Sistema Universitario Ana G. Méndez, Inc. School for ... 520 DLP... · la Macroeconomía y los...
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Sistema Universitario Ana G. Méndez, Inc. School for Professional Studies Florida Campuses Universidad del Este, Universidad Metropolitana, and Universidad del Turabo ECON 520 ECONOMIA Y FINANZAS FINANCE AND ECONOMICS © Sistema Universitario Ana G. Méndez, Inc. 2010 Derechos Reservados © Ana G. Méndez University System, Inc. 2010 All rights reserved December 23, 2011.
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Transcript of Sistema Universitario Ana G. Méndez, Inc. School for ... 520 DLP... · la Macroeconomía y los...
Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
ECON 520
ECONOMIA Y FINANZAS
FINANCE AND ECONOMICS
© Sistema Universitario Ana G. Méndez, Inc. 2010
Derechos Reservados
© Ana G. Méndez University System, Inc. 2010
All rights reserved
December 23, 2011.
ECON 520 FINANCE AND ECONOMICS 2
Updated 12/23/2011
Prepared based on the course syllabus (2006) of the School of Professional Studies, with
the collaboration of:
Adriana Ferrufino, Module Development Specialist
Pablo Andrade, Content Evaluator
Luis Días, English Language Evaluator
Bárbaro Forteza, Spanish Language Evaluator
Joe Hernández, Module Format and Design
ECON 520 FINANCE AND ECONOMICS 3
Updated 12/23/2011
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 18
TALLER UNO.............................................................................................................................. 31
WORKSHOP TWO ...................................................................................................................... 41
TALLER TRES ............................................................................................................................ 50
WORKSHOP FOUR .................................................................................................................... 59
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 69
APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 78
APPENDIX B: 6-TRAITS WRITING RUBRIC ......................................................................... 83
APENDICE C/APPENDIX C: RUBRIC TO EVALUATE INDIVIDUAL/GROUP
PRESENTATION ......................................................................................................................... 91
APENDICE D/APPENDIX D: RUBRIC TO EVALUATE PARTICIPATION IN GROUP
/INDIVIDUAL ACTIVITIES ....................................................................................................... 93
APENDICE E/APPENDIX E: MATRIZ VALORATIVA PARA PRUEBAS CORTAS Y
EJERCICIOS NUMÉRICOS ........................................................................................................ 95
APENDICE F/APPENDIX F: DIARIO REFLEXIVO/ REFLEXIVE JOURNAL............ 96
APÉNDICE G/APPENDIX G: RUBRIC FOR E-LAB DOCUMENTATION .......................... 99
APPENDIX H: E - PORFOLIO ASSESSMENT ....................................................................... 102
ECON 520 FINANCE AND ECONOMICS 4
Updated 12/23/2011
GUÍA DE ESTUDIO
Título del Curso: Economía y Finanzas
Codificación: ECON 520
Créditos:
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción: Curso que comprende el estudio de los principios de la Microeconomía, de
la Macroeconomía y los Principios de las Finanzas aplicados a las empresas. En el campo
de la economía se estudian los principios de la demanda y la oferta y la determinación de
los precios en el Mercado. También se estudia la función de producción y costos, la
estructura de los mercados, los principales agregados económicos, las fluctuaciones
económicas y sus efectos en la economía y en las empresas así como el desempleo y la
inflación y sus consecuencias para las empresas. Se analiza la política fiscal y monetaria
y sus repercusiones sobre la demanda agregada. En el área de las Finanzas se estudian
tres campos básicos: el primero es el valor del dinero en el tiempo, la valuación de
activos de capital y la administración del riesgo y su aplicación en la toma de decisiones
financieras El Segundo campo es el estudio de la organización empresarial y planeación
financiera y por último se estudia la actividad financiera internacional de las empresas y
las implicaciones que se derivan de esta actividad.
ECON 520 FINANCE AND ECONOMICS 5
Updated 12/23/2011
Objetivos de Contenido Generales
1. Explicar los conceptos básicos de economía, el funcionamiento de los mercados,
y la teoría general de precios.
2. Analizar los diferentes enfoques de medición de la Renta Nacional.
3. Describir los principales problemas económicos del sistema de mercado.
4. Analizar el impacto de la política fiscal y monetaria en la economía.
5. Explicar el concepto de valor del dinero en el tiempo y su aplicación en la toma
de decisiones de las empresas.
6. Comprender la importancia de la valuación de activos de capital.
7. Discutir las implicaciones de las decisiones gerenciales financieras de riesgo y las
técnicas de administración del riesgo en las operaciones de la empresa.
8. Analizar las diferentes formas de organización empresarial y las estrategias
financieras.
9. Analizar la gestión financiera internacional de las empresas y sus implicaciones.
Objetivos de Lenguaje Generales
1. Escuchar: Demostrar comprensión de la información relacionada con los
principios básicos de economía y finanzas en ambos idiomas.
2. Hablar: Utilizar eficazmente las destrezas de comunicación en los dos idiomas en
discusiones de grupo.
3. Escribir: Redactar documentos relacionados con temas de economía y finanzas
en español e inglés.
4. Leer: Comprender lecturas especializadas en economía y finanzas en ambos
idiomas.
ECON 520 FINANCE AND ECONOMICS 6
Updated 12/23/2011
Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,
Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de
lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador
podría requerir más horas de práctica basado en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los lenguajes
mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab
deben de estar integradas en la sección de actividades del módulo.
Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de
lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas
del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los
estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en
los dos idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits
Rubrics” que aparecen en el Apéndice B. “Portfolio Performance Assessment” tiene que
ser uno de los instrumentos para evaluar el progreso lingüístico y académico de los
estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el facilitador tiene
que documentar que el estudiante esté progresando hacia la meta de dominar dos idiomas
académicamente. El portfolio tiene que cumplir con los estándares establecidos. El
facilitador del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.
ECON 520 FINANCE AND ECONOMICS 7
Updated 12/23/2011
Escala:
% Nota
90 - 100 A
80 - 89 B
70 - 79 C
60 – 69 D
0 – 59 F
Evaluación:
Tareas a realizar previas a cada taller 20% - Previo al desarrollo de cada taller los
estudiantes deben realizar las tareas asignadas y entregarlas al comienzo de cada taller.
Cada trabajo tiene un valor de 4%. (Apéndices A y B).
Participación 20% – La participación en los talleres consiste de discusiones,
presentaciones orales y trabajos escritos realizados durante cada uno de los cinco talleres.
La participación en cada taller tiene un valor de 4% (Apéndices A, B, C y D).
Prueba Corta 15% - En los talleres 2 y 4 los estudiantes deben contestar por escrito
preguntas cortas relacionadas con los temas de los talleres (Apéndice E).
Diario Reflexivo 10% - El estudiante debe redactar un diario reflexivo al finalizar cada
taller (Apéndice F).
ECON 520 FINANCE AND ECONOMICS 8
Updated 12/23/2011
Trabajo Final escrito y presentación oral 25% - El estudiante debe realizar un trabajo
escrito que requiera de la investigación de un tema asignado por el facilitador. El trabajo
final debe ser entregado en el quinto taller. El estudiante debe hacer una presentación oral
de este trabajo en el quinto taller (Apéndices A, B, C y G). El estudiante debe usar por lo
menos diez (10) referencias confiables las cuales deben ser utilizadas para hacer el
trabajo final. Estas referencias serán parte de la evaluación de e-lab (Apéndice G)
E-Lab 5% - Es requisito de este curso y de la institución el demostrar 20 horas de uso
del laboratorio virtual y de lenguaje. Se requiere el empleo de los recursos de la
biblioteca virtual, wimba voice, net tutor y voice-mail por un total de 10 horas y del
laboratorio de idiomas por 10 horas (5 horas en español y 5 en inglés). (Apéndice G).
E-Portafolio 5%- Cada estudiante debe presentar un portafolio electrónico al finalizar el
curso. El contenido de cada portafolio es una compilación de los trabajos completados
durante el curso y refleja los objetivos generales y específicos del curso, así como una
reflexión final (Apéndice A, B y H).
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al
menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
ECON 520 FINANCE AND ECONOMICS 9
Updated 12/23/2011
Libro(s)
Mankiw, N. (2011). Principles of economics (6th
ed.). Mason, OH: South-Western
Cengage Learning.ISBN-13: 978-0538453059. $180
McEachern, William A. (2011). Economics: a Contemporary Introduction (9th
ed.).
Mason, OH: South-Western Cengage Learning. ISBN-13: 978-0538453745. $204
Bodie, Zvi, Robert C. Merton, and David L. Cleeton (2009). Financial Economics (2nd.
ed). Upper Saddle River, N.J.: Pearson Prentice Hall, ISBN: 9780131856158.
$266
Brealey, Richard A., Stewart C. Myers, and Franklin Allen (2011). Principles of
corporate finance (10th ed). Boston: McGraw-Hill/Irwin. ISBN: 0077356381.
$179
Brealey, Richard A., Stewart C. Myers, and Alan J. Marcus (2009). Fundamentals of
corporate finance (6th ed). Boston: McGraw-Hill Irwin. ISBN 978-0071285278.
$107
Brigham, Eugene F., and Michael C. Ehrhardt (2011). Financial management: theory and
practice (13th ed). Australia: South-Western Cengage Learning, ISBN:
9781439078099. $180
Gitman, Lawrence J., and Sean Hennessey (2008). Principles of corporate finance (2nd
Canadian ed). Toronto: Pearson Addison Wesley, ISBN: 9780136119456. $76
Ross, Stephen A., Randolph W. Westerfield, Bradford D. Jordan, and ario ald s
(2010). Fundamentos de finanzas corporativas (9a. ed). México: McGraw Hill.
ISBN: 9786071502988. $120
ECON 520 FINANCE AND ECONOMICS 10
Updated 12/23/2011
Libro(s) Electrónico(s)
De Camargo, Blanca Luz y Neira Blanco, Nancy Gloria. (2010). Fundamentos de
economía: ideas fundamentales y talleres de aplicación. Bogotá, Colombia.
Editorial Politécnico Grancolombiano. 9789588085760.
http://bibliotecavirtualut.suagm.edu/
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
odel®” del Sistema Universitario Ana G. ndez, Inc. el cual está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que el
curso se ofrezca 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. Las
primeras dos horas son estrictamente en español y las últimas dos en inglés.
Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en
inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para
desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje
ECON 520 FINANCE AND ECONOMICS 11
Updated 12/23/2011
disponibles dentro y fuera de la institución. El convertirse en un profesional
bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de
diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito
lingüístico y académico.
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 puede elegir una de estas dos alternativas:
(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tenga que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. 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 la nota existente en un
grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
5. La asistencia y participación en actividades de la clase y en presentaciones orales
es extremadamente importante pues éstas 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
ECON 520 FINANCE AND ECONOMICS 12
Updated 12/23/2011
mismo contenido y componentes del lenguaje como la presentación oral o
actividad que requiera repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssign TM
de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su
universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual
del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso
de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes
ECON 520 FINANCE AND ECONOMICS 13
Updated 12/23/2011
deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la
primera clase. Es requisito que el facilitador discuta y entregue una copia de los
cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y parientes no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Algunas de éstos son:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
ECON 520 FINANCE AND ECONOMICS 14
Updated 12/23/2011
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requirieran o deseara llevar a cabo una investigación
o la administración de cuestionarios o entrevistas, éstos deberán referirse a las
normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.
Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este
enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante/facilitador puede encontrar
las instrucciones para la certificación de investigación en línea. Estas certificaciones
ECON 520 FINANCE AND ECONOMICS 15
Updated 12/23/2011
incluyen: Institutional Review Board (IRB), Health Information Portability and
Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a
través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el
mundo en el que vivimos.
Cada uno de nosotros generamos propias “reglas “y “modelos mentales” que utilizamos
para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.
ECON 520 FINANCE AND ECONOMICS 16
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Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con
las experiencias 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, predecir información y
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios
en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos
modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
ECON 520 FINANCE AND ECONOMICS 17
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5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
ECON 520 FINANCE AND ECONOMICS 18
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STUDY GUIDE
Course Title: FINANCE AND ECONOMICS
Code: ECON 520
Credits:
Time Length: 5 WEEKS
Pre-requisite: None
Description: Course that includes the principles of Microeconomics, Macroeconomics
and Principles of Finance applied to corporations. In the field of economics, the
principles of supply and demand and the determinants of the market prices are studied as
well as the production and cost functions, market structures, the main economic
aggregates, economic fluctuations and the impact in the economy and businesses. The
course should cover unemployment and inflation and its consequences in the business
environment as well as fiscal and monetary policies and its repercussions over the
aggregate demand. The course includes three basic areas in finance: the first is the
valuation of money over time, the valuation of capital assets, risk management and the
applications on the decision making process of firms. The second one is the study of
business organizations and financial planning and lastly, the international financial
activity of companies and its implications on management decisions.
ECON 520 FINANCE AND ECONOMICS 19
Updated 12/23/2011
General Content Objectives:
1. Explain the basic economic concepts, market behavior and the general price
Theory.
2. Analyze the different approaches in measuring National Income.
3. Describe the main economic problems of a market system.
4. Analyze the impact of fiscal and monetary policies in the economy.
5. Explain the concept of the value of money over time and its application in the
decision making process of firms.
6. Understand the importance of capital asset valuation.
7. Discuss the implications of general financial risk decisions and risk management
techniques.
8. Analyze the different forms of business organizations and its financial strategies.
9. Analyze international financial management of firms and its implications on
management decisions.
General Language Objectives:
1. Listening: Listen and comprehend information related to the basic principles of
economics and finance.
2. Speaking: Use effective communication skills in both languages in group
discussions.
3. Writing: Write documents related to finance and economics.
4. Reading: Read and comprehend specialized material in finance and economics.
ECON 520 FINANCE AND ECONOMICS 20
Updated 12/23/2011
E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they
have complied with 10 hours of language lab or e-lab usage for each language
(English and Spanish) per course. This equates to the use of the language lab or
e-lab for two hours weekly for each language per course. The facilitator may
require a higher number of hours for language lab practice based on the language
needs for listening, speaking, reading, and writing skills in either or both
languages. The total amount of language lab or e-lab hours is integrated in
the activities for each workshop in the module.
Description of the Evaluation Process: Integrate the use of the language lab and e-lab to
all evaluation rubrics used in the instructional module. The language rubrics for listening,
speaking, reading, and writing provided in Appendix A are integrated to assess student
performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in
Appendix B must be used to evaluate all writing activities in both languages in all
courses. Portfolio Performance Assessment must be one of the evaluation instruments
used in the module and throughout the content of all workshops and appendices. This
instrument must follow established guidelines. Due to the nature of our dual language
instructional model, documentation must be provided on the growth of students towards
ECON 520 FINANCE AND ECONOMICS 21
Updated 12/23/2011
mastery of linguistic and academic skills in both languages (English and Spanish.) The
course facilitator will provide the student the PORTFOLIO MANUAL.
Scale:
% Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
0 – 59 F
Evaluation:
Assignments before each workshop 20% – Before each workshop, the students must
complete the assigned homework and deliver it to the facilitator at the beginning of the
workshop. Each assignment has a value of 4% (Appendixes A and B) .
Participation 20% – Participation in the workshops consists of discussions, oral
presentations and written activities performed during each of the 5 workshops.
Participation in each workshop has a value of 4% (Appendixes A, B, C and D).
Short Test 15% - At the end of workshops 2 and 4, students must answer written
questions related to the topics of the workshops (Appendix E).
ECON 520 FINANCE AND ECONOMICS 22
Updated 12/23/2011
Reflective Diary 10% - Students must write a reflective journal at the end of each
workshop (Appendix F).
Final written paper and oral presentation 25% - Students must write a paper that
requires the investigation of a topic assigned by the facilitator. The final paper must be
delivered in the fifth workshop. Students must make an oral presentation of the written
work that same day (Appendixes A, B and C). Students must use at least ten (10) reliable
references and effectively use them when writing the paper. This will count as part of the
e-lab (Appendix G).
E-lab 5%- It is a requirement of this course and the institution to demonstrate 20 hours
of virtual lab use and language lab. It requires the use of virtual library resources (for the
final paper and assignments), Wimba voice, voice e-mail, virtual library and net tutor for
a total of 10 hours and language lab for 10 hours (5 hours in Spanish and 5 in English).
(Appendix G).
E-Portfolio 5% - Each student must submit an electronic portfolio in the fifth workshop.
The content of each portfolio is a compilation of all work completed in the course and
reflects the objectives of the course as well as a final reflection (Appendix H).
Requirements for the Use of APA (Version 6) for Citations of Textbooks
For Recommended Texts and Resources, Use APA style version 6. Include at least ONE
e-book from the Virtual Library at http://bibliotecavirtualut.suagm.edu/
ECON 520 FINANCE AND ECONOMICS 23
Updated 12/23/2011
Textbooks must have a publication date of 5 years as required by the Florida
Commission of Independent Learning.
Book(s)
Mankiw, N. (2011). Principles of economics (6th
ed.). Mason, OH: South-Western
Cengage Learning.ISBN-13: 978-0538453059. $180
McEachern, William A. (2011). Economics: a Contemporary Introduction (9th
ed.).
Mason, OH: South-Western Cengage Learning. ISBN-13: 978-0538453745. $204
Bodie, Zvi, Robert C. Merton, and David L. Cleeton (2009). Financial Economics (2nd.
ed). Upper Saddle River, N.J.: Pearson Prentice Hall, ISBN: 9780131856158.
$266
Brealey, Richard A., Stewart C. Myers, and Franklin Allen (2011). Principles of
corporate finance (10th ed). Boston: McGraw-Hill/Irwin. ISBN: 0077356381.
$179
Brealey, Richard A., Stewart C. Myers, and Alan J. Marcus (2009). Fundamentals of
corporate finance (6th ed). Boston: McGraw-Hill Irwin. ISBN 978-0071285278.
$107
Brigham, Eugene F., and Michael C. Ehrhardt (2011). Financial management: theory and
practice (13th ed). Australia: South-Western Cengage Learning, ISBN:
9781439078099. $180
Gitman, Lawrence J., and Sean Hennessey (2008). Principles of corporate finance (2nd
Canadian ed). Toronto: Pearson Addison Wesley, ISBN: 9780136119456. $76
ECON 520 FINANCE AND ECONOMICS 24
Updated 12/23/2011
oss, Stephen A., andolph . esterfield, radford D. ordan, and ario ald s
(2010). Fundamentos de finanzas corporativas (9a. ed). xico: cGraw ill.
ISBN: 9786071502988. $120
Libro(s) Electrónico(s)
De Camargo, Blanca Luz y Neira Blanco, Nancy Gloria. (2010). Fundamentos de
economía: ideas fundamentales y talleres de aplicación. Bogotá, Colombia.
Editorial Politécnico Grancolombiano. 9789588085760.
http://bibliotecavirtualut.suagm.edu/
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-
Based Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshop needs to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first two
hours will be in Spanish and the last two hours in English. 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).
ECON 520 FINANCE AND ECONOMICS 25
Updated 12/23/2011
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
for the absence. If it is justified, the facilitator will 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/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade.
b. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade.
ECON 520 FINANCE AND ECONOMICS 26
Updated 12/23/2011
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 learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
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.
SafeAssignTM
, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
ECON 520 FINANCE AND ECONOMICS 27
Updated 12/23/2011
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is 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.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the U L’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
ECON 520 FINANCE AND ECONOMICS 28
Updated 12/23/2011
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs
to administer a questionnaire or interview individuals, he/she must comply with the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
several online certifications related to IRB processes. These certifications include:
IRB Institutional Review Board, Health Information Portability and Accountability
Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).
ECON 520 FINANCE AND ECONOMICS 29
Updated 12/23/2011
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense
of our experiences. Learning, therefore, is simply the process of adjusting our mental
models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real live experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
ECON 520 FINANCE AND ECONOMICS 30
Updated 12/23/2011
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. eaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, 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 assessment part of the learning process, thus ensuring that 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.
ECON 520 FINANCE AND ECONOMICS 31
Updated 12/23/2011
TALLER UNO
Objetivos específicos de contenido
1. Analizar la oferta y la demanda y la determinación de precios de mercado.
2. Explicar el control de precios y sus implicaciones en los mercados.
3. Analizar los diferentes tipos de elasticidad y sus determinantes.
4. Determinar la importancia de la elasticidad de la demanda en las decisiones de
precios de las firmas.
5. Describir la función de producción y de costos de las empresas.
6. Analizar la estructura de mercados
Objetivos específicos de lenguaje
1. Escuchar: Escuchar y entender los conceptos básicos de la microeconomía.
2. Hablar: Participar en las discusiones orales formales e informales incluyendo
actividades de reflexión y análisis sobre el contenido del taller.
3. Leer: Leer e interpretar textos relacionados con los principales conceptos de la
microeconomía.
4. Escribir: Utilizar adecuadamente la terminología de la microeconomía en
documentos escritos así como el correcto uso de la gramática y la ortografía.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Conceptos básicos de Microeconomía
http://www.banrepcultural.org/blaavirtual/ayudadetareas/economia/econo61.htm
http://novella.mhhe.com/sites/dl/free/8448160991/610259/8448160991_Cap1.pdf
ECON 520 FINANCE AND ECONOMICS 32
Updated 12/23/2011
http://www.banrepcultural.org/blaavirtual/ayudadetareas/economia/econo0.htm
http://www.limericksecon.com/p/ten-limerick-principles-of-economics.html
http://gateresources.wikispaces.com/power+points
http://www.econlib.org/library/Enc/BenefitCostAnalysis.html
Oferta y demanda
http://www.peoi.org/Courses/Coursessp/mac/fram3.html
http://www.banrepcultural.org/blaavirtual/ayudadetareas/economia/econo16.htm
http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010043/lecciones/5ofertydeman.
htm
http://stlouisfed.org/education_resources/podcasts/economic_lowdown_video_1.cfm
Elasticidad
http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010043/lecciones/6elasticidadda
ofrta.htm
http://www.peoi.org/Courses/Coursessp/mic/mic2.html
http://eco.unne.edu.ar/economia/catedras/micro1/Unidad2.pdf
http://www.oheschools.org/ohech2pg7a.html
Función de producción y costos
http://www.virtual.unal.edu.co/cursos/sedes/manizales/4010043/lecciones/7costosdepcc.h
tm
http://www.eumed.net/cursecon/libreria/bg-micro/1f.htm
Estructura de mercado
http://books.google.com/books?id=ld8I68bW3eoC&pg=PA334&lpg=PA334&dq=tipos+
de+estructuras+de+mercado&source=bl&ots=BsVFTK9j24&sig=At_OHQdnRnKsZNzh
ECON 520 FINANCE AND ECONOMICS 33
Updated 12/23/2011
rS6h_H2983E&hl=en&ei=J6NiTuirDZCitgeUirmdCg&sa=X&oi=book_result&ct=result
&resnum=6&ved=0CEcQ6AEwBTgK#v=onepage&q=tipos%20de%20estructuras%20de
%20mercado&f=false
http://www.justice.gov/atr/public/testimony/hhi.htm
http://www.census.gov/prod/ec02/ec0231sr1.pdf
Asignaciones antes del taller: Utilice los libros de texto, las direcciones electrónicas, la
librería virtual, e-libros y otras fuentes de información para realizar la tarea del Taller
Uno.
1. Enviar un mensaje a través de wimba voice presentándose a los demás estudiantes
y luego contestar por lo menos a un estudiante. Esto hace parte del requisito de e-
lab (apéndice G).
2. E-lab: hacer tell me more desde cualquier computador. Al final del curso debe
mostrar 5 horas de español y 5 horas de ingles. Imprimir el tiempo invertido en
esta actividad y entregar al facilitador en el taller uno. Tambien puede hacer
Rosetta Stone el cual debe hacerse directamente en la universidad. Mostrar prueba
del tiempo invertido en esta actividad (apéndice G).
3. Ver estos videos y prepararse para discutirlo en el taller. Si por algún motivo no
puede entrar a los enlaces vean videos sobre los principios de la oferta y la
demanda. Esto hace parte del e-lab (apéndice G).
http://www.youtube.com/watch?v=uXlZIn6W7Ew&feature=related
http://www.youtube.com/watch?v=aTSwcXJ700c&feature=related
http://www.youtube.com/watch?v=KccMcf_xOQU&feature=related
ECON 520 FINANCE AND ECONOMICS 34
Updated 12/23/2011
http://stlouisfed.org/education_resources/podcasts/economic_lowdown_video_1.c
fm http://www.youtube.com/watch?v=W5nHpAn6FvQ&feature=related
Responder por escrito las siguientes preguntas y entregarlas al facilitador al
comenzar el Taller Uno:
4. Suponga que en un mercado hay 1000 consumidores idénticos del bien X, cada
uno con una función de demanda determinada por la función Qdx = 20 – 2Px, y
200 productores idénticos del bien X, cada uno con una función de oferta
determinada por la función Qsx = 10Px.
Responda las siguientes preguntas:
a) Encontrar la función de demanda en el mercado para el bien X
b) Encontrar la función de oferta en el mercado para el bien X.
c) Encontrar el precio de equilibrio y las cantidades de equilibrio.
d) Graficar sobre un mismo sistema de ejes la curva de oferta y demanda.
5. ¿Cuáles cree usted que son los determinantes de la demanda por cigarrillos? Haga
una lista de todas las posibles variables y explique en qué dirección cada una de
ellas afecta a la demanda.
6. ¿Por qué usted cree que es importante para un gerente entender los conceptos de
elasticidad precio de la demanda, la elasticidad ingreso de la demanda y
elasticidad cruzada? Use ejemplos.
7. Los costos fijos de una empresa son de $1,425 y los costos variables son como los
que se indican en la tabla siguiente. Asuma que el precio al que se vende el
producto es de $7. Llene la tabla y conteste las preguntas:
ECON 520 FINANCE AND ECONOMICS 35
Updated 12/23/2011
Cantidad
Producida
Costo
Fijo
CF
Costo
Variable
CV
Coto
Total
CT
Costo
Marginal
CMg
Costo Fijo
Promedio
CFP
Costo
Variable
Promedio
CVP
Costo
Total
Promedio
CTP
Ingreso
Marginal
IMg
0
1,425
0
100
1,425
454
200
1,425
786
300
1,425
1,191
400
1,425
1,697
500
1,425
2,318
600
1,425
3,065
700
1,425
3,945
800
1,425
4,962
900
1,425
6,121
Con la información dada, se le pide:
a) Completar la tabla.
b) Hacer una gráfica con el costo fijo (CF), el costo variable (CV) y el costo total
(CT).
c) Dibujar las curvas de: CFP, CVP, CTP, CMg e IMg
d) Explicar la forma de cada curva, la relación entre cada una de ellas, y por qué la
curva de CMg se cruza con las curvas de CVP y CTP en sus puntos mínimos.
e) ¿En qué nivel de producción se maximiza la ganancia potencial (IMg = CMg)?
ECON 520 FINANCE AND ECONOMICS 36
Updated 12/23/2011
8. Explicar las diferencias y similitudes entre las cuatro estructuras de mercado
(Competencia perfecta, Monopolio, Competencia monopolística y oligopolio)
9. ¿Cuál es la actitud del gobierno hacia los monopolios?
10. Explicar brevemente la diferencia entre la elasticidad-precio de la demanda de un
producto en un mercado de competencia perfecta y otro producto en un mercado
de monopolio.
Vocabulario clave de la lección. Este vocabulario es una guía para los estudiantes.
No hace parte de la asignación.
1. Microeconomía
2. Costo de oportunidad
3. Beneficio y costo marginal
4. Oferta y demanda
5. Elasticidad precio de la demanda
6. Elasticidad ingreso de la demanda
7. Elasticidad cruzada
8. Elasticidad precio de la oferta
9. Control de Precios
10. Precio techo
11. Precio piso
12. Función de Producción
13. Retorno marginal decreciente
14. Costo total, fijo y variable
15. Costo promedio
ECON 520 FINANCE AND ECONOMICS 37
Updated 12/23/2011
16. Competencia Perfecta
17. Monopolio
18. Competencia Monopolista
19. Oligopolio
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje ___ Modelaje
___ Práctica Dirigida
___ Práctica
Independiente
___ Instrucción
Comprensible
C. Opciones para Agrupamiento ___ Grupo Completo
___ Grupos Pequeños
___ Pares
___ Trabajo Independiente
D. Integración del Proceso ___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación ___ Actividades Dinámicas de Aplicación
___ Significativas y Relevantes
___ Rigurosas
___ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación ___ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
___ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
___ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
ECON 520 FINANCE AND ECONOMICS 38
Updated 12/23/2011
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador y los estudiantes se presentarán utilizando una actividad establecida
por el facilitador.
2. El facilitador expondrá los objetivos del curso, metodología, expectativas y
criterios de evaluación del curso ECON 520. El facilitador dará instrucciones
precisas sobre el contenido y el criterio de evaluación del curso.
3. El facilitador informará por escrito cualquier cambio que se le haya hecho al
módulo.
4. Se procederá a la selección del representante estudiantil conforme a la guía
establecida.
5. El facilitador hará un repaso de los conceptos básicos del taller uno con la activa
participación de los estudiantes.
6. Se dividirá el salón en grupos y a cada uno se le asigna una o varias de las
preguntas de la tarea para ser discutida(s) con su grupo.
7. Cada grupo deberá realizar una presentación oral sobre la pregunta(s) asignada(s).
La presentación oral no solo debe reflejar que los estudiantes respondieron
correctamente la(s) pregunta(s) sino que deben saber interpretar el(los)
resultado(s). Cuando sea posible, la explicación e interpretación debe ir
acompañada de ejemplos.
8. Actividad escrita en grupos pequeños. El facilitador debe preparar una actividad
para que los estudiantes respondan por escrito preguntas relacionadas con la
ECON 520 FINANCE AND ECONOMICS 39
Updated 12/23/2011
microeconomía: oferta y demanda, elasticidad, costos y estructura de mercado. La
final las respuestas serán discutidas con todo el salón.
9. El salón se dividirá en dos grupos. Usando los videos anteriormente vistos así
como el conocimiento adquirido durante el taller y experiencias previas, un grupo
debe exponer oralmente los principales determinantes de la oferta y el otro los
principales determinantes de la demanda a través de un ejemplo concreto.
10. El facilitador hará una lista de conceptos que aún necesitan aclaración y los
explicará con la activa participación de los estudiantes.
11. El facilitador orientará a los estudiantes sobre las tareas para el Taller Dos. El
facilitador da a los estudiantes una pregunta o tema para ser respondido durante la
semana utilizando Wimba Voice or vice e-mail.
Cierre del taller:
1. Individual: Los estudiantes completan el diario reflexivo.
2. Grupal: El salón se dividirá en grupos de a dos y cada uno escoge un tema o
concepto nuevo de su interés. Cada grupo escribirá un ejemplo práctico de
aplicación de este nuevo concepto combinando sus conocimientos previos y
adquiridos durante el taller. Al final de la actividad, los estudiantes deben rotar y
leer lo que cada grupo ha escrito.
Evaluación:
1. Individual: Trabajo escrito y participación en las actividades.
2. Grupal: Presentaciones orales y trabajo escrito
ECON 520 FINANCE AND ECONOMICS 40
Updated 12/23/2011
3. Escrito: Diario reflexivo individual, trabajo escrito en grupo sobre preguntas de
microeconomía y trabajo escrito en grupo sobre la aplicación de alguno de los
nuevos conceptos (Apéndices A, B, D y F).
4. Oral/Auditivo: Presentación oral en grupo sobre las preguntas de la tarea y sobre
los videos vistos antes del taller (Apéndice A, C y D).
ECON 520 FINANCE AND ECONOMICS 41
Updated 12/23/2011
WORKSHOP TWO
Specific Content Objectives:
1. Define the main macroeconomic indicators.
2. Describe the economic cycles and the impact in consumption and investment.
3. Analyze unemployment and inflation and the impact on businesses.
4. Analyze the components of the aggregate demand and aggregate supply:
consumption, investment, government expenditure and net exports.
5. Describe monetary and fiscal policy and the impact on the aggregate demand and
the economy.
Specific Language Objectives:
1. Listening: Listen and understand the specialized language of macroeconomics.
2. Speaking: Effectively communicate the main macroeconomic concepts.
3. Reading: Read and comprehend specialized articles and other resources related to
macroeconomics.
4. Writing: Appropriately use of vocabulary, grammar, and style when writing about
the impact of macroeconomic variables in the economy and businesses.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
GDP
http://www.econport.org/content/handbook/NatIncAccount.html
http://www.bea.gov/national/
http://research.stlouisfed.org/fred2/series/GDP?cid=106
ECON 520 FINANCE AND ECONOMICS 42
Updated 12/23/2011
http://www.economicswebinstitute.org/glossary/gdp.htm
http://www.harpercollege.edu/mhealy/eco212i/lectures/measecon/measecon.htm
Aggregate demand and supply
http://www.colorado.edu/Economics/courses/econ2020/section7/section7-main.html
http://academic.reed.edu/economics/parker/s11/314/book/Ch02.pdf
http://www.crawfordsworld.com/rob/HEGArchive/Economics/MankiwChapterNotes/HE
GMankiw15Notes.htm
http://www.econport.org/content/handbook/ADandS.html
http://www.nber.org/cycles.html
Inflation.
http://www.econport.org/content/handbook/Inflation.html
http://www.bls.gov/cpi/
Unemployment.
http://www.econport.org/content/handbook/Unemployment.html
http://www.bls.gov/cps/
Monetary Policy
http://www.frbsf.org/publications/federalreserve/monetary/index.html
http://www.federalreserve.gov/monetarypolicy/default.htm
http://www.federalreserveeducation.org/about-the-fed/structure-and-functions/monetary-
policy/
http://www.ecb.int/mopo/html/index.en.html
Fiscal Policy
http://www.econlib.org/library/Enc/FiscalPolicy.html
ECON 520 FINANCE AND ECONOMICS 43
Updated 12/23/2011
http://mba-lectures.com/economics/macro-economics/620/fiscal-policy.html
http://www.cbo.gov/
Assignments before the Workshop:
1. Send a message to the facilitator using wimba voice or voice e-mail about the
topic chosen by the facilitator at the end of workshop 1. This is part of e-lab
(appendix G).
2. E-lab: Language lab in tell me more. At the end of the course the student must
complete 5 hours in Spanish and 5 hours in English. Print the time spent in this
activity and turn it in to the facilitator in workshop two. You can also use Rosetta
Stone. You must show proof of the time spent on this activity (appendix G).
3. Watch this video before coming to the workshop “Problems with GDP as an
Economic arometer”. Be prepared to discuss it.
http://www.youtube.com/watch?v=QUaJMNtW6GA. If you don’t have access to
the link, search a video about the problems that the GDP has as a performance
measure. This will count as part of e-lab (appendix G).
4. Answer the following questions and submit them to the facilitator at the beginning
of workshop two.
a. Explain the difference between the income approach and the expenditure
approach when calculating the GDP.
b. Assume that in a hypothetical economy only two goods are produced,
tacos and pizza, as shown in the following table:
ECON 520 FINANCE AND ECONOMICS 44
Updated 12/23/2011
Year
Price of Tacos
( In US dollars $)
Amount of
Tacos
(In Units)
Price of Pizza
(In US dollars $)
Amount of Pizzas
(In Units)
2002 $ 0.90 2000 $ 8.00 600
2003 1.00 2500 10.00 600
2004 1.25 3000 11.00 700
c. Use the table to calculate:
1. Nominal GDP, real GDP and GDP deflator using 2002 as the
base year.
2. Calculate the percentage growth in 2003 and 2004 for the real
GDP, the nominal GDP and the GDP deflator.
3. Use the previous answer to explain what happened to the
economy in 2003 and 2004.
d. What are the main causes and consequences of inflation?
e. Suppose that in 2011 there is an economy with 289.5 million employed
people and 12.7 million unemployed. What is the unemployment rate for
that year?
f. Explain the four different types of unemployment
g. What is fiscal policy and under what circumstances it is appropriate for the
Government to use an expansionary or contractionary fiscal policy?
h. What is the difference between fiscal deficit and public debt?
ECON 520 FINANCE AND ECONOMICS 45
Updated 12/23/2011
i. What are the main functions of the Federal Reserve?
j. What is monetary policy and under what circumstances it is appropriate
for the FED to use an expansionary or contractionary monetary policy?
Key Core Vocabulary.
1. Macroeconomics
2. Circular Flow
3. Business Cycle
4. Gross Domestic Product (GDP)
5. Investment
6. Consumption
7. Government expenditure
8. Net exports
9. Real GDP
10. Nominal GDP
11. GDP Deflator
12. Productivity
13. Labor Force
14. Unemployment
15. Inflation
16. Deflation
17. Consumer Price Index (CPI)
18. Fiscal policy
19. Taxes
ECON 520 FINANCE AND ECONOMICS 46
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20. Fiscal deficit
21. Public debt
22. Federal Reserve
23. Monetary policy
24. Open market operations
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding ___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options ___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes ___ Listening
___ Speaking
___ Reading
___ Writing
E. Application ___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation ___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
ECON 520 FINANCE AND ECONOMICS 47
Updated 12/23/2011
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will discuss the objectives for workshop two and the main
concepts.
2. The facilitator will divide the class in small groups and will assign one question of
the homework to each group. Students will discuss the answers with their groups.
3. Each group will make an oral presentation about the question assigned and will
demonstrate that they understand the concept and are able to relate it to a current
event or a professional experience.
4. Students will be divided in small groups and will make a table to compare and
contrast monetary and fiscal policy and the consequences on the aggregate
demand and the economy. Students will rotate and share their answers with other
groups. The results will be discussed with the whole class.
5. Show students the tables, charts and graphs on the current GDP, inflation and
unemployment statistics in the US using www.bls.gov and analyze the data with
them. Include current monetary and fiscal policy.
6. In small groups ask students that given the data previously analyzed, should there
be an expansionary or contractionary fiscal and monetary policy? Discuss the
answers with the class.
7. The facilitator will provide students with questions about macroeconomic topics
that must include GDP, inflation, and unemployment, fiscal and monetary policy.
Students must write their answers individually.
ECON 520 FINANCE AND ECONOMICS 48
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8. Students will individually find the unemployment rate for the demographics group
that best fits their description (based on gender, race, age, education). It is higher
or lower than the national average? Why do you think this is so? The facilitator
must provide the tables (BLS.gov).
9. The facilitator will encourage all students to orally discuss and share their answers
from activities 6 and 7.
10. Based on the video watched before the workshop, each student must orally state
one problem of using the GDP as an economic barometer.
11. Short individual essay type test about the topics of workshops 1 and 2. Students
may use their notes, textbook and available resources.
12. Explanation of the assignment to be completed for Workshop three. Select the
question students need to answer during the week using Wimba Voice or voice e-
mail.
Lesson Wrap-Up:
1. Individual: Students write the reflective journal.
2. Group: In small groups, students will write questions that need clarification. The
facilitator will organize the groups in such a way that the students themselves are
the ones answering those questions.
Assessment:
1. Individual: Written work during the workshop.
2. Group: Oral presentations and discussions as well as written work.
ECON 520 FINANCE AND ECONOMICS 49
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3. Written: Individual reflective journal, individual short test, group comparison
table about fiscal and monetary policy and individual written work on specific
question on macroeconomics (Appendixes A,B, D, E, and F).
4. Oral: Oral presentation on the assignment and discussions about the videos.
(Appendix A, B, and C).
ECON 520 FINANCE AND ECONOMICS 50
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TALLER TRES
Objetivos específicos de contenido:
1. Describir las funciones del mercado financiero.
2. Describir los tipos de instrumentos financieros.
3. Explicar los conceptos de valor de dinero en el tiempo y análisis del flujo de
efectivo descontado.
4. Evaluar bonos utilizando el método de valor presente para valuar flujos de
efectivo.
5. Evaluar acciones ordinarias utilizando el método de flujo descontado.
6. Evaluar el concepto de valor presente neto, la tasa interna de retorno, el flujo de
caja descontado y el plazo de recuperación.
7. Aplicar estos métodos para el análisis de evaluación de proyectos de inversión.
8. Explicar el proceso de creación de un presupuesto de gastos de capital.
Objetivos específicos de lenguaje:
1. Escuchar: Entender videos, noticias e informes sobre temas financieros.
2. Hablar: Expresar ideas y hacer análisis sobre el contenido del taller tres.
3. Leer: Leer e interpretar textos especializados en finanzas.
4. Escribir: Escribir documentos que reflejen la compresión de los temas abarcados
en el taller tres así como el uso correcto de la gramática y los verbos.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Mercados
ECON 520 FINANCE AND ECONOMICS 51
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http://www.yahoo.com
Bolsas de Valores
http://www.nyse.com/
http://www.nasdaq.com/
http://www.bmv.com.mx/
http://www.bmfbovespa.com.br/es-es/home.aspx?idioma=es-es
http://www.bvc.com.co/pps/tibco/portalbvc
Valor del dinero en el tiempo, flujo de caja descontado y TIR
http://www.netmba.com/finance/time-value/future/
http://www.netmba.com/finance/time-value/present/
http://www.youtube.com/watch?v=5Z_prLbH2fA&feature=iv&annotation_id=annotation
_656448
http://www.youtube.com/watch?v=G_gBuGkL1PQ&feature=related
http://excelavanzado.com/financieras.htm
http://www.eco-
finanzas.com/diccionario/F/FLUJO_DE_EFECTIVO_DESCONTADO.htm
http://www.investopedia.com/video/play/understanding-time-value-of-
money#axzz1X7HnBsqn
http://www.khanacademy.org/video/introduction-to-present-value?playlist=Finance
http://www.khanacademy.org/video/present-value-2?playlist=Finance
http://www.khanacademy.org/video/present-value-3?playlist=Finance
http://www.khanacademy.org/video/present-value-4--and-discounted-cash-
flow?playlist=Finance
ECON 520 FINANCE AND ECONOMICS 52
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Presupuesto de capital
http://www.netmba.com/finance/capital/budgeting/
http://www.eco-finanzas.com/diccionario/P/PRESUPUESTO_DE_CAPITAL.htm
Bonos y Acciones
http://www.investoreducation.org/
http://www.teachmefinance.com/Espanol/valuacion-de-bonos.html
http://www.teachmefinance.com/Espanol/valuacion-de-acciones.html
http://www.teachmefinance.com/Espanol/costo-de-capital.html
http://www.betterinvesting.org/NR/exeres/C32451F6-4133-4C2A-B8C9-
314C95DAD993.htm
http://www.cbe.wwu.edu/hall/MBA542/valuation_of_bonds.htm
http://freevideolectures.com/Course/2801/HMP-607-Corporate-Finance-for-Healthcare-
Administrators/4
Asignaciones antes del taller:
Utilice los libros de texto, las direcciones electrónicas, la librería virtual, e-libros y otras
fuentes de información para realizar la tarea del Taller Tres.
1. Envíe un mensaje a través de wimba voice o voice e-mail sobre el tema escogido
por el facilitador en el taller 2. Esto hace parte de e-lab (apéndice G).
2. E-lab: hacer tell me more desde cualquier computador. Imprimir el tiempo
invertido en esta actividad y entregar al facilitador en el taller tres. Rosetta Stone
también es válido. Debe mostrar prueba del tiempo invertido en esta actividad
(apéndice G).
ECON 520 FINANCE AND ECONOMICS 53
Updated 12/23/2011
3. Vea estos videos y prepárese para discutir la diferencia entre bonos y acciones. Si
por algún motivo no puede conectarse a este enlace por favor vea un video sobre
acciones y otro sobre bonos. Esto también hace parte de e-lab (apéndice G).
http://www.youtube.com/watch?v=ipCX8CiaGOc&feature=related.
http://www.youtube.com/watch?v=txPalRNW_ZQ&feature=related
4. Responder por escrito las siguientes preguntas:
a. Describa los principales instrumentos del mercado de dinero (money
market)
b. Describa los principales instrumentos del mercado capitales
c. ¿Qué son bonos y cómo se valoran? Utilice un ejemplo numérico y
explíquelo
d. ¿Qué son acciones y cómo se valoran? Utilice un ejemplo numérico y
explíquelo
e. La compañía Constructora del Caribe Inc. está estudiando la posibilidad
de comprar una nueva máquina que cuesta $350,000 y tiene una vida útil
de 5 años. De acuerdo a los estimados, al finalizar el primer año la
máquina permitiría ahorrar $60,000, en el segundo ano $ $73,000, en el
tercero 80,000, en el cuarto $92,000 y en el quinto 97,000. ¿Cuál es el
valor presente de los ahorros producidos por la nueva máquina si la tasa de
descuento es del 7.5%? ¿la compañía debe comprar la máquina? Explique
su respuesta.
f. ¿Cuáles son los diferentes métodos para la evaluación de proyectos de
inversión a nivel empresarial? Utilice un ejemplo para cada uno.
ECON 520 FINANCE AND ECONOMICS 54
Updated 12/23/2011
g. ¿Cuáles son las ventajas y desventajas de cada uno de estos métodos?
Vocabulario clave de la lección. Este vocabulario es una guía para los estudiantes.
No hace parte de la asignación.
1. Mercado Primario
2. Mercado Secundario
3. Mercado de dinero
4. Mercado de capitales
5. Bonos
6. Capital Accionario
7. Acciones ordinarias y preferenciales
8. Bolsa de Valores
9. Estructura de capital
10. Valor futuro
11. Valor presente
12. Tasa de descuento
13. Valor nominal
14. Cupón
15. Tiempo de vencimiento
16. Rendimiento nominal
17. Evaluación de proyectos
18. Flujo de caja operacional
19. Valor presente neto
20. Flujo de caja descontado
ECON 520 FINANCE AND ECONOMICS 55
Updated 12/23/2011
21. Tasa Interna de retorno
22. Flujo de caja descontado
23. Plazo de recuperación
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje ___ Modelaje
___ Práctica Dirigida
___ Práctica
Independiente
___ Instrucción
Comprensible
C. Opciones para Agrupamiento ___ Grupo Completo
___ Grupos Pequeños
___ Pares
___ Trabajo Independiente
D. Integración del Proceso ___ Escuchar
___ Hablar
___ Leer
___ Escribir
E. Aplicación ___ Actividades Dinámicas de Aplicación
___ Significativas y Relevantes
___ Rigurosas
___ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación ___ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
___ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
___ Cognoscitivo
___ Meta-cognoscitivo
___ Socio/Afectivo
ECON 520 FINANCE AND ECONOMICS 56
Updated 12/23/2011
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. El facilitador expondrá los objetivos y conceptos principales del taller.
2. El salón se dividirá en grupos pequeños y cada uno deberá responder oralmente
una de las preguntas de la tarea. Debe demostrar que entiende el concepto y debe
mostrar una aplicación práctica del mismo.
3. La clase se dividirá en dos grupos. En base a los videos y a la tarea, un grupo
expone las ventajas y desventajas de usar acciones como método de
financiamiento de las empresas y el otro hace lo mismo con los bonos.
4. Cada estudiante escribirá una tabla comparativa que resuma la discusión sobre
bonos y acciones.
5. El facilitador hará un resumen del tema y mostrará ejemplos reales de como las
empresas usan estos instrumentos para financiarse y crecer.
6. El facilitador dividirá la clase en grupos pequeños para trabajar en tres tipos de
ejercicios numéricos los cuales serán determinados por el facilitador. Los
ejercicios deben incluir los siguientes temas:
a. Valoración de proyectos de inversión utilizando los métodos de valor
presente neto y tasa interna de retorno. Ejemplo: usted está considerando una
inversión que le pagara $1,000 en un año, $2,000 en dos años y $3,000 en
tres años. Si usted quiere ganar un 10% en su dinero, cuanto debe invertir
hoy?
b. Valoración de bonos y acciones. Ejemplo 1: Considere un bono con una tasa
de cupón del 10%. El valor nominal (face value) es de $1,000 y el bono tiene una
madurez de 5 años. El rendimiento a la madurez (yield to maturity) es del 11%. Cuál
ECON 520 FINANCE AND ECONOMICS 57
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es el precio actual de ese bono? Ejemplo 2: La acción de la empresa XYZ
actualmente se vende a $50 por acción. En el próximo periodo se espera un dividendo
de $2 y una tasa de crecimiento anual del 6% de este dividendo. Cuál es el retorno
esperado de esta acción?
c. Creación de un presupuesto de capital.
7. Cada grupo deberá exponer oralmente una o varias respuestas de la actividad
anterior. El facilitador deberá aclarar dudas con la participación activa de los
estudiantes.
8. El facilitador debe asegurarse de que todos los estudiantes estén avanzando en el
trabajo final el cual debe ser entregado en el último taller.
9. El facilitador orientará a los estudiantes sobre las tareas para el Taller cuatro. Dará
un tema o hará una pregunta para que los estudiantes la contesten durante la
semana usando wimba voice o voice e-mail
Cierre del taller:
1. Individual: Los estudiantes completarán el diario reflexivo y expondrá los puntos
que necesitan aclaración.
2. Grupal: El facilitador dividirá la clase en dos grupos y hará un juego/concurso
donde cada grupo debe responder oralmente preguntas cortas de manera rápida y
concreta sobre los conceptos y aplicaciones aprendidos durante el taller.
Evaluación:
1. Individual: Trabajo escrito.
2. Grupal: Discusiones, presentación oral y trabajo escrito.
ECON 520 FINANCE AND ECONOMICS 58
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3. Escrito: Diario reflexivo individual, tabla comparativa entre bonos y acciones
individual, ejercicios numéricos en grupo (Apéndices A, B, D, E, y F).
4. Oral/Auditivo: Presentación oral sobre la tarea, el video de bonos y acciones y
sobre los ejercicios numéricos realizados durante el taller tres (Apéndices A, B, C
y D).
ECON 520 FINANCE AND ECONOMICS 59
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WORKSHOP FOUR
Specific Content Objectives:
1. Explain how risk affects financial decisions.
2. Analyze the three different methods to transfer risk: hedging, assurance and
diversification.
3. Analyze the selection process of an investment portfolio.
4. Explain financial leverage and capital structure.
5. Describe the financial planning process and growth.
6. Analyze mergers and acquisition as a growing strategy.
7. Determine different forms of business entities and their financial and fiscal
advantages and disadvantages.
Specific Language Objectives:
1. Listening: Listen and understand the specialized language of risk management,
financial planning, and investment portfolio, and capital structure.
2. Speaking: Effectively communicate main concepts learned in workshop four.
3. Reading: Read and comprehend articles and other resources related to risk
management, mergers and acquisitions, investment portfolio, and financial
planning.
4. Writing: Appropriately use of vocabulary, grammar, and style when writing
about the topics covered in workshop four.
ECON 520 FINANCE AND ECONOMICS 60
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Electronic Links (URLs):
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Investment and risk
http://www.zenwealth.com/BusinessFinanceOnline/RR/RiskAndReturn.html
CAPM
http://www.zenwealth.com/BusinessFinanceOnline/RR/CAPM.html
Capital Structure
http://finance.wharton.upenn.edu/~mrrobert/teaching_files/fin100/LectureSlides/lsh%20
Capital%20Structure.pdf
http://www.khanacademy.org/video/basic-capital-structure-differences?playlist=Finance
http://online.wsj.com/article/SB124027187331937083.html
Options, futures
http://www.888options.com/
http://www.cftc.gov/
http://www.cboe.com/
http://www.investopedia.com/articles/optioninvestor/10/derivatives-
101.asp#axzz1X7HnBsqn
https://www.chase.com/index.jsp?pg_name=ccpmapp/smallbusiness/payments_payroll/p
age/bb_smart-strategies
Mergers and acquisitions
http://www.enotes.com/small-business-encyclopedia/mergers-acquisitions
http://www.ftc.gov/bc/mergers.shtm
ECON 520 FINANCE AND ECONOMICS 61
Updated 12/23/2011
http://www.ftc.gov/bc/hsr/
Others
http://www.investopedia.com/articles/04/092904.asp#axzz1X7HnBsqn
http://www.irs.gov/businesses/small/article/0,,id=98359,00.html
http://www.incorporate.com/business_structure_comparison_chart.html
Assignments before the Workshop:
1. Send a message to the facilitator using wimba voice or voice e-mail about a topic
chosen in workshop three. This is part of e-lab (appendix G).
2. E-lab: Language lab in tell me more. At the end of the course the student must
complete 5 hours in Spanish and 5 hours in English. Print the time spent in this
activity and turn it in to the facilitator in workshop four. You can also use Rosetta
Stone. You must show proof of the time spent on this activity (appendix G).
3. Watch these videos on forward and futures before coming to the workshop:
http://www.khanacademy.org/video/forward-contract-
introduction?playlist=Finance and http://www.khanacademy.org/video/futures-
introduction?playlist=Finance. Be prepared to discuss them. This is part of e-lab
(appendix G).
4. Answer the following questions and submit them to the facilitator at the beginning
of workshop four.
a. Write a short essay explaining the different types of business entities and
make a table showing the financial and taxation advantages and
disadvantages of each.
ECON 520 FINANCE AND ECONOMICS 62
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b. Explain the three methods a firm can use to transfer risk (assurance,
diversification and hedging).
c. Explain futures, forwards, options and swaps. Use examples if necessary.
d. What is the difference between idiosyncratic and systematic risk?
e. What is the relationship between risk and expected return and what
methods are used to calculate this relationship? Use an example.
f. How is the cost of capital of a firm calculate it? Explain in detail. Give
one example.
g. Why is it important for businesses to know the cost of capital?
h. Describe the main elements of financial planning.
5. Read an article on a recent merger or acquisition. Make a summary and be
prepared to discuss it in class.
Key Core Vocabulary.
1. Risk
2. Hedge
3. Derivative securities
4. Forward contract
5. Futures contract
6. Options
7. Swaps
8. Assurance
9. Diversification
10. Idiosyncratic risk (unsystematic)
ECON 520 FINANCE AND ECONOMICS 63
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11. Market risk (Systematic)
12. The Capital Asset Pricing Model (CAPM)
13. Risk-free rate
14. Market risk premium
15. The Weighted Average Cost of Capital (WACC)
16. Merger
17. Horizontal Merger
18. Vertical Merger
19. Conglomerate Merger
20. Acquisition
21. Financial Planning
22. Capital structure
23. Leverage
ECON 520 FINANCE AND ECONOMICS 64
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding ___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options ___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes ___ Listening
___ Speaking
___ Reading
___ Writing
E. Application ___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation ___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
ECON 520 FINANCE AND ECONOMICS 65
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Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will discuss the objectives for workshop four and basic concepts.
2. Individually students will orally answer the questions for the assignment. They need
to use examples and show they understand the concepts and application.
3. Students will be divided in four groups and will use the videos, the assignment and
the concepts learned in the workshop to complete this activity. One group will make a
table about the advantages and disadvantages of using forward contracts; the other
group will write about the advantages and disadvantages of future contracts; the third
group will write about options and the last group will do it about swaps.
4. Groups will rotate and share this information with the rest of the class. The facilitator
will summarize the main ideas and will show some applications.
5. Student will work in smaller groups on numerical exercises related to:
a. Hedging: Options, swaps and futures: Example: On May 1st the stock price of
Cory's Tequila Company is $67 per stock. You buy ONE call option (an option to
buy stocks in the future) that expires in July. The strike price (the price at which
you will buy the stocks) is $70/stock. The premium you need to pay in order to
buy this option is $3.15/stock. One (1) contract contains 100 stocks.
b. Assume that at the expiration date, the stock in the market is traded at $62.
Describe in detail your action.
c. Assume that at the expiration date the stock in the market is traded at $78.
Describe in detail what your action is.
d. What is the breakeven point?
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e. Capital Asset Pricing Model (CAPM): Example: Consider the betas for each of
the assets. If the risk-free rate is 2.13% and the market risk premium is 8.6%,
what is the expected return for each? Analyze and interpret.
f. Complete this table
T
h
e
g. Weighted Average Cost of Capital (WACC): Given the following information
calculate the Weighted Average Cost of Capital, analyze and interpret:
Equity Information:
50 million shares
$80 / share
Beta = 1.15
Market Risk Premium: 9%
Risk Free rate 5%
Debt Information:
$1 billion in outstanding debt (face value)
Current quote = 110
Coupon rate = 9%, semiannual coupons
15 years to maturity
Security Beta Expected Return
A 2.685
B 0.195
C 2.161
D 2.434
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Tax rate = 40%
6. Each group will orally present the results. The facilitator will answer questions.
7. Individually students will discuss the article they read before the workshop on
mergers and/or acquisitions.
8. Short individual essay type test about the topics of workshops 3 and 4. Students may
use their notes, textbook and available resources.
9. The facilitator will remind students about the portfolio and the final paper and will
provide students with the topic that need to be answered using wimba voice or voice-
mail. Remind students that at the end of workshop five they need to have 10 hours of
language lab.
10. Remind students that the final paper must have at least 10 reliable references and they
need to use them to write the paper.
Lesson Wrap-Up:
1. Individual: Students will write the reflective journal.
2. Group: The class will be divided in small groups and the facilitator will give one
topic to each group (hedging, risk and return, capital cost and the elements of
financial planning). Students must write how this concept or financial tool may be
used by managers to make better decisions. Use examples, your own experience
and what was learned in the workshop. At the end of the activity the groups will
rotate and share their ideas.
Assessment:
1. Individual: Written and oral presentation during the workshop.
2. Group: Written work and participation.
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3. Written: Reflective journal, short test, numerical exercises and comparison tables
about hedging tools. (Appendixes A, B, E, and F)
4. Oral: individual oral presentations about the assignment and the article on
mergers and acquisitions (Appendixes A, B and C).
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Taller Cinco/Workshop Five
(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras
dos horas serán en español. Las últimas
dos horas serán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and the student must
use the language assigned for each
homework and activity. Do not mix both
languages! USE ONE LANGUAGE AT
A TIME- KEEP BOTH LANGUAGES
SEPARATE! The first two hours must
be in Spanish. The last two hours must
be in English.
Objetivos específicos de contenido:
1. Definir tasa de cambio y sus principales determinantes.
2. Analizar la relación entre la tasa de cambio spot, forward, la tasa de interés y la
inflación.
3. Explicar estrategias simples empleadas por las empresas para protegerse contra el
riesgo cambiario.
Objetivos específicos de lenguaje:
1. Escuchar: Demostrar el entendimiento de temas cambiarios.
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2. Hablar: Expresar ideas y hacer análisis verbales sobre el contenido del taller
cuatro.
3. Leer: Utilizar el proceso de lectura eficazmente para discutir temas de mercados
internacionales.
4. Escribir: Escribir documentos que reflejen la compresión de los mercado de
divisas y cambiarios así como el uso correcto de la gramática y los verbos.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Riesgo cambiario
http://rru.worldbank.org/documents/publicpolicyjournal/266Gray-121203.pdf
http://ec.europa.eu/economy_finance/publications/publication11475_en.pdf
http://www.imf.org/external/pubs/ft/wp/2006/wp06255.pdf
Tasa de cambio y sus determinantes
http://www.econlib.org/library/Enc/ForeignExchange.html
US International Trade Statistics
http://www.esa.doc.gov/economic-indicators/economic-indicators-9
http://www.bea.gov/international/index.htm
http://www.federalreserve.gov/econresdata/releases/statisticsdata.htm
http://finance.yahoo.com/currency-investing
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Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos horas de instrucción (2).
1. Enviar mensaje a traves de wimba voice de acuerdo a las instrucciones dadas por
el facilitador en el taller 4. Esto será parte de e-lab.
2. E-lab: hacer tell me more. Al finalizar el curso el estudiante debe mostrar que
completo 10 horas de laboratorio de lenguaje (5 en español y 5 en ingles).
Imprimir el tiempo invertido en esta actividad y entregar al facilitador en el taller
cinco. Tambien puede hacer Rosetta Stone. Mostrar prueba del tiempo invertido
en esta actividad.
3. Ver este video sobre la relación entre la tasa de cambio y la inflación. Preparase
para discutirlo en el taller. http://www.khanacademy.org/video/floating-exchange-
effect-on-us?playlist=Current%20Economics. Esta actividad hace parte de e-lab.
4. Defina los siguientes conceptos
a. Mercado Cambiario
b. Tasa de cambio spot
c. Tasa de cambio forward
d. Riesgo cambiario
5. Describa los diferentes tipos de riego cambiario: riesgo de transacción, riesgo de
conversión y riesgo económico.
6. Analice una estrategia de manejo de riesgo cambiario para empresas con
operaciones internacionales.
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5. Watch the following video about the relationship between the exchange rate and
the interest rates and write a short summary.
http://www.youtube.com/watch?v=5k7bQWWVQhw
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Vocabulario académico clave (Debe
reflejar los objetivos y conceptos claves
del taller) Verifique que el estudiante
domine el vocabulario clave en los dos
idiomas.
1. Mercado cambiario
2. Tasa de cambio spot
3. Tasa de cambio forward
4. Riesgo cambiario
5. Riesgo de transacción
6. Riesgo de conversión
7. Riesgo económico
Academic Core Vocabulary (Must
reflect objectives and important concepts
of the workshop.) Verify that the student
masters the core vocabulary in both
languages.
1. Foreign Exchange
2. Spot exchange rate
3. Forward exchange rate
4. Exchange risk
6. Transaction risk
7. Translation risk
8. Market risk
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding ___ Modeling
___ Guided Practice
___ Independent Practice
___ Comprehensible Input
C. Grouping Options ___ Whole Class
___ Small Groups
___ Partners
___ Independent Work
D. Integration of Processes ___ Listening
___ Speaking
___ Reading
___ Writing
E. Application ___ Hands-on
___ Meaningful/Relevant
___ Rigorous
___ Link to Objectives
___ Promote Engagement
A. Preparation ___ Adaptation of Content
___ Links to Background Knowledge
___ Links to Past Learning
___ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
___ Cognitive
___ Meta-cognitive
___ Social/Affective
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. El facilitador, por medio de una actividad de su preferencia repasará los conceptos básicos
del mercado cambiario.
2. Los estudiantes serán divididos en grupos y cada uno debe escribir y presentar una
estrategia de manejo de riesgo cambiario.
3. Desarrollaran el siguiente ejercicio: Un importador compra mercancía por un valor de $2
millones de euros para ser pagados el próximo Diciembre. Actualmente la tasa de cambio
spot es de $1.34/euro ($2 millones de euros son $2, 6802,000 dólares hoy). El importador
decide comprar una euro opción de compra a Diciembre. Un contrato estándar es de
$62,500 euros por contrato y la prima es de $0.0050/euro. El precio de ejercicio es de
$1.420/euro. Cuantos contratos debe comprar el importador? Cuál es el monto total de la
prima? Bajo qué circunstancias debe ejercer la opción? Si la tasa de cambio spot en
diciembre es de $1.440/euro, el importador debe o no ejercer la opción? Explique en
detalle.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Students will be divided in two groups to discuss the videos watched previously to the
workshop. One group will orally explain the relationship between the exchange rate and
inflation and the other group will discuss the video about the relationship between the
exchange rate and the interest rate.
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2. The facilitator will provide data about the current markets and individually students will
write how they believe the current data on interest rate and inflation may be affecting the
exchange rate in the US.
3. Students must turn final written paper
Lesson Wrap-Up:
1. Individual: Students will write a reflective journal and will have the opportunity to ask
questions about concepts that need clarification.
2. Group: Oral presentations of the final paper.
Assessment:
1. Individual: Written work.
2. Group: Written work, oral presentation and participation.
3. Written: Reflective journal, group written work on exchange risk management and
individual analysis of the current relationship between the exchange rates, inflation and
interest rate (Appendixes A,B,D, and F)
4. Oral: Oral presentation on risk exchange management, the relationship between the
exchange rate and inflation and interest rates, and the final paper (Appendixes A, B, C and
D).
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APÉNDICES / APPENDIXES
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
rites with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. eader’s questions are answered
riting has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name:______________________________________ Date:___________________
Facilitator:______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6= highest,
1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are
evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
ECON 520 FINANCE AND ECONOMICS 91
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Apendice C/Appendix C
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name: ______________________ Date: _______________
Criteria Value points Student Score
Content
Performs an effective
introduction to the theme
identifying the objectives, ideas
and principles that are included
in the presentation.
10
The presentation is organized
and coherent, and could be
easily followed
10
The student demonstrates
domain of the theme or subject
by properly explaining content
without incurring in errors.
10
The ideas and arguments are
well founded by reliable
resources, consulted or
discussed in class.
10
Capture the attention and
interest of the audience and/or
promote their participation.
10
Effective personal projection,
corporal posture and manage of
the audience.
10
Uses a variety of speaking
strategies to define concepts,
interpretation, application and
evaluation of processes using
experience on concepts or
content of class.
10
Language
Student pronounces words in a
clear and correct manner. 10
Correct use of grammar and
verb conjugation 10
Correct use of vocabulary to
express message. 10
Total Points 100 (70% content and 30%
language)
Student’s Signature: ____________________Facilitator’s Signature:___________________
ECON 520 FINANCE AND ECONOMICS 92
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MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN INDIVIDUAL/GRUPAL
ORAL
Nombre del estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntaje
Contenido
Realiza una introducción eficaz
del tema identificando el
propósito, objetivo e ideas
principales.
10
La presentación es organizada y
coherente y puede seguirse con
facilidad.
10
El presentador demuestra
dominio del tema o materia al
explicar con propiedad el
contenido sin incurrir en errores.
10
Las ideas y los argumentos de la
presentación están bien
fundamentados en fuentes
confiables presentados,
consultados o discutidos en clase
10
Capta la atención e interés de la
audiencia y/o promueve su
participación.
10
Proyección eficaz, postura
corporal adecuada, manejo de la
audiencia y manejo del tiempo
asignado
10
Usa varias estrategias para hablar
o definir conceptos,
interpretaciones, aplicaciones y
evaluación de procesos o
experiencias en el contenido del
curso.
10
Lenguaje La pronunciación de las palabras
es clara y de manera correcta. 10
Uso correcto de la gramática y
conjugación de verbos. 10
Uso correcto del vocabulario para
expresar el mensaje
adecuadamente.
10
Puntos Totales 100 (70% contenido y 30%
lenguaje)
Firma del Estudiante: ____________________Firma del Facilitador:___________________
ECON 520 FINANCE AND ECONOMICS 93
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Apendice D/Appendix D
RUBRIC TO EVALUATE PARTICIPATION IN GROUP /INDIVIDUAL
ACTIVITIES
Students name: _________________________ Date: _______________
Group: ________
Criteria Points Students Points
Content
Attended all the meetings and activities. 10
Demonstrates initiative and creativity in
class activities.
10
Demonstrates interest in class discussion. 10
Contributes to the discussions and
activities with new information and ideas.
10
Demonstrates attention and opening
towards arguments from classmates
10
Respects questions and expositions from
classmates.
10
Come prepared to meetings, activities and
discussions.
10
Language
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 in written and oral activities. 10
Total Points 100 (70% content and
30% language)
ECON 520 FINANCE AND ECONOMICS 94
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MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO/INDIVIDUAL
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________
Criterio Puntos Puntuación del
estudiante
Contenido
Asiste a las reuniones o actividades del
grupo.
10
Demuestra iniciativa y creatividad en las
actividades de clase.
10
Demuestra interés en las discusiones
presentadas en la clase.
10
Contribuye frecuentemente a las
discusiones y actividades con ideas e
información nueva.
10
Demuestra atención y apertura a los
puntos y argumentos de los demás.
10
Demostró interés en las discusiones y
actividades del grupo.
10
Viene preparado(a) a las reuniones,
actividades y discusiones.
10
Lenguaje
Demuestra un conocimiento del idioma
(vocabulario, sintaxis y flujo de ideas). 10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y
correctamente al hablar y al escribir 10
Puntos Totales 100 (70% contenido y
30% lenguaje)
ECON 520 FINANCE AND ECONOMICS 95
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Apendice E/Appendix E
Matriz Valorativa para Pruebas Cortas y ejercicios numéricos Short Test and numerical excercises Rubric
Criteria Value points Student Score
Content
Properly answered the
questions
30
Presentation of ideas is
organized, coherent and can be
easily followed
20
Interpretation of results 20
Language
Spelling/Grammar 10
Technical vocabulary 10
Sentence construction 10
Total Points 100 (70% content and 30%
language)
Matriz Valorativa para Pruebas Cortas y ejercicios numéricos Short Test and numerical excercises Rubric
Criterio Puntos Puntuacion
Contenido
El documento explica
propiamente el contenido. 30
Presentación de ideas es
organizada, coherente y fácil de
leer.
20
Interpretación de resultados 20
Lenguaje
Gramática y ortografía 10
Vocabulario técnico 10
Construcción de frases 10
Punto totales 100 (70% contenido y 30%
lenguaje)
ECON 520 FINANCE AND ECONOMICS 96
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Apendice F/Appendix F
DIARIO REFLEXIVO/ REFLEXIVE JOURNAL Diario Reflexivo Taller:
1. ¿Qué esperaba del taller de hoy?
2. ¿Qué aspectos de lo discutido en clase puedo aplicar a mi vida profesional?
3. ¿Cuáles fueron mis limitaciones y mis fortalezas en el taller de hoy?
4. ¿Cómo evalúo mi participación en el taller de hoy?
5. ¿Cómo puedo mejorar mi participación en los talleres?
6. Considero que este ejercicio ha sido muy útil para mi aprendizaje porque…
Reflective Journal:
Workshop:
1. What was I expecting from today’s workshop?
2. What aspects from today’s workshop can be applied to my professional life?
3. Which were my limitations and strengths in today’s workshop?
4. How can I evaluate my participation during today’s workshop?
5. How can I improve participation in the workshops?
6. I think this exercise has been very helpful for my learning because:
ECON 520 FINANCE AND ECONOMICS 97
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DIARIO REFLEXIVO/ REFLEXIVE JOURNAL RUBRIC
Taller /Workshop
Criteria Value points Student Score
Content Student turned in the journal on time
10
Followed instructions and
format
10
Student answers questions without deviating from the
topic. ideas are well connected
and follow a sequence.
25
Student uses critical thinking to express ideas and projects a deep understanding of the topic discussed in class.
25
Language Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.
10
Technical vocabulary 10
Sentence construction 10
Total Points 100 (70% content and 30%
language)
ECON 520 FINANCE AND ECONOMICS 98
Updated 12/23/2011
DIARIO REFLEXIVO/ REFLEXIVE JOURNAL RUBRIC
Taller /Workshop
Criterio Puntos Puntuacion
Contenido Entrega a tiempo 10
Sigue instrucciones y utilizo el
formato adecuado.
10
Responde preguntas sin desviarse del tema. Las ideas están bien conectadas y sigune una secuencia lógica.
25
Usa análisis crítico para expresar ideas y tiene conocimiento del tema.
25
Lenguaje Adecuada sintaxis, puntuacion, uso de verbos y gramática.
10
Vocabulario técnico 10
Construccion de frases 10
Total Puntos 100 (70% contenido y 30%
lenguaje)
ECON 520 FINANCE AND ECONOMICS 99
Updated 12/23/2011
Apendice G/Appendix G
Rubric for E-Lab Documentation
Rúbrica para E-lab
Students must demonstrate that they have complied with 10 hours of language lab or e-
lab usage for each language (English and Spanish) per course. This equates to the use of
the language lab or e-lab for two hours weekly for each language per course. The
facilitator may require a higher number of hours for language lab practice based on the
language needs for listening, speaking, reading, and writing skills in either or both
languages
Los estudiantes deben demostrar que ellos han cumplido con 10 horas de uso en el
laboratorio de lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador podría
requerir más horas de práctica basado en las necesidades para las destrezas auditivas,
orales, de lectura y escritura en cualquiera de los lenguajes mencionados.
ECON 520 FINANCE AND ECONOMICS 100
Updated 12/23/2011
Rubric for E-Lab Documentation
Rúbrica para E-lab
Name___________________________________________________________________
Language lab: 5 hours in Spanish and 5 hours in English: 50% of the grade
10 hours = 50 points
9 hours = 45 points
8 hours = 40 points
7 hours = 35 points
6 hours = 30 points
5 hours = 25 points
4 hours = 20 points
3 hours = 15 points
2 hours = 10 points
1 hours = 5 points
0 hours = 0 points
Others (Wimba voice, voice e-mail, virtual library, videos): 10 hours (50% of the
grade).
10 hours = 50 points
9 hours = 45 points
8 hours = 40 points
7 hours = 35 points
6 hours = 30 points
5 hours = 25 points
4 hours = 20 points
3 hours = 15 points
2 hours = 10 points
1 hours = 5 points
0 hours = 0 points
ECON 520 FINANCE AND ECONOMICS 101
Updated 12/23/2011
Date
E-LAB: Others (10 hours):
Language Lab (5 hours in Spanish and 5 hours
in english
Total
Time
20
hours:
100%
of the
grade
Signature
Type
of e-
lab
Number
of hours
Points Language
(spanish
or/and
English
Number
of hours
Points Total
Points
ECON 520 FINANCE AND ECONOMICS 102
Updated 12/23/2011
APPENDIX H
E - PORFOLIO ASSESSMENT
ECON 520 FINANCE AND ECONOMICS 103
Updated 12/23/2011
Guidelines to prepare the e- 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, reflective 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.
3. Presentation of the portfolio
Portfolio must be electronic
The Portfolio Informational Sheet will be placed at the beginning of your
document for identification purposes (Appendix H1).
The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at your 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 include a brief
description, date produced, date submitted, and date evaluated (Appendix
H2).
Introduction and conclusion of the income and outcome of the portfolio.
Documentation and reflection process (Appendix F) required in each
workshop.
ECON 520 FINANCE AND ECONOMICS 104
Updated 12/23/2011
Self assessment of the portfolio (Appendix H3).
A list of references and appendices of all assignments included will be added
to the end of the portfolio.
Letter of Use and Return or Use and Discard of Portfolio (Appendices H6)
The entire portfolio will follow APA style: Courier or Times New Roman
font, size 12, double space, and 1-inch margins. See a “Publication anual of
the APA, Fifth Edition.”
ECON 520 FINANCE AND ECONOMICS 105
Updated 12/23/2011
APPENDIX H1
PORTFOLIO INFORMATIONAL SHEET (to be placed in front)
Sistema Universitario Ana G. Méndez
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one:
Universidad del
Este
Universidad
Metropolitana
Universidad del
Turabo
Check one:
Undergraduate Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
ECON 520 FINANCE AND ECONOMICS 106
Updated 12/23/2011
Appendix H2
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.
ECON 520 FINANCE AND ECONOMICS 107
Updated 12/23/2011
Appendux H3: Overall Portfolio Self-Assessment
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. _______________________________________________________________________
ECON 520 FINANCE AND ECONOMICS 108
Updated 12/23/2011
Appendix H4
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.
ECON 520 FINANCE AND ECONOMICS 109
Updated 12/23/2011
Appendix H 5
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
ECON 520 FINANCE AND ECONOMICS 110
Updated 12/23/2011
their field of concentration? Do items show what the
student has learned?
Collaboration: Do items show examples of both
individual and group work? Does the student provide
clear understanding of collaboration, and use
collaboration to support his/her learning?
Reflection and Personal growth: Do items show
exceptional understanding of how to be a reflective
thinker and how to seek opportunities for professional
growth? Does the student include self-reflective
comments? Does the student reflect enthusiasm for
learning?
Professional Conduct: Do items show clear
understanding of ethical behavior and professional
conduct? Do items display the pride the student has in
his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s
value (skills, abilities, knowledge) to a potential
employer or college representative?
Rating Scale
4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement
Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007.
Adapted 02/10/2007 by Fidel R. Távara, M.Ed.
Coordinator of Assessment and Placement – Metro Orlando Campus
ECON 520 FINANCE AND ECONOMICS 111
Updated 12/23/2011
Appendix H 6
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the office of Assessment and Placement to keep a
copy of my portfolio for six months and return it to me at the end of this period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
ECON 520 FINANCE AND ECONOMICS 112
Updated 12/23/2011
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in their
records a copy of my portfolio. I understand that the portfolio is going to be used for
accreditation or educational purposes only, and that is not going to be disclosed without
my consent.
By signing this document I authorize the Office of Placement and Assessment to keep a
copy of my portfolio for six months and discard it at the end of this period of time.
.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
