment is worth 100 points; the evaluation of this assignment will be 70% for content
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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and 30% for language objectives. (See Appendix B: Rubrics to evaluate assignments prior to the workshops).
Activities: 1. The facilitator will return the work completed by the students during workshop two. The work completed would be assessed based on the rubrics included in the module. The facilitator will discuss the points obtained with the students as necessary. The facilitator will answer any questions the students may have related to the workshop one completed work. 2. The group will discuss and analyze the video included in the assignment. The students will identify the important elements presented in the video and how these can be used in the evaluation of a real problem and its application to the Social Science. 3. Assignment to be completed before workshop three: The student will submit the assignment to the facilitator. The facilitator will clarify any doubts and will answer any questions the student’s may have regarding the assignment. 4. The facilitator will discuss the material related to the objectives in workshop three and may provide and discuss some practice problems during the workshop. The facilitator will discuss the terms and provide examples that will help the learning process and the application of these terms. 5. The facilitator will provide additional problems for the students to practice and find the solution of application problems. These problems will allow the students to clarify any questions and to improve their skills and knowledge in the workshop material. 6. The facilitator will divide the class in groups. Each group will come up with a situation where they can apply the statistical hypothesis and do inferences to make decisions. Each group will present their situation with the final decision in front of the class. 7. The students will remain in their group to discuss the different research methods used for a research project. They will discuss the limitations Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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associated with the research methods. The facilitator will select a member from each group to present in class some of the research methods and its limitations. 8. The facilitator will discuss the assignment to be completed before workshop four. Also, the facilitator will provide a list of problems to be included as part of the assignment before workshop four.
Assessment: 1. The facilitator will fill out the class participation form for each student (See Appendix J) 2. The students must complete the Reflexive Diary for the workshop (See Appendix K)
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Taller Cuatro Objetivos Específicos: 1. Determinar los diferentes tipos de error que hay en las pruebas de hipótesis, particularmente en casos relacionados al comportamiento social 2. Identificar y utilizar la teoría de las distribuciones T, también conocidas como “T Student”, cuando tenemos una muestra pequeña. 3. Aplicar en forma general la teoría de las distribuciones “Chi Square”. 4. Identificar las diferencias entre las distribuciones T y las distribuciones “Chi Square”. 5. Aplicar estas distribuciones en la solución de problemas relacionados al área de las ciencias sociales.
Objetivos del Lenguaje: 1. Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas). 2. Utilización apropiada y correcta de gramática. 3. Aplicación y utilización correcta y apropiada de los verbos.
Enlaces Electrónicos:
Tipos de Error en la Prueba de Hipotesis http://www.monografias.com/trabajos17/pruebas-de-hipotesis/pruebas-dehipotesis.shtml http://www.ask.com/bar?q=tipos+de+errores+es+estadistica&page=1&qsrc=2417 &ab=6&u=http%3A%2F%2Fwww.udc.es%2Fdep%2Fmate%2Festadistica2%2Fs ec1_3.html http://www.ask.com/bar?q=tipos+de+errores+es+estadistica&page=2&qsrc=2417 &ab=3&u=http%3A%2F%2Fwww.ilustrados.com%2Fpublicaciones%2FEEFuAkp FpyjdHTnlre.php
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Distribuciones T http://www.ask.com/bar?q=%22distribuciones+t%22&page=1&qsrc=2417&ab=3 &u=http%3A%2F%2Fhtml.rincondelvago.com%2Fdistribuciones-deprobabilidad_1.html http://www.ask.com/bar?q=%22distribuciones+t%22&page=2&qsrc=2417&ab=1 &u=http%3A%2F%2Fwww.mitecnologico.com%2FMain%2FDistribucionTDeStud ent http://html.rincondelvago.com/distribuciones-estadisticas.html Distribuciones “Chi Square” http://www.ask.com/bar?q=%22distribuciones+t%22&page=1&qsrc=2417&ab=3 &u=http%3A%2F%2Fhtml.rincondelvago.com%2Fdistribuciones-deprobabilidad_1.html http://www.ask.com/bar?q=%22distribuciones+chi%22&page=1&qsrc=2417&ab= 2&u=http%3A%2F%2Fsiona.udea.edu.co%2F%7Ebcalderon%2F2_distribucionc hi.html http://www.scribd.com/doc/6784174/Distribucion-Chi
Asignaciones antes del Taller: 1. El/la estudiante leerá y buscará información relacionadas a los objetivos del taller cuatro en los libros de texto recomendados o en direcciones electrónicas o cualquier otra referencia bibliográfica. Los estudiantes deberán prestar atención a las rubricas en los apéndices. Estas rubricas serán utilizadas para evaluar el conocimiento obtenido. 2. Una vez realice la lectura, contestará las siguientes preguntas. Esta tarea deberá entregarla al facilitador debidamente identificada con su nombre, fecha y taller. La misma tiene un valor de 100 puntos. La evaluación de esta tarea estará dividida en 70% por contenido y 30% por objetivos de lenguaje. (Ver anejo B: Rúbrica para evaluar tareas previas a los talleres). a. Hipótesis Estadísticas b. Hipótesis Alterna Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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c. Hipótesis Nula d. Niveles de Significación e. Prueba de una o dos colas f. Tipos de error 3. Resolver problemas del libro de texto asignados por el facilitador. Estos problemas ayudaran a los estudiantes a entender los objetivos del taller. Este es un trabajo individual; no se aceptaran copias del Internet o de las direcciones electrónicas utilizadas. (Ver Anejo A: Política de Honestidad Académica). 4. Los estudiantes repasaran el material estudiado en este taller y los talleres anteriores. Los estudiantes vendrán preparados a la clase para tomar una prueba en el salón de clase sobre el material estudiado hasta el taller cuatro. La misma constará de una selección de ejercicios prácticos y preguntas que medirán las destrezas y conocimiento de los estudiantes en los objetivos aprendidos.
Actividades: 1. El facilitador devolvera los trabajos completados por los estudiantes durante el taller tres. Estos trabajos estaran evaluados de acuerdo con las rubricas incluidas en el modulo. El facilitador discutira la puntuacion obtenida con los estudiantes según sea necesario. El facilitador contestara cualquier pregunta que los estudiantes tengan en relacion a los trabajos del taller uno. 2. El facilitador revisara el progreso de los grupos referente al Trabajo Investigación y presentación oral para hacerse durante el taller cinco. Los estudiantes proveerán un resumen del trabajo de investigación junto con una muestra del análisis hecho hasta el momento. El facilitador volverá a discutir los detalles sobre la presentación oral y el reporte escrito. También se discutirán nuevamente la forma de evaluación de esta actividad final. 3. Trabajo para realizar previo al Taller Cuatro: El/la estudiante entregará la tarea asignada. Se aclararán todas las dudas de esta tarea.
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SOSC 302 Applied Statistics to Social Science 37
4. El facilitador discutirá en la clase el material relacionado a los objetivos del taller y podrá asignar o hacer algunos problemas de práctica durante el taller. Estos problemas ayudarán a los estudiantes a aclarar dudas y contestar cualquier pregunta que tengan lo cual los ayudará a mejorar su conocimiento y destrezas referentes al material de la clase. 5. El facilitador discutirá lo que los estudiantes tienen que hacer para la tarea a completarse antes del taller cinco. En adición el facilitador proveerá una lista de problemas del libro de texto los cuales serán resueltos y los incluirán como parte de la tarea a completarse antes del taller cinco. 6. Los estudiantes tomaran una prueba escrita en el salón de clases. La misma constará de una selección de ejercicios prácticos y preguntas que medirán el conocimiento y las destrezas obtenidas por los estudiantes durante el curso. . Avalúo 1. El facilitador completara la forma de participación en la clase para cada estudiante (Ver Anejo J) 2. Los estudiantes completaran el diario reflexivo para el taller (Ver Anejo K) 3. Los estudiantes tomaran una prueba la cual proveerá una evaluación del conocimiento y destrezas obtenidas por los estudiantes durante el curso.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 38
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, NOTE: This is a bilingual workshop. el Facilitador como los estudiantes,
Both the facilitator and student
deberán utilizar el idioma asignado
should use the language assigned
para cada tarea y actividad.
for each homework and activity.
Specific Objectives: 1. Organize a set of data in a probability distribution form. 2. Develop the graphs for the Z punctuations and the normal curve for probability distribution data. 3. Identify the important elements in the correlation analysis and simple lineal regression for the social science. 4. Establish the importance of inferential statistics as well as the hypothesis tests and the application of the probability distribution analysis in the decision making process for the area of social science.
Language Objectives: 1. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) 2. Uses grammar appropriately and correctly. 3. Manages and uses verbs appropriately and correctly.
Electronic Links (URLs): Probability Distributions http://www.zweigmedia.com/RealWorld/tutorialsf2/frames6_4.html http://math.elon.edu/statistics112/prob_dist.html http://www.itl.nist.gov/div898/handbook/eda/section3/eda36.htm
Z punctuations http://math2.org/math/stat/distributions/z-dist.htm Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 39
http://ideal.stat.wvu.edu:8080/ideal/resource/modules/1/Normal/normal.html http://www.anselm.edu/homepage/jpitocch/biostats/normal.html
Correlation analysis & simple lineal regression http://www.visualstatistics.net/Visual%20Statistics%20Multimedia/correlation_an alysis.htm http://www.stator-afm.com/correlation-analysis.html http://www.graphpad.com/curvefit/linear_regression.htm http://www.stat.yale.edu/Courses/1997-98/101/linreg.htm
Inferential statistics http://www.socialresearchmethods.net/kb/statinf.php http://www.candleinthedark.com/inferentialchapter.html http://www.fiu.edu/~ganapati/4153/regression.html
Assignments before Workshop Five: (This assignment will be done in English) 1. Search and read the recommended URL’s, textbooks and other reference materials. Pay close attention to the rubrics in the Appendix section. These rubrics will be used to assess your knowledge. 2. After reading about the objectives in workshop three, the students will define the following terms and will provide examples. This must be an individual work; copies from the internet or from the URLs used will not be accepted. (See Appendix A: Academic Honesty Policy). a. Z Punctuations b. Correlation Analysis c. Simple Lineal Regression d. Normal distribution curve 3. The students will solve the problems assigned from the textbook. These problems will help the students understand the terms and objectives of this workshop. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 40
4. The students will finalize the analysis, the written report and the presentation for the final activity. The students will ensure that this report is completed and ready for their presentation during workshop five. 5. The students will ensure that the Portfolio is in order and it meets the evaluation requirements as stated in the rubrics (See Appendix D – H)
Activities: 1. The students will complete the class evaluation. The student representative will return the course evaluation to the front office. 2. The facilitator will return the work completed by the students during workshop four. The work completed would be assessed based on the rubrics included in the module. The facilitator will discuss the points obtained with the students as necessary. The facilitator will answer any questions the students may have related to the completed work (in Spanish). 3. Assignment to be completed before workshop three: The student will submit the assignment to the facilitator. The facilitator will clarify any doubts and will answer any questions the student’s may have regarding the assignment (in English). 4. The facilitator will discuss the material related to the objectives in workshop five and may provide and discuss some practice problems during the workshop. The facilitator will discuss the terms and provide examples that will help the learning process and the application of these terms (in Spanish). 5. Final Project – Written Report and Oral Presentation of Case Study; During Workshop Five the students will turn in the written report and will conduct an oral presentation of the case study. (This activity will be in English). This will be a group project. However, the evaluation will consider both, the individual and group aspects. Each student must participate in the oral presentation, the groups must present to the class their analysis and results. The group oral presentation of this assignment will be worth one hundred (100) points. (See Appendix C: Rubrics for evaluation of oral presentation and written group work). Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 41
6. Portfolio: The students will finalize the Portfolio in accordance with the guidance previously provided by the facilitator. They will ensure that all the work is included and everything is in order. The students then will turn in the Portfolio to the facilitator. 7. Closing activity, the facilitator will start an open discussion to provide feedback to the students on their performance during the oral presentation and during the course. The facilitator will give the opportunity to each student to provide their opinion on the course material and their performance. The students will provide feedback to the facilitator on his/her performance during the course (in Spanish).
Assessment: 3. The facilitator will fill out the class participation form for each student (See Appendix J) 4. The students must complete the Reflexive Diary for the workshop (See Appendix K)
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejos/Appendixes
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo A/Appendix A “Política de Honestidad Académica” Introducción El Sistema Universitario Ana G. Méndez está comprometido a consolidar su posición e imagen como una comunidad de aprendizaje de alta calidad, centrada en el ser humano1 por lo que promueve un ambiente de total honestidad e integridad intelectual y académica. Es importante que el estudiante muestre respeto a los estándares institucionales, por lo que se espera que sólo tome crédito por trabajo realizado por sí mismo. No se tolerarán ni se aceptarán bajo ninguna circunstancia actos deshonestos y no éticos en el Sistema. Definiciones El Sistema Universitario Ana G. Méndez considera deshonestidad académica lo siguiente: Fraude en pruebas académicas y falta de honradez (Reglamento de Estudiantes: Artículo VII) o Hablar con otros estudiantes durante el periodo de examen o Utilizar o circular cualquier material impreso en el periodo de examen. Plagio total o parcial (Manual de Normas Académicas y Administrativas: Capítulo XII) o Copiar información de otra persona y hacerla pasar como propia. Copia directa, sin entrecomillar ni anotar, de párrafos, frases, una frase suelta o partes significativas de una frase Paráfrasis o el resumen de un fragmento sin mencionar, mediante nota o cualquier otro procedimiento, su fuente o procedencia El uso de una idea previamente publicada, por cualquier medio, sin referencia a su autor o procedencia Falsificación (Reglamento de Estudiantes: Artículo VII) o Alterar la identificación estudiantil, calificaciones, expedientes y cualquier otro documento oficial. Procedimientos a seguir en casos de Deshonestidad Académica Las faltas antes mencionadas serán consideradas como faltas graves. El Reglamento de Estudiantes: Artículo XIII define una falta grave como aquella que “cometiera un estudiante que afecte adversamente el orden institucional, y requiera una sanción mayor que una reprimenda o medidas correctivas”. En caso de que el estudiante incurra en alguna falta de honestidad académica se tomarán las medidas presentadas en el Reglamento de Estudiantes (Artículo VIII) 1
Visión SUAGM 2005 Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 44
Un Consejo de Disciplina analizará el caso. En el campus principal este Consejo estará compuesto por dos representantes del área administrativa (Directores), dos del área académica (Profesores) y uno del área estudiantil (miembros de alguna organización estudiantil). En los Centros Universitarios estará compuesto por un representante del área administrativa, uno del área académica y uno del área estudiantil. El Vicerrector de Asuntos Estudiantiles podrá iniciar una investigación previa de hechos y recibir un informe oral de un miembro del profesorado, oficial, empleado o estudiante de la Institución, sobre cualquier acto cometido que se considere una falta grave. El proceso disciplinario se iniciará con la radicación oral o escrita de la queja por el Vicerrector de Asuntos Estudiantiles ante el Presidente del Consejo con copia de la notificación escrita o informe oral al estudiante afectado. El Vicerrector podrá suspender provisionalmente al estudiante afectado, pero esta suspensión no excederá de veinte (20) días laborables. El Presidente del Consejo convocará una reunión no más tarde del quinto día laborable, luego de la radicación de la queja, para informar a los miembros de la misma. El Consejo celebrará una vista administrativa en presencia del estudiante (s) afectado (s). El estudiante podrá asistir con un abogado, pero se advertirá que la vista no será gobernada por procedimientos o normas de evidencia aplicables a vistas judiciales. En dicha vista el Vicerrector de Asuntos Estudiantiles y/o su representación legal presentarán toda la evidencia obtenida. El estudiante tendrá oportunidad de confrontar dicha evidencia y ofrecer otro tipo de prueba. Una vez finalizada la vista, el Consejo tomará una determinación y se le notificará por escrito al Rector, quien a su vez notificará al estudiante. El estudiante podrá apelar la determinación ante el Consejo en el término establecido. El Presidente del Consejo notificará al estudiante y al Vicerrector de Asuntos Estudiantiles la determinación final del Consejo de Disciplina. En caso de que no se prueba la comisión de la falta se archivará el expediente.
Sanciones (Artículo VIII) El Consejo de Disciplina podrá imponer una o más de las siguientes sanciones: Amonestación escrita. Establecer un periodo probatorio por un tiempo definido. Suspensión de asistencia a todas o algunas de las clases por un término de tiempo establecido. Suspensión de todos o algunos de los derechos como estudiante por un término fijo, dentro del semestre en curso. Suspensión por el semestre en curso. Suspensión por el año académico en curso o un término mayor. Expulsión de la Institución.
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Academic Honesty Policy Philosophy No aspect of the College is of greater importance than the maintenance of the highest level of academic honesty and integrity. Faculty members, by the character of their private and professional lives, help to set standards which students will emulate. Most specifically, the tone that they set in their individual courses can help to establish an atmosphere in which probity and honesty are taken for granted. Such an atmosphere as a pre-condition for generating, evaluating and discussing ideas, activities which guarantee the pursuit of truth and which are at the very heart of academic life. Definitions of Academic Dishonesty Procedure for Handling Cases of Academic Dishonesty Penalties Appeal Definitions of Academic Dishonesty Claiming others’ ideas as one’s own, failing to acknowledge their ideas, and engaging in other unethical practices that seriously disrupt the pursuit of truth constitute academic dishonesty, which has no place in the academy and will not be tolerated at SUAGM. The system defines these three forms of academic dishonesty as follows:
Cheating includes but is not limited to such in-class behaviors as copying from other students, use of books, notes or other devices not explicitly permitted and communication of answers or parts of answers during an examination.
Plagiarism usually occurs in the case of reports or papers prepared outside the classroom. Plagiarism has been committed whenever a student submits as his or her own work any material taken from others— whether printed, electronic or oral; whether quoted directly or paraphrased—without proper acknowledgment and documentation. Copying the work of other students, whether in hard copy or electronic form, is included in this definition. Faculty members should indicate clearly to their classes which style of documentation is to be used of citing printed, oral and electronic sources, the sixth edition of the MLA Handbook for Writers of Research Papers (2003) is one source of instruction on how to cite both traditional documents and material taken from such electronic sources as the World Wide Web.
While most college students understand what plagiarism is and have learned how to document properly in high school, plagiarism is sometimes unconscious or unintended. Students who feel that they do not possess good bibliographic and citation skills should speak with their professors prior to submitting written Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 46
work. Ignorance may not be an excuse for violating the College rules banning plagiarism. When instructors permit collaboration between students in the preparation of reports, papers or other assignments, they should make clear to students just how much collaboration is permitted and whether or how credits is to be given for each person contributing to the project. Students who knowingly allow others to copy their work, either in or outside of class, will be subject to the same penalties for plagiarism and cheating as those defined above.
Other kind of dishonest academic behavior include but are not limited to the following: falsifying or forging excuses for absence from class of for failures to complete assignments; forging the signature of an academic advisor’ mutilating library materials; and submitting a paper (or two papers that are substantially the same) for credit in two different courses without prior agreement of the instructors involved. Faculty members who become aware of other forms of dishonesty that they deem directly related to academic performance should consult about whether to press charges with the person designated by the Office of Academic Affairs to serve as the academic honesty officer.
Procedure for Handling Cases of Academic Dishonesty When a faculty member has evidence of dishonesty academic behavior, above, he or she shall immediately speak with the student regarding the evidence. If after this conversation the faculty member has found evidence that the student has knowingly or with culpable negligence committed an act of academic dishonesty, he or she shall first so inform the student and than file a formal charge, the faculty member will provide the evidence that substantiates it to the academic honesty officer. Other members of the college community—staff or students—who become aware of dishonest behavior as defined above should consult with the academic honesty officer about whether and/or how to press charges. When the Office of Academic Affairs has received the formal charge from the faculty member, the academic honesty officer will schedule a meeting with the student and discuss both the charge and the evidence. If the academic honesty officer concurs that the student has committed the offense, he or she shall inform the student of the penalty in writing. Penalties When the first offence is related to an academic assignment—as in the cases of plagiarism, cheating and submitting the same paper twice without permission— the minimum penalty for the first offense shall be a zero for the work in question. The maximum penalty shall be failure in the course of courses concerned.
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SOSC 302 Applied Statistics to Social Science 47
When the first offense is directly related to academic conduct but not to a specific assignment—as in the case of forging a signature—the academic honesty officer will determine an appropriate penalty. In either case, any additional offenses, which have not yet been reported and evaluated, may be brought up at that time by the student for simultaneously evaluation. Penalties for these additional violations will not be more severe than those for a first offense. If a student has been previously found guilty of academic dishonesty, any subsequent finding of academic dishonesty shall result in a failure for any course directly concerned and also in suspension from the College for a term determined by the academic honesty officer. If a student has been cleared of charges of academic dishonesty, no records regarding the case will be place in the student’s file. Appeal The student charged might ask for a review of the accusation, the evidence upon which it was base, or the penalty within two weeks after he or she has been notified of the respective charge or penalty. The Vice President for Academic Affairs and Dean of Faculty, the chair of the division concerned, and a faculty member nominated by the student shall constitute the Review Board. The board’s decision is final.
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Anejo B/Appendix B Rúbrica para evaluar tareas previas al taller Assignment Before Workshop One Student Name: ______________________
Date: _______________ Value Points
Criteria Content Part 2 (a) – The answer is clear and well stated. It provides the definition of the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (b) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (c) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (d) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (e) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (f) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (g) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (h) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 2 (i) – The answer is clear and well stated. The definition is provided for the term and provides examples. The sentences are cohesive and have a proper flow.
5
Part 3 – The student bring an article to class with the requested information. The student comes prepare to class to discuss the information in the article.
10
Part 4 – The student prepares and brings to class a list of demographic data and variables. The student prepares a table and graph for this information.
15
Student Score
Language
Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) Uses grammar appropriately and correctly Manages and uses verbs appropriately and correctly Total Points
10 10 10 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: _____________ Facilitator’s Signature: _______________
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SOSC 302 Applied Statistics to Social Science 49
Tarea Previa al Taller Dos Nombre Estudiante: ______________________ Criteria
Fecha: _______________
Puntuación Contenido
Parte 2 (a) – La explicación es clara y completa. Se provee la información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto. Parte 2 (b) – La respuesta es clara y bien establecida. La descripción es correcta y se establece la importancia de forma clara. Las oraciones tienen sentido, son claras y concisas. Parte 2 (c) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto. Parte 2 (d) – La respuesta es clara y bien establecida. Las limitaciones son claramente identificadas y explicadas. Las oraciones tienen sentido, son claras y concisas. Parte 2 (e) – La explicación es clara y completa. Se provee la información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto. Parte 3 – El(La) estudiante trae un artículo referente al material a discutirse en clase. Viene preparado a discutir la información en el artículo. Parte 4 – Todos los problemas son correctamente utilizando el procedimiento adecuado.
Puntuación Estudiante
5
5
5
5
5
15 30
Lenguaje Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas) Utilización apropiada y correcta de gramática Aplicación y utilización correcta y apropiada de los verbos
Total de Puntos
10 10 10 100 (70% contenido y 30% languaje)
Firma de Estudiante: __________________________
Firma de Facilitador: _________________________
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Puntuación total Estudiante: _______
SOSC 302 Applied Statistics to Social Science 50
Assignment Before Workshop Three Student Name: ______________________ Criteria Part 2 (a) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (b) – The answer is clear and well stated. The definition is correct ant it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (c) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (d) – The answer is clear and well stated. The information provided is correct. The sentences are cohesive and have a proper flow. Part 3 – The assigned problems are solved correctly and the proper procedure is use. Part 4 – The student watches the video and comes prepare to discuss it in class. Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) Uses grammar appropriately and correctly Manages and uses verbs appropriately and correctly
Total Points
Date: _______________
Value Points Content
Student Score
5
5
5
5
40 10 Language 10 10 10 100 (70% content and 30% language)
Student’s total Score: _______
Student’s Signature: __________________________ Facilitator’s Signature: _________________________
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Tarea Previa al Taller Cuatro Nombre Estudiante: ______________________ Criteria
Fecha: _______________
Puntuación
Puntuación Estudiante
Contenido Parte 2 (a) – La definición es clara, completa y bien establecida. Las oraciones tienen sentido, son claras y concisas. Parte 2 (b) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas. Parte 2 (c) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto. Parte 2 (d) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas. Parte 2 (e) – La explicación es clara y completa. Se provee una información correcta con los detalles necesarios. Las oraciones tienen sentido y están escritas en un orden correcto. Parte 2 (f) – La respuesta es clara y bien establecida. La información es correcta y se proveen los detalles necesarios. Las oraciones tienen sentido, son claras y concisas. Parte 4 – Todos los problemas son correctamente utilizando el procedimiento adecuado.
5 5
5
5
5
5
40
Languaje Demostrar dominio del idioma Español (vocabulario, syntax, presentación de ideas) Utilización apropiada y correcta de gramática Aplicación y utilización correcta y apropiada de los verbos
Total de Puntos
10 10 10 100 (70% contenido y 30% languaje)
Puntuación total Estudiante: _______
Firma de Estudiante: __________________________
Firma de Facilitador: _________________________
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SOSC 302 Applied Statistics to Social Science 52
Assignment Before Workshop Five Student Name: ______________________ Criteria
Date: _______________ Value Points
Student Scores
Content Part 2 (a) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (b) – The answer is clear and well stated. The definition is correct ant it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (c) – The answer is clear and well stated. The information is correct and it provides sufficient details. The sentences are cohesive and have a proper flow. Part 2 (d) – The answer is clear and well stated. The information provided is correct. The sentences are cohesive and have a proper flow. Part 3 – The assigned problems are solved correctly and the proper procedure is use.
10 10 10 10 30
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas) Uses grammar appropriately and correctly Manages and uses verbs appropriately and correctly
Total de Puntos
10 10 10 100 (70% contenid o y 30% languaje)
Student’s Signature: __________________________ Facilitator’s Signature: _________________________
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Puntuación total Estudiante: _______
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Anejo C/Appendix C Rubric for evaluation of oral and written group work Name: Categories Points
Date: Oral Evaluation Criteria 2
4
Value 5
6
Organization
The student presents the The audience information in a has difficulty Sequence of the logical understanding information sequence. because the provided cannot Sometimes person does not be understood. needs to explain have a logical in more details order. the information presented.
The information is presented in a logical, organized and clear _______ format which is totally understood.
Visual Contact
The student read all the information without establishing any visual contact with the audience.
The student maintains visual contact with the audience all the time, _______ without reading the notes.
The student reads most of the The student information and maintains visual occasionally contact with the establishes audience but visual contact read the notes with the frequently. audience.
The student The student expresses the voice is relatively information clear but people incoherently, and skating in the uses incorrect Communication back of the room pronunciations, Effectivity cannot hear. The with persistent student makes errors. The voice some major is low and can pronunciation not be hear by errors. the audience.
The student voice is sufficiently loud and clear to be understood by the entire audience. The student makes some minor grammatical errors and pronounces the terms correctly.
The student voice is loud and clear every one can understand and hear the presentation. The student does not make any grammatical errors and pronounces the terms correctly. The student uses the words and terms in the correct context.
_______
Total x 5.5 = %
____
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Name: Categories Points
Date: Written Problem Evaluation Criteria 2
3
Value 4
5
The students have some understanding of the problem, fail to identify the variables and identify some of the facts provided in the problem.
The students understand the The students problem but understand the fail to identify problem and some of the identify the _______ variables and variables and the some of the facts provided in facts provided the problem. in the problem.
The students identify part of Utilization of the The students do the procedures correct not use the correct to solve the procedures and procedures and problem but do formulas formulas. not use the correct formulas.
The students identify the The students correct identify the procedures to correct solve the procedures to _______ problem but do solve the problem not use all the and use the correct correct formulas. formulas.
The solution of the problem is The solution of the mostly problem is not disorganized Organization organized and do and the and calculations not include the calculations calculations. are included but cannot be understand.
The solution of the problem is somewhat disorganized and most of the calculations are included.
The solution of the problem is well organized and understandable _______ all the calculations are included and the procedures are clearly identified.
The students do not have the correct answer but they answer the question and provide a written solution based on their results.
The students find the correct answer but do not use the analysis and calculations in their conclusions or in the written solution.
The students find the correct answer and provide a conclusion using _______ their analysis and calculations to answer the question provided.
Understanding the Problems
The students clearly did not understand the problem.
The students do not have the correct results and Results and fail to answer the problem solution question and do not provide a solution to problem.
Total x 5 = %
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
____
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Anejo D/Appendix D Guidelines to prepare the portfolio
1. Determination of sources of content The following, but not limited to, documentation will be included: a. Projects, surveys, and reports. b. Oral presentations c. Essays: dated writing samples to show progress d. Research papers: dated unedited and edited first drafts to show progress e. Written pieces that illustrate critical thinking about readings: response or reaction papers. f. Class notes, interesting thoughts to remember, etc. g. Learning journals, reflexive diaries. h. Self assessments, peer assessments, facilitator assessments. i. Notes from student-facilitator conferences.
2. Organization of documentation Documentation will be organized by workshop, and by type of assignment within workshops. Workshops will be separated from one another using construction paper or paper of different colors, with tabs indicating the workshop number.
3. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (eportfolio).
The cover page will follow exactly APA guidelines applied to a cover page of research papers submitted at Metro Orlando Campus. This cover page will be placed at the beginning of the portfolio.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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The entire portfolio will follow APA style: Courier or Times New Roman font, size 12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth Edition”
A log of entries that can be expanded with each new entry properly numbered. The table, which should be located at the beginning, should include a brief description, date produced, date submitted, and date evaluated (Appendix F).
Introduction and conclusion of the income and outcome of the portfolio.
A list of references and appendixes of all assignments included will be added to the end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent front pocket of the binder for identification purposes (Appendix E).
4. Student-Facilitator Feedback Template: Progression follow-up The final step in implementing portfolios, before returning them to the student or school life, is sharing feedback with each student to review the contents, student reflections, and your evaluations of individual items and all of the work together as related to learning targets (Banks, 2005). Facilitators will e-mail a feedback template to all students. This template will contain information pertaining to weaknesses and strengths found in students’ portfolios (Appendix I). Facilitators will focus their attention on showing students what is possible and their progress rather than what is wrong; however, this does not mean that facilitators will not cover weaknesses and areas for improvement during the conference. Facilitators will send this feedback template upon completion of workshop one. Students will also have the opportunity to respond to the facilitator’s feedback and write their own comments and/or ideas of how to improve the quality of their portfolios, and how to become better metacognitive learners on the feedback template. Students will e-mail the template with their comments back to the facilitator after every workshop. Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
SOSC 302 Applied Statistics to Social Science 57
5. Portfolio storage:
Portfolio samples will be safely stored for a six-month term on campus.
Students will sign an official document empowering Ana G. Mendez University System with rights to use their portfolios with educational or accreditation purposes during this term (Appendix L).
After this term, and if their authors authorize Ana G. Mendez University System to discard their portfolios by signing an official document, portfolio samples will be destroyed; otherwise, they will be returned to their original authors (Appendix M).
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo E/Appendix E PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate Graduate
Concentration Student’s Name Facilitator’s Name Course: Portfolio rated as Reason of this rate
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo F/Appendix F Log of Entries Entry Description
Date of Entry
Date Submitted
1 2 3 4 5 6 7 8 9 10
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Date Evaluated
Page #
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Anejo G/Appendix G Checklist for Portfolio Assessment Has the student set academic goals? Does the portfolio include enough entries in each area to make valid judgments? Does the portfolio include evidence of complex learning in realistic setting? Does the portfolio provide evidence of various types of student learning? Does the portfolio include students’ self-evaluations and reflections on what was learned? Does the portfolio enable one to determine learning progress and current level of learning? Does the portfolio provide clear evidence of learning to users of the portfolio? Does the portfolio provide for student participation and responsibility? Does the portfolio present entries in a well-organized and useful manner? Does the portfolio include assessments based on clearly stated criteria of successful performance? Does the portfolio provide for greater interaction between instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education, Inc.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo H/Appendix H Portfolio Rubric
4 PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough understanding of growth and development related to their field of concentration? Do items show what the student has learned?
Collaboration: Do items show examples of both individual and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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3
2
1
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Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo I/Appendix I Portfolio Assessment Feedback Template
Strengths
Weaknesses
Improvement Ideas
Facilitator’s comments
Student’s response and comments
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo J/Appendix J
PARÁMETROS ESPECÍFICOS PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN La evaluación de asistencia y participación en los cinco talleres tiene un peso de 20% del total de la evaluación final del curso SOSC 302. Es requisito insustituible la asistencia a todas las cinco reuniones, dos o más ausencias equivalen a fracaso del curso. Las actividades realizadas en el taller ausente, sujetas a evaluación, serán consideradas y ponderadas de acuerdo con los parámetros específicos. Por lo tanto, si el/la estudiante se ausenta y entrega los trabajos posteriormente, su puntuación comenzará con descuento porcentual previamente establecido para cada actividad realizada en la respectiva reunión; como se demuestra a continuación: Actividad
Puntos Descontados
Trabajos a realizar previo a cada taller
20 puntos por cada taller que entregue tarde
Prueba Escrita
Portafolio
20 puntos / Debe reponer antes del siguiente taller, de no ser así perderá todos los puntos. Pierde todos los puntos
Trabajo Final en Grupo
Pierde todos los puntos
Asistencia & Participación: En un rango de 1 a 20 puntos, siendo 20 la puntuación mayor por cada taller, se considerará que el/la estudiante haya efectuado aportaciones o preguntas efectivas en la discusión de los conceptos, ejercicios y actividades del taller. Debe entenderse por aportaciones efectivas todas aquellas preguntas, presentaciones o ayudas que dirijan al grupo hacia un mejor entendimiento de los temas discutidos.
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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SPECIFIC PARAMETERS FOR THE ATTENDANCE AND PARTICIPATION EVALUATION The evaluation for attendance and participation is worth 20% of the total final evaluation of the class. Attendance to all five workshops is required and cannot be replaced; students with two or more absences will fail the class. If the student is absent, the student must contact the facilitator, in order to be ready for the next workshop. The students will loose points accordingly based on the specific parameters for all activities subject to evaluation during the workshop that the student is absent, see table below: Activity
Discounted Points
Assignments prior to each workshop
20 points for each workshop that the work is late.
Written Test
Portfolio
20 points / Must be taken prior to the next workshop otherwise will loose all the points. Loose all the points
Final Group Exercise
Loose all the points
Attendance & Participation: In a range from 1 to 20 points, where 20 is the highest score the students can get in each workshop, this will considered how effective were the students questions and comments in relation to the discussion of the class topics, problems and workshop activities. The affectivity of the student participation will be measured based on the how the questions and comments helped to clarify the concepts and to make it more understandable.
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RÚBRICA PARA EVALUAR LA PARTICIPACIÓN EN CLASE NOMBRE: _____________________________
1- Asistencia y puntualidad: ______
CURSO: ______________
2 - Aportación a la clase: ______
Puntuación Total: __________ ____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo ____ 0 = Faltó al taller; ____ 1-5 = Participación: Poca a regular; ____ 6-10= Buena a excelente
CRITERIOS
Taller 1 Taller 2 Taller 3 Taller 4 Taller 5 1 2 1 2 1 2 1 2 1 2
1. Contribuye frecuentemente a las discusiones en clase 2. Demuestra interés en las discusiones en clase 3. Contesta preguntas del facilitador y sus compañeros 4. Formula preguntas pertinentes al tema de la clase 5. Viene preparado(a) a clase 6. Contribuye a la clase con material e información adicional 7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase 8. Demuestra atención y apertura a los argumentos de sus compañeros 9. Contesta preguntas y planteamientos de sus compañeros 10. Demuestra iniciativa y creatividad TOTAL
Comentarios
________________________________________________________________
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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RUBRIC FOR EVALUATION OF CLASS PARTICIPATION NAME: _____________________________
COURSE: ______________
2 – Participation in Class: ______
1- Assistance: ______ Total Score: __________
____ 0 = Absent; _____ 1-5 = Present but arrived late; ____ 6-10= Assisted class on time ____ 0 = Absent; ____ 1-5 = Participation: Minimal to regular; ____ 6-10= Good to excellent
CRITERIA
WS 1 1 2
WS 2 1 2
WS 3 1 2
WS 4 1 2
1. Frequently contribute to class discussions 2. Show interest in class discussions 3. Answer questions from other students and from the facilitator 4. Make questions related to the class topic 5. Arrive prepared for class 6. Contribute to the class with additional information and material 7. Present arguments based on the readings and class work 8. Show attention and is opened to the arguments from other students 9. Answer to questions and arguments from other students 10. Show initiative and creativity TOTAL
Comments
___________________________________________________________________
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
WS 5 1 2
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Anejo K/Appendix K
Diario Reflexivo Instrucciones: El propósito del diario reflexivo es provocar en el estudiante una actitud de reflexión o análisis de las experiencias vividas en cada clase o al concluir una actividad educativa. Esta reflexión le permitirá al estudiante a aplicar lo aprendido a su experiencia del diario vivir, así como a analizar las implicaciones de lo aprendido en su desempeño profesional. Este instrumento deberá completarse al concluir cada una de las sesiones lectivas. Se incluirán estos documentos como parte del portafolio. Preguntas guías: 1. Que aprendí hoy? 2. En que me puede ayudar el tema presentado en clase? 3. Como puede aplicar lo discutido en la clase a su vida y experiencias personales?
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Reflexive Diary Instructions: The purpose of the reflexive diary is to create in the students an attitude of reflection or analysis of the experiences learned in class or at the conclusion of an activity. This reflection will allow the students to apply the knowledge acquired in class to the regular day to day living as well as to analyze the implications and applications of the class material to their professional life. This tool must be competed at the conclusion of each section. It must be included as part of the portfolio. Questions: 1. What did I learned today? 2. Who does the theme discussed today can help me? 3. Who can I apply what I learned today in my personal life?
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
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Anejo L/Appendix L Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System, to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the office of Assessment and Placement to keep a copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ Student’s Name (print)
_______________________________ Student’s Signature
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
___________ Date
___________ Date
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Anejo M/Appendix M Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of Assessment and Placement of the Ana G. Méndez University System to keep in their records a copy of my portfolio. I understand that the portfolio is going to be used for accreditation or educational purposes only, and that is not going to be disclosed without my consent. By signing this document I authorize the Office of Placement and Assessment to keep a copy of my portfolio for six months and discard it at the end of this period of time.
_______________________________ Student’s Name (print)
_______________________________ Student’s Signature
Prep. 2005. Armando J. Sanchez, EPM, MS/IEMS, Rev. 2009. Armando J. Sanchez, EPM, MS/IEMS
___________ Date
___________ Date