Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
PUAG 665
CAPSTONE IN PUBLIC AND NONPROFIT MANAGEMENT
SEMINARIO DE GERENCIA PUBLICA Y AGENCIAS SIN FINES DE LUCRO
© Sistema Universitario Ana G. Méndez, 2009 Derechos Reservados.
© Ana G. Méndez University System, 2009. All rights reserved
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................................................................................................ 3
Study Guide ................................................................................................................... 12
Workshop One .............................................................................................................. 19
Taller Dos ....................................................................................................................... 22
Workshop Three ........................................................................................................... 25
Taller Cuatro .................................................................................................................. 28
Workshop Five/Taller Cinco ...................................................................................... 31
Anejo A/Appendix A .................................................................................................... 35
Anejo B/Appendix B .................................................................................................... 37
Anejo C/Appendix C .................................................................................................... 39
Anejo D/ Appendix D ................................................................................................... 41
Anejo E/ Appendix E ................................................................................................... 43
Anejo F/Appendix F ..................................................................................................... 46
Anejo G/Appendix G .................................................................................................... 47
Anejo H/Appendix H .................................................................................................... 48
Anejo I/Appendix I ........................................................................................................ 50
Anejo J/Appendix J ..................................................................................................... 51
Anejo K/Appendix K .................................................................................................... 53
Anejo L/Appendix L ..................................................................................................... 54
Anejo M/Appendix M ................................................................................................... 55
Anejo N/Appendix N .................................................................................................... 56
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
3
PRONTUARIO
Título del Curso: Seminario de Gerencia Pública y Agencias Sin Fines
de Lucro
Codificación: PUAG 665
Duración: 5 semanas
Prerrequisito: 9 créditos de concentración
Descripción :
El curso provee un foro donde los estudiantes tendrán la experiencia de
aplicar áreas de conocimiento y destrezas adquiridas en el programa. El curso
integra conocimientos del currículo y utiliza esta base para completar un
proyecto investigativo que demostrará dominio de los conceptos claves, métodos
y destrezas que componen el programa de gerencia pública y sin fines de lucro.
Objetivos Generales:
Al finalizar el curso el estudiante demostrará sus destrezas en las siguientes
áreas de gerencia pública y agencias sin fines de lucro:
1. El estudiante preparará propuestas para implementar programas de servicio
público.
2. El estudiante aplicará los conocimientos obtenidos en la concentración para
estudiar problemas de interés social.
3. Podrá utilizar técnicas de planificación e implementación empleadas en la
gerencia pública.
4. Identificará técnicas de negociación necesarias para crear consenso entre
diversos sectores de interés público.
5. Demostrará cómo diagnosticar una situación, evaluar alternativas, proponer
vías de implantación y evaluar resultados.
6. Podrá utilizar programas y modelos empleados por organizaciones públicas y
sin fines de lucro que han resultado exitosos.
7. Reconocerá los recursos financieros y fondos necesarios para administrar
programas de servicio público por medio del diseño de un presupuesto.
8. Aplicará y podrá utilizar los siguientes enfoques:
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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a. Asuntos éticos y legales que aplican al sector público y
organizaciones sin fines de lucro.
b. Asuntos contemporáneos que afectan la política pública.
c. Leyes y regulaciones que controlan los programas de servicio
público.
d. Planificación estratégica.
Evaluación:
La evaluación del curso tendrá varios componentes: La participación del
estudiante incluirá asistencia a la clase y contribución activa a las discusiones y
temas. Todos los talleres requerirán asignaciones y trabajos escritos. El
proyecto investigativo consistirá de una propuesta para un programa del sector
público o agencia sin fines de lucro, el cual se presentará oralmente en clase y
un trabajo final escrito (Anejo D). Los estudiantes también completarán un
portafolio que incluirá los diarios reflexivos, además de otros requisitos (Anejos
E-N).
Total 100%
Participación y Asistencia 15%
Asignaciones y Trabajos Escritos 20%
Presentación Oral 20%
Proyecto Especial 30%
Portafolio 15%
Descripción de la evaluación:
� Asistencia y Participación – (15%)
La asistencia a los talleres es obligatoria y las ausencias afectarán la nota
final por participación. Se espera que el estudiante contribuya a las
discusiones y temas de cada taller. La evaluación de la asistencia y
participación se hará utilizando la matriz valorativa del Anejo A.
� Asignaciones y Trabajos Escritos - (20%)
El 20% de la nota del curso se basa en asignaciones que requieren
investigación previa. Se espera que el estudiante contribuya a las
discusiones de los talleres basándose en información obtenida por medio de
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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las asignaciones y lecturas asignadas. Se asignarán trabajos escritos
(preguntas, búsqueda de información, redacción de ensayos, etc.) que
deberán entregar en la fecha que se le indique. Las asignaciones también
prepararán al estudiante para completar conocimientos y obtener práctica
para el Proyecto Final. Los estudiantes conservarán copia de los trabajos
entregados. La evaluación de asignaciones se hará utilizando la matriz
valorativa para trabajos escritos del Anejo B.
� Presentaciones orales – (20%)
La evaluación de las presentaciones se hará utilizando la matriz valorativa
del Anejo C. Los estudiantes deberán demostrar dominio de los conceptos
además del lenguaje asignado a cada taller. Las presentaciones orales
deben ser organizadas y tener efectos visuales (PowerPoint, gráficas, tablas
de información, fotos, etc.). La presentación oral del Proyecto Final también
se evaluara utilizando la Matrix Valorativa del Anejo C.
� Portafolio – (15%)
El Portafolio del curso de PUAG 665 tendrá como enfoque el crecimiento
profesional y experiencia educativa del estudiante basándose en los cursos y
conceptos aprendidos en la concentración. La evaluación del Portafolio,
incluyendo los trabajos y diarios reflexivos, se hará utilizando los Anejos E-N.
� Proyecto Especial de Investigación – (30%)
El Facilitador debe aprobar el tema del proyecto especial el cual consiste de
una propuesta para adquirir fondos para un programa de servicio público. La
propuesta debe incluir los elementos requeridos en una propuesta
profesional y debe incluir técnicas y conocimientos adquiridos en la
concentración. El estudiante seleccionará el tema para el Segundo Taller y
preparará un bosquejo en consulta con el Facilitador del curso. El formato de
la presentación oral del proyecto final será determinado por el Facilitador del
curso. La evaluación se basará en los criterios establecidos en los Anejos B
y D.
Escala:
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Se evaluará al estudiante por la escala siguiente:
A- 100-90 El estudiante domina los conceptos de estrategia públicas y
demuestra dominio del lenguaje y contenido.
B- 89-80 El estudiante ha demostrado conocimiento y participación pero
necesita mejorar en áreas de concepto o dominio del idioma.
C- 79-70 El estudiante ha demostrado conocimiento y participación
limitada, necesita mejorar en áreas de concepto y dominio del idioma.
D- 69-60 El estudiante no ha demostrado conocimiento o no ha participado
de una manera aceptable, ha cumplido con algunos requisitos del curso.
F- 59- 0 El estudiante no ha cumplido con los requisitos del curso.
Otros:
A discreción del Facilitador
Lecturas Requeridas para Referencia y/o Discusión d el Curso:
Hernandez, R., Fernandez, C., & Baptista, P. (2003). Metodología de la
Investigación. (3rd ed.). Mexico, D.F.: McGraw-Hill Interamericana.
Lecturas Recomendadas para Referencia en el Curso:
Allison, Michael and Kaye, Jude. (2003). Strategic Planning for Nonprofit
Organizations, A Practical Guide and Workbook. 2nd Edition: John Wiley
& Sons.
Geuras, Dean and Garofalo, Charles. (2005). Practical Ethics in Public
Administration, 2nd Edition. Management Concepts.
Osborne, David and Hutchinson, Peter. (2006). The Price of Government:
Getting the Results We Need in an Age of Permanent Fiscal Crisis. Basic
Books. New York: New York.
Scharam, B. (1997). Creating small scale social programs: planning,
implementation and evaluation. Sage Publications. California: Thousand
Oaks.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Descripción de las Normas del Curso
1. Este curso sigue el programa “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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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.
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.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda 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 d irecciones electrónicas y/o
añadir algunas de ser necesario.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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STUDY GUIDE
Course Title: Capstone in Public and Nonprofit Management
Code: PUAG 665
Time Length: Five Weeks
Prerequisite: 9 Specialization Credits
Description:
The purpose of this course is to engage the students in a capstone
experience intended to bring together the various areas of knowledge and skills
covered in the program. This course integrates knowledge from the curriculum
and uses this core knowledge to complete an applied research project that
demonstrates mastery of key concepts, methods, and skills in the public and
non-profit management program.
General Objectives:
At the end of the course, the student will demonstrate competence in the
following public and nonprofit management areas:
1. The student will prepare proposals to implement programs in the public
sector.
2. The student will apply knowledge obtained from concentration courses to
study social problems of their particular interest.
3. Use of planning and implementation techniques utilized in the public sector
management.
4. Identification of negotiation techniques necessary to reach consensus
among diverse interest groups.
5. The student will demonstrate how to diagnose a situation, evaluate
alternatives, propose implementation alternatives and evaluate results.
6. The student will utilize programs and models employed by public and
nonprofit organizations that have proven successful.
7. The student will recognize the financial resources and funds needed to
administer a public service program by designing a budget.
8. The student will apply and utilize the following concepts:
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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a. Ethical and legal issues that apply to the public and nonprofit
sector.
b. Contemporary issues that affect public policy.
c. Laws and regulations that control public sector and nonprofit
programs.
d. Strategic Planning
Evaluation:
The course evaluation will have several components. Student’s participation in
class will include attendance and active contributions to discussions and topics.
All workshops will require preparation of assignments or written reports. The
investigative report will consist of a proposal for a public service or nonprofit
program, to be presented in class as an oral presentation, and a final written
report (Appendix D). Students will also complete a portfolio that will include
reflective diaries and additional requirements (Appendixes E-N).
Total 100%
Class Participation and Attendance 15%
Assignments and Written Reports 20%
Oral Presentation 20%
Final Report 30%
Portfolio 15%
Evaluation’s description
� Attendance and Participation- (15%)
Attendance is mandatory and absences will affect the final grade for
participation. Students are expected to actively contribute in the discussions
and topics. Participation, including work assigned in groups during class, will
be evaluated using Appendix A.
� Written assignments 20%
A total 20% of the final grade will consist of written assignments that require
extensive research prior to class. Students are expected to contribute to class
discussions based on investigative research and assignments. This work will
consist of written compositions, research, essays and reflective compositions
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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that students should turn in by the due date. These assignments will also
prepare the student with skills and hands on experience for their final project.
Students should keep copies of their work. Evaluation of assignments will be
conducted using Appendix B.
� Oral presentations – (20%)
Evaluation of oral presentations will be based on the criteria contained on
Appendix C. These presentations should be organized and must have visual
effects (PowerPoint, graphics, information tables, etc.). The oral presentation
of the Final Project will also be evaluated using the Rubric of Appendix C.
� Portfolio – (15%)
The Portfolio required for the PUAG 665 course will be focused on the
professional growth and educational experience of the student based on the
courses and concepts learned throughout this degree. The Portfolio, including
the assignments and reflective diaries, will be evaluated using Rubrics E-N.
� Special Investigative Project – (30%)
The Facilitator must approve the theme of the project which will consist of a
proposal to obtain funding for a new public service. The proposal should
include elements required by a professional grant application in addition to
techniques and concepts learned in concentration courses. The topic will be
selected by the second workshop and a written project outline must be
submitted in consultation with the Facilitator. The format and requirements for
the project will be determined by the Facilitator and the evaluation will be
based on the criteria for written projects and essays established in
Appendixes B and D.
Evaluation Scale:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Other :
At the discretion of the facilitator
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based 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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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.
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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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 informati on. 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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Workshop One
Specific Objectives:
At the end of the workshop, the student will be able to:
1. Review the general principles of management in public and nonprofit sectors.
2. Validate the importance that strategic planning has in the management of
public and nonprofit organizations.
3. Analyze the political, social and economic impact that public organizations
have in our society.
4. Evaluate the negative effects that budget deficits and economic downfalls
have on public services.
Language Objectives:
The student will:
1. Read about current issues involving management of public and nonprofit
organizations.
2. Write about current political, social and economic issues affecting public
sector and nonprofit organizations.
3. Discuss and validate a position on an issue using logical arguments.
Electronic Links (URLs):
Planning Models and concepts
http://www.managementhelp.org/plan_dec/str_plan/models.htm
http://www.managementhelp.org/plan_dec/str_plan/basics.htm
http://www.planning.org/
http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m.html
http://govinfo.library.unt.edu/npr/initiati/mfr/
Government Performance and Results Act of 1993
http://www.whitehouse.gov/omb/financial_offm_legislation/
Issues in public and nonprofit management
http://www.nptimes.com/
Fiscal issues in Public and Nonprofit Organizations
http://www.practitionerresources.org/cache/documents/36057.pdf
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Starting a nonprofit organization
http://managementhelp.org/strt_org/strt_np/strt_np.htm
http://www.cnmsocal.org/library.html
Assignments before Workshop One:
1. 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. The student will write a short essay in English, minimum of two pages,
describing in his/her own words the major challenges that the public sector
faces in the 21st century. Give examples and persuasive arguments to
validate your position.
3. Bring a news article or blog that discusses a current political, social or
economic issue affecting a public or nonprofit organization.
Activities :
1. The facilitator and the students will introduced themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. The facilitator will discuss the purpose of the course and course policies.
3. Students will select a student representative. The facilitator will explain the
role and responsibilities of the student representative.
4. The facilitator will moderate a discussion about current events in the public
sector.
5. Students will be asked to share their views based on their assigned readings,
blogs or newspaper articles.
6. Each student will make a short presentation about their positions regarding
the issues and challenges of the 21st century as identified in their essays.
7. The facilitator will discuss the assignments and topics for the next workshop.
8. The facilitator will provide guidance for the investigative report and address
any questions about the project.
9. Students will complete their reflective diaries and return to the facilitator.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Assessment:
1. The instructor will read and evaluate the assigned essay to assess readiness
for the next Workshops.
2. The students will complete the reflective diary.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Taller Dos
Objetivos Específicos:
Al final del Taller Dos, los estudiantes:
1. identificarán la importancia de un plan estratégico en la gerencia de
organizaciones públicas y sin fines de lucro.
2. Aplicarán técnicas de la planificación estratégica al desarrollo de nuevos
programas y propuestas.
3. Aplicarán técnicas de investigación para explorar ideas, alternativas y
posibles soluciones a los retos que confrontan las organizaciones públicas y
sin fines de lucro.
4. Analizarán los beneficios y deficiencias de programas del sector público.
Objetivos del Lenguaje:
Los estudiantes:
1. Escribirán ideas para la creación de nuevas estrategias para resolver asuntos
y problemas de interés público.
2. Podrán presentar argumentos con uso adecuado de vocabulario.
3. Consultarán fuentes de información para obtener ejemplos de una variedad
de programas ofrecidos por organizaciones públicas y sin fines de lucro.
Enlaces Electrónicos:
The 2009 American Recovery Act
www.recovery.gov
http://www.recovery.gov/?q=content/inspector-general-plans
www.hud.gov/recovery
Oportunidades de fondos para programas de servicio público
http://www.grants.gov/applicants/recovery.jsp
Planes Estratégicos (Ejemplos y Modelos)
http://www.managementhelp.org/plan_dec/str_plan/models.htm
http://www.whitehouse.gov/omb/mgmt-gpra/gplaw2m.html
http://www.aspanet.org/ScriptContent/PDFs/stplan.pdf
http://bpa.odu.edu/bpa/about/CBPAStrategicPlan2005-final.pdf
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Asignaciones antes del Taller:
1. Leer los enlaces electrónicos asignados para el Taller Dos.
2. Preparar un ensayo corto (una a dos páginas) donde describa una agencia
pública en la cual le interesaría trabajar y explique la misión de la agencia.
Explicar en dicho ensayo en qué consisten los programas ofrecidos por
dicha agencia, su plan de implantación y desarrollo de programas.
3. Buscar información y venir preparado para discutir en clase el “American
Recovery Act of 2009” o programa de estimulo económico del Presidente.
Traer un ejemplo de unos de los programas para discutir en clase.
Actividades:
1. El facilitador contestará preguntas y dudas del taller anterior.
2. El facilitador explicará mediante conferencia y en manera de revisión, el
concepto y técnicas de realizar un Plan Estratégico para una agencia pública
o sin fines de lucro.
3. Cada estudiante presentará la asignación (ensayo escrito) del Taller Dos en
el cual describe una organización y su plan de desarrollo y programas.
4. Luego de las presentaciones, los estudiantes se dividirán en grupos para
evaluar y discutir el Acta de Recuperación Económica (2009 American
Recovery Act).
5. Se discutirá y explicará la importancia que tiene el Acta; se darán ejemplos
de programas a implementarse y oportunidades de obtener fondos para crear
nuevos programas.
6. Los estudiantes en grupos, desarrollarán un nuevo programa para crear
nuevos empleos basándose en los modelos de agencias que reciben fondos
bajo el Acta de Recuperación o recopiladas como parte de las tareas
asignadas para el Taller Dos.
7. Se discutirá y explicará el Anejo D, en el cual se explica el trabajo
investigativo a completarse en el Taller Cinco. Este trabajo equivaldrá al
30% de la nota final del curso y los propios estudiantes escogerán el tema,
la agencia o situación que prefieran trabajar, según sus intereses e
inquietudes. El facilitador deberá aprobar el tema del trabajo investigativo.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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8. El facilitador contestará preguntas sobre el taller o el trabajo investigativo.
Avalúo
1. El Facilitador evaluará el trabajo escrito y entregará las correcciones y
comentarios en el taller tres.
2. El facilitador evaluará la participación en clase.
3. El estudiante completará un diario reflexivo e indicará lo que ha aprendido en
el Taller Dos.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Workshop Three
Specific Objectives:
1. Students will use strategic thinking to resolve public and nonprofit
management issues.
2. Students will apply ethical codes to decisions made in public and nonprofit
management.
3. Students will speculate on what strategies the public and nonprofit sector may
explore to combat ethic violations.
4. Explore the multiple dimensions of preparing and submitting grants for
funding.
5. Students will be able to compare different grant applications and submissions
produced by a variety of public and nonprofit organizations.
Language Objectives:
1. Students will be able to read grant submissions and interpret purpose and
effectiveness.
2. Students will write about ethics using proper grammar and vocabulary.
3. Read and interpret code of ethic violations and concerns in a professional
manner.
Electronic Links (URLs):
Ethics
http://www.usoge.gov/
http://www.washingtonpost.com/wp-
dyn/content/article/2008/01/29/AR2008012902908.html
http://www.aspanet.org/scriptcontent/index_codeofethics.cfm
http://www.unpan.org/dpepa-gpab-ethics.asp
http://aas.sagepub.com/cgi/content/abstract/23/3/357
http://www.transparency.az/transpfiles/e1.pdf
Grant Writing
http://www.proposalwriter.com/grants.html
http://grants1.nih.gov/grants/grant_tips.htm
http://www.fundsnetservices.com/grantwri.htm
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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http://www.grantproposal.com/proposal.html
Assignments before Workshop Three:
1. Bring to class a grant application from an agency of your choice.
2. Bring to class a grant submission (one that has already been submitted) of an
agency of your choice.
3. Identify three (3) accounts of public sector ethics violations or concerns
related to your local leaders, state or national elected officials.
4. Students will write an essay based on the incidents and answering the
following questions:
• What are the ethical violations or concerns involved?
• Who are the elected officials involved?
• What organizations were involved or represented?
• What factors motivated the officials to engage in this behavior?
• What is the impact of this unethical conduct?
The essay should specify the sources of the information.
5. Students should come prepare to discuss in class what is a Code of Ethics.
Activities :
1. The facilitator will provide a synopsis of the previous workshop and answer
any questions.
2. The facilitator will lead a discussion about Code of Ethics.
3. Students will be asked to explain in their own words why is important to have
a Code of Ethics in the workplace.
4. Students will discuss the examples of ethics violations and concerns. Each
student will present one of the three examples of their assignment.
5. Students will take 5 -10 minutes to develop their “Personal Code of Ethics”.
6. Students will exchange their codes and read them to the class. After this
exercise, students should hand in their Personal Code of Ethics to the
Facilitator.
7. Students will divide in groups. One group will review and analyze a grant
application of their choice. The other group will review and analyze a grant
submission of their choice. This analysis should include, but not be limited to,
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
27
the purpose of the grant, an overview of the requirements, the type of
organization that should be (or is) applying, how much funding is available or
is being requested and what is the funding specifically for. The analysis
should include suggestions and recommendations.
8. Each group will present to the class their analysis of the grant application and
submission.
9. Students will provide to the facilitator their proposed final project topic.
10. The facilitator will review the topics and will provide feedback to students
concerning their proposed project.
Assessment:
1. The facilitator will read and evaluate the assignments and assess readiness
for the next workshops.
2. The facilitator will evaluate students on their class participation.
3. The students will complete the Reflective Diary.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Taller Cuatro
Objetivos Específicos:
Al finalizar el taller, el estudiante:
1. Desarrollará indicadores de éxito para medir el progreso de programas y
estrategias.
2. Utilizará herramientas para descifrar las necesidades de una comunidad y
formular programas de corto plazo para resolver dichas necesidades.
3. Desarrollará presupuestos realistas para la implementacion de programas.
4. Desarrollará un programa para levantar fondos para una agencia sin fines de
lucro (fundraising).
5. Explicará la importancia de la Junta de Directores en una organización sin
fines de lucro.
Objetivos del Lenguaje:
1. El estudiante consultará fuentes de información para obtener ejemplos de
una variedad de programas de agencias sin fines de lucro.
2. El estudiante podrá describir en sus propias palabras, las cualidades que
deben tener los miembros de una Junta de Directores.
3. El estudiante podrá expresar el progreso de su trabajo utilizando el
vocabulario y conceptos aprendidos en clase.
Enlaces Electrónicos:
Presupuestos
http://www.vscpa.com/Resources/For_Non_Profits/Budgeting_Small.aspx
http://www.nonprofitsassistancefund.org/files/MNAF/ArticlesPublications/Budgeti
ngProcess.pdf
Junta de Directores y las Agencias sin Fines de Lucro
http://managementhelp.org/boards/boards.htm
http://non-profit-governance.suite101.com/article.cfm/creating_a_nonprofit_board
http://www.idealist.org/en/faqcat/3-1
http://www.consultmillennia.com/documents/Non-
ProfitBoardResponsibilitiesArticle.pdf
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Nonprofit Organization Basics
http://www.idealist.org/if/i/en/npofaq
http://www.managementhelp.org/strt_org/strt_np/strt_np.htm
Fundraising
http://nonprofit.about.com/od/fundraising/Fundraising_Tips_and_Tools.htm
Accountability Standards
http://www.1800net.com/nprc/index.html
Asignaciones antes del Taller:
1. Cada estudiante deberá completar un plan de emergencia corto. El propósito
del plan es ayudar a relocalizar a un total de 50 familias desamparadas. El
plan debe incluir lo siguiente:
• Un presupuesto para cubrir los gastos de relocalizar y proveer a cada
familia un lugar donde vivir por 6 meses; salarios para 4 trabajadores
sociales y otros gastos involucrados para proveer este servicio por 6
meses.
• Un plan para evaluar el programa que incluya indicadores de éxito para
evaluar el progreso del programa.
2. Hacer una lista de las cualidades que debe tener un miembro de una Junta
de Directores de una organización sin fines de lucro.
3. Continuar trabajando en el proyecto final.
Actividades:
1. Cada estudiante compartirá su plan de emergencia asignado para el Taller
Cuatro.
2. El facilitador moderará una discusión breve sobre las diferencias y similitudes
de los diferentes modelos presentados.
3. El facilitador explicará en conferencia los conceptos y técnicas de la
preparación del un presupuesto y estrategias para defender y justificar el
presupuesto de un proyecto.
4. Los estudiantes se dividirán en grupos para evaluar el presupuesto
presentado para sus planes de emergencia, harán cambios y
recomendaciones basado en la información presentada.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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5. El facilitador explicará en conferencia los métodos utilizados en la evaluación
de programas de servicio público. Estos métodos se pueden explicar por
medio de graficas, tablas y mapas conceptuales.
6. Los estudiantes se dividirán en grupos y discutirán la lista de características
que debe tener un miembro de una Junta de Directores de una agencia sin
fines de lucro y aplicarán estas características a situaciones reales.
7. Cada grupo presentará la lista de características y situaciones.
8. Cada estudiante deberá ofrecer (oralmente) a la clase una descripción del
progreso de su trabajo final.
9. Luego de finalizadas las presentaciones, el facilitador contestará preguntas y
dudas sobre el Taller.
Avalúo
1. El facilitador evaluará los trabajos escritos y hará recomendaciones y
comentarios.
2. El estudiante completará el diario reflexivo.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. Students will use their creative thinking to devise a hypothetical proposal for
funding for a public sector or nonprofit organization using theories, models,
tools and methodologies learned in class.
2. Students will provide a vivid description of the need they want to address in
their proposal using graphs, charts, videos, pictures or other visual devises.
3. Apply management tools to formulate strategies and present them in a
professional manner.
4. Students will explore issues in public sector and nonprofit management and
provide suggestions using logical and organized recommendations.
Language Objectives:
1. Students will conduct special readings and research to elaborate a
professional grant proposal.
2. Students will be able to articulate solutions using proper and professional
language and making persuasive arguments based on facts to present their
case.
3. Students will interpret information and communicate in an organized and
comprehensible manner in both English and Spanish.
Electronic Links (URLs):
Writing Strategic Objectives
http://www.rapidbi.com/created/WriteSMARTobjectives.html
http://www.cdc.gov/dhdsp/state_program/evaluation_guides/smart_objectives.ht
ml
http://www.thepracticeofleadership.net/2006/03/11/setting-smart-objectives/
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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http://planestrategicoccsm.blogspot.com/
http://www.oleaginosas.org/art_128.shtml
Evaluation Methods
http://managementhelp.org/plan_dec/str_plan/monitor.htm
www.ask.com
http://www.cdc.gov/healthyyouth/evaluation/
Budget
http://www.northwestern.edu/budget/planning/index.html
http://managementhelp.org/finance/np_fnce/np_fnce.htm
http://www.nonprofitexpert.com/budget.htm
Assignments before Workshop Five:
1. Students should come prepared to give a 15-minute oral presentation of their
investigative report in English.
2. Students should finalize their written report in APA style. The report should
include extensive research on the need or problem. Students must provide a
minimum of five (5) sources of references to justify the need for the new
service. The need assessment is one of the most important elements of a
proposal. Students should also include a detailed budget proposal and
justification for the amount requested for the new service. Please refer to
Appendix D to complete the investigative report.
3. Students will write a cover letter for their written proposal. The cover letter
should address the following:
• What is the name and nature of the project /new service you are
proposing?
• What is the need that the project will address?
• What are the organizational or managerial qualities that make you or
your organization qualified for the funding?
• What are the fiscal, economic or social consequences if the project
does not get funded?
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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• Any other relevant information that you may want to highlight from your
proposal.
4. Students should finalize their portfolios.
Activities :
1. The facilitator will conduct an icebreaker activity.
2. Students will make their oral presentations (Spanish).
3. Students will ask questions or provide comments after each presentation
(Spanish).
4. Students will hand in their final report (English).
5. Students will complete the evaluation forms of the course.
6. Students will answer the following question in their reflective diaries (the
answer may be in Spanish):
• What you have gain in the Public Sector and Nonprofit Management
Program?
• The answer should reflect a summary of what the student has
accomplished in the completion of this degree and should synthesize
what the student can do to contribute to a public or nonprofit
organization.
7. Students will hand in their portfolios.
8. Closing activity – to be determined by the facilitator.
Assessment :
1. The facilitator will assess the students’ knowledge and use of concepts
through evaluation of oral presentations.
2. Students will be evaluated on their written final report.
3. Students will provide a self assessment (Reflective Diary).
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Anejos/Appendixes
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Anejo A/Appendix A
Matriz valorativa para evaluar asistencia y partici pación NOMBRE: __________________________ NOTA FINAL:________________ Asistencia y puntualidad: _____% _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres
_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres
_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres
_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres
_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres
_____ 5= No faltó ni llegó tarde a los talleres
Aportación a la clase: ______% 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4- Muy Bueno 5 -Excelente N/A-No Aplica CRITERIOS 0 1 2 3 4 5 N/A 1. Participa activamente de todas las
actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase. 5. Contribuye a la clase con material e
información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE 8. Contribuye frecuentemente a las
discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Rubric to evaluate attendance and class participati on NAME : __________________________ FINAL GRADE:________________
Attendance and Punctuality: _____% _____ 0= Absent at 4 or more workshops; or absent at 3 and late at 2 workshops
_____ 1= Absent at 3 workshops; or absent at 2 and late at 3 workshops
_____ 2= Absent at 2 workshops; or absent at 1 and late at 3 or more workshops
_____ 3= Absent at 1 workshop; or no absences but tardy at 3 workshops
_____ 4= No absences but tardy at 1 or 2 workshops
_____ 5= No absences or tardiness
Class Participation: _____% 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY CRITERIA 0 1 2 3 4 5 N/A 1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class
discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE 8. Contributes frequently to class
discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
PUAG 665 Capstone in Public and Nonprofit Management
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Anejo B/Appendix B
Matriz valorativa para trabajos escritos
Nombre del Estudiante: ______________________ Fecha : _______________ Criterio s Puntos Puntuación
Contenido Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido. 10
La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad. 10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y correctamente. 10
Total Puntos 100 (70% contenido
y 30% lenguaje)
Puntuación Total:
_______
Firma del Estudiante: ____________________ Firma del Facilitador: ____________________
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Rubric to evaluate written work
Student Name: ______________________ Date: _______________ Criteria Value Points Student
Score Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Langua ge Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly. 10
Manages and uses verbs appropriately and correctly. 10
Total Points 100 (70% content and
30% language)
Student’ s total Score:
_______
Student’s Signature: _____________________ Facilitator’s Signature: _____________________
PUAG 665 Capstone in Public and Nonprofit Management
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Anejo C/Appendix C
Matriz valorativa para evaluación de presentaciones orales
NOMBRE:___________________________ NOTA FINAL:____________ FECHA: ___________________________ TITULO: ____________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A 1. Realiza una introducción efectiva del tema. 2. Identifica el propósito, los objetivos e ideas
principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique
LENGUAJE 8. Se utiliza un lenguaje apropiado con
corrección sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y tono adecuado.
10. La presentación es organizada y coherente y puede seguirse con facilidad.
Comentarios : ________________________________________________________________________________________________________________________________________________________________________________________________
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
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Rubric to evaluate oral presentations
NAME:__________________________ FINAL GRADE: ________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A 1. Performs an effective introduction of the
theme to be discussed.
2. Identifies purpose, objectives and principal ideas included in the presentation.
3. Effective projection, adequate body posture and audience management.
4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
5. Captures audience attention and interest and/or promotes participation, depending on which applies.
6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.
7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.
LANGUAGE 8. Utilized appropriate language with
syntactical and grammatical correction.
9. Clear diction, without pet phrases, barbarisms and with adequate tone.
10. Presentation is organized, coherent and can be easily followed.
Comments: ________________________________________________________________________________________________________________________________________________________________________________________________
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
41
Anejo D/ Appendix D
Outline for investigative report Purpose of the Report:
The investigative project is a tangible demonstration of the student’s
competence and knowledge on issues regarding management of a public or
nonprofit organization. The concentration courses include strategic planning,
investigative and research methods, leadership, finance and special topics with
emphasis on dual language writing and communication competencies. The
acquired knowledge and skills will be used to produce a final product that
incorporates management, policy and strategies learned.
The project must be well written in APA format and will consist of a
program proposal for a new public service. The student must act as the CEO,
President or Manager of a nonprofit or public organization submitting a proposal
for funding to a government entity for a new program or service. The work must
provide convincing evidence that the program is needed and worth funding
during an economic recession.
Concept :
Students will use their imagination and creativity to develop and design a
new project or service. The student will determine the setting, funding source,
type and size of program, name of particular agency, city or county, and other
elements necessary to make a convincing argument. The project must be
realistic and based on actual social needs determined by your investigative work.
For example, if your proposal offers a new program for seniors, you must include
convincing demographic data that there is an actual need and that it will not be a
duplication of a service.
Mission of the organization:
Develop a mission for the organization. It is important that you have a
good sense of how the project fits with the philosophy and mission of your
agency.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
42
Need:
What is the problem or issue that you want to resolve? The need that the
proposal is addressing must be well documented. These concepts must be
articulated in the oral presentation component of the proposal. Funders want to
know that a project is feasible and the student needs to convince that the case
for the project is compelling. The written proposal must provide a minimum of five
sources of references to justify the need for the program or service.
Program : �
What is the nature of the project, timetable for implementation and the
cost to implement. The proposal must include a detailed budget and justification.
Also, the student must describe their capacity and staffing to implement the
program, including the use of volunteers or deployment of existing staff and new
hires. The proposal should include performance goals and expected outcomes. It
is important to explain how the performance goals are going to be measured and
evaluated.
Oral Presentation:
The student will make a 15 minute presentation of the proposal. The oral
presentation should include a power point or other visual elements. The student
should be creative but credible. The language to be used for the oral
presentation is Spanish.
Other:
The proposal should be 8-15 pages long and must be written in English.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
43
Anejo E/ Appendix E
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show
progress
e. Written pieces that illustrate critical thinking about readings:
response or reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflective diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment
within workshops. Workshops will be separated from one another using
construction paper or paper of different colors, with tabs indicating the
workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-
portfolio).
• The Portfolio Informational Sheet will be placed in the transparent front
pocket of the binder for identification purposes (Appendix F ).
• 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.
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
44
include a brief description, date produced, date submitted, and date
evaluated (Appendix G ).
• Introduction and conclusion of the income and outcome of the portfolio.
• Documentation and reflection process (Appendix H ) required in each
workshop.
• Self assessment of the portfolio (Appendix I ).
• A list of references and appendixes of all assignments included will be
added to the end of the portfolio.
• Letter of Use and Return of Use and Discard of Portfolio (Appendices
L, M & N ).
• 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.”
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student
or school life, is sharing feedback with each student to review the contents,
student reflections, and your evaluations of individual items and all of the
work together as related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will
contain information pertaining to weaknesses and strengths found in students’
portfolios (Appendix K ). 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.
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
45
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix 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 (Appendices M & N ).
PUAG 665 Capstone in Public and Nonprofit Management
Prep. 2009. Nancy Sharifi, MPA.
46
Anejo F/Appendix F:
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
PUAG 665 Capstone in Public and Nonprofit Management 47
Prep. 2009. Nancy Sharifi, MPA.
Anejo G/Appendix G: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
Note: Student can also build a Table of Contents instead.
PUAG 665 Capstone in Public and Nonprofit Management 48
Prep. 2009. Nancy Sharifi, MPA.
Anejo H/Appendix H: Reflective Diary
Directions: Please complete the following blanks:
This entry is an example of my strengths:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
This entry is an example of an area I really need to improve:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
This entry is an example of an area I have improved:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
I think this exercise has been very helpful for my learning because:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________
PUAG 665 Capstone in Public and Nonprofit Management 49
Prep. 2009. Nancy Sharifi, MPA.
Anejo H : Diario Reflexivo
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________
Este ingreso es un ejemplo de un área que he mejorado:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
___________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________
PUAG 665 Capstone in Public and Nonprofit Management 50
Prep. 2009. Nancy Sharifi, MPA.
Anejo I/Appendix I: Overall Portfolio Self-Assessme nt Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write
creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. _________________________________________________________
___________________________________________________________ _____ 2. _________________________________________________________
___________________________________________________________ _____ 3. _________________________________________________________
___________________________________________________________ _____ 4. _________________________________________________________
___________________________________________________________ _____ 5._________________________________________________________ ___________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal:____________________________________________________________ Strategies:
1. _________________________________________________________________ 2. _________________________________________________________________
PUAG 665 Capstone in Public and Nonprofit Management 51
Prep. 2009. Nancy Sharifi, MPA.
Anejo J/Appendix J: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
• Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
� Growth/Development: Do samples provide thorough understanding of growth and
development related to their field of concentration? Do items show what the student has learned?
PUAG 665 Capstone in Public and Nonprofit Management 52
Prep. 2009. Nancy Sharifi, MPA.
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s 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
PUAG 665 Capstone in Public and Nonprofit Management 53
Prep. 2009. Nancy Sharifi, MPA.
Anejo K/Appendix K: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
PUAG 665 Capstone in Public and Nonprofit Management 54
Prep. 2009. Nancy Sharifi, MPA.
Anejo L/Appendix L: Letter to students
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
Date Dear Student,
Greetings from Sistema Universitario Ana G. Méndez!
As part of our assessment plan we are collecting a sample of one portfolio from
courses that have portfolios as an assessment tool. We collect these portfolios
randomly and your course may be selected for assessment this PT (Part of
Term). The evaluation and submission of these portfolios is going to be
performed by the facilitator. The selected portfolio has to be evaluated overall as
excellent.
Portfolios are essential evidence of coursework and we would like to take that in
consideration for our institutional assessment. We encourage our students to
continue their good work and to follow the guidelines that accompany this letter.
In case that your course is selected for portfolio assessment, your facilitator will
provide more information about what has to be included in your portfolio and
details about the process.
Cordially,
Coordinator of Assessment and Placement
PUAG 665 Capstone in Public and Nonprofit Management 55
Prep. 2009. Nancy Sharifi, MPA.
Anejo M/Appendix M: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
PUAG 665 Capstone in Public and Nonprofit Management 56
Prep. 2009. Nancy Sharifi, MPA.
Anejo N/Appendix N: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature
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