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Sistema Universitario Ana G. Méndez Florida Campuses
School for Professional Studies Universidad del Este, Universidad Metropolitana, Universidad del Turabo
PSYC 210
Human Sexuality
Sexualidad Humana
© Sistema Universitario Ana G. Méndez, 2010 Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved.
PSYC 210 Human Sexuality 2
Prep. 2010. Jasmin Suarez-Cordero, MA.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ...................................................................................................................................... 4
Study Guide ................................................................................................................................. 16
Workshop One ............................................................................................................................ 28
Taller Dos ..................................................................................................................................... 32
Workshop Three ......................................................................................................................... 37
Taller Cuatro ............................................................................................................................... 41
Workshop Five/Taller Cinco ...................................................................................................... 46
Anejo A/Appendix A ................................................................................................................... 52
Anejo B/Appendix B ................................................................................................................... 54
Anejo C /Appendix C .................................................................................................................. 55
Anejo D/ Appendix D .................................................................................................................. 56
Anejo E/Appendix E ................................................................................................................... 58
Anejo F/Appendix F .................................................................................................................... 61
Anejo G/Appendix G .................................................................................................................. 62
Anejo H/Appendix H .................................................................................................................. 63
Anejo I/Appendix I ..................................................................................................................... 65
Anejo J/Appendix J..................................................................................................................... 66
Anejo K/Appendix K .................................................................................................................. 67
Anejo L /Appendix L .................................................................................................................. 68
Anejo M /Appendix M ................................................................................................................ 69
Anejo N /Appendix N .................................................................................................................. 70
PSYC 210 Human Sexuality 3
Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo O/Appendix O .................................................................................................................. 72
Anejo P/Appendix P .................................................................................................................... 73
Anejo Q /Appendix Q ................................................................................................................. 74
PSYC 210 Human Sexuality 4
Prep. 2010. Jasmin Suarez-Cordero, MA.
Guía de Estudio
Título del Curso Sexualidad Humana
Codificación PSYC 210
Duración Cinco semanas
Prerequisitos PSIC 121- 122
Descripción
Este curso le ofrecerá al estudiante la oportunidad de entender los principios y conceptos
relacionados con la sexualidad humana, su historia y tradición. También se discutirán las
contribuciones hechas por los diferentes estudios de este campo y los determinantes básicos de la
conducta sexual. Se hará énfasis en los aspectos fisiológicos, anatómicos, psicológicos y
culturales de la sexualidad. Se estudiarán las diferentes disfunciones sexuales y su origen. Todos
los temas se discutirán dentro de la realidad de la cultura.
Objetivos Generales
Al finalizar el curso se espera que el estudiante logre:
1. Definir el concepto sexualidad.
2. Conocer la importancia de la sexualidad en la vida de todo ser humano.
3. Conocer los aspectos fisiológicos, anatómicos psicológicos, sociales y culturales que
intervienen en la conducta sexual del ser humano.
4. Entender las diferentes aproximaciones al estudio de la sexualidad humana.
5. Trabajar diferencias relativas a la sexualidad y diversidad.
6. Manejar consideraciones éticas relativas a la sexualidad humana.
PSYC 210 Human Sexuality 5
Prep. 2010. Jasmin Suarez-Cordero, MA.
Textos sugeridos:
Rathus, S.A. (2010). Human Sexuality in a World of Diversity (8va ed.). Prentice Hall.
Rathus, S.A., Nevid, J. S., & Ruthus, L. F. (2005). Sexualidad Humana (6ta.ed.). Méjico:
Pearson-Pentice Hall.
Libro Electrónico
Botella Llusiá, J. (2007). La evolución de la sexualidad y los estados intersexuales.
Retrieved from http://site.ebrary.com/lib/bibliosuagmsp/Doc?id=10179618&ppg=1.
Melendo Granados, Tomás (2008). La belleza de la sexualidad.
Retrieved from http://site.ebrary.com/lib/bibliosuagmsp/Doc?id=10268675&ppg=1.
Wiederman, M. W., & Whitley, B. E. (2002). Handbook for Conducting Research on Human
Sexuality. Mahwah, N.J. Lawrence Erlbaum Associates, Inc.
Bibliografía:
Bolin, A., Whelehan, P. (2009). Human Sexuality. New York: Routledge.
Bolin, A., Whelehan, P. (1999). Perspectives on human sexuality. New York: State University
of New York Press.
Crooks, R., & Baur, K. (2000). Nuestra sexualidad (7ma. ed.). Méjico: Thomson
Di Pietro, M.L. (2005). Sexualidad y procreación humana. México: Educa.
Heberle, R.J., Grace, V. (Eds.) (2009). Theorizing sexual violence. New York: Routledge.
McAnulty, R.D., Brúñete, M.M., (2001). Exploring human sexuality. Boston: Allyn and Bacon.
Monen, E. (1992). Desarrollo de la sexualidad humana. Madrid: Ediciones Morata.
Rathus, S.A., Nevid, J.S., Fichner-Rathus, L. (1998), Essential of human sexuality. Boston:
Allyn and Bacon.
PSYC 210 Human Sexuality 6
Prep. 2010. Jasmin Suarez-Cordero, MA.
Renzetti, C. M., Curran, D.J. (1995). (3ra ed). Women, men, and society. Boston: Alyn and
Bacon.
Stearns, P.N. (2009). Sexuality in world history. New York: Routledge.
Tin, L.G. (2008). The dictionary of homophobia: A global history of gay and lesbian experience.
Vancouver: Arsenal Pulp Press.
Tomsen, S. (2009). Violence, prejudice and sexuality. New York: Routledge.
Recursos en línea
http://www.obgyn.net
http://www.siecus.org
http://www.nih.gov/
http://www.womenshealth.gov/espanol/
http://sexualidata.com
http://www3.niaid.nih.gov/
http://www.nlm.nih.gov/
http://www.nabco.org/
http://www.clevelandclinic.org/
Bases de datos, que están disponibles en la Universidad, a través de la Biblioteca de su recinto:
Social Sciences Full Text
Health Source Primer
MEDLINE
Clinical Pharmacology
General Science Full Text
Applied Science Full Text
PSYC 210 Human Sexuality 7
Prep. 2010. Jasmin Suarez-Cordero, MA.
Academic Search Premier
Fuente Académica
ADENDI
Evaluación:
Criterios Puntos
Asistencia y participación 25
Asignaciones 25
Prueba parcial 20
Trabajo escrito 20
Portafolio
Total
10
100
Curva de evaluación en términos porcentuales
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Descripción de los Criterios de Evaluación
Asistencia y participación (Anejo A) – La asistencia es obligatoria y la puntualidad
representa ética profesional. El (la) facilitador(a) llevará un registro de la asistencia para
cada taller y, al finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante. Se
espera que todo estudiante asista a clases preparado para discutir los temas del día en el
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Prep. 2010. Jasmin Suarez-Cordero, MA.
idioma asignado y que participe activamente. El (la) facilitador(a) evaluará la participación
en términos de las contribuciones realizadas y el uso del lenguaje oral. Valor 25 puntos.
Asignaciones – Los estudiantes deberán entregar en cada taller las asignaciones requeridas
según el idioma del taller para acumular un total de 25 puntos al final del curso. Es
necesario anotar las referencias consultadas según el estilo de la Asociación Americana de
Psicología (APA). Ver Anejo B para rúbrica de evaluación.
Prueba parcial – El/la facilitador/a administrará una prueba parcial sobre el contenido de
los Talleres 1 y 2. La prueba será administrada en el Taller 3 por un periodo de 45 minutos
a 1 hora. Valor 20 puntos.
Trabajo escrito – Los estudiantes deberán escoger un tema de la lista de Patologías
sexuales (Anejo C) para preparar un trabajo escrito en español siguiendo el estilo APA de
publicación. Para el mismo debe consultarse un mínimo de 4 referencias. El trabajo
deberá ser entregado en el Taller 4. Ver Anejo D para rúbrica de evaluación. Valor 20
puntos.
Portafolio (Anejos E- K) – Cada estudiante preparará y organizará un portafolio que
incluirá: tabla de contenido, introducción, asignaciones y trabajos de cada taller, diarios
reflexivos, una conclusión y hoja de referencias. El (la) facilitador(a) informará detalles
sobre otros documentos a ser incluídos según requerido por la institución. Los estudiantes
deberán utilizar el idioma inglés al redactar su introducción, conclusión, hoja de
referencias así como otros documentos requeridos. Valor 10 puntos.
Laboratorio de lenguaje: deberá completar un minimo de 20 horas. Puede utilizar la
versión en línea de Tell Me More.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una
excepción a las reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el
idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
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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 una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y
citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.
Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.
El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del
estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,
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Prep. 2010. Jasmin Suarez-Cordero, MA.
deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,
refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben
observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y
trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar
copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la
búsqueda de la información deseada. Entre ellas están:
• www.google.com
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• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
• http://www.chegg.com/ (alquiler)
• http://www.bookswim.com/ (alquiler)
• http://www.allbookstores.com/ (compra)
• http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser
necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de
cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la
certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health
PSYC 210 Human Sexuality 13
Prep. 2010. Jasmin Suarez-Cordero, MA.
Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act
(RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
PSYC 210 Human Sexuality 14
Prep. 2010. Jasmin Suarez-Cordero, MA.
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es una
filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el
que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente
el proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias.
Como facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar
un nuevo entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias
de enseñanza a las respuestas de nuestros estudiantes y motivar a los mismos a analizar,
interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan
para percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no
sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.
PSYC 210 Human Sexuality 15
Prep. 2010. Jasmin Suarez-Cordero, MA.
Como la educación es intrínsicamente interdisciplinaria, la única forma válida para
asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando
que el mismo provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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.
PSYC 210 Human Sexuality 16
Prep. 2010. Jasmin Suarez-Cordero, MA.
Study Guide
Course Title Human Sexuality
Code PSYC 210
Time Length Five weeks
Prerequisite PSYC 121-122
Description
The course will offer the opportunity to understand the principles, concepts, history and
traditions related to human sexuality. It will be discussed the contributions of research in the
field and the basics components of sexual behavior. Emphasis will be given to the physiological,
anatomical, psychological and cultural aspects of sexuality. Different sexual pathologies and its
origin will be studied. All the topics will be discussed within a cultural context.
General Objectives
At the end of this course, the student will be able to:
1. Define the concept of sexuality.
2. Know the importance of sexuality in the life of every human being.
3. Know the biological, anatomical, psychological, social and cultural aspects that intervene
in the sexual behavior of the human being.
4. Understand the different approaches in the study of human sexuality.
5. Deal with differences related to sexuality and diversity.
6. Interpret ethical aspects related to human sexuality.
Texts and Resources
Rathus, S.A. (2010). Human sexuality in a world of diversity. (8th. ed.). Prentice Hall.
PSYC 210 Human Sexuality 17
Prep. 2010. Jasmin Suarez-Cordero, MA.
Rathus, S.A., Nevid, J. S., & Rathus, L. F. (2005). Sexualidad humana (6th. ed.). Mexico:
Pearson-Pentice Hall.
E-Book
Botella Llusiá, J. (2007). La evolución de la sexualidad y los estados intersexuales.
Retrieved from http://site.ebrary.com/lib/bibliosuagmsp/Doc?id=10179618&ppg=1.
Melendo Granados, Tomás (2008). La belleza de la sexualidad.
Retrieved from http://site.ebrary.com/lib/bibliosuagmsp/Doc?id=10268675&ppg=1.
Wiederman, M. W., & Whitley, B. E. (2002). Handbook for Conducting Research on Human
Sexuality. Mahwah, N.J. Lawrence Erlbaum Associates, Inc.
Bibliography:
Bolin, A. Whelehan, P. (2009). Human Sexuality. New York: Routledge
Bolin, A. Whelehan, P. (1999). Perspectives on human sexuality. New York: State University of
New York Press.
Crooks, R., & Baur, K. (2000). Nuestra sexualidad (7th. ed.). Mexico: Thomson.
Di Pietro, M.L. (2005). Sexualidad y procreación humana. Mexico: Educa.
Heberle, R.J., Grace, V. (Eds.) (2009). Theorizing sexual violence. New York: Routledge.
McAnulty, R.D., Brúñete, M.M., (2001). Exploring human sexuality. Boston: Allyn and Bacon.
Monen, E. (1992). Desarrollo de la sexualidad humana. Madrid; Ediciones Morata.
Rathus, S.A., Nevid, J.S., Fichner-Rathus, L. (1998). Essential of human sexuality. Boston:
Allyn and Bacon.
Renzetti, C. M., Curran, D.J. (1995). (3ra ed). Women, men, and society. Boston: Allyn and
Bacon.
Stearns, P.N. (2009). Sexuality in world history. New York: Routledge.
PSYC 210 Human Sexuality 18
Prep. 2010. Jasmin Suarez-Cordero, MA.
Tin, L.G. (2008). The dictionary of homophobia; A global history of gay and lesbian experience.
Vancouver: Arsenal Pulp Press.
Tomsen, S. (2009). Violence, prejudice and sexuality. New York: Routledge.
On-line Resources
http://www.obgyn.net
http://www.siecus.org
http://www.nih.gov/
http://www.womenshealth.gov/espanol/
http://sexualidata.com
http://www3.niaid.nih.gov/
http://www.nlm.nih.gov/
http://www.nabco.org/
http://www.clevelandclinic.org/
The following databases are suggested. They are available through the University's library in
your campus.
Social Sciences Full Text
Health Source Primer
MEDLINE
Clinical Pharmacology
General Science Full Text
Applied Science Full Text
Academic Search Premier
Fuente Académica
PSYC 210 Human Sexuality 19
Prep. 2010. Jasmin Suarez-Cordero, MA.
ADENDI
Evaluation:
Content Points
Attendance and participation 25
Asignments 25
Partial test 20
Written report 20
Portfolio
Total
10
100
Grade distribution (Percentage)
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Evaluation Criteria Description
Attendance and Participation (Appendix A) – Attendance is mandatory in each one of the
wokshops. The facilitator will conduct a register of each student and at the end of the workshop
each student will receive attendance points. It is expected that each student wil come to class
prepared to discuss class topics using the language of the workshop and contribute actively in
group activities. The facilitator will evaluate the student’s contribution and use of oral language
using the rubric in Appendix A. Value 25 points.
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Asignments – The students will complete and turn in the assignments required for each
workshop using the language of the workshop to accumulate 25 points. It is important to write
the references consulted for each assignment following the American Psychological Association
Publication Manual (APA) guides. See Appendix B for evaluation rubric .
Partial test – During Workshop three the facilitator will administer a short test related to the
topics of Worshops 1 and 2 (45 minutes to 1 hour). Value 20 points.
Written report – Students will choose a topic from the list of sexual pathologies (Appendix C)
and write a paper in Spanish following APA style. The students must consult at least 4
references. The written report should be turned in during Workshop 4. Value 20 points. (See
Appendix D – Rubric for Written Report).
Portfolio – (Appendix E to K) – Each student will complete and organize all the course works
in a Portfolio. This portfolio must include: table of contents, introduction, assignments and
other works from each workshop, reflexive diaries, a conclusion and a reference page. The
facilitator will discuss the details about other documents that should be included as part of the
Portfolio. The students need to use the English language to write their table of contents,
introduction, conclusion and page of references. Value - 10 points.
Language Lab – you must complete at least 20 hours of practice. You can use the online
version of Tell Me More.
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Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly using
the 50/50 model. This means that each workshop will be conducted entirely in the language
specified. The language used in the workshops will alternate to insure that 50% of the course
will be conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop, dividing that
workshop’s time and activities between the two languages. If students have difficulty with
asking a question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This should only be
an exception as it is important for students to use the assigned language. The 50/50 model
does not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must
present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is
justified and decide how the student will make up the missing work, if applicable. The
facilitator will decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing class time.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and make-up
work.
4. If a student is absent to more than one workshop the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade based on
the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she understands that an equivalent activity is possible. This activity must
include the same content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work. However, each
member will have to collaborate to assure the success of the group and the assessment will be
done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher. It
should be noted that plagiarized writings are easily detectable and students should not risk
losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard
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Prep. 2010. Jasmin Suarez-Cordero, MA.
plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of
written assignments. It is the student’s responsibility to read the university’s plagiarism
policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong
to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work and that all references used
will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,
in case of detecting an incidence, the student will obtain a zero in the assignment or activity
and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed with
and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email address,
phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must
be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
12. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
• www.google.com
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Prep. 2010. Jasmin Suarez-Cordero, MA.
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.google.com
• www.ask.com
• www.pregunta.com
• www.findarticles.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• http://www.apastyle.org/
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 web resources if deemed necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs to
administer a questionnaire or an interview, he/she will need to refer to the norms and procedures
of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms
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Prep. 2010. Jasmin Suarez-Cordero, MA.
from the IRB Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional Review
Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of
our experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. As teachers, our focus is on making connections between
facts and fostering new understanding in students. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around
which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood
in the context of wholes. Therefore, the learning process focuses on primary concepts, not
isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on
the quality of their learning.
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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.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Workshop One
Specific Objectives
At the end of the workshop, the student will be able to:
1. Understand the policies, norms, descriptions and evaluation criteria of the course.
2. Define basic concepts related to human sexuality.
3. Recognize the importance of the study of human sexuality.
4. Describe the research methods use in study human sexuality.
5. Reflect about how the vision of sexuality changes across time and cultures.
6. Recognize the importance of the different perspectives that interpret the expression of
sexuality.
Language Objectives
1. The DLP (Dual Language Professional) will refer to the ideas and postulates of classical and
contemporary psychological theories in order to frame psychological problems and issues.
The theories will allow the DLP to initiate a professional perspective of the human condition
(DLP 1).
2. The DLP will be able to write an essay using the technical vocabulary of this area
appropriately in English (DLP 1.9.10.14).
Electronic Links (URL’s)
Sexuality in World History
http://www.sexualidad.es/index.php/Categor%C3%ADa:Historia
http://www.identidades.org/revista/historia_sexualidad.htm
Sexual Research
http://www.kinseyinstitute.org/about/Movie-facts.html
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Gender
http://www.kinsey.com.ar/noticia.php?id=344
Artticles, trends and sexuality research
http://www.apa.org/topics/topicsbehavior.html
Research Methods
http://www.ehr.nsf.gov/EHR/REC/pubs/NSF97-153/start.htm
http://www.bath.ac.uk/e-learning/gold/glossary.html#N1842
http://www.csun.edu/~vcpsy00h/students/sexual.htm
Essay
http://www.cientec.or.cr/concurso2/concepto.html
http://www.itnl.edu.mx/wwwroot/docs/material21/EstilosAprendizaje/Lecturas/Ensayo.doc
How to write a research paper
http://www.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/wholeshortlinks2/Steps?opend
ocument
http://apastyle.org/previoustips.html
http://www.apa.org/monitor/apr00/
Homeworks before Workshop One
1. Read the module. Pay special attention to the course policies, description of evaluation
criteria and rubrics, since they will be used to assess your knowledge.
2. Search the internet, text and reference books, related articles, psychology dictionaries or
encyclopedias for the following definitions: sex, gender, sexuality, gender role, sexual
dysfunction, sexual pathology and homosexuality.
3. Write an essay (1 – 2 pages) about why sexuality is important to the human being.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
4. Read about sexuality in world history. Bring information to the classroom to be discussed.
5. Identify the research methods used in study human sexuality. Write a list and come ready to
share the information.
6. Develop a concept map about the main perspectives that explain human sexuality: historical,
biological, evolutionary and transcultural (See Appendix L).
7. Revise the list of sexual dysfunctions or pathologies (Appendix C) and choose a topic for the
written report.
8. Complete at least 5 hours of practice in the language lab (Tell Me More).
Activities
1. Introduction activity: The facilitator will prepare an ice breaker activity to promote the
integration of the group.
2. The facilitator will discuss the norms, policies and evaluation criteria of the course and
answer questions and doubts of the students.
3. Selection of the student representative.
4. The facilitator will invite the students to share their definitions related to basic concepts of
human sexuality and lead the students to reflect on the importance of study human sexuality.
5. Think, pair and share activity – Each student will work with a partner sharing their essays
about why sexuality is important to the human being. At the end of the time assigned the
students will share their findings and conclusions.
6. Flow Chart – (Appendix M ) The facilitator will introduce the topic about sexuality in world
history. Students will be able to share their findings through a flow chart. Each small group
will be working in an historical era in world history. A member of each group will share
their findings.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
7. Students will present their concept maps about the perspectives that explain human sexuality.
The facilitator will make contributions to clarify doubts or questions.
8. The facilitator will share information and examples related to research methods used in the
study of human sexuality through Power Point or other educational resources.
9. Students will inform the topic chosen for their written paper to the facilitator.
10. The facilitator will give the opportunity to complete the learning diary (Appendix N).
Assessment
1. Learning diary - Students will reflect on the following question: Why it is important to
study human sexuality?
2. The facilitator will give feedback about the oral and written communication in English.
3. Rubric for participation in class evaluating the student’s contributions and work.
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Taller Dos
Objetivos Específicos
Al finalizar este taller los estudiantes podrán:
1. Conocer aspectos fisiológicos y anatómicos que intervienen en la conducta sexual del ser
humano.
2. Identificar y reconocer métodos de control natal y los factores que deben considerarse al
escoger un método anticonceptivo.
3. Comparar los modelos de respuesta sexual de Kaplan y Masters & Johnson.
4. Distinguir mitos de las realidades referentes a la sexualidad humana.
Objetivos de Lenguaje
1. El estudiante (DLP) presentará su punto de vista –oralmente o en forma escrita-sobre un
asunto controversial del campo de la Psicología usando vocabulario académico en Espaňol
(DLP 4.12.13).
2. El estudiante (DLP) usará una variedad de estrategias de organización de información para
entender los conceptos, principios y teorías que sustentan la profesión de Psicología en
Espaňol (DLP 3).
Direcciones Electrónicas
Control natal
http://www.nlm.nih.gov/medlineplus/spanish/ency/article/001946.htm
http://www.med.umich.edu/1libr/wha/wha_contra_spa.htm
http://www.womenshealth.gov/espanol/preguntas/econtracep.htm
Reproducción sexual y enfermedades
http://health.nih.gov/search.asp/19
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Cambios en la sexualidad de la mujer y fertilidad
http://www.cancer.gov/cancertopics/wtk/women-fertility
Sexualidad en la tercera edad
http://www.niapublications.org/agepages/sexuality.asp
Estudio adolescentes y métodos contraceptivos
http://www.guttmacher.org/pubs/journals/3818206.html
Anatomía y fisiología sexual de la mujer
http://www.obgyn.net/
http://www.nabco.org/
http://www.foundationforintimacy.com/SexualAnatomy/tabid/183/Default.aspx
http://www.aafp.org/afp/20000701/127.html
http://womenshealth.about.com/cs/sexuality/a/clitoraltruthex_3.htm
Anatomía y fisiología sexual del hombre
http://www.malehealthcenter.com/
http://www.cryocarepca.org/
http://www.cirp.org/pages/anat/
http://edrv.endojournals.org/cgi/content/full/22/3/342
http://www.foundationforintimacy.com/SexualAnatomy/tabid/183/Default.aspx
Modelos de respuestas sexuales
http://escuela.med.puc.cl/paginas/Departamentos/Obstetricia/MEB173/Meb173_08.html
http://www.answers.com/topic/masters-and-johnson
http://www.medscape.com/viewarticle/555706_2
http://www.clevelandclinic.org/health/health-info/docs/2400/2419.asp?index=9119
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Mitos y falacias sexuales
http://www.terapiaenlinea.com/mitos.htm
http://www.saludparatodos.org.mx/Articulosmitos.htm
Tareas a realizar antes del taller dos
1. Buscar en libro de textos sugeridos, internet, enciclopedias, revistas profesionales y
Leer información sobre los aspectos anatómicos, fisiológicos y cambios hormonales de la
conducta sexual en el ser humano.
2. Redactar una corta reflexión (1 página) sobre cómo los cambios hormonales en la etapa de
la adolescencia y en la etapa de la adultez impactan la conducta sexual del hombre y la
mujer.
3. Diagrama de Venn - Leer sobre los modelos de respuesta sexual de Kaplan y el modelo de
Masters y Johnson. Completar el Diagrama de Venn (Anejo O) para comparar similitudes y
diferencias de dichos modelos.
4. Buscar información sobre métodos de control natal (anticonceptivos de base hormonal,
anticonceptivos de barrera, dispositivos intrauterinos, anticonceptivos de emergencia,
anticonceptivos basados en el ciclo menstrual, esterilización). Escoger uno de estos métodos
para elaborar un folleto informativo (“brochure”) de tu propia creatividad. Se recomienda
usar láminas, ilustraciones, visuales, gráficas, etc. Es importante escribir la(s) fuentes de
referencia(s) consultadas para elaborar el mismo. Venir preparado para compartir el trabajo
en el salón de clases.
5. Buscar información en libros de textos, internet, diccionarios, enciclopedias sobre mitos y
falacias sexuales. Identificar entre 6 a 8 mitos o falacias sexuales.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
6. Continuar leyendo sobre el tema seleccionado para el trabajo monográfico sobre las
patologías o disfunciones sexuales. Preparar un bosquejo de sub-temas a ser desarrollados
en dicho trabajo para ser presentado al facilitador/a.
Actividades
1. El/la facilitador/a introducirá el tema de aspectos anatómicos y fisiológicos que dirigen la
conducta sexual del ser humano a través de visuales (transparencias) u otros recursos
educativos.
2. Diagrama de T –La clase se dividirá en grupos pequeňos para compartir la información
encontrada sobre los cambios hormonales significativos que se dan en la adolescencia o
en la adultez e identificarán el impacto en la expresión de la sexualidad en esa etapa.
Cada grupo elaborará un diagrama de T (Anejo P) de una de las etapas de desarrollo para
ser presentado en plenaria.
3. El/la facilitador/a motivará al grupo a compartir sus reflexiones sobre cambios
hormonales para reconocer la importancia que tiene el conocimiento de los aspectos
anatómicos, fisiológicos y hormonales de la conducta sexual.
4. Exposición de literatura informativa – Se dará la oportunidad para que los estudiantes
expongan el folleto creado sobre algún método de control natal en una mesa de
información. Los estudiantes compartirán el aprendizaje obtenido a través de la creación
de su folleto.
5. El/la facilitador/a introducirá el tema de respuesta sexual y los principios básicos de los
modelos de Kaplan y Masters & Johnson. Los estudiantes aclararán dudas sobre
conceptos básicos.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
6. El/la facilitador/a elaborará un Diagrama de Venn (Anejo O) con la participación e
insumo de los estudiantes para identificar similitudes y diferencias entre ambos modelos.
7. Panel de discusión - La clase se dividirá en dos grupos (A y Z) para discutir los mitos y
falacias existentes en torno a temas relacionados a la sexualidad humana. Un grupo
defenderá el mito y el otro grupo argumentará sobre la verdad fundamentandóse en
conocimiento científico.
8. Actividad de repaso – Los estudiantes clarificarán cualquier duda sobre los temas
discutidos en los talleres 1 y 2 que serán evaluados en el examen a administrarse en el
taller tres.
Avalúo
− Diario de aprendizaje – ¿Qué aprendió sobre los modelos de respuestas sexuales? Elabore
su contestación ofreciendo detalles.
− Retrocomunicación verbal sobre el uso escrito del espaňol en los folletos de información.
− Rúbrica de asistencia y participación.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Workshop Three
Specific Objectives
At the end of the workshop the students must:
1. Identify the stages of a relationship (Levinger, G) towards intimacy.
2. Understand the factors that impact intimate relationships.
3. Describe the sexual communication process and recognize its importance.
4. Identify barriers and skills for affective sexual communication.
5. Describe the role of self image in interpersonal attraction.
Language Objectives
1. The DLP will be able to paraphrase and analyze adequately the content of a professional
experience (e.g. interview, workshop, seminar, reading selection, role play), and thus,
facilitating the understanding of the strategies, methods and procedures utilized for the
management of human behavior (DLP # 16).
2. The DLP will be able to write an essay using technical vocabulary of the field in English
(DLP 1.9.10.14).
Electronic Lines (URL’s)
Sexual communication
http://www.healthydevil.stuaff.duke.edu/info/healthinfo.html
http://www.bbc.co.uk/health/conditions/mental_health/support_sexual.shtml
http://www.health24.com/sex/Tips_techniques/1253-1254,32463.asp
http://www.guttmacher.org/pubs/journals/3111799.html
Health National Institute
http://www.nih.gov/
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Developing intimate relationships through the Internet
http://www.cibersociedad.net/textos/articulo.php?art=25
Stages of relationship G. Levinger
http://psychology-health.today.com/2008/09/30/levingers-model-of-love
Homeworks before Workshop Three
1. Search (Internet, textbooks, related articles, psychology dictionaries and or
encyclopedias), and define the following concepts using your own words (paraphrase):
• Sexual communication
• Interpersonal communication
• intimacy
• attraction
• self image
2. Read about the ABCDE Model of the stages of romantic relationships (Levinger, G,
1980) and prepare a Flow Map (Appendix M) describing the process.
3. Using the recommended textbooks (or any other related source of reference related to the
topic of intimacy) identify and describe 4 factors that are involved in intimate
relationships.
4. Read about interpersonal attraction and physical attractiveness. Come ready to debate
how important is this variable in the establishment of a romantic (dating) or marriage
relationships.
5. Dialogue Script - Look for information about communication skills to improve sexual
relations. Choose one skill and prepare a short dialogue script (between a couple)
demonstrating the use of the communication skill.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
6. Start organizing the Portfolio.
7. Work on your written paper about a sexual dysfunction or pathology. Bring your
preliminary draft for the facilitator’s revision.
8. Complete at least 5 hours of practice in the language lab (Tell Me More).
Activities
1. The facilitator will clarify doubts or questions regarding to the topics discussed in
workshops 1 and 2.
2. Short Test – 45 minutes – Related to workshops one and two objectives.
3. Role Play – The class will be divided in small groups. Each group will work on a role
play of one of the stages of a relationship toward the development of intimacy.
4. Circle Map (Describing Wheel) – The class will be split in two groups to prepare a circle
map (Appendix Q) to describe how physical attractiveness is important in the
development of an intimate relationship.
5. The facilitator will introduce the topic of sexual communication with an open question:
Why it is important for a couple to communicate about sexual concerns?
6. Think, pair and share activity – Students will find a classmate to share information about:
a. Barriers in sexual communication
b. Strategies or skills to overcome or improve sexual communication
7. The facilitator will facilitate the construction of a T chart (Appendix P) with the
students’ contributions about barriers-strategies in sexual communication and build up
new information over that knowledge.
8. How Much do I Know? Poster –The facilitator will distribute post-it notes to the students
to write what they have learned about what is the importance of self-image in
PSYC 210 Human Sexuality 40
Prep. 2010. Jasmin Suarez-Cordero, MA.
interpersonal attraction. The students will stick the post it-notes in a big poster to be
discussed in plenary.
9. The students will reflect and answer the learning diary question.
Assessment
− Learning diary – Why it is so difficult for couples to communicate about sex?
− The facilitator will provide feedback to the students about the correct use of technical
jargon in English during classroom discussion.
− The facilitator will provide written feedback about the correct use of grammar and verb
usage in English (written assignments).
PSYC 210 Human Sexuality 41
Prep. 2010. Jasmin Suarez-Cordero, MA.
Taller Cuatro
Objetivos Específicos
Al final del taller los estudiantes podrán:
1. Definir el concepto de amor y su relación con la sexualidad.
2. Describir teorías psicosociales relacionadas a la sexualidad humana.
3. Explicar manifestaciones de la sexualidad en las diferentes etapas de la vida: niňos,
adolescencia, adultez, vejez.
4. Reconocer los orígenes y los tipos de disfunciones sexuales en las diversas fases de la
vida.
Objetivos de lenguaje
1. El estudiante (DLP) demostrará habilidades de resumir y analizar literatura científica
relacionada al conocimiento de la conducta humana fundamentada en diferentes marcos
conceptuales (DLP 6.8.11).
2. El estudiante (DLP) demostrará habilidad para trabajar cooperativamente con otros
usando todos los recursos disponibles e incluyendo a sus pares en el proceso de
aprendizaje (DLP 15).
Direcciones electrónicas
Teorías, estilos y tipos de amor
http://www.sagepub.com/upm-data/3222_ReganChapter1_Final.pdf
http://psychology.about.com/od/loveandattraction/a/theoriesoflove.htm
www.uky.edu/~addesa01/documents/Love.ppt
http://www.prensa.com/Actualidad/Psicologia_sexual/2006/02/10/index.htm
http://webhome.idirect.com/~kehamilt/ipsylove.html
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Teorías sicosociales relacionadas a la sexualidad humana
http://psychology.about.com/od/theoriesofpersonality/ss/psychosexualdev.htm
http://dbem.ws/online_pubs.html
http://www.news.cornell.edu/Chronicle/96/8.29.96/sex_orientation.html
http://dbem.ws/
Sexualidad en niños y adolescentes
http://www.ed.gov/espanol/parents/academic/adolenscencia/part4.html
http://redalyc.uaemex.mx/redalyc/pdf/309/30990216.pdf
http://somospadres.com/modules.php?name=News&file=article&sid=8000
http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-
34662003000200014&lng=es&nrm=iso&tlng=es
http://www.svnp.es/Documen/Captulof.htm
http://www.comtf.es/pediatria/Congreso_AEP_2000/Ponencias-
htm/N_Marta_D%C3%ADaz.htm
Sexualidad en adultos
http://www.psiconet.com/tiempo/educacion/prejuicios.htm
http://www.redadultosmayores.com.ar/buscador/files/FAMIL010.pdf
http://www.prensa.com/Actualidad/Psicologia_sexual/2005/11/12/index.htm
http://www.niapublications.org/agepages/sexuality.asp
Disfunciones sexuales
http://www.redadultosmayores.com.ar/buscador/files/FAMIL002.pdf
http://www.netdoctor.es/XML/verArticuloMenu.jsp?XML=003009
http://www.aafp.org/afp/20000701/127.html
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http://www.athealth.com/Consumer/newsletter/FPN_4_27.html
http://www.clevelandclinic.org/health/health-info/docs/2400/2444.asp?index=9116
Tareas a realizar antes del taller cuatro
1. Preparar un bosquejo sobre los aspectos principales de los modelos contemporáneos que
explican el concepto del amor (Amor como evaluación de la excitación (E. Berscheid, E.
Hatfield, 1978); seis estilos de amor (Clyde and Susan Hendrick, 1986); Teoría
triangular del amor (Robert Sternberg, 1986).
2. Leer y reflexionar sobre las teorías sicosociales de desarrollo de la personalidad de: S.
Freud y E. Erickson y contestar las siguientes preguntas:
a. ¿Qué significa líbido en el contexto de la teoría de desarrollo sicosexual de S.
Freud?
b. ¿Cuál es el rol de la satisfacción sexual adecuada en las diferentes etapas de
desarrollo psicosexual y cuáles son las zonas de placer sexual según la teoría de S.
Freud?
c. ¿Según el modelo de desarrollo psicosocial de Erick Erickson, en cuales etapas de
desarrollo psicosocial se expresa el interés por la sexualidad?
3. Leer sobre la sexualidad en la niňez, la adolescencia, la adultez y la vejez y preparar un
resumen describiendo manifestaciones sexuales que se dan en cada etapa (ej.
Masturbación, pubertad, conducta sexual pre-marital, convivencia marital, sexo marital,
sexo extramarital, patrones de cambio en la actividad sexual).
4. Buscar información y leer sobre los orígenes y tipos des disfunciones sexuales. Traer
copia impresa de la información recopilada.Venga preparado para compartir en clases su
información.
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5. Finalizar el trabajo monográfico escrito sobre disfunciones o patologías sexuales para
ser entregado para la evaluación correspondiente.
6. Organizar el portafolio, siguiendo la guía sugerida. El estudiante puede traer el mismo al
taller para retrocomunicación de parte del facilitador/a.
Actividades
1. Mapa de círculo (Anejo Q) - La clase se dividirá en tres grupos. Cada grupo compartirá
su bosquejo sobre una de las teorías que explican el fenómeno del amor y prepararán un
mapa de círculo para presentar la información a la clase en general.
2. El (la) facilitador/a introducirá conceptos básicos de teorías psico/sociales que contienen
postulados con respecto a la sexualidad humana. Motivará a los estudiantes a compartir
las respuestas a las preguntas guías asignadas para la discusión de este tema.
3. Concurso – La clase se dividirá en 4 grupos para compartir sus resúmenes acerca de las
manifestaciones sexuales (conductas “típicas”) que se dan en la niňez, adolescencia,
adultez y vejez. A cada grupo se le asignará una etapa de desarrollo. El/la facilitador/a
servirá de moderador/a -asignará tiempo y hará preguntas relacionadas a la etapa
asignada. Si el grupo contesta de manera “excelente” ganará 3 estrellas, “bien” dos
estrellas, “correcto” pero sin detalles ganará 1 estrella. Nota: los estudiantes podrán
utilizar sus recursos de aprendizaje (resúmenes, fotocopias, libros de textos, artículos y
otros).
4. Aprendizaje cooperativo – En grupo de dos o tres estudiantes, éstos compartirán el
aprendizaje obtenido de la información recopilada sobre el tema de los orígenes de las
disfunciones sexuales.
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5. “Panel de expertos” –La clase se dividirá en dos grupos para presentar mediante un
diálogo fundamentado en conocimiento científico (con el apoyo del facilitador) los
orígenes de las disfunciones sexuales. Un grupo presentará: los factores orgánicos y/o
físicos; el otro grupo, los factores psicosociales.
6. El/la facilitador/a presentará a través de diferentes recursos educativos el tema de los
diferentes tipos de disfunciones sexuales y clarificará dudas al respecto.
7. Los estudiantes contestarán la hoja de diario de aprendizaje.
Avalúo
− Diario de Aprendizaje – Pregunta para reflexión - ¿Qué retos presenta para la vida
sexual de la pareja, las disfunciones sexuales que se puedan manifestar en la etapa
de la adultez o la vejez?
− El (la) facilitador(a) proveerá retrocomunicación sobre el uso escrito y oral correcto de
la gramática en español.
− Matriz valorativa de participación en clase.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes,
deberán utilizar el idioma asignado para
cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should
use the language assigned for each
homework and activity.
Specific Objectives
At the end of this workshop students must:
1. Describe and identify sexual dysfunctions and paraphilias including sexual addiction.
2. Compare different treatment models in human sexuality.
3. Develop a critical reasoning toward social, cultural and religious factors that impact the
expression of sexuality.
4. Discuss ethical considerations related to human sexuality research and treatment.
Language Objectives
1. The DLP will be able to keep abreast with the most recent research and information of
his/her area and demonstrate it through evidence of use of current knowledge in English
(DLP 5).
2. The DLP will be able to demonstrate (orally and in writing) the importance of incorporating
ethics in the performance of the profession in Spanish (DLP.14).
Electronic Links (URLs)
Sexual dysfunctions
http://www.redadultosmayores.com.ar/buscador/files/FAMIL002.pdf
PSYC 210 Human Sexuality 47
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http://www.netdoctor.es/XML/verArticuloMenu.jsp?XML=003009
http://www.aafp.org/afp/20000701/127.html
http://www.athealth.com/Consumer/newsletter/FPN_4_27.html
http://www.athealth.com/Consumer/newsletter/FPN_4_27.html
http://www.clevelandclinic.org/health/health-info/docs/2400/2444.asp?index=9116
Paraphilias
http://www.nature.com/neuro/journal/v7/n10/full/nn1324.html
http://www.sexualidad.es/index.php/Parafilia
http://www.editorialmedica.com/Cuad%20N%C2%BA%2065-Trabajo5.pdf
http://www.buenasalud.com/lib/ShowDoc.cfm?LibDocID=3084&ReturnCatID=1885
http://www.kinsey.com.ar/noticia.php?id=335
National Council on Sexual Addiction and Compulsivity
www.ncsac.org/
Treatment of sexual disorders
http://web4health.info/en/answers/sex-paraphi-treat.htm
http://www.merck.com/mmpe/sec15/ch203/ch203c.html
Society, culture, religion and human sexuality
http://thebody.com/content/art14132.html
Assignments before Workshop Five
1. Search (Internet, textbook, related articles, psychology dictionaries and or
encyclopedias), the definitions in English of the following concepts. Describe these
concepts using your own words (paraphrase).
• Paraphilias
PSYC 210 Human Sexuality 48
Prep. 2010. Jasmin Suarez-Cordero, MA.
• Fetichism
• Transvestism
• Sexual addiction
• exhibitionism
• voyeurism
• premature ejaculation
• vaginismus
• erectile disorder or dysfunction
2. Read about treatment of sexual dysfunctions and prepare a 2 pages summary describing
the biological treatment, Masters-and-Johnson Approach and Helen Singer Kaplan
Approach (English).
3. Look for newspaper, magazines articles, visual representations and/or study cases that
demonstrate different paraphilias. Come ready to share your article in classroom
(English).
4. Search information (Internet, textbooks, related articles, psychology dictionaries and or
encyclopedias) about how social, cultural and religious factors impact the expression of
human sexuality (Spanish).
5. Complete a chart describing three situations that evidence how social (values, gender
expectations), cultural or religious attitudes impact sexual behavior (Spanish). See
example below.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Impacto de Actitudes en la Conducta Sexual
Actitudes Impacto
Sociales
Culturales
Religioso
6. Look for information (it can be in Spanish or English) about ethical issues in human
sexuality research or treatment. Identify one issue, write an annotation of it (Spanish)
and come ready to share in class. Bring a print or copy of the information
7. Complete and bring the Portfolio for evaluation purposes.
8. Complete at least 5 hours of practice in the language lab (Tell Me More).
Activities
1. The facilitator will introduce the concepts related to sexual dysfunctions, paraphilias and
sexual addiction. Students will have the opportunity to clarify their doubts of the topic
(English).
2. Collage of Paraphilias – The class will be divide in two or three groups to prepare a
“collage” about the different paraphilias. Each group will choose a leader to present their
poster (English).
3. Venn diagram –The facilitator and the students will elaborate a Venn diagram to compare
different treatment models for sexual dysfunctions, paraphilias and sexual addiction
(English).
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Prep. 2010. Jasmin Suarez-Cordero, MA.
4. Brainstorming activity - The facilitator will divide the students in three groups and lead a
brainstorming activity to identify and discuss how social, cultural and religious factors
impact human sexuality (Spanish).
5. Pair and Share Activity - Students will share their annotations and information about
ethical issues in research and treatment (Spanish).
6. The facilitator will lead an open discussion of this topic with the students’ input about
ethical considerations in human sexuality (Spanish).
7. Evaluation process of the course.
8. Closing activity – to be determined by the facilitator.
Assessment
− Learning Diary – Write your personal opinion about how your society influence values
and norms related with the expression of sexuality. Students may choose the language of
preference to write their personal opinion.
− The facilitator will provide feedback about the correct use of the English and Spanish
grammar during the oral and written activities.
− Class participation rubric.
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Anejo A/Appendix A
Attendance and Participation Rubric
Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ Absence in three workshops/ Absence in two workshops and was late in three workshops _____ Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ Absence in 1 workshop/ No absent but was late in three workshops _____ No absent but was late in 1 or two workshops _____ No absent or late in any of the workshops Note: The student absence to a workshop represents a loss of 5 points. The facilitator will follow the policy of attendance of the Institution for grade purposes.
Participation Criteria Value Points Student Score
Content Students offer an in-depth and solid analysis of the discussed content and the dialogue flows smoothly during the discussion.
1
Students are appropriately prepared for discussion – with notes taken from their reading, passages of textbooks, copies or prints- about the topic in discussion.
.5
Students, through their comments, show that they are paying close attention to what other participants say about the topic.
1
Students provide explanations and follow up to enrich discussion.
.5
Students’ observations are usually related to ideas or arguments presented in this discussion.
.5
Total 3.5 points (70 percent)
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Language
1.5 points (30 percent)
Students show good use of the standard English/Spanish language (vocabulary, syntax and grammar).
.5 points
Students use appropriate oral fluency in their contributions to the topics discussed.
.5 points
Given a controversial topic during discussion, students show a persuasive argument based on scientific literature to support their points of view about it.
.5 points
Total 5 points Total Score:
PSYC 210 Human Sexuality 54
Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo B/Appendix B
Matriz Valorativa para Asignaciones/Assignments Rubric
Workshops
Content Criteria (70%) Pts. I II III IV V Total
Student turns in their homework in time and include the references consulted
1.5
Student answers homework without deviating from the topic; ideas are well connected and follow a sequence
1
Student uses critical thinking to express ideas and projects a deep understanding of the topics assigned
1
Language Criteria (30%)
Sentences are written using appropriate syntax, punctuation, verb usage, and grammar.
1.5
Total
5
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo C /Appendix C
Lista de Patologías
1. HIV y SIDA
2. Cáncer de los órganos sexuales
3. Disfunción sexual
4. Deformaciones del pene
5. Menopausia
6. Hermafroditismo
7. Clamidia
8. Gonorrea
9. Uretritis no gonocócica
10. Sífilis
11. Chancroide
12. Herpes
13. Verrugas genitales
14. Hepatitis viral
15. Vaginosis bacteriana
16. Candidiasis
17. Tricomoniasis
18. Piojo Púbico (ladilla)
19. Sarna
20. Parafilias: sadismo, fetichismo, pedofilia
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo D/ Appendix D
Matriz Valorativa de Trabajo Escrito
Nombre del estudiante: ______________________________
Curso: PSYC 210
Tema: ____________________________________________
Puntuación total: _________
Criterios
Contenido (70%)
Puntuación
Asignada
Puntuación
Obtenida
Entrega en la fecha asignada 2
Utiliza estilo de presentación recomendado y cita
correctamente las fuentes de referencia utilizadas.
2
Introduce el tema de manera interesante. 2
Organización lógica y coherente del escrito. 2
Presenta análisis y resumen de las ideas. 2
Presenta sus conclusiones de forma clara y lógica. 2
Incluye la hoja de referencias bibliográficas utilizadas
para desarrollar su trabajo.
2
Lenguaje (30%)
Utiliza un lenguaje apropiado con corrección sintáctica y
gramatical.
2
Contiene oraciones y párrafos bien construídos que
facilitan la lectura y compensión del escrito
2
Aplica consistentemente las reglas de acentuación del
lenguaje espaňol.
2
Total 20
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Prep. 2010. Jasmin Suarez-Cordero, MA.
� Todos los trabajos escritos deben incluir página de presentación y referencias bibliográficas citadas
al estilo APA.
Observaciones:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo E/Appendix E
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or reaction
papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within workshops.
Workshops will be separated from one another using construction paper or paper of different
colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
PSYC 210 Human Sexuality 59
Prep. 2010. Jasmin Suarez-Cordero, MA.
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be placed
at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font, size
12, double space, and 1-inch margins. See a “Publication Manual of the APA, Sixth
Edition”
• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added to the
end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket of the
binder for identification purposes (Appendix F).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or school life,
is sharing feedback with each student to review the contents, student reflections, and your
evaluations of individual items and all of the work together as related to learning targets
(Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios (Appendix
I ). Facilitators will focus their attention on showing students what is possible and their
progress rather than what is wrong; however, this does not mean that facilitators will not
cover weaknesses and areas for improvement during the conference. Facilitators will send
this feedback template upon completion of workshop one.
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to
become better metacognitive learners on the feedback template. Students will e-mail the
template with their comments back to the facilitator after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez University
System with rights to use their portfolios with educational or accreditation purposes
during this term (Appendix J).
• After this term, and if their authors authorize Ana G. Mendez University System to
discard their portfolios by signing an official document, portfolio samples will be
destroyed; otherwise, they will be returned to their original authors (Appendix K).
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Anejo F/Appendix F
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo G/Appendix G
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make valid
judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student learning?
Does the portfolio include students’ self-evaluations and reflections on
what was learned?
Does the portfolio enable one to determine learning progress and current
level of learning?
Does the portfolio provide clear evidence of learning to users of the
portfolio?
Does the portfolio provide for student participation and responsibility?
Does the portfolio present entries in a well-organized and useful manner?
Does the portfolio include assessments based on clearly stated criteria of
successful performance?
Does the portfolio provide for greater interaction between instruction and
assessment?
Adapted from:
Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson Education,
Inc.
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Anejo H/Appendix H
Portfolio Rubric
4 3 2 1 PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional?
Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
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� 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
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Anejo I/Appendix I
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Anejo J/Appendix J
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
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Anejo K/Appendix K
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
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Prep. 2010. Jasmin Suarez-Cordero, MA.
Anejo L /Appendix L
Mapa de Conceptos/Concept Map
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Anejo M /Appendix M
Mapa Secuencial/Flow Chart
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Anejo N /Appendix N
Diario de Aprendizaje
Utiliza esta hoja para contestar la pregunta de reflexión del taller.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Appendix N
Learning Diary
Use this paper to answer the workshop’s reflexive question.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Anejo O/Appendix O
Name ________________________ Date ____________________
Diagrama de Venn/Venn Diagram
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Anejo P/Appendix P
Gráfico de T/T- Chart
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Anejo Q /Appendix Q
Mapa de Circulo/Circle Map
Describing Wheel Add describing words about the topic between the spokes of the Wheel.
Describing Wheel
Topic
top related