Post on 21-Sep-2018
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
PUAG 605
TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING TOPICOS Y CASOS EN POLITICA PÚBLICA Y PLANIFICACION URBANA
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 2
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
PRONTUARIO ................................................................................................................ 3
STUDY GUIDE .............................................................................................................. 11
WORKSHOP ONE ........................................................................................................ 17
TALLER DOS ............................................................................................................... 21
WORKSHOP THREE .................................................................................................... 25
TALLER CUATRO ........................................................................................................ 28
WORKSHOP FIVE/TALLER CINCO ............................................................................ 31
ANEJO A/APPENDIX A ............................................................................................... 35
ANEJO B/APPENDIX B ............................................................................................... 37
ANEJO C/APPENDIX C ............................................................................................... 39
ANEJO D/APPENDIX D ............................................................................................... 41
ANEJO E/ APPENDIX E ............................................................................................... 43
ANEJO F/APPENDIX F ................................................................................................ 45
ANEJO G/APPENDIX G ............................................................................................... 46
ANEJO H/APPENDIX H ............................................................................................... 47
ANEJO I/APPENDIX I ................................................................................................... 48
ANEJO J/APPENDIX J ................................................................................................. 50
ANEJO K/APPENDIX K ............................................................................................... 51
ANEJO L/APPENDIX L ................................................................................................ 52
ANEJO M/APPENDIX M ............................................................................................... 53
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 3
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
PRONTUARIO
Título del Curso: Tópicos y Casos en Política Pública y Planificación Urbana
Codificación: PUAG 605
Duración: 5 semanas
Pre-requisito: Ninguno
Descripción:
Análisis de los fundamentos básicos y la política pública idónea para la planificación,
desarrollo y revitalización de centros urbanos. El curso enfoca en la implementación de
programas de revitalización en comunidades y vecindarios así como los métodos
utilizados por el sector público para diseñar programas en comunidades deterioradas
que han fracasado en generar suficiente actividad económica y social por sí mismas. El
curso incluye el análisis de temas en las áreas de planificación social, educación,
planificación económica, asuntos ambientales y áreas relacionadas. Se otorga énfasis
a discusiones orientadas, liderato y administración gubernamental de proyectos
urbanos en el contexto de sistemas comunitarios, colaboración, provisión de servicios y
planificación del desarrollo comunitario. El curso provee a los participantes una
oportunidad para aplicar el adiestramiento teórico y metodológico a un asunto o área de
oportunidad específica sobre desarrollo urbano. Los estudiantes examinarán
investigaciones sobre rehabilitación comunitaria y de vecindarios a la vez que
completarán una investigación de campo sobre un área de su preferencia. El curso
será impartido utilizando diferentes métodos de enseñanza, incluyendo, pero sin
limitarse a: lecturas, presentaciones audiovisuales, estudio de casos, asignaciones en
Internet, investigación en acción, experiencias de campo y conferencias.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 4
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Objetivos Generales
Al finalizar el curso, el estudiante:
1. Analizará los problemas y retos que enfrentan las áreas urbanas y sus
instituciones.
2. Argumentará en torno a interrogantes claves y dilemas de política pública del
desarrollo urbano.
3. Establecerá una perspectiva general de asuntos y tópicos específicos que
afectan el desarrollo urbano.
4. Examinará las oportunidades y limitaciones que enfrentan las áreas urbanas y
sus instituciones en la planificación de su desarrollo.
5. Defenderá la implantación de proyectos innovadores para el mercado de las
ciudades como un espacio mejor para vivir.
6. Identificará, de forma panorámica, varias áreas de planificación urbana que
afectan la gestión cotidiana de los planificadores urbanos.
7. Argumentará, de forma convincente, a favor de proyectos de desarrollo urbano.
Lecturas Requeridas para Referencia y/o Discusión del Curso:
Una selección de publicaciones y artículos a discreción del Facilitador, se harán
disponibles en la biblioteca para complementar la discusión en clase y el uso de
referencias.
Lecturas Recomendadas para Referencia en el Curso:
Levy, John. (1999). Urban America: Processes and Problems. New Jersey:
Prentice Hall, Publisher.
Levy, John. (2005). Contemporary Urban Planning. (7th ed.). Upper Saddle
River, NJ: Prentice Hall, Publisher.
Jones, Bernie. (1990). Neighborhood Planning: A Guide for Citizens and
Planners. American Planning Association.
Ross, Bernard and Levine, Myron A. (2005). Urban Politics: Power in
Metropolitan America. (7th ed.) New York: Wadsworth Publishing.
Peterman, William. (2000). Neighborhood Planning and Community-Based
Development: The Potential and Limits of Grassroots Action. Sage Publisher.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 5
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Evaluación:
Asignaciones 15%
Participación y trabajos en grupo 15%
Presentaciones orales 15%
Portafolio 20%
Examen 15%
Desarrollo de un Proyecto Especial 20%
TOTAL 100%
Descripción de la evaluación:
Tareas escritas para entregar – Asignaciones - (15%)
Se asignarán trabajos escritos (preguntas, búsqueda de información,
redacción de ensayos, reflexiones…) que deberán entregar en la fecha que
se le indique. Los estudiantes conservarán copia de los trabajos entregados.
La evaluación del trabajo se hará utilizando la matriz valorativa del Anejo A.
Participación y trabajos en grupo – (15%)
Los temas de los trabajos en grupo se seleccionarán el día del Primer Taller
en consulta con el Facilitador del curso. La evaluación de los trabajos se hará
utilizando la matriz valorativa del Anejo B.
Presentaciones orales – (15%)
Evaluación de las presentaciones utilizando la matriz valorativa del Anejo D.
Portafolio – (20%)
Evaluación de los trabajos utilizando los Anejos E al L.
Examen – (15%)
El Facilitador del curso tomará la decisión en relación con el tipo de examen
a ofrecerse y los criterios para la evaluación del mismo.
Desarrollo de un Proyecto Especial – (20%)
El tema del trabajo especial se seleccionará el día del Primer Taller en
consulta con el Facilitador del curso. La forma de presentación del
documento será determinada por el Facilitador del curso. La evaluación se
basará en los criterios establecidos en el Anejo A. El proyecto escrito será
en inglés y la presentación en español.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 6
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Escala
Se evaluará al estudiante por la escala siguiente:
A- 100-90 B-89-80 C-79-70 D-69-60 F- 59-0
Otros: A discreción del Facilitador
Descripción de las Normas del Curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será
facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada
taller deberá ser conducido enteramente en el lenguaje especificado. Los
lenguajes serán alternados en cada taller para asegurar que el curso se ofrece
50% en inglés y 50% en español. Para mantener un balance, el módulo debe
especificar que se utilizarán ambos idiomas en el quinto taller, dividiendo el
tiempo y las actividades equitativamente entre ambos idiomas. Si un estudiante
tiene dificultad en hacer una pregunta en el idioma especificado, bien puede
escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el
facilitador deberá contestar la misma en el idioma designado para ese taller.
Esto deberá ser una excepción a las reglas pues es importante que los
estudiantes utilicen el idioma designado. Esto no aplica a los cursos de lenguaje
que deben ser desarrollados en el idioma propio todo en inglés o todo en
español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 7
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 8
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Existen otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre
ellas están:
www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 9
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 10
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 11
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
STUDY GUIDE
Course Title: Topics and Cases in Public Policy and Urban Planning
Code: PUAG 605
Time Length: 5 Weeks
Prerequisite: None
Description:
The course presents the basic foundations and suitable public policies used in planning,
development and revitalization of urban areas. The focus of the course is the
revitalization of communities and neighborhoods, as well as the methods utilized by the
public sector to design programs in distressed neighborhoods that have failed to
generate sustainable social and economic activity. The course includes analysis of
topics in the areas of social planning, education, economic development, environmental
issues and related areas. It gives emphasis to discussions on leadership and
government administration of urban projects in the context of community systems,
collaboration, service delivery and community development planning. The course
provides the students with the opportunity to apply theoretical concepts and
methodology to an issue or area of interest in the urban development field. The students
will examine research on community and neighborhood redevelopment while
completing a field study on a community development topic of their choice. The course
will be implemented through a variety of teaching methods, including but not limited to:
presentations, audiovisuals, case studies, internet research, assignments, site research,
field experiences and lectures.
General Objectives:
At the end of the course, the student will be able to:
1. Analyze issues and challenges confronted by urban areas and their constituency.
2. Discuss the key issues and dilemmas of public policy as it relates to community
development.
3. Establish a general perspective of particular issues and topics that affect
community development.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 12
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
4. Examine the opportunities and limitations that urban areas and their institutions
confront in the planning and development process.
5. Defend the implementation of innovative projects in today’s urban markets in the
content of “smart growth” or better utilization of urban space.
6. Identify in a panoramic perspective, a variety of urban planning concepts which
affect the daily work of urban planners.
7. Debate in a persuasive influential manner in favor of community development
projects.
Evaluation:
Individual assignments 15%
Group assignments and participation 15%
Oral presentations 15%
Portfolio 20%
Exam 15%
Special Project 20%
Evaluation’s description:
Written assignments based on individual work 15%
This work will consist of written compositions, research, essays and reflective
compositions that students should turn in by the due date. Students should keep
copies of the work turned in. Evaluation of assignments will be conducted using
Appendix A.
Participation and work group 15%
Participation, including work assigned in groups during class, will be evaluated
using Appendix B.
Oral presentations 15%
Evaluation of oral presentations will be based on the criteria contained on
Appendix D.
Portfolio 20%
A portfolio will be required for this course and will be evaluated using the criteria
established on Appendix E to L.
Exam 15%
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 13
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
An exam will be required for this course and its content and form will be
determined by the Facilitator.
Special Project 20%
A special project will be required. The topic of the project will be selected the first
day of class in consultation with the Facilitator. The format and requirements for
the project will be determined by the Facilitator and the evaluation will be based
on the criteria for written projects and essays established in Appendix A. The
written project will be in English and the oral presentation in Spanish.
Scale
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Other
At the discretion of the facilitator.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each workshop
will be conducted entirely in the language specified. The language used in the
workshops will alternate to insure that 50% of the course will be conducted in
English and 50% in Spanish. To maintain this balance, the course module may
specify that both languages will be used during the fifth workshop, dividing that
workshop’s time and activities between the two languages. If students have difficulty
with asking a question in the target language in which the activity is being
conducted, students may choose to use their preferred language for that particular
question. However, the facilitator must answer in the language assigned for that
particular day. This should only be an exception as it is important for students to use
the assigned language. The 50/50 model does not apply to language courses where
the delivery of instruction must be conducted in the language taught (Spanish or
English only).
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 14
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
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. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 15
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
www.google.com
www.altavista.com
www.ask.com
www.excite.com
www.pregunta.com
www.findarticles.com
www.telemundo.yahoo.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 16
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 17
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Workshop One
Specific Objectives:
1. The student will learn about the basic concepts of planning, urban planning and
their correlation.
2. The student will learn the value of planning in addressing the social needs of
urban communities.
3. The student will learn how public policy is linked to planning and urban
development.
4. The student will be able to understand the extent to which public policy affects
urban communities.
5. The student will expand their understanding of current public policy issues and
their impact in the social and economic welfare of urban communities.
Language Objectives:
1. The student will be able to define a selection of planning definitions.
2. The student will write about their personal experiences living in an urban city or
any place in the world.
3. The student will explain the importance of design in urban planning.
Electronic Links (URLs):
The Urban Institute
http://www.urban.org
Planning
http://www.planning.org/
http://www.cyburbia.org/
Metropolitan Housing and Communities Center
http://www.urban.org/center/met/index.cfm
Urban Research Links
http://www.planning.org/research/
http://www.curp.neu.edu/research/urban.htm http://www.northwestern.edu/ipr/research/resurban.html
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 18
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Planning Definitions
www.wikipedia.com
www.newurbanism.org
www.urbandesign.org http://www.chatthillcountry.org/education/glossary.htm http://www.safarayaneh.com.my/vcityblog/index.php?option=com_fireboard&func=view
&id=91&catid=31
Smart Growth
http://www.lincolninst.edu/index.asp http://www.pps.org/great_public_spaces/
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials. Pay
close attention to the rubrics in the Appendix section. These rubrics will be used
to assess your knowledge.
2. Find the definitions for the following terms:
a. Planning
b. Urban Planning
c. Urban sciences
d. Urban design
e. New urbanism
f. City
g. Zoning
h. Urban Space
i. Urban Sprawl
j. Global Cities
k. Community Development
l. Urban Revitalization
m. Comprehensive Plans
Create your own definitions based on your findings.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 19
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
3. Write a short essay (2-3 paragraphs) based on your personal experience,
describing the place where you grew up. In your essay, explain from a planning
perspective, the characteristics of the place, was it a city or rural area, what were
the positive and negative characteristics, what were the social conditions, how
was the environment, describe the conditions that have contributed to the quality
of life and the economic conditions to the present days (see Appendix A). Use
APA style. For more information about APA, visit the Learning Resource Center.
4. Conduct research about local, state or federal planning documents. Select a
particular planning document. Come prepared to discuss your findings.
Activities:
1. The facilitator and the students will introduced themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. Selection of the student’s representative and explanation of their role.
3. Discussion of the course objectives and student’s evaluation.
4. Each student will make a presentation about their essay (place where they grew
up) and answer the assigned questions (see Appendix C).
5. The facilitator will initiate a discussion about the assigned definitions.
6. The class will be divided in groups to discuss their understanding of how public
policy and planning are interconnected. Students will use and share their
research assignment for their group discussion. What do you think are the effects
of public policy and planning in local communities? Give specific examples of
planning issues that are important to a community (see Appendix C).
7. Groups will report their findings to the class.
8. The facilitator will make a presentation about the importance of planning in our
government system and how it affects urban policies.
9. The facilitator will open a discussion.
10. The facilitator will suggest several topics for the final project and will help
organize the work groups (see Appendix B and D).
11. Students will return their essays and assignments to the Facilitator for further
review and comments.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 20
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Assessment:
1. The students will complete the reflexive journal (Appendix M).
2. The Facilitator will assess students’ progress based on reflexive journal, essays
and assignments.
3. Class participation rubric.
4. Written report rubric.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 21
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Taller Dos
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Conocerá el significado de varios conceptos integrales de la planificación y la
política publica.
2. Conocerá el significado del concepto planificación estratégica urbana, los
componentes que lo integran y la importancia de que las partes envueltas lo
consideren como una especie de acuerdo contractual entre los sectores que
participan en su diseño, desarrollo y evaluación.
3. Conocerá y valorizará el origen, desarrollo e importancia que posee la
planificación estratégica urbana en el desarrollo de las sociedades.
4. Comprenderá el efecto que posee la política pública sobre el desarrollo y el
cambio urbano.
5. Valorizará la importancia que los modelos de desarrollo urbano le dan a la
ecología de los espacios físicos, la zonificación y uso de la tierra.
Objetivos del Lenguaje:
1. Identificará y analizará la relación causa y efecto que ocurre entre los
movimientos migratorios y la prestación de servicios por parte del gobierno.
2. Comparará y contrastará entre modelos de desarrollo urbano.
3. Identificará las diversas variables que afectan el desarrollo de las áreas urbanas
dentro del contexto macroeconómico, tecnológico y demográfico.
Enlaces Electrónicos:
Macroeconomía
http://www.zonaeconomica.com/definicion/macroeconomia
Nueva Economía
http://es.wikipedia.org/wiki/Nueva_Econom%C3%ADa
Origen Planificación Estratégica Urbana
http://es.wikipedia.org/wiki/Planificaci%C3%B3n_estrat%C3%A9gica_urbana
Planeamiento urbano
http://es.wikipedia.org/wiki/Planeamiento_urbano
Demografía
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 22
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
http://www.entradagratis.com/DatoMuestra.php?Id=6902
Programas de gobierno relacionados con en desarrollo urbano
www.hud.gov
http://www.epa.gov/smartgrowth/
Modelos de desarrollo urbano
http://www.knowledgeplex.org
http://www.dca.state.fl.us/fdcp/DCP/compplanning/online.cfm
Globalización
www.globalizacion.org
Asignaciones antes del Taller Dos:
1. Utilizando la información que aparece en las direcciones electrónicas
enunciadas previamente, libros de textos o diccionarios, prepare un glosario con
la definición de los siguientes conceptos y prepárese para su discusión en clase
(vea Anejo A).
a. Economía
b. Microeconomía
c. Macroeconomía
d. Demografía
e. Movimientos migratorios
f. Planificación estratégica
g. Planificación estratégica urbana
h. Globalización
i. Desparramamiento urbano
j. Plan de desarrollo urbano
k. Modelo económico
l. Desarrollo sostenible
2. Busque un reportaje sobre la evolución del modelo económico y social de su
país de origen y llévela a clases para utilizarla en una actividad grupal de
aprendizaje.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 23
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
3. Leer el modelo de desarrollo urbano “Main Street Model” presentado en
www.Knowledgeplex.org, articulo “Revitalizing Commerce for American Cities”,
paginas 47-54. Preparar un resumen y venir preparado a discutir los siguientes
temas:
o Los elementos integrales de un plan de desarrollo
o Los factores que afectan la planificación de un centro urbano
o La influencia de la comunidad en el proceso de planificación
o Elementos económicos que se consideran en un plan de desarrollo
Actividades:
1. El Facilitador comenzará la clase discutiendo algunos de los puntos del taller
anterior. Se contestarán las dudas de los estudiantes.
2. Se organizará una competencia o debate entre los integrantes del curso, una
vez se hayan dividido en dos grandes subgrupos. La competencia girará
alrededor de los conceptos que los estudiantes debieron definir previo al taller
(vea Anejo C).
a. El Facilitador mencionará un concepto y el grupo que, sin consultar con
sus notas o escritos, pueda ofrecer la mayor cantidad de definiciones
correctas de cada concepto será el grupo ganador del debate.
b. El Facilitador tendrá la potestad de decidir el premio o reconocimiento a
otorgar.
3. El Facilitador hará una presentación sobre los conceptos integrales de un
plan de desarrollo.
4. Basado en la presentación, lecturas asignadas e investigaciones, los estudiantes
van a analizar los siguientes conceptos:
o ¿Por que el gobierno de la Florida requiere que cada ciudad y condado
tenga un plan de desarrollo?
o ¿Cuáles de los elementos integrales de un plan de desarrollo consideras
los más importantes?
o ¿Cuáles son los factores que afectan la planificación de un centro
urbano?
o ¿Cómo contribuye la comunidad en el proceso de planificación urbana?
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 24
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
o ¿Qué aspectos demográficos, económicos y sociales se deben
considerar al diseñar una comunidad urbana?
5. Los estudiantes se organizarán en dos grupos con el fin de analizar y compartir
opiniones en relación al reportaje asignado. Hacer una tabla de los factores que
se mencionan en el artículo que han contribuido al estancamiento del desarrollo
económico y social de su país de origen y compárelo con los países de sus
compañeros de grupo. Discuta las similitudes y diferencias de los hallazgos y las
estrategias de planificación urbana que se pueden aplicar para contrarrestar los
efectos del estancamiento económico y social de un país o comunidad.
6. Los estudiantes reportarán al resto del grupo el análisis de la lectura asignada.
7. El Facilitador aclarará preguntas sobre las asignaciones del Taller Tres.
8. El Facilitador explicará el proyecto final y permitirá a los grupos reunirse por
varios minutos para continuar la organización del proyecto.
Avalúo
1. El Facilitador le pedirá a los estudiantes que escriban en el diario reflexivo, la
respuesta a la siguiente pregunta: ¿Cuál o cuáles de los conceptos asignados y
/o discutidos en clase no te resultó fácil de comprender? ¿En qué radica la
dificultad?
2. El Facilitador utilizará el diario reflexivo para evaluar el progreso de los
estudiantes.
3. Matriz valorativa sobre participación en grupo.
4. Matriz valorativa de trabajos escritos.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 25
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Workshop Three
Specific Objectives:
1. The student will learn the importance of public policies designed to improve and
revitalize communities.
2. The student will be able to understand the connection between federal programs
and local governments in implementing urban policies and community development
programs.
3. The student will be introduced to federally mandated policies and processes in
the implementation of urban policies and community development programs.
4. The student will grasp conceptual knowledge about issues affecting local urban
communities.
5. The student will examine examples of comprehensive community revitalization
programs which are being implemented in the United States.
6. The student will be able to visualize the ripple effect of national economic policies
on local urban issues.
Language Objectives:
1. After reading the assigned readings and watching the class videos, the student
will be able to communicate and explain urban issues clearly.
2. Based on the concepts learned, students will be able to write about policy issues,
urban policies and revitalization programs.
3. Students will be able to debate the effectiveness of federally funded programs
dealing with the social and economic issues of urban communities.
Electronic Links (URLs):
Neighborhood Stabilization Program
www.hud.gov/news/release.cfm?content=pr08-148.cfm
http://www.hud.gov/offices/cpd/communitydevelopment/programs/neighborhoodspg/
Programs in Florida
http://www.dca.state.fl.us/fhcd/cdbg/NSP.cfm
http://www.ocfl.net/housing
Cases and issues in urban public policy and community development
http://www.knowledgeplex.org
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 26
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
http://www.brookings.edu/
Citizen participation
www.grass-roots.org
http://www.planetizen.com/node/33405
http://www.cagw.org/site/PageServer
Topics
http://www.publicagenda.org/
Federal government and urban affairs:
http://earmarks.omb.gov/authorizations-by-state/summary.html
http://banking.senate.gov/public/
Assignments before Workshop Three:
1. Read the recommended URL’s, textbooks and other reference materials. Pay
close attention to the rubrics in the Appendix section. These rubrics will be used
to assess your knowledge.
2. Prepare to analyze and discuss Case #1: Dealing with the foreclosure crisis in
our communities: The Neighborhood Stabilization Program. Write a paper
responding to the following questions:
a. What is the Neighborhood Stabilization Program?
b. Why was the program created?
c. Who will be responsible for formulating the program? What activities will
be implemented?
d. What role the citizens will play in the process?
e. Do you believe government the program offers a viable alternative to deal
with the foreclosure crisis?
f. In your opinion, what type of impact the program will have in revitalizing
communities distressed by high foreclosure rates?
g. In your opinion, is the program a good use of tax dollars?
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 27
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
3. Can you list other examples of federal programs, initiatives, subsidies or grants
linked to urban planning and development?
Activities:
1. The Facilitator will review main concepts from the previous workshop. Students
will have an opportunity to ask questions.
2. Students will turn in their written assignments.
3. The Facilitator will present a series of videos on the foreclosure crisis. Samples
of these videos are: http://video.aol.com/video-detail/legislation-proposed-to-
help-stem-foreclosure-crisis/939525514
4. Watch video: http://video.aol.com/video-detail/foreclosures-soar/266515299
5. After watching the videos, students will have an open debate on the foreclosure
crisis and its economic impact on local communities.
6. Students will divide in groups to discuss the first case: Dealing with the
foreclosure crisis in our communities: Neighborhood Stabilization Program. Each
group will prepare a presentation utilizing the research obtained in completing
Part 2 of the assignment.
7. Groups will make presentations to the class. Remember to use creativity as well
as conceptual clarity in your presentation.
8. The Facilitator will make a presentation about federal, state and government
programs which complement urban policies and programs.
9. The Facilitator will open a roundtable discussion on how to get citizens involved
in policy processes affecting urban planning and issues.
10. Students will report on their progress and/or challenges in completing their
special field project. The Facilitator will answer questions about the project.
Assessment:
1. Students will complete the reflexive journal (Appendix M).
2. The Facilitator will assess students’ progress based on reflexive journal, class
discussions and assignments.
3. Class participation rubric.
4. Written report rubric.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 28
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Taller Cuatro
Objetivos Específicos:
1. El estudiante conocerá la importancia de la preparación de un Plan de Desarrollo
que haga viable un exitoso, eficiente y efectivo desarrollo urbano orientado hacia el
logro de la calidad de vida que merecen los ciudadanos.
2. Estudiará los criterios utilizados como marco de acción para el manejo y uso de
espacio físico, diseño y uso de la tierra, y como afectan el desarrollo económico.
3. Analizará las disposiciones de un Plan de Desarrollo y la forma en que su misión,
metas y objetivos se han convertido en realidad.
4. Conocerá los deberes de una jurisdicción al momento de preparar un Plan de
Desarrollo.
5. Comprenderá el origen y desarrollo del concepto de nuevo urbanismo.
Objetivos del Lenguaje:
1. El estudiante podrá visualizar y explicar las características de una comunidad
urbana establecida en los fundamentos del nuevo urbanismo.
2. El estudiante demostrará conocimiento de lo que abarca un plan de desarrollo
urbano por medio de discusiones orales en el taller.
3. El estudiante podrá debatir acerca de los asuntos que afectan la calidad de vida
urbana (desarrollo económico, medio ambiente, transportación, vivienda, etc.).
Enlaces Electrónicos:
Plan de desarrollo
http://www.dca.state.fl.us/fdcp/DCP/compplanning/index.cfm
http://www.orangecountyfl.net/cms/DEPT/growth/planning/comprehensive/default.htm
www.definicion.org/plan-nacional-de-desarrollo
Nuevo urbanismo y crecimiento sostenible
www.uli.org
www.newurbanism.org
www.thecityfix.com
www.ciudadesactivas.org/espanol
www.transitorienteddevelopment.org
www.metrocenter.ucf.edu/projects.php
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 29
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
www.smartgrowthamerica.org
Caso de Estudio #2: Distrito del Sol (Páginas 55-64)
http://www.knowledgeplex.org/showdoc.html?id=49663
Asignaciones antes del Taller:
1. Leer los enlaces electrónicos del taller.
2. Buscar ejemplos de ciudades o centros urbanos que son modelos de
planificación y uso adecuado de los siguientes elementos:
Transportación
Uso de espacio
Áreas de conservación
3. Venir preparado para discutir el documento de cómo recobrar el progreso
económico de los centros urbanos; Caso de Estudio: Distrito del Sol:
http://www.knowledgeplex.org/showdoc.html?id=49663 (Páginas 55-64).
4. Continuar trabajando en el proyecto final y portafolio.
Actividades:
1. El Facilitador aclarará dudas del taller anterior o cualquier otro tópico relacionado
con el taller.
2. Los estudiantes verán videos relacionados con transportación en centros
urbanos. Los videos se encuentran en el siguiente enlace electrónico:
http://www.newurbanism.org/transport.html
3. Los estudiantes participarán en una discusión sobre el problema de
transportación que existe en el centro de la Florida y desarrollarán ideas y
conceptos de planificación para formular un plan de transportación.
4. Cada estudiante o grupo presentará sus soluciones al problema de
transportación en la Florida Central.
5. El Facilitador comenzará una discusión en referente a la pregunta #2 de la
asignación. Los estudiantes hablarán de los ejemplos que encontraron en su
investigación.
6. Se discutirá el caso de cómo revitalizar el comercio en las zonas urbanas (Parte
3 de la asignación).
7. El Facilitador entregará el Examen Escrito (para el hogar) a los estudiantes.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 30
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
8. El Facilitador hablará del proyecto final y las presentaciones que los estudiantes
harán en el Taller 5. Se contestarán dudas acerca del proyecto.
Avalúo
1 .El Facilitador le pedirá a los estudiantes que escriban en el diario reflexivo, la
respuesta a la siguiente pregunta: ¿Cuál o cuáles de los conceptos asignados y/
o discutidos en clase no te resultó fácil de comprender? ¿En qué radica la
dificultad?
2. El Facilitador utilizará el diario reflexivo para evaluar el progreso de los
estudiantes.
3. Matriz valorativa sobre participación en grupo.
4. Matriz valorativa de trabajos escritos.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 31
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. The workshop will provide students with knowledge about current urban issues in
their community.
2. Students will learn about research studies related to public policies and planning.
3. Students will be able to interpret different perspectives in relation to urban
policies and issues.
4. Students will use critical thinking to analyze, and create solutions to actual
problems affecting our community.
Language Objectives:
1. Students will be able to demonstrate their knowledge and analytical skills through
an oral presentation on their selected topic about policy and/or urban planning.
2. Students will talk about their experiences and will share conclusions related to
their research.
3. Students will write about their own research and interpretation of the policy and
urban planning issue.
Electronic Links (URLs):
Research on topics and cases in Public Policy- Students may want to consider them as
a guide to their presentations:
http://www.cyburbia.org/
http://www.urban.org/center/met/index.cfm
http://www.planning.org/research/
http://www.curp.neu.edu/research/urban.htm
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 32
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
http://www.cityfix.org
http://www.brookings.edu/
http://www.knowledgeplex.org
http://www.communityenvironmentalcouncil.org/?gclid=CN7i55rYx5YCFQXGsgodjX8ox
w
http://www.portlandonline.com/shared/cfm/image.cfm?id=91697
http://www.mediapolicycenter.org/projects/publicspacepublichealth.php
http://www.nycfuture.org/?_kk=urban%20plan&_kt=165b9cb7-d92e-4879-bfa7-
2403ddb2623b&gclid=CM_qm8DZx5YCFQVuswodRzkExg
Assignments before Workshop Five:
1. Complete the Take Home Exam (in Spanish).
2. Prepare for the oral presentation in Spanish (no more than15 minutes).
3. Prepare a written report in English for final project (minimum 5 pages, maximum
8 pages, APA style. Please refer to Appendix A for evaluation criteria).
4. Complete the portfolio (English and Spanish when required).
Activities:
1. The facilitator will start the class with a short review (in Spanish).
2. Students will hand in the final evaluation as specified by the facilitator. (i.e.
Cooperative Exam / Take Home ).
3. As an icebreaker activity, the Facilitator will select a current topic related to urban
planning and will initiate a class discussion (in Spanish).
4. Students will begin their oral presentations in PowerPoint (see Appendix D - in
Spanish).
5. Students will have the opportunity to ask questions to each presenter about their
special project (in Spanish).
6. Students will be divided in small groups. Each group will design the city of their
dreams; will make a list of the characteristics that a great city must have. Name
your imaginary city and include the urban trends included in class. Students will
use creative methods for this exercise (in English) (see Appendix B).
7. Each group will present their results (in English).
8. Students will complete their reflexive diary (in English – see Appendix M).
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 33
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
9. Students will hand in the Portfolio.
Assessment:
1. Students will complete the reflexive journal.
2. The Facilitator will assess students’ progress based on reflexive journal, class
discussions and assignments.
3. Class participation rubric.
4. Written report rubric.
5. Final Exam
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 34
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejos/Appendixes
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 35
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo A/Appendix A RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language
Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly. 10
Manages and uses verbs appropriately and correctly. 10
Total Points 100 (70% content and
30% language)
Student’s total Score:
_______
Student’s Signature: ________________Facilitator’s Signature:___________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 36
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criterio Puntos Puntuación
Contenido
Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido. 10
La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad. 10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje
Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente. 10
Maneja verbos y acentuación apropiada y correctamente. 10
Total Puntos 100 (70% contenido
y 30% lenguaje)
Puntuación Total:
_______
Student’s Signature: _______________Facilitator’s Signature:___________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 37
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo B/Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO Nombre del Estudiante: _____________________ Fecha: _______________ Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo. 10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo. 10
Contribuyó frecuentemente a las discusiones del grupo 10
Participó activamente en las reuniones y actividades. 10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 38
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES
Students name: _________________________ Date: _______________ Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities. 10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 39
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo C/Appendix C
MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CLASE NOMBRE: _________________________ FECHA:___________________ 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Participa activamente de todas las actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase.
5. Contribuye a la clase con material e información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE
8. Contribuye frecuentemente a las discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Comentarios: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Firma Facilitador:_________________________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 40
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: _______________________________ FINAL GRADE ____________ DATE: _______________________________
Class Participation: ______ x 2 =_____%
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A- NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class
discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE
8. Contributes frequently to class discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 41
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo D/Appendix D
MATRIZ VALORATIVA PARA EVALUACIÓN DE PRESENTACIONES ORALES
NOMBRE:___________________________ NOTA FINAL:____________ FECHA:______________________ TITULO:__________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. Realiza una introducción efectiva del tema.
2. Identifica el propósito, los objetivos e ideas principales que se incluyen en la presentación.
3. Proyección efectiva, postura corporal adecuada, y manejo de la audiencia.
4. Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
5. Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
7. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique
LENGUAJE
8. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
9. Dicción clara, sin muletillas o barbarismos y tono adecuado.
10. La presentación es organizada y coherente y puede seguirse con facilidad.
Comentarios: __________________________________________________________________________________________________________________________________________________________________________________________________________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 42
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
RUBRIC TO EVALUATE ORAL PRESENTATIONS
NAME:__________________________ FINAL GRADE: ___________________ DATE:____________________________ TITLE: ________________________ 0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. Performs an effective introduction of the theme to be discussed.
2. Identifies purpose, objectives and principal ideas included in the presentation.
3. Effective projection, adequate body posture and audience management.
4. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
5. Captures audience attention and interest and/or promotes participation, depending on which applies.
6. The summary of principal points and/or the presentation of conclusions are clear and appropriate.
7. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.
LANGUAGE
8. Utilized appropriate language with syntactical and grammatical correction.
9. Clear diction, without pet phrases, barbarisms and with adequate tone.
10. Presentation is organized, coherent and can be easily followed.
Comments: ____________________________________________________________________________________________________________________________________________________
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 43
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo E/ Appendix E PORTFOLIO
Guidelines to prepare the portfolio 1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
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 G).
Introduction and conclusion of the income and outcome of the portfolio.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 44
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix F).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix J). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
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 K).
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 L).
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 45
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo F/Appendix F
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:
Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 46
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo G/Appendix G Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 47
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo H/Appendix H
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.
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 48
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo I/Appendix I Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and
size? Are entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that
makes it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio?
Are entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true
reflection of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 49
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Collaboration: Do items show examples of both individual
and group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
Reflection and Personal growth: Do items show
exceptional understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear
understanding of ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s
value (skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = 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
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 50
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo J/Appendix J Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 51
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo K/Appendix K
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
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 52
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo L/Appendix L
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
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 53
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Anejo M/Appendix M
DIARIO REFLEXIVO
Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos,
los sentimientos y las actitudes que se desatan a partir de la discusión y los
trabajos de cada taller. Este proceso le ayudará en su autoanálisis, así como
propiciará la auto evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el
taller y conteste las mismas en forma de ensayo con excelente gramática,
ortografía y puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias
personales…
PUAG 605 TOPICS AND CASES IN PUBLIC POLICY AND URBAN PLANNING 54
Prep. 2008. Prof. Evelyn Molina Morgado, MPA, Rev. 2008. Nancy Sharifi, MPA
Reflexive Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts,
feelings, and attitudes experienced after class discussion and
assignments. This process will help your self-assessment.
Using the following questions, reflect about what was presented in this
workshop and answer the questions following an essay style using
excellent grammar, syntax and punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…