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Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
MSPA 720
PRACTICA EN ASUNTOS PUBLICOS
PUBLIC AFFAIRS INTERNSHIP
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 15
Workshop One .............................................................................................................................. 26
Taller Dos...................................................................................................................................... 29
Workshop Three............................................................................................................................ 32
Taller Cuatro ................................................................................................................................. 35
Workshop Five .............................................................................................................................. 38
Anejo A/Appendix A .................................................................................................................... 41
Anejo B/Appendix B..................................................................................................................... 42
Anejo C/Appendix C..................................................................................................................... 46
Anejo D/Appendix D .................................................................................................................... 47
Anejo E/Appendix E ..................................................................................................................... 48
Anejo F/Appendix F ..................................................................................................................... 50
Anejo G/Appendix G .................................................................................................................... 51
Anejo H/Appendix H .................................................................................................................... 53
Anejo I/Appendix I ....................................................................................................................... 56
Anejo J/Appendix J ....................................................................................................................... 57
Anejo K/Appendix K .................................................................................................................... 58
Anejo L/Appendix L ..................................................................................................................... 59
Anejo M/Appendix M ................................................................................................................... 61
Anejo N/Appendix N .................................................................................................................... 62
Anejo O/Appendix O .................................................................................................................... 63
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Anejo P/Appendix P ..................................................................................................................... 64
Anejo Q/Appendix Q .................................................................................................................... 65
Anejo R/Appendix R..................................................................................................................... 67
Anejo S/Appendix S ..................................................................................................................... 69
Anejo T/Appendix T ..................................................................................................................... 71
Anejo U/Appendix U .................................................................................................................... 73
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Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
GUIA DE ESTUDIO
Título del Curso: Práctica en Asuntos Públicos
Codificación: MSPA 720
Duración: 8 semanas (5 talleres presenciales)
Prerrequisito: MSPA 510 y 24 créditos aprobados
Descripción
Práctica supervisada en función administrativa en una organización pública o sin fines de lucro.
El estudiante completará ciento treinta (130) horas de práctica en una organización aplicando
conocimientos, teorías, valores, métodos y destrezas administrativas.
Objetivos Generales
Al finalizar el curso, el estudiante:
1. Evaluará y aplicará en la fase de práctica los conocimientos, destrezas, y habilidades
adquiridas en su programa de estudios.
2. Aplicará teorías de planificación, organización, y evaluación de procesos de recursos
fiscales.
3. Participará en la coordinación de actividades.
4. Evaluará programas existentes y hacer recomendaciones para rediseño.
5. Aplicará teorías presupuestarias dirigidas a lograr eficiencia y efectividad.
6. Analizará situaciones reales de acuerdo al escenario en el cual está realizando su práctica.
7. Reconocerá las habilidades, competencias, y destrezas que posee como profesional y
como ser humano para prestar servicios a la clientela.
8. Evidenciará de forma real y concreta los retos y presiones del escenario organizacional.
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Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Textos y Recursos
Martínez, L. M. (2004). Controles y Responsabilidades en el sector público.
México: Ed. Plaza Valdés
Ogalla, F. (2005). Sistema de gestión: Una guía práctica. México: Ed. Díaz de Santos.
Recursos Electrónicos
Gargan, John J (2000). Handbook of State Government Administration [e-book]. New York
Dekker, INc.
Gronlund, Ake (2002). Electronic Government: Design, Applications and Management [E-
book]. Hershey, PA, Idea Group Publishing, 2002
Otros Recursos
Rivas, R. & H. (1996). Case Studies in Generalist Practice. Pacific Grove. CA:
Brooks/Cole.
Schon, D. (1983). The Reflective Practtitioner, How Profesionals Think in Action.
New York: Basic Books.
Evaluación
La evaluación del curso consiste en medir el grado de aprovechamiento que el estudiante haya
obtenido del mismo. Dicha evaluación consistirá de las puntuaciones que resulten de las
siguientes actividades:
Asistencia y Participación en Clase 25%
Asignaciones y Trabajo en Clase 25%
Portafolio 25%
Evaluaciones 25%
TOTAL 100%
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Nota: La puntuación final obtenida será la suma de la puntuación obtenida en todas las
actividades desarrolladas. La puntuación final será de 100 puntos con curva estándar. Las
rúbricas a utilizarse para la evaluación del estudiante se incluyen al final del módulo. El
estudiante será evaluado en términos del dominio del conocimiento adquirido a través del curso y
de su dominio del idioma, tanto del inglés como del español.
Descripción de la evaluación
1. Asistencia y Participación: La asistencia es mandataria y la puntualidad representa ética
profesional. El Facilitador llevará un registro de las mismas para cada taller y, al
finalizar el curso, utilizará el Anejo P para evaluar a cada estudiante. Se espera que todo
estudiante asista a clases preparado para discutir los temas del día (lecturas, preguntas
asignadas, diario actualizado) y que participe activamente. El Facilitador evaluará la
participación de cada estudiante en cada taller y tomará en cuenta el grado de
participación, si ésta demuestra que el estudiante se preparó para la clase y su
contribución al desarrollo de la misma. La participación en clase a través del curso debe
darse utilizando el idioma del taller correspondiente. El Facilitador evaluará la
participación y contribución de cada estudiante al finalizar el curso utilizando el Anejo
P. A través de los cinco talleres el estudiante deberá recopilar evidencia de su trabajo
para ser entregada al facilitador en el quinto taller. El facilitador determinara la
distribución de horas entre ambos idiomas – inglés y español – de acuerdo a las
necesidades individuales de cada estudiante. El estudiante deberá completar sus horas
físicamente en el laboratorio de idiomas – en cada centro – o desde su casa/trabajo a
través del programa “Tell Me More”.
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2. Asignaciones: Las tareas asignadas semanalmente son parte integral de la participación
en clase. Los estudiantes completarán las mismas en el idioma del taller y deberán
entregarlas al finalizar cada taller. El Facilitador devolverá las tareas con las correcciones
sugeridas durante el siguiente taller. Los estudiantes deberán revisar, corregir y mejorar
esas tareas en función de los comentarios del Facilitador y lo aprendido en clase.
3. Portafolio: Cada estudiante deberá preparar un portafolio del curso (carpeta blanca de 2”
– 3” con portada) donde reflexionará sobre los temas del curso y cómo éste se va
desarrollando. Es importante que cada estudiante trabaje este portafolio a partir de la
primera semana de clases, lo mantenga actualizado y lo traiga a clases cada semana para
que lo pueda utilizar y el Facilitador lo pueda revisar. El Portafolio será evaluado
utilizando los Anejos G-O y debe incluir las siguientes partes:
a. Portada estilo APA
b. Tabla de contenido
c. Introducción
d. Resume
e. Carta de Intención
f. Cartas de Referencias/Recomendación (2)
g. Contrato con Agencia
h. División en cinco talleres
i. Asignaciones
ii. Avalúo
i. Evaluaciones
i. Facilitador
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ii. Director Inmediato
j. Entrevistas
i. Director Inmediato
ii. Compañeros de trabajo (3)
k. Conclusión – Evaluación Final
l. Bibliografía/Referencias estilo APA
Nota: El portafolio de curso deberá entregarse durante el último taller del curso, Taller
Cinco. Sin embargo, el estudiante debe ir preparando el mismo según progresa el curso para
no acumular trabajo innecesariamente. La presentación es importante, preparado y
organizado profesionalmente. Debe incluir cada una de las secciones debidamente
organizadas y rotuladas. El Facilitador evaluará el mismo utilizando los Anejo G-O.
4. Evaluaciones: Según Anejo E por parte del Facilitador y del Supervisor Inmediato dentro
de la agencia de práctica.
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
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puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una
excepción a las reglas pues es importante que los estudiantes utilicen el idioma
designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el
idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. 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.
5. 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.
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6. 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,
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.
7. 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.
8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
9. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
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10. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
11. 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
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.
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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
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
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es
una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que
vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como
facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza
a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar
con situaciones en las cuales los estudiantes estén buscando activamente construir un
significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo
memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la
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educación es intrínsecamente 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.
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STUDY GUIDE
Course Title: Public Affairs Internship
Code: MSPA 720
Time Length: 8 weeks (5 classroom workshops)
Pre-requisite: MSPA 510 and 24 approved credits
Description
This course involves the supervised internship in administrative function in a public organization
or a non-for profit organization. The student will complete one hundred thirty (130) hours of
practice in an organization applying knowledge, theories, values, methods and administrative
skills.
General Objectives
At the end of the course, the student:
1. Will evaluate and apply the knowledge, skills, and abilities acquired in its training
program.
2. Will apply theories of planning, organization, and evaluation of processes of fiscal
resources.
3. Will participate in the coordination of activities.
4. Will evaluate existing programs in order to make recommendations for redesign.
5. Will apply budgetary theories directed to obtain efficiency and effectiveness.
6. Will analyze real situations according to the center in which it is completing his/her
internship.
7. Will recognize his abilities, competencies, and skills as a professional and human being
to better serve the customer.
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8. Will demonstrate reality of specific the challenges and pressures of the organizational
scene within his/her internship center.
Texts and Resources
Martínez, L. M. (2004). Controles y Responsabilidades en el sector público.
México: Ed. Plaza Valdés
Ogalla, F. (2005). Sistema de gestión: Una guía práctica. México: Ed. Díaz de Santos.
Electronic Resources
Gargan, J. J. (2000). Handbook of State Government Administration [e-book]. New York
Dekker, Inc.
Gronlund, A. (2002). Electronic Government: Design, Applications and Management [E-book].
Hershey, PA, Idea Group Publishing, 2002
Other Resources
Rivas, R. & H. (1996). Case Studies in Generalist Practice. Pacific Grove. CA:
Brooks/Cole
Schon, D. (1983). The Reflective Practitioner, How Professionals Think in Action.
New York: Basic Books.
Evaluation
The evaluation of the course will consist in measuring the benefits you received from same. Said
evaluation consists of the percentage points achieved from the following activities:
Attendance and Class Participation 25%
Assignments and Class Presentations 25%
Portfolio 25%
Evaluations 25%
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TOTAL 100%
Note: The final grade will be the sum of all individual activities. The final grade will be based
on a standard 100 points curve. The rubrics to be used for these evaluations are included at the
end of the module. The student will be evaluated in terms of their dominion of the content of the
course and, also the dominion of the languages both English and Spanish.
Evaluation’s description
1. Attendance and Participation: Attendance is mandatory, and being punctual reflects a
professional ethic. The Facilitator will register the student’s performance for both in
every workshop. At the end of the course, the Facilitator will evaluate each student with
the rubric in Appendix P. All students are expected to attend class prepared to discuss
workshop topics (readings, assigned questions, etc.) and, to actively participate in class.
The Facilitator will evaluate the students’ participation in each workshop, taking into
consideration the degree of participation, if it demonstrates that the student prepared for
class and how much this participation contributed to the class’ development. Class
participation throughout the course should be in the language of the workshop. At the
end of the course, the Facilitator will evaluate each student with the rubric in Appendix P.
Through each week the student shall keep evidence of his/her work in order to turn in at
the fifth workshop. The facilitator will determine the distribution of hours among the two
languages – English and Spanish – according to the individual needs of each student.
The student can complete the laboratory requirements either physically at the centers –
language laboratories – or at home/work through “Tell Me More”.
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2. Assignments: Assignments before every workshop are a fundamental component of class
participation. The students will complete these assignments in the language of the
workshop, and turn them in at the end of it. The Facilitator will return the assignments
on the next workshop with the suggested corrections. The students should revise, correct
and improve these assignments, based upon the Facilitator’s comments.
3. Portfolio: Students should prepare a course portfolio (2” – 3” white binder with front
cover) where they would reflect upon course topics and development. It is important that
all students work on the portfolio from the first week of class, keep it up to date and,
bring it to class for discussion and Facilitator’s revision. The Portfolio should include the
following sections:
a. Cover APA style
b. Table of Content
c. Introduction
d. Resume
e. Intent Letter
f. Recommendation Letters (2)
g. Five Workshops Divisions
i. Assignments
ii. Assessments
h. Evaluations
i. Facilitators
ii. Direct Supervisor
i. Interviews
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i. Direct Supervisor
ii. Co-workers (3)
j. Conclusion – Final Evaluation
k. References APA style
Note: The Course Portfolio should be handed in, during the last week of class, Workshop
Five. However, the students should begin preparing the portfolio as the course develops,
to avoid accumulating last minute work. Presentation is important; it should be well
organized and professionally prepared. It should include each one of the sections
explained above, appropriately labeled. The Facilitator will evaluate the portfolio using
Appendixes G-O.
4. Evaluations: According to Appendix E by the Facilitator and the Direct Supervisor at the
internship’s agency/center.
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
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facilitator must answer in the language assigned for that particular day. This should only be
an exception as it is important for students to use the assigned language. The 50/50 model
does not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must
present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is
justified and decide how the student will make up the missing work, if applicable. The
facilitator will decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and make-up
work.
4. 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.
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5. 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.
6. 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 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.
7. 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.
8. The facilitator will establish a means of contacting students by providing an email address,
phone number, hours to be contacted and days.
9. 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.
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Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
10. Children or family members that are not registered in the course are not allowed to the
classrooms.
11. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
www.google.com
www.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:
MSPA 720 Public Affairs Internship 23
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
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
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
MSPA 720 Public Affairs Internship 24
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
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.
MSPA 720 Public Affairs Internship 25
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
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.
MSPA 720 Public Affairs Internship 26
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Workshop One
Specific Objectives:
At the end of this workshop, the student will:
1. Read the Internship Manual.
2. Comprehend the evaluation criteria and rubrics.
3. Identify key players and their role in his/her internship, such as facilitator, direct
supervisor, etc.
4. Analyze ethics and professional responsibility in his/her internship agency.
Language Objectives:
Students will be able to:
1. Express themselves orally and in written using English as the language of
communication.
2. Research, read, and understand the assigned material in order to develop written papers
virtually free of grammatical errors and oral presentation with clear and easily understood
pronunciation with correct use of grammar and verb usage
3. Listen, analyze and share in group the assigned material and homework.
Electronic Links (URLs):
Virtual Library UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Virtual Library UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Virtual Library Turabo
http://bibliotecavirtualut.suagm.edu/
MSPA 720 Public Affairs Internship 27
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Ethics in Criminal Justice
http://www.lib.jjay.cuny.edu/cje/
http://www.iowabc.org/PDFs/ccjp_ethics.pdf
Assignments before Workshop One:
1. Read the MSPA 720 module and internship manual carefully and come to class prepared
with questions or comments regarding the module, manual, the evaluation or the
assignments if necessary.
2. Have completed the clearance process:
a. Updated Resume
b. Two (2) letters of recommendation
c. Letter of intent
d. Internship Application
e. Internship Contract
3. Write an initial evaluation, to be included in the portfolio, discussing their expectations
for the next eight (8) weeks and their internship experience.
4. Research his/her internship’s agency, history, laws, mission, purpose, etc.; prepare a
written summary to present to class.
5. Write an APA style essay of no more than four (4) pages regarding ethics, professional
responsibility and its importance in Criminal Justice – Public Administration.
Supplement your essay with at least one (1) recent news article in which the ethics and
professional responsibility of a Criminal Justice professional is questioned.
MSPA 720 Public Affairs Internship 28
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Activities:
1. The facilitator will introduce himself to the class and utilizing an icebreaker activity of
his choice the students will present themselves.
2. The facilitator will explain the course, assignments, evaluation techniques and module to
the class, will answer possible questions from the students and hand out changes or
amendments to the module if necessary.
3. A student representative will be selected.
4. The students will share their agencies and centers along with their positions and main
responsibilities.
5. The facilitator will lead a discussion about ethics and professional responsibility in the
Criminal Justice – Public Administration. The students shall share their essays and news
articles.
6. The facilitator will explain his/her role for the next eight (8) weeks along with the direct
supervisor of each student.
7. Discuss with your facilitator the selection of your internship location. You must begin
your internship after Workshop One in order to complete the 130 hours.
8. Students will share their academic/internship portfolio, journal and attendance.
9. The facilitator will review the material covered and answer any question or doubt, in
addition he/she will discuss next week assignments.
Assessment:
1. Compare and distinguish your role as an intern, the facilitator and your direct supervisor.
MSPA 720 Public Affairs Internship 29
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Taller Dos
Objetivos Específicos:
Al finalizar el taller el estudiante:
1. Conocerá el componente de la policía dentro del sistema de justicia criminal.
2. Comprenderá el manejo y administración pública del sistema de policía.
3. Distinguirá entre diferentes niveles y jurisdicciones en el sistema de policía.
4. Identificará necesidades particulares del componente de policía en relación con el sistema
judicial y de corrección.
Objetivos del Lenguaje:
Los estudiantes podrán:
1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como
lenguaje asignado.
2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera
clara y concisa.
3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Biblioteca Virtual Turabo
http://bibliotecavirtualut.suagm.edu/
Policía en la Florida
MSPA 720 Public Affairs Internship 30
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
http://www.stateofflorida.com/Portal/DesktopDefault.aspx?tabid=12
http://www.fdle.state.fl.us/Content/home.aspx
http://www.cityoforlando.net/police/
http://www.miramarpd.org/
Asignaciones antes del Taller Dos:
1. Seleccionar el lugar de práctica y comenzar la misma.
2. Continuar trabajando en completar las ciento-treinta (130) horas de práctica.
3. Continuar trabajando en portafolio académico.
4. Completar un ensayo investigativo, estilo APA de al menos diez (10) páginas en relación
al componente de policía como parte del sistema de Justicia Criminal. El mismo debe
contener Introducción, Desarrollo, Conclusión y Referencias. El estudiante debe analizar
las siguientes preguntas guías:
a. ¿Cuál es el propósito del componente de la policía?
b. ¿Desde cuándo existe un grupo policial?
c. ¿Cómo ha cambiado la imagen y propósito de la policía a través de los años?
d. ¿Qué papel juega dentro del sistema de Justicia Criminal – en comparación con el
sistema judicial y de corrección?
e. Hacer mención a diferentes niveles y jurisdicciones – públicas y privadas – dentro
de la policía en el Estado de la Florida y los Estados Unidos.
f. Si su agencia pertenece a la policía dedicar una parte del ensayo a su agencia y
función de la misma.
MSPA 720 Public Affairs Internship 31
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
g. ¿Cuál es el futuro de la policía en los próximos 10-15 años? ¿Qué situaciones
particulares tendrá que lidiar este componente? ¿Cómo nos podemos preparar
desde ahora?
5. Completar una presentación oral de al menos quince (15) minutos.
Actividades:
1. El facilitador contestará posibles dudas o preguntas del taller anterior así como cualquier
otra duda que surja en referencia al internado.
2. El facilitador guiará una introducción del componente de la policía – sus inicios
históricos, primeros pasos y personajes importantes.
3. A través de una mesa redonda los estudiantes presentarán sus ensayos investigativos.
4. Los estudiantes deben presentar los portafolios de práctica al facilitador, sus diarios, y las
hojas de asistencia.
5. Para finalizar el facilitador discutirá las asignaciones para el próximo taller
Avalúo
1. Los estudiantes contestarán por escrito y para incluir en sus portafolios la siguiente
preguntas:
a. Luego de lo discutido en clase hoy, ¿son tus planes formar parte de la policía una
vez termines tu grado de maestría? ¿Por qué?
b. Algunos años atrás todo niño deseaba ser policía cuando creciera, ¿sigue siendo
esta la norma? ¿Cuál entiendes es la imagen de los policías en la sociedad? ¿Es
acaso merecida? ¿Quiénes son responsables?
MSPA 720 Public Affairs Internship 32
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Workshop Three
Specific Objectives:
At the end of this workshop, the student will:
1. Distinguish the judicial component within the Criminal Justice System.
2. Comprehend the public administration and public affairs of the judicial system.
3. Identify particular issues of the judicial system as the third branch of government.
4. Know the management and public administration of the judicial component.
Language Objectives:
Students will be able to:
1. Express themselves orally and in written using English as the language of
communication.
2. Research, read, and understand the assigned material in order to develop written papers
virtually free of grammatical errors and oral presentation with clear and easily understood
pronunciation with correct use of grammar and verb usage.
3. Listen, analyze and share in group the assigned material and homework
Electronic Links (URLs):
Virtual Library UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Virtual Library UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Virtual Library Turabo
http://bibliotecavirtualut.suagm.edu/
Judicial System in Florida
MSPA 720 Public Affairs Internship 33
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
http://www.flcourts.org/
http://www.floridasupremecourt.org/index.html
http://www.stateofflorida.com/Portal/DesktopDefault.aspx?tabid=51
http://www.justice.gov/
Assignments before Workshop Three:
1. Continue working on completing the one hundred thirty (130) internship hours.
2. Continue working on their academic and internship portfolio.
3. Complete a research essay, APA style of at least ten (10) pages of judicial system as the
second component of the Criminal Justice System. The paper shall include an
Introduction, Analysis, Conclusion and References. The students shall answer and
analyze key questions similar to the essay about law enforcement and any other the
facilitator may add.
4. Complete an oral presentation of at least fifteen (15) minutes.
Activities:
1. The facilitator will answer any possible doubt or question from last week material.
2. The facilitator will lead a class discussion of the judicial system as a third branch of
government and component of the Criminal Justice System.
3. The students will share their oral presentations and research papers.
4. Students will share their academic/internship portfolio, journal and attendance.
5. To finalize, the facilitator will review and answer any question or doubts, in addition to
discuss next week assignments.
Assessment:
1. Answer in writing and include in your portfolio:
MSPA 720 Public Affairs Internship 34
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
a. How does the judicial system make sure to comply with the two other Criminal
Justice Systems components’ – law enforcement and corrections – goals and
purposes when they might be completely different from each other?
b. After the material presented and discussed in class what do you understand is the
biggest challenge of the judicial system in the next ten (10) years? Why?
MSPA 720 Public Affairs Internship 35
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Taller Cuatro
Objetivos Específicos:
Al finalizar el taller el estudiante:
1. Conocerá el sistema de corrección como componente del sistema de justicia criminal y en
relación con los demás componentes.
2. Identificará necesidades y áreas particulares del sistema de corrección en el estado de la
Florida.
3. Comprenderá el concepto de privatización, sus ventajas y desventajas para el sistema de
justicia criminal.
4. Comprenderá el manejo y administración pública del sistema de corrección.
Objetivos del Lenguaje:
Los estudiantes podrán:
1. Comunicarse efectivamente tanto oral como de manera escrita utilizando el español como
lenguaje asignado.
2. Leer y resumir el material asignado en español libre de errores ortográficos y de manera
clara y concisa.
3. Escuchar, analizar y aportar en grupo la materia y tareas asignadas.
Enlaces Electrónicos:
Biblioteca Virtual UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
Biblioteca Virtual UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Biblioteca Virtual Turabo
MSPA 720 Public Affairs Internship 36
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
http://bibliotecavirtualut.suagm.edu/
Federal Bureau of Prisons
http://www.bop.gov/
Departamento de Corrección - Florida
http://www.dc.state.fl.us/
http://www.dc.state.fl.us/oth/timeline/index.html
Asignaciones antes del Taller Cuatro:
1. Continuar trabajando en las ciento-treinta (130) horas de práctica.
2. Continuar trabajando en el portafolio académico.
3. Completar un ensayo investigativo, estilo APA de al menos diez (10) páginas en relación
al componente de corrección como parte del sistema de Justicia Criminal. El mismo debe
contener Introducción, Desarrollo, Conclusión y Referencias. Los estudiantes deberán
contestar y analizar preguntas guías de acuerdo a los dos ensayos anteriores, tomando en
cuenta comentarios y retroalimentación por parte del facilitador.
4. Preparar una presentación oral de al menos quince (15) minutos.
Actividades:
1. El facilitador contestará posibles dudas o preguntas de la clase pasada.
2. El facilitador guiará una discusión plenaria acerca el sistema de corrección, su
coexistencia a niveles estatales, federales, público y privado.
3. Los estudiantes presentarán sus hallazgos y ensayos investigativos.
4. Los estudiantes deben presentar los portafolios de práctica al facilitador, sus diarios, y las
hojas de asistencia.
MSPA 720 Public Affairs Internship 37
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
5. Para finalizar el facilitador contestará cualquier duda o pregunta a la vez que discute las
asignaciones para la próxima semana incluyendo los temas de acuerdo al Anejo F para la
presentación oral del próximo taller.
Avalúo
1. Contesta por escrito y para incluir en el portafolio las siguiente preguntas:
a. ¿Instituciones Públicas o Privada y porque?
b. ¿Cómo lidiamos con la sobrepoblación en las instituciones y el requerimiento de
cumplir al menos 85% de las sentencias?
c. ¿Cuál es la problemática más grande del sistema correccional a nivel estatal y
federal?
d. ¿Te interesa formar parte del sistema correccional una vez completes tu grado?
¿Más o menos que los demás componentes?
MSPA 720 Public Affairs Internship 38
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Workshop Five
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.
Specifics Objectives:
At the end of this workshop, the student will
1. Summarize his/her Internship experience.
2. Analyze and evaluate the internship experience, internship center supervision, faculty
supervision experience and give suggestions for future internship placement
3. Understand the upcoming challenges of the criminal justice profession.
Language Objectives/
Students will be able to:
1. Express themselves orally and in written using English and Spanish as the languages of
communication.
2. Research, read, and understand the assigned material in order to develop written papers
virtually free of grammatical errors and oral presentation with clear and easily understood
pronunciation with correct use of grammar and verb usage.
3. Listen, analyze and share in group the assigned material and homework
Electronic Links (URLs):
Virtual Library UNE
http://www.suagm.edu/SUAGM/une/portal_biblioteca/index.html
MSPA 720 Public Affairs Internship 39
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Virtual Library UMET
http://www.suagm.edu/suagm/umet/biblioteca.aspx
Virtual Library Turabo
http://bibliotecavirtualut.suagm.edu/
Assignments before Workshop Five:
1. Have completed eighty (80) of the one hundred thirty (130) internship’s hours. The last
50 hours will be completed as part of the internship. The student must submit evidence of
the 130 internship hours to the facilitator in order to complete the course.
2. Have completed the evaluations – facilitator and direct supervisor.
3. Have completed the Academic Portfolio.
4. According to Appendix F complete an oral and written presentation to the topic assigned.
Activities:
1. The facilitator will clarify any questions or doubts from last week material in Spanish.
2. Group discussion and analysis of Internship experience in Spanish.
3. The students will submit Internship/Academic Portfolio.
4. In groups students will make lists of advice for new interns and of the most challenging
and most rewarding parts of the internship and share them with the class (in English).
5. Discuss with the facilitator the completion of the last 50 internship hours for a total of
130.
6. Students will complete their oral presentations is English.
7. The student representative will administer and the class will complete the end of course
and facilitator evaluation.
Assessment:
MSPA 720 Public Affairs Internship 40
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
The students will present their conclusion as part of their portfolios.
Anejos/Appendixes
MSPA 720 Public Affairs Internship 41
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Anejo A/Appendix A
Internship Log Hour
DATE HOURS TOTAL HOURS SUPERVISOR’S INITIALS
MSPA 720 Public Affairs Internship 42
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Anejo B/Appendix B
Sistema Universitario Ana G. Méndez
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
CRIMINAL JUSTICE INTERNSHIP APPLICATION FORM
Semester: _________ Year: ________ Anticipated Graduation:________
Application Date: ___________________
Declaration of Concentration: _ Yes _ No
Standing: _ Junior _ Senior _ Graduate
I. Student Information
Name: __________________________________________________________
Home Address: ______________________ Number/Street: Apt: __________
City: State: Zip: __________________________________________________
Phone: ( ) _______________________ Cellular: ( ) ________________
E-Mail address: ___________________________________________________
Date of Birth: M____ D____ Y_____ Soc. Sec. #: _____________________
Driver's License #: ____________________ State Issued: _____________
U.S. Citizen: _ Yes _ No
Any applicable disabilities: ___________________________________________
Any Convictions: _______________________________ Felony: _ Yes _ No
Misdemeanor: _ Yes _ No
MSPA 720 Public Affairs Internship 43
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
If yes, what: ______________________________________________________
Own Transportation: _ Yes _ No
II. Internship Terms I understand that CRIM 401 is a graded on a "Pass/No Credit" basis. Receiving a "No Credit"
grade in the internship could result from one or more of the following circumstances:
1. Termination of the internship by the agency supervisor
2. Violation of professional ethics
3. Failure to meet academic requirements and deadlines
I understand that if I terminate placement after processing has begun, further applications may
not be accepted. I give permission for the above information to be released to the approved
criminal justice internship agencies.
___ I accept. ___I do not accept.
Signature: ________________________________________________________
Date: _______________________________ III. Criminal Justice Interest
What area of criminal justice are you most interested in? (Choose one):
_Law Enforcement _Juvenile Delinquency _Forensic Science
_Corrections _Security Administration _Federal Agencies
_No Preference _Pre-Law Probation/Parole
_Other ___________________________________________________
Please rank in order of preference which organization or agency you would like your Internship:
1. ______________________________________________________________
MSPA 720 Public Affairs Internship 44
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
2. ______________________________________________________________
3. ______________________________________________________________
4. ______________________________________________________________
5. ______________________________________________________________
IV. Internship Education Insurance and Liability Form
No Criminal Justice Internship Education agency assumes liability for injury the student might
sustain while participating in the internship education program. It is the responsibility of the
individual student to be covered by a health insurance.
I certify that I have read the information above. I waive the right to submit a claim to Ana G.
Mendez, Universidad del Este, Universidad Metropolitana, Universidad del Turabo and/or
Florida Campuses or any criminal justice internship education agency as a result of injuries or
illness sustained while participating in the Criminal Justice Internship Education Program.
Students who furnish false information on this form will be subject to disciplinary action,
including possible dismissal from the Criminal Justice Internship Education Program.
___ I accept. ___ I do not accept.
Student Signature _________________________________________________
Date: ______________________________________
V. Required Information
1. Students must submit this form with the following documents and coordinate the approval
with their academic internship coordinator:
· A copy of your resume
MSPA 720 Public Affairs Internship 45
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
· A non official transcript
· A letter of intent - Please enclose 1 to 2 pages in APA style, stating why you wish
to do an internship, the area in which you are interested, and your personal and
professional goals.
· Two references, one from previous employer and one form a professor at your
current institution.
2. Student must visit the University Counselor in order to receive advising, working with any
special needs and revise academic records.
Counselor Signature: ____________________________________
Date: ___________________
VI. Student Signature I certify that the information I have provided is true and correct and understand that Ana
G. Mendez University-Metro Florida Campuses have the right to withdraw or cancel my
registration if any of those statements prove to be incorrect. I accept full responsibility for
the information provided on this form.
Signature: ____________________________________________________
Date: _________________________________________
MSPA 720 Public Affairs Internship 46
Prep. October, 2009. Ivette Pérez, Esq. (EPM/MPS)
Anejo C/Appendix C
FLORIDA CAMPUSES
INTERNSHIP
FIRST DAY REPORT
This form is to be completed during the first day of student internship and returned to the
University during the first week of placement.
Student name _________________________________________________
Home Phone __________________Student’s email_________________________
Internship Center name _________________________________
Internship Supervisor name __________________
Internship Supervisor Phone _____________________(include extension)
Internship Supervisor E-mail ____________________________
Internship Center Address ______________________________________________________
City, State _________________________________ ZIP ___________________
INTERNSHIP JOB DESCRIPTION AND DUTIES
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________
OTHER ACTIVITIES
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________
MSPA 720 Public Affairs Internship 47
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Anejo D/Appendix D
Guía para el Diario de Experiencia en la Práctica
Este diario debe proveer un medio de reflexión de tu experiencia en la práctica. Intenta ayudarte
a ser más observador y prestar mayor atención mientras exploras las distintas facetas y
posibilidades de una carrera en el campo de Justicia Criminal.
Tus reportes en el diario no son necesariamente resúmenes de tus actividades diarias, pero
descripciones y reflexiones del tipo de trabajo que realizas y de las distintas personas y
situaciones que te encuentras y conoces. Recuerda que hoy completas esta práctica con la
esperanza de en un mañana ser tú el profesional para el cual internas hoy. Aprovecha la
oportunidad de conocer y experimentar nuevas áreas; cuáles te gustan y cuáles no; presta
atención a tus compañeros y supervisores y la química existente entre el grupo de trabajo. Si
tienes dudas, pregunta, observa y sobretodo aprende.
Debes completar un mínimo de 16 reportes en tu diario, dos semanales. Los mismos deben
seguir el siguiente formato:
· Incluir título y fecha
· No manuscrito sino a computadora
· Mínimo de una página a doble espacio
· Letra Arial or Times New Roman tamaño 12
Algunas preguntas guías para tus reportes son:
· ¿Qué tareas completaste hoy?
· ¿Cómo te gustaron? ¿Más o menos que las de ayer?
· ¿Con que personas – compañeros o público/comunidad – trabajaste hoy?
· ¿Qué situación enfrentaste hoy y como la resolvió el profesional con quien
trabajas?
· ¿Hubieras hecho lo mismo tú, o algo distinto? Explica
· ¿Qué aprendiste hoy y cómo te reafirma tu decisión de completar y ejercer una
carrera en Justicia Criminal?
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Anejo E/Appendix E
Rubrics for the Internship Experience
Low High
1 2 3 4 5
1. The student was prompt and regular in terms of attendance.
1 2 3 4 5
2. The student carried out assigned duties with minimum supervision.
1 2 3 4 5
3. The student appreciates the importance of effective communication.
1 2 3 4 5
4. The student displayed initiative in conducting assignments.
1 2 3 4 5
5. The student displayed a positive attitude about working with all personnel and customers;
appreciates and respects individual variations among their coworkers.
1 2 3 4 5
6. The student displayed a positive attitude toward the supervisor.
1 2 3 4 5
7. The student displayed a positive attitude toward the profession of criminal justice.
1 2 3 4 5
8. The student’s grooming and dress were appropriate for the practice.
1 2 3 4 5
9. The student’s use of Standard English was appropriate for the profession.
1 2 3 4 5
10. The student’s use of professional jargon was appropriate for the profession.
1 2 3 4 5
11. The student displayed an interest in learning about the process and profession of the
performed position and agency.
1 2 3 4 5
12. The student made correct use of the technology.
1 2 3 4 5
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13. The student is aware of the importance of integration of technology in the criminal justice
industry.
1 2 3 4 5
14. Demonstrate knowledge of internship centers' backgrounds, awareness of organizational
mission, vision and goals.
1 2 3 4 5
15. Prepare clear learning objectives appropriate for the expected practice
1 2 3 4 5
16. Use of learning theories in the practice.
1 2 3 4 5
17. Demonstrate interest in new criminal justice aspects:
1 2 3 4 5
18. The student use vary methods and materials for additional learning
1 2 3 4 5
19. The student was on time, meets deadlines and completes tasks
1 2 3 4 5
20. The Intern follows center’s policies & procedures
1 2 3 4 5
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________
Supervisor’s Signature: ________________________ Date: ______________
Student Signature: ___________________________ Date: ______________
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Anejo F/Appendix F
ORAL PRESENTATION
FIFTH WORKSHOP
STUDENT/GROUP TOPIC
1. Time Management
2. Stress Management
3. Alternate Dispute Resolutions and
Alternate Incarceration Initiatives
4. Future of Criminal Justice System
5. New face of Criminal Justice System –
females and minorities
The students/group will research the assigned topic and present to class in English. The idea of
the activity is to explore several of the issues students had dealt with during the internship and
will definitely deal with once graduating and becoming Criminal Justice professionals. The oral
presentation shall be accompanied by visual effects – such as power point presentation, graphs or
charts. Interviews and guest speakers are always welcomed – however for time limitations shall
be approved by the facilitator previous to workshop five.
The oral presentation will be evaluated using Appendix S.
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Anejo G/Appendix G
Academic Portfolio
As a requirement of this course all students must complete a portfolio which should be turn-in at
the beginning of workshop five and it shall include ALL of the following:
1. Cover page with title, student name, course and class section
2. Table of content
3. Introduction
4. All written assignments
5. Assessments (5) one for each Workshop
6. Conclusion
7. References
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 N). After this
term and with the students’ authorization Ana G. Mendez University System will discard their
portfolios or return them directly to each student (Appendix O).
Portafolio Académico
Como requisito de este curso los estudiantes deberán completar un portafolio que será entregado
al inicio de quinto taller y deberá incluir TODO lo siguiente:
1. Portada con titulo, nombre del estudiante curso y sección
2. Tabla de contenido
3. Introducción
4. Todas las asignaciones y trabajos escritos
5. Avaluó (5) uno por cada Taller
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6. Conclusión
7. Referencias
Almacenaje: Los portafolios serán almacenados de manera segura en el recinto por un periodo
de seis meses. Los estudiantes firmarán un documento oficial autorizando al Sistema
Universitario Ana G. Méndez a utilizar sus portafolios con propósitos educativos y/o de
acreditación por dicho término (Anejo N). Luego de este periodo de tiempo y con la
autorización de los estudiantes el Sistema desechará y descartará los portafolios o se le devolverá
directamente al estudiante según sea el caso (Anejo O).
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Anejo H/Appendix H
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).
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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, Fifth
Edition”
A log of entries that can be expanded with each new entry properly numbered. The
table, which should be located at the beginning, should include a brief description,
date produced, date submitted, and date evaluated (Appendix J).
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 I).
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
M). 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
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cover weaknesses and areas for improvement during the conference. Facilitators will send
this feedback template upon completion of workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and write their
own comments and/or ideas of how to improve the quality of their portfolios, and how to
become better metacognitive learners on the feedback template. Students will e-mail the
template with their comments back to the facilitator after every workshop.
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 N).
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 O).
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Anejo I/Appendix I
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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Anejo J/Appendix J
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo K/Appendix K
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 L/Appendix L
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
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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
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Anejo M/Appendix M
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
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Anejo N/Appendix N
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 O/Appendix O
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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Anejo P/Appendix P
Rubric to Evaluate Class Attendance and Participation
Student’s Name: ______________________ Total ________
Attendance _______ 0 pts = Absent in four or more workshops or absent in three workshops and was late in two workshops. 1 pts = Absent in three workshops or absent in two workshops and was late in three or more workshops 2 pts = Absent in two workshops or absent in one workshop and was late in three or more workshops 3 pts = Absent in one workshop or attended all workshop but was late in three or more workshops 4 pts = Attended all workshops but was late in one or two workshops 5 pts = Perfect attendance Class Participation _______
0 1 2 3 4 5
Contributes frequently to class discussion.
Demonstrate interest in class discussion.
Answers questions made by the facilitator and classmates.
Ask questions pertinent to the class subjects.
Arrived prepared to class.
Present arguments based on class lecture, work and assignments.
Demonstrate attention and opening towards arguments.
Demonstrate initiative and creativity in class activities.
0-Poor 1-Deficient 2-Average 3-Good 4-Very Good 5-Excellent
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Anejo Q/Appendix Q
Rubric to Evaluate Written Essay
Student’s Name: ______________________
Criteria Value Points Student Score
Content
Introductory statement is clear and well stated.
10
Major or relevant details are exposed in essay.
10
Present a thesis, supporting it in a persuasive and sophisticated way, providing precise and relevant examples.
10
Sentences are cohesive and ideas flow as the essay is read.
10
Establish a writer’s relationship with the subject, providing a clear perspective of the subject matter and engaging the audience’s attention.
10
Draw conclusions that reflect the relationships or significant outcomes of the discussion.
10
Demonstrate a comprehensive grasp of significant ideas, using them appropriately to reach a higher level of understanding in an organized manner.
10
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Language
Demonstrate a command of standard English or Spanish (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
TOTAL POINTS 100 (70 content + 30 language)
Student’s TOTAL SCORE __________
Student’s Signature: _______________________
Facilitator Signature: _______________________
Date: _________________
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Anejo R/Appendix R
Matriz Valorativa para evaluar Ensayos Escritos
Nombre de Estudiante: ______________________
Criterio Puntos Puntos del estudiante
Contenido
Introducción clara y bien establecida.
10
Detalles principales y relevantes son expuestos en el ensayo.
10
Presenta la idea y la sustenta de manera persuasiva y sofisticada proveyendo ejemplos precisos y relevantes.
10
Oraciones son coherentes y las ideas fluyen sin dificultad al leer el ensayo.
10
Establece una relación con el tema de manera que provee una perspectiva clara y atrae la atención de la audiencia.
10
Establece conclusiones claras que reflejan la discusión.
10
Demuestra la comprensión de ideas significativas las cuales utiliza apropiadamente para alcanzar un nivel más alto de entendimiento.
10
Lenguaje
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Demuestra un dominio del Español (vocabulario, sintaxis y flujo de ideas).
10
Utiliza la gramática de manera apropiada y correcta.
10
Maneja y utiliza verbos de manera apropiada y correcta.
10
TOTAL DE PUNTOS 100 (70 contenido + 30 lenguaje)
TOTAL del estudiante __________
Firma del Estudiante: _______________________
Firma del Facilitador: _______________________
Fecha: _________________
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Anejo S/Appendix S Rubric to Evaluate Oral Presentation
Student’s Name: ______________________
Criteria Value Points Student Score
Content
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener.
10
The speaker uses arguments which are adapted to the values and motivation of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively and enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very little disfluency such as (“ahs”, “uhms” or “you knwos”.
10
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Language
Student pronounces words in a clear and correct manner so as to make language understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
TOTAL POINTS 100 (70 content + 30 language)
Student’s TOTAL SCORE __________
Student’s Signature: _______________________
Facilitator Signature: _______________________
Date: _________________
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Anejo T/Appendix T
Students Weekly Progress Record Sheet Student Name: ______________________________
Criteria
Week One
Week Two
Week Three
Week Four
Week Five
Attendance
Class Participation
Assignments
Activities during class
Assessment
Workshop One
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Student’s Signature: ______________ Facilitator Signature: ______________
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Workshop Two
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Three
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Student’s Signature: ______________ Facilitator Signature: ______________ Workshop Four
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Student’s Signature: ______________ Facilitator Signature: ______________
Workshop Five
Comments:
________________________________________________________________
________________________________________________________________
________________________________________________________________
Student’s Signature: ______________ Facilitator Signature: ______________
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Anejo U/Appendix U
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
MSPA 720
MANUAL DE PRÁCTICA EN ASUNTOS PUBLICOS
PUBLIC AFFAIRS INTERNSHIP MANUAL
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
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TABLA DE CONTENIDO/TABLE OF CONTENTS
I. Introduction
II. Public Affairs Internship Academic and Professional Goals
III. Description of the Criminal Justice Workshop and Internship
IV. Student Eligibility Requirements
V. The Application and Approval Process
VI. The Placement Process
VII. Criteria in the Placement Process
VIII. Procedures during the Placement Process
IX. Student Responsibilities
X. Starting the Practice
XI. Expected Student Behavior
XII. Procedure for Norms Violations
XIII. During the Practice
XIV. Learning Strategies
XV. Problems during the Internship
XVI. Internship Completion
XVII. Evaluation Process
XVIII. Evaluation Check List
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Introduction
The purpose of the Public Affairs Internship is to complement, reinforce and place in
realistic perspective, the cognitive and effective objectives of classroom instruction. In
addition to being an important phase of the educational process, the internship also serves
as a test of the student’s potential for responsible, conscious, disciplined use of self in a
constructive relationship with others. Our internship philosophy is providing the student
with a specialty or knowledge in a particular area of criminal justice and/or public
administration. In addition the students will have the opportunity to develop a
professional experience integrating the theory and practice, on the job training and a
professional networking base for the future.
In the disciplinary perspective, the student will denote interdisciplinary scholarly
teaching and research in the behavioral and social science, including law and public
administration and focusing on the social problems of crime. The Ana G. Mendez
University System Public Affairs Internship, demonstrate how an individual can become
skilled and gain knowledge by many methods. Our educational goals are the acquisition
and applying knowledge, and the development of personal development and professional
skills.
Public Affairs Internship Academic and Professional Goals
As a result of his/her internship experience the student will have completed the general
objectives of MSPA 720 previously discussed in addition to:
1. Appreciate the opportunity to gain useful criminal justice and public
administration experience.
2. Enhance the understanding of the complexities of the criminal justice and public
administration organisms.
3. Expand a professional networking base contact developing relationships with the
practitioners who can help them in future employment.
4. Develop conscience to maintain professional continue education, public service
within the Criminal Justice specializes area.
Description of the Criminal Justice Workshop and Internship
The master’s degree program – Master of Science in Public Administration with a
concentration in Criminal Justice of the Florida Campuses of the Ana G. Mendez
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University System, requires a Public Affairs Internship. The class code is MSPA 720 in
which the students will take simultaneously an eight weeks workshop while completing
one hundred thirty (130) hours of practice. The students will earn 3 hours credits while
working in the internship program.
In the workshop, the students will meet with the facilitator every week – five (5)
workshops for knowledge application, skills development and personal and professional
development. In the Internship the students are required to complete various academic
assignments, as well as the assigned tasks at the field site. The hours of the student’s
internship will be subject to the regular hours of the Internship center. The hours schedule
may vary by means of an agreement between the student and internship facilitator
considering that the agreement does not affect the need of the services rendered.
Student Eligibility Requirements
1. The student must have successfully completed MSPA 510 along with 24 master’s
level credits.
2. The student must have a 2.5 GPA overall; a minimum of a 3.0 GPA in criminal
justice coursework is also required.
3. A student may be authorized for Internship in a center in which he/she works; this
may be done under the following conditions:
a. Identify and separate his/her labors as employee of the center.
b. Make sure that he/she has the time available to complete his/hers
Internship assignments.
c. The student will full fill his/her responsibilities that apply to all the
Internship students.
4. The actual or previous professional experience will not be considered it as a
substitute for the Public Affair Internship Program.
The Application and Approval Process
This application process should be (5) weeks prior the Internship Program.
1. Complete the application form.
2. The student must submit all documentations required in the application form.
a. A copy of your resume
b. A non official transcript
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c. A letter of intent. Please enclose 1 to 2 pages in APA style, stating why
you wish to do an internship, the area in which you are interested, you
personal and professional goals and the abilities and skills that you can
bring to the agency.
d. Two references, one from previous employer and one from a professor at
your current institution.
3. The student will meet with the Counselor of his/her Campus for an academic and
professional counseling. The Counselor will sign the clearance process in the
Public Affairs Internship application form.
4. The student must apply and present all the required documentation to the
Internship Coordinator for the evaluation of the acceptance in the Public Affairs
Internship.
5. The Internship Coordinator/Facilitator will provide the student a letter of
acceptance for MSPA 720 Public Affairs Internship.
6. Students will make arrangements with an agency or organization, to seek and
secure an internship position.
7. Completed the required documents of the Internship center.
8. The student will sign the Learning Contract with the internship agency or
organization.
9. The student will provide to the Internship Coordinator/Facilitator the acceptance
contract between the internship agency or organization and the Placement
Information Form. This process should be at least (2) weeks prior starting the
internship.
10. Each student must attend the five (5) weeks workshops. This meeting is
compulsory.
11. Once the internship position has been secured and finalized, it should be
considered a contract. Cancellation of an internship assignment can be made only
with the approval of the Internship Coordinator/Facilitator. Unapproved
cancellations will result in assigning the student a failing grade for the course
MSPA 720.
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12. After being approved for the Public Affairs Internship, the Internship
Coordinator/Facilitator will meet with the students for the following:
a. Familiarize the students with the objectives of the Criminal Justice
Internship.
b. Familiarize the students with the activities related to the Criminal Justice
Internship.
The Placement Process
The placement process should be performed by the student and the Internship
Coordinator/Facilitator. The first two steps in the placement process are to select the
field site and getting hired by the selected organization. The Internship
Coordinator/Facilitator will formalize the contract with the centers, identify the
immediate supervisor and act as a liaison between the center, the student and the
University.
The student will be placed according to various factors such as his/her residence, interest
in particular centers and availability of such.
Criteria in the Placement Process
Students should verify with their Internship Centers the availability and accessibility of
the following criteria:
1. Adequate physical space to place the students during the Internship.
2. Disposition to accept the presence of the Internship Coordinator/Facilitator
assigned by the University.
3. Accept the placement of the student during the designated academic term.
4. Offer an initial orientation about the center and the placement of the student in the
center.
5. Assign to the student duties and responsibilities that agree with the expectations,
knowledge and characteristics of a person with a Bachelors in Arts with a
Concentration in Criminal Justice degree.
6. Name a liaison officer that participates in the planning of the academic
expectations of the program.
7. Provides a variety of educational experiences during the Internship.
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8. Participation of the liaison officer in the meetings and other activities promoted
by the University and in situations in which it may be required.
Procedures during the Placement Process
1. The Internship Coordinator will meet with the appropriate officials of the center.
They will discuss the objectives of the Internship, the requisites and procedures
during the practice.
2. The Internship Coordinator will evaluate the facilities of the center to be used for
the students in the Criminal Justice practice.
3. The Internship Coordinator and the director of the center or the designated official
will meet to negotiate the conditions of the Internship.
4. The final decision to use or not an agency as a Center for the Internship in
Criminal Justice will be made between the Internship Coordinator and the
Director of Faculty and Curriculum or the University.
5. When an agency is accepted as an Internship Center the Internship Coordinator
will so notify the agency by letter confirming the agreements. A center for
Internship could be assigned by petition of an agency to the University. The
petition must be in writing.
6. At the beginning of the Academic term, if required by the agency, a legal contract
will be entered into between the agency and the University to be signed by the
agency chief official or the person which he designates and the designated
University Official.
Student Responsibilities
In order to obtain the expected professional and academic results, the students should
compromise to perform the following responsibilities:
1. Sign a daily attendance form in the internship center.
2. Avoid absenteeism. If you need to be absent, notify the center of any absence and
make up the absent time.
3. Know and understand the philosophy of the center, programs, norms and
established requisites for their services.
4. Maintain confidentiality and a professional demeanor in the internship center.
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5. Keep a journal with the daily activities and complete a reflexive diary two (2) per
week. Turn in the same to the internship coordinator every week.
6. Elaborate a weekly working program and daily agendas to be organized.
7. Prepare a portfolio about the activities performed during the Internship and the
goals achieved.
8. Promptly notify the internship coordinator of any accident that happens during the
Internship hours.
9. Attend agency professional activities with previous authorization by the
supervisor and inform the center liaison.
10. Participate in activities programmed by the Internship Coordinator.
11. Maintain continuous communication with the center liaison officer and the
Internship Coordinator.
Starting the Practice
After the acceptance for the Public Affair Internship we recommend to you to speak with
your immediate supervisor to discuss the logistics of your position and the mutual
expectations. It is highly recommendable to schedule the meeting on the practice center
hence you can get a feel for your new environment and possibly meet some of your future
colleagues.
Some topics that we recommend you to discuss with the supervisor are:
1. Starting and end dates, working hours, and the organization's dress code.
2. The working space, if is an assigned a desk, cubicle, etc. and where.
3. Professional expectations. Share what the center expect from you and what you
expect from the center.
4. Share your learning proposal with your supervisor or simply your goals. You can
use the letter of intent from the application form.
5. Try to obtain permission to conduct several informational interviews to your
colleagues while on site.
6. Meetings with the supervisor and the staff. Confirm the availability to be part of
those meetings.
7. Written Evaluations. Coordinate with the supervisor the evaluation process and
continue feedback during you practice.
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8. After discussing all subjects with your supervisor, write a letter or email that
clearly states your understanding of the logistics of your internship and your main
responsibilities.
Expected Student Behavior
The Internship Center is considered as an extension of the Ana G. Mendez University
System, because the student will be evaluated in this experience by criteria’s or norms
that derive from the following documents:
General Regulation of students
University norms relating to academic performance
Procedure for Norms Violations
The student that incurs in any violation to the Ana G. Mendez University System
established norms and procedures and the Master in Science Public Administration –
Criminal Justice Major program will be summoned to the office of the Internship
Coordinator. The student will have the opportunity to expose and discuss his/her
perception of the situation. The decision to be taken will be considered depend in with the
gravity or implications of the action. If necessary, the situation will be discussed with the
Director of Faculty and Curriculum who will decide about the situation with other
authorities of the University. The student that incurs in a violation to the academic norms
could receive the sanctions established by the General Regulation of student and could be
referred to the proper University official.
During the Practice
Assume control of your learning process. Do not hesitate to ask questions about your
work. When given an assignment, ask for a clear idea of the results expected of you, a
deadline for completion of the project, and where it falls among other priorities. If you
have the time, initiate new projects and assume new responsibilities. Take initiative; seize
the opportunity to learn from the professionals around you. Know what industry
publications they read, which professional associations they belong. Ask them questions
relating to their careers and professional experience.
In public administration and criminal justice, all agencies are different and, therefore, it is
impossible to delineate in great detail the responsibilities and the role an intern will play
in a respective agency. In general, students should observe the professional work of an
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agency and to the extent possible, participate in that agency's work. While it is realized
that from time to time an intern will be asked to answer phones, and perhaps provide the
agency with some other secretarial assistance, it is important for the agency to understand
that these types of tasks should be the exception rather than the rule, and should not occur
on a frequent basis.
Learning Strategies
1. Internship Journal: Keep an internship journal throughout your internship
experience. Keeping a journal will help you assess your internship experience and
also make it easier when it is time to update your resume in the fall. Your journal
entries do not have to be lengthy but they should capture what you are doing and
your general thoughts and reactions to your work. You should maintain your
journal on a daily basis
2. Be Professional: Arrive at work and finish your work at the according hours.
Respect the organization's dress code. Keep conversation content professional.
3. Maintain a Positive Attitude: Build yourself a support network at work. Cultivate
good working relationships with your colleagues: your supervisor, fellow interns,
support staff, professionals in other departments, etc. Lend a hand when needed.
Stay positive and optimistic during stressful periods.
4. Develop Your Network: Conducting on-site informational interviews during your
internship is a great way to learn more about the field and organization as well as
an effective means to develop your network of contacts.
Problems during the Internship
Problems can arise during an internship: conflicts with coworkers or supervisors, lack of
supervision, or incessant administrative tasks after the promise of a substantial project. If
you are faced with such challenges, we suggest students to contact immediately the
Internship Coordinator/Facilitator for further assistance. In addition Ana G. Mendez
University Florida Campuses offer academic and professional consulting services
through our Counselor. You can contact the Counselor offices at (407) 207-3363 in case
of a minor situation that you want to discuss with an objective person.
Internship Completion
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The completion of the Public Affairs Internship will be after the dedication of one
hundred-thirty (130) hour contact in eight (8) weeks. It is recommendable that the
students solicit to the direct supervisor for a recommendation letter or to serve as a
reference for future professional opportunities. In addition we recommend students in the
last day of practice, to send a written thank-you letter to your direct supervisor and any
other employees who served as mentors to you over the internship. Your letter should
convey your appreciation for the experience, a sense of what you learned; gratitude for
any references written on your behalf, and your school contact information.
Evaluation Process
Students are required to enroll in three (3) credit hours of internship. The evaluation will
be done by the internship center Supervisor and the Internship Coordinator once the one
hundred-thirty (130) hours of Internship are completed by the student. A final paper in
APA style and a portfolio will be part of the evaluation process as well.
Evaluation Check List
Students must complete all require assignments and evaluation process in order to be
evaluated by the Internship Coordinator/Facilitator. The assigned work in the following
evaluation check list should be deliver it in a portfolio style five days after the ending of
the Internship.
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