ITHM 250 TOURISM INTERNSHIP I PRÁCTICA TURISMO I · práctica. Es importante que cada estudiante trabaje este portafolio a partir de la . ITHM 250 Student Internship I 6 Prep. 09-30-05

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

ITHM 250

TOURISM INTERNSHIP I

PRÁCTICA TURISMO I

© Sistema Universitario Ana G. Méndez, 2009

Derechos Reservados.

© Ana G. Méndez University System, 2009. All rights reserved.

ITHM 250 Student Internship I 2

Prep. 09-30-05. Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................................................................................................ 3

Study Guide .................................................................................................................. 13

Workshop One .............................................................................................................. 22

Taller Dos ...................................................................................................................... 25

Workshop Three ............................................................................................................ 28

Taller Cuatro ................................................................................................................. 30

Workshop Five/Taller Cinco .......................................................................................... 33

Anejo A/Appendix A ...................................................................................................... 36

Anejo B/Appendix B ...................................................................................................... 38

Anejo C/Appendix C ...................................................................................................... 40

Anejo D/Appendix D ..................................................................................................... 42

Anejo E/Appendix D ...................................................................................................... 43

Anejo F/Appendix F ....................................................................................................... 45

Anejo G/Appendix G...................................................................................................... 46

Anejo H/Appendix H ...................................................................................................... 47

Anejo I/Appendix I ......................................................................................................... 49

Anejo J/Appendix J........................................................................................................ 50

Anejo K/Appendix K ...................................................................................................... 51

Anejo L/Appendix L ....................................................................................................... 52

Anejo M/Appendix M ..................................................................................................... 53

Anejo N/Appendix N ...................................................................................................... 54

Anejo O/Appendix O...................................................................................................... 56

Anejo P/Appendix P ...................................................................................................... 58

Anejo Q/Appendix Q...................................................................................................... 59

Anejo R/Appendix R ...................................................................................................... 60

Anejo S/Appendix S ...................................................................................................... 62

Anejo T/Appendix T ....................................................................................................... 63



Prontuario

Título del Curso Práctica de Turismo I

Codificación ITHM 250

Duración Cinco Semanas

Pre-requisito ITHM 101, ITHM 102, ITHM 115, ITHM 280

Descripción

El curso ITHM 250 será referido como Práctica o Internado I. Este curso es la

actividad que culmina la primera parte de la Práctica o Internado para los estudiantes

que se encuentran en los Bachilleratos en Ciencias en Turismo Internacional y

Gerencia Hospitalaria con especialidad en Gerencia Hotelera. La Práctica o Internado I

ayuda al estudiante a completar su preparación académica para la profesión dentro de

la industria de la hospitalidad y provee una combinación de experiencia de trabajo y la

oportunidad de aplicar lo aprendido dentro del salón de clases. Se requiere que los

estudiantes completen esta práctica en un ambiente relacionado con la gerencia dentro

de la industria del turismo y la hospitalidad para que adquieran experiencia y exposición

con las técnicas, metodologías y procedimientos; todo bajo supervisión y guía de un

supervisor capacitado dentro del área.

La Práctica o Internado I debe comenzar luego de que el estudiante haya

completado exitosamente 60 créditos dentro del programa incluyendo los pre-requisitos

ITHM 101, ITHM 102, ITHM 115 e ITHM 280. La práctica debe ser completada en un

término académico (cinco semanas). Se espera que el practicante trabaje un promedio

de 18 horas semanales en el lugar de práctica y que se reúna con el Facilitador de

Práctica dos horas semanalmente. Se acreditarán 3 créditos por 100 horas contacto

como participación de esta práctica; 90 en el lugar de práctica y 10 horas en el salón de

clases con el Facilitador de Práctica durante el término.

Objetivos Generales

1. Implementar destrezas y competencias personales.

2. Alcanzar una experiencia práctica bajo supervisión profesional.

3. Desarrollar la habilidad de trabajar con personas, ya sea, individualmente o trabajo

en equipo.



4. Comparar las teorías y conceptos aprendidos en el salón de clases con las

experiencias de la vida real.

5. Adquirir y aplicar las técnicas para la solución de problemas.

6. Ejecutar experiencias y competencias personales y las experiencias y teorías

aprendidas en el salón de clases.

7. Adquirir experiencia con los procesos y responsabilidades rutinarios dentro de la

industria de la hospitalidad.

8. Experimentar oportunidades de aprender, observar y practicar una variedad de

actividades administrativas.

9. Auto evaluarse en relación con su preparación profesional.

10. Establecer metas en relación a su crecimiento y desarrollo profesional.

Texto Sugerido

Powers, T., & Borrows, C. (2008). Introduction to Management in the Hospitality

Industry. (9th Ed.). John Wiley & Sons, Inc., New York

Referencias

Covey, S. (1989). Los 7 Hábitos para personas Altamente Efectivas, Ediciones Paidós

Ibérica S.A.

Culinary Institute of America. Remarkable Service: A Guide to Winning and

Keeping Customers for Servers, Managers, and Restaurant Owners.

Lucas, R. W. (2004). Customer Service: Skills & Concepts for Success. (2nd ed.). John

Wiley & Sons.

Martin, W.B. (2002). Quality Service: What Every Hospitality Manager

Needs to Know. 1st edition. Prentice Hall.

Mill, R. C., & Morrison, A. M. (2004). The Tourism System. (3rd Ed.). Kendall/Hunt

Publishing Company.

Rocco, M. A., & Andrew N. V. (2001). Hospitality Today, An Introduction. (4th Ed.).

The Educational Institute of the AH & LA, Lansing, Michigan

Timm, P. R. (2002). Customer Service: Career Success through Customer

Satisfaction. (2nd Ed.). Prentice Hall.

Zemke, R., & Anderson, K. (2002). Delivering Knock Your Socks Off Service. (Knock

Your Socks Off Series).



Material suplementario

Travel & hospitality career directory

Tourism Management

Travel Weekly

Conde Nast Traveler

Nations Restaurant News Magazine

HOTELS Magazine

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente:

Criteria % Asistencia y puntualidad 20% Participación y contribución en clase 30% Presentaciones orales y trabajos escritos Portafolio del curso

20% 30%

TOTAL 100%

NOTA: Las rúbricas a utilizarse para la evaluación de estas actividades se incluyen

al final del módulo.

1. Asistencia y Puntualidad: La asistencia es mandatoria 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 A para evaluar a cada estudiante.

2. Participación y Contribución en clase: Se espera que todo estudiante asista a

clases preparado para discutir los temas del día (lecturas, preguntas asignadas,

diario actualizado, etc.) y que participe activamente en cada taller. El Facilitador

evaluará la participación y contribución de cada estudiante al finalizar el curso

(Anejo B ). Tomará en cuenta el grado de participación de cada estudiante, si se

preparó para cada taller y su contribución en el desarrollo de la clase.

3. Portafolio del curso: Cada estudiante deberá preparar un portafolio del curso

donde reflexionará sobre los temas del curso y sus experiencias en el centro de

práctica. 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 el Anejo C e incluirá las siguientes partes:

a. Tareas semanales: La industria de la hospitalidad es una cambiante día a

día. Los gerentes dentro de esta industria deben ser multitalentosos. A

través de las tares semanales, el estudiante está expuesto a la práctica y a

mantenerse al día en relación a la cambiante industria de la hospitalidad.

Las mismas serán entregadas al finalizar cada taller y el Facilitador devolverá

las tareas en la siguiente clase con las correcciones y recomendaciones a las

mismas. El estudiante podrá revisar, corregir y mejorar esas tareas en

función de los comentarios del Facilitador y lo aprendido en clase. Los

trabajos deberán ser preparados en el idioma del ta ller.

b. Crónica de experiencias : El estudiante auto evaluará su experiencia de

práctica a través de la Crónica de experiencias (Anejo E ) y entregará la

misma semanalmente como parte de sus tareas por taller. La misma se

redactará en el idioma del taller en el cual se va a entregar.

El portafolio del curso deberá entregarse en la quinta semana del curso. Sin

embargo, el estudiante debe ir preparando el mismo según progresa el curso para

no acumular trabajo innecesariamente. La presentación es importante y debe estar

preparado y organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. Se recomienda utilizar el tipo de letra

Courier en tamaño doce. El Portafolio debe incluir las siguientes partes:

a. Portada

b. Tabla de contenido o Índice

c. Introducción

d. División en cinco talleres. Cada taller deberá incluir:

i) Asignaciones y/o trabajos especiales con las correcciones

sugeridas por el facilitador.

ii) Crónicas de experiencias

iii) Reacción escrita inmediata



iv) Apéndices (material adicional que usted haya utilizado o que el

Facilitador haya entregado en clase).

e. Conclusión

f. Referencias estilo APA



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 esta diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será

facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada

taller deberá ser conducido enteramente en el lenguaje especificado. Los lenguajes

serán alternados en cada taller para asegurar que el curso se ofrece 50% en inglés

y 50% en español. Para mantener un balance, el módulo debe especificar que se

utilizarán ambos idiomas en el quinto taller, dividiendo el tiempo y las actividades

equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en hacer una

pregunta en el idioma especificado, bien puede escoger el idioma de preferencia

para hacer la pregunta. Sin embargo, el facilitador deberá contestar la misma en el

idioma designado para ese taller. Esto deberá ser una excepción a las reglas pues

es importante que los estudiantes utilicen el idioma designado. Esto no aplica a los

cursos de lenguaje que deben ser desarrollados en el idioma propio todo en inglés o

todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará si

la ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido,

de ser necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante

reponer el trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.



b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinará una actividad equivalente a

evaluar que sustituya la misma. Esta actividad deberá incluir el mismo contenido y

componentes del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado apropiadamente

o parafraseado y citado dando atención al autor. Todo estudiante debe ser el autor

de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente trazos de

otro será calificado con cero.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante 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 dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están:

• www.google.com



• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



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.



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.



Study Guide

Course Title Tourism Internship I

Code ITHM 250

Time Length Five Weeks or as applicable

Pre-requisite ITHM 101, ITHM 102, ITHM 115, ITHM 280

Description

The course, ITHM 250 is the first Internship activity required for all students

pursuing a BS in International Tourism and Hospitality Management with a major in

Hotel Management from Universidad del Este of Ana G. Méndez University System,

Florida Campuses. The internship helps fulfill the student's academic performance for the

tourism and hospitality profession. It also provides a combination of work experience

and an opportunity for application of classroom theories. The students are required to

go into a tourism or hospitality management-related environment to gain experience and

exposure to techniques, methodologies, and procedures; all under the close supervision

and guidance of a capable practitioner.

The internship may be taken after a student has successfully completed 60

credits within the program including the pre-requisites ITHM 101, ITHM 102, ITHM 115,

and ITHM 280. The average participation for the Internship is one part of term (5

weeks). The intern should expect to work at the internship site an average of, at least,

eighteen (18) hours per week, and meet with the Internship Facilitator weekly for two (2)

hours in the classroom. Three credit hours shall be awarded for 100 clock hours of

participation for this course; this includes 90 hours internship on site, and 10 hours class

work.

General Objectives

1. Implement personal skills and competencies.

2. Achieve practical experience under professional supervision.

3. Develop the ability to work with people, both individually and as part of a group.

4. Compare theories and concepts learned in the classroom and related real life

experiences.

5. Acquire and apply problem-solving techniques.



6. Experiment with personal skills and competencies, and execute classroom

experiences and theories.

7. Become skilled with the routine procedures and responsibilities of the tourism or

hospitality site.

8. Experience opportunities to learn, observe, and practice a variety of administrative

activities.

9. Evaluate one’s self in relation to the field, and in relation to his or her professional

preparation.

10. Establish realistic goals for professional growth and development.

Suggested Text

Powers, T., & Borrows, C. (2008). Introduction to Management in the Hospitality

Industry. (9th Ed.). John Wiley & Sons, Inc., New York

References

Covey, S. (1989). Los 7 Hábitos para personas Altamente Efectivas, Ediciones Paidós

Ibérica S.A.

Culinary Institute of America. Remarkable Service: A Guide to Winning and

Keeping Customers for Servers, Managers, and Restaurant Owners.

Lucas, R. W. (2004). Customer Service: Skills & Concepts for Success. (2nd ed.). John

Wiley & Sons.

Martin, W.B. (2002). Quality Service: What Every Hospitality Manager

Needs to Know. 1st edition. Prentice Hall.

Mill, R. C., & Morrison, A. M. (2004). The Tourism System. (3rd Ed.). Kendall/Hunt

Publishing Company.

Rocco, M. A., & Andrew N. V. (2001). Hospitality Today, An Introduction. (4th Ed.).

The Educational Institute of the AH & LA, Lansing, Michigan

Timm, P. R. (2002). Customer Service: Career Success through Customer

Satisfaction. (2nd Ed.). Prentice Hall.

Zemke, R., & Anderson, K. Delivering Knock Your Socks Off Service. (Knock Your

Socks Off Series), Kristin Anderson

Periodicals

Conde Nast Traveler



HOTELS Magazine

Information Week

Nations Restaurant News Magazine

Tech Trends

Travel & hospitality career directory

Travel Weekly

Tourism Management

Evaluation

Students in this course will be evaluated as follows:

Criteria % Attendance and punctuality 20% Class Participation 30% Oral presentation and written papers Course Portfolio

20% 30%

TOTAL 100%

NOTE: The rubrics to be used for these evaluations are included at the end of the

module.

1. Attendance and punctuality: Attendance is mandatory, and being punctual reflects a

professional ethic. The facilitator will register the student’s performance for both in

every workshop, and at the end of the course. The facilitator will evaluate each

student with the rubric in Appendix A.

2. Class participation, Submission and Update of Inter nship paperwork and

contribution: All students are expected to attend class prepared to discuss workshop

topics (readings, assigned questions, study cases, etc.), and to actively participate in

class. The Facilitator will evaluate the student’s overall class participation, at the end of

the course. They will use Appendix B; taking into consideration the degree of

participation, if it shows the student’s degree of preparation for class, and how much

this participation contributed to the class’ development.

3. Course portfolio: Each student must prepare a course portfolio, where he/she will

reflect on course topics and development. It is important that all students work on their



portfolio beginning the first week of class, and keeping it up-to-date. They should also

bring it to class for discussion and Facilitator review. The Portfolio will be evaluated by

the Facilitator using Appendix C , and the progress follow-up using Appendix D . It

should include the following sections:

a. Weekly 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 in those

required at the end of the workshop. 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. They should show what was learned in class and,

include this in their portfolios.

b. Chronicle of Experiences : The students will self-assess their internship

experience through the Chronicle of Experiences (Appendix E). The student

will complete and turn it in to the Facilitator at the end of the workshop in the

workshop language.

c. Assessment Activities: The student will include all the assessment

activities completed in class. The Facilitator will evaluate these activities in

relationship with the student’s gain in knowledge of the topics discussed in

class. They will also be evaluated for their performance in the dominant

language of the workshop.

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.



g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

3. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix F ).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Florida Campuses. This cover page will be

placed at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix G ).

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix H ) required in each

workshop.

• Self assessment of the portfolio (Appendix I ).

• A list of references and appendices of all assignments included will be added

to the end of the portfolio.

• Letter for student authorization (Appendix J ).

• Letter of Use and Return or Use and Discard of Portfolio (Appendices K, &

L).

• The entire portfolio will follow APA style: Arial, Courier or Times New Roman

font, size 12, double space, and 1-inch margins. See a “Publication Manual of

the APA, Fifth Edition.”



Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will

alternate to insure that 50% of the course will be conducted in English and 50% in

Spanish. To maintain this balance, the course module may specify that both

languages will be used during the fifth workshop, dividing that workshop’s time and

activities between the two languages. If students have difficulty with asking a

question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However,

the facilitator must answer in the language assigned for that particular day. This

should only be an exception as it is important for students to use the assigned

language. The 50/50 model does not apply to language courses where the delivery

of instruction must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

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:



c. If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

d. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

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.



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.



Workshop One

Specific Objectives

At the end of this workshop, the student will:

1. Understand hospitality as a single, interrelated industry, and the importance of

management in this industry.

2. Emphasize problem-solving tools within the hospitality industry and the skills a

manager should have to be an excellent problem solving.

3. Appraise the importance of learning through experience (internship).

4. Describe their career plan in terms of a life’s work and not just an economic means

of survival.

5. Define the following concepts: customer, service, loyalty and attitude.

6. Identify the differences between a service industry and a product industry.

Language Objectives

The student will:

1. Solve daily problematic situations in the field of hospitality industry.

2. Build up and acquire specialized vocabulary in English.

3. Express him/herself appropriately in English.

URLs

Advertising Age Magazine

http://adage.com

American Marketing Association

www.ama.org

Articles and Publications on Customer Service

www.members.aol.com/legendaryserv/page10.htm

Complaints from customers worldwide

www.complaint.com

Hospitality Adventures

http://ww.hospitalityadventures.com

Hospitality Careers

http:/www.hospitality.careerbuilder.com

Hospitality Careers



http://www.outdoorhospitalitycareers.com/

Assignments before Workshop One

1. Carefully read the module and come to class prepared with any questions or doubts

that need explanation.

2. Corroborate that you have completed all the necessary internship’s documents.

3. Complete the Chronicles of Experiences (Appendix E ), and turn it to the facilitator at

the end of the class.

4. Update your resume and to discuss in class.

5. Using the recommended URLs, look for the following concepts: customer, service,

loyalty and attitude. Bring your definitions to discuss in class.

6. Write a 5 minutes oral presentation expressing your personal opinion about the

importance of learning through experience (internship). The Facilitator will evaluate

this oral presentation using Appendix M .

7. Write a three page APA style essay describing your career plan in terms of a life’s

work and not just an economic means of survival. The Facilitator will evaluate this

oral presentation using Appendix N .

8. Using the recommended URLs, look for problem-solving tools within the hospitality

industry and skills a manager should have to be an excellent problem solving to

discuss in class.

Activities

1. The facilitator and the students will introduce themselves by engaging in an

icebreaking activity suggested by the facilitator.

2. The Facilitator will explain in detail the class module and the internship manual, and

will answer any questions or concerns from the students regarding these. He/she will

turn in a syllabus with any changes made to the module or manual if applicable.

3. The Facilitator will confirm that the students have completed all the internship

documents.

4. The Facilitator will explain the importance of the Student Representative and, the

group will choose a candidate to represent them at the Student Representatives’

meeting.



5. The Facilitator will explain Appendix O , “Student Progress Report”, and will answer

any questions or doubts about it.

6. The students will share their Chronicle of Experiences.

7. The students and the Facilitator will hare their definitions of the concepts customer,

service, loyalty and attitude. Class discussion of the importance of these concepts

within the hospitality industry.

8. The students will discuss their oral presentation. The Facilitator will evaluate it using

Appendix M .

9. The Facilitator will divide the class in groups of five students. Each group will share

their findings on problem-solving tools within the hospitality industry and skills a

manager should have to be an excellent problem solving to discuss in class. In

consensus, each group will choose two of those tools and will share them to the rest

of the class. The Facilitator will recapitulate the topic.

10. The Facilitator will explain assignments for the next workshop.

Assessment activities

1. The students will complete and, discuss with the rest of the class Appendix P , “VIP

Words”.

2. The Facilitator would assess student participation in content and language through

the workshop using Appendix O , “Student Progress Report”.



Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Analizará situaciones que crean insatisfacción al cliente y cómo eliminarlas.

2. Identificará la importancia de retener al cliente. 3. Adaptará estrategias para lidiar con las quejas del cliente y lograr el “win-win

agreement”. 4. Identificará como guiar a otros a ofrecer servicio de excelencia aplicando funciones

gerenciales.

5. Desarrollará destrezas de comunicación a través del teléfono, y el correo electrónico

para proporcionar un servicio al cliente más efectivo.

6. Entenderá el rol del servicio al cliente dentro de la industria de la hospitalidad.

Objetivos de Lenguaje

El estudiante:

1. Traducirá documentos de un idioma a otro apropiadamente.

2. Propondrá soluciones innovadoras a través de la integración de nueva información

con conocimiento previo.

3. Solucionará situaciones problemáticas que se presentan diariamente en la industria

de la hotelería.

Direcciones Electrónicas

Articles and Publications on Customer Service

www.members.aol.com/legendaryserv/page10.htm

Complaints from customers worldwide

www.complaint.com

Customer Service Reports

http://www.bitpipe.com/detail/RES/1093629453_663.html?src=TRM_TOPN

Email Etiquette

www.iwillfollow.com/email.htm

www.careerplanning.about.com/careers

Management Library

http://www.managementhelp.org/



Management Library / Customer Service Satisfaction

http://www.managementhelp.org/customer/satisfy.htm

One-On-One Customer Service. Case Study

http://www.interactivesales.net/studies/study4.pdf

Tareas a realizar antes del Taller Dos

1. Complete la Crónica de Experiencias (Anejo E) y entregue la misma la finalizar el

taller.

2. Analice la importancia de la comunicación cara a cara, escrita, por correo

electrónico y/o por teléfono. ¿Cuál es la más formal?, ¿la más apropiada cuando se

trata de un empleado? y ¿la más apropiada cuando se trata de un cliente? ¿Por

qué? Traiga sus contestaciones para discutir en clase.

3. Se dice que todo huésped/cliente tiene cuatro necesidades básicas:

a. La necesidad de que lo entiendan

b. La necesidad de sentirse bienvenido

c. La necesidad de sentirse importante

d. La necesidad de sentirse cómodo

e. Escriba un ensayo de tres páginas estilo APA donde explique como puede,

en calidad de gerente del lugar, lograr llenar dichas necesidades y como

podrías exceder sus expectativas. El Facilitador evaluará este ensayo

utilizando el Anejo N.

4. Utilizando los recursos sugeridos o los suyos propios, investigue estrategias para

lidiar con las quejas del cliente y lograr el “win-win agreement”. Traiga sus hallazgos

para discutir en clase.

5. Lea el tema el “Role of service in the hospitality industry” del libro de texto sugerido

y conteste las preguntas que se encuentran en el Anejo Q .

Actividades

1. Discusión en pleno sobre las Crónicas de Experiencias de los estudiantes.

2. El Facilitador dividirá la clase en grupos de 5 estudiantes. Cada grupo compartira y

analizará sus hallazgos con respecto a la importacia de la comunicación cara a cara

y llegarán a un consenso para discutir el mismo al resto de la clase.



3. El Facilitador dividirá la clase en grupos de 5 estudiantes. Cada grupo compartira y

analizará sus hallazgos con respecto respecto a las cuatro necesidades básicas de

un huésped/cliente. El Facilitador asignará una necesidad por grupo. Cada grupo,

en consenso, presentará su conclusión al resto del grupo.El resto del grupo podrá

criticar constructivamente la misma.

4. Discusión en pleno sobre los hallazgos a las contestaciones de las preguntas del

Apéndice P.

5. Discusión en pleno sobre experiencias de los estudiantes donde recibieron un

servicio no aceptable y alternativas de un servicio de calidad.

6. El Facilitador dividirá la clase en grupos de 5 estudiantes, escogerá una de las

situaciones planteadas anteriormente en relación a un mal servicio y cada grupo

deberá llevar a cabo una dramatización de cómo resolver la misma vía telefónica.

7. El facilitador discutirá las asignaciones para el próximo taller.

Actividad de avalúo

1. Los estudiantes completarán la Reacción Escrita Inmediata, Anejo R .

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo O .



Workshop Three

Specific Objectives

At the end of this workshop, the student will:

1. Describe the basic duties and goals of a manager in the hospitality industry and

relate them to the different management theories.

2. Explain why job specifications are important, and describe how they are developed.

3. Describe the selection and employment process and its major component activities

of information gathering, induction, and training.

Language objective

The student will:

1. Solve daily problematic situations in the field of hospitality industry.

2. Build up and acquire specialized vocabulary in English.

3. Make necessary information accessible through previous research in English.

URLs

Business Process Reengineering and Innovation

http://www.brint.com/

Inc. Online

http://www.inc.com/

Job descriptions

http://home.att.net/~iso9k1/jobs/descriptions.html

http://www.careerpage.org/joblist.htm

http://www.managementhelp.org/staffing/specify/job_desc/job_desc.htmStrategy &

Business

http://www.strategy-business.com/

Assignments before Workshop Three

1. Complete the Chronicles of Experiences (Appendix E), and turn it to the facilitator at

the end of the class.

2. Analyze the organizational chart of the sales and marketing department for your on

site internship. Explain the implication and importance of an organizational chart to

discuss in class.



3. Interview the manager of any department of your on site internship and write a job

description listing the responsibilities and duties of that position. Write a short

conclusion explaining why is so important a job description for any position, and how

this description is developed. Bring your findings to discuss them in class.

4. Read the topic Staffing: Human Resources Management in Hospitality Industry from

the suggested textbook. Develop a document to evaluate a candidate for a manager

position. Turn it at the end of the workshop.

Activities

1. The students will share their findings on their Chronicle of Experiences.

2. In the study group, the students will share their findings on assignment #2, and bring

a summary to the rest of the class.

3. The facilitator and the students will analyze the importance of developing a job

description.

4. The Facilitator will divide the class in groups of five students. Each group will share

their document to evaluate a candidate for a manager position. They will analyze

and critics the documents and bring their ideas to the rest of the class.

5. The Facilitator will explain assignments for the next workshop.

Assessment activities

1. The students will complete and discuss with the rest of the class Appendix R, “One

Minute Paper”.

2. The facilitator would assess student participation in content and language through

the workshop using Appendix O.



Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Explicará la organización de los hoteles y las funciones de sus diferentes

departamentos.

2. Reconocerá las diferentes formas de catalogar los hoteles e identificará los pasos a

seguir para desarrollar el plan de viabilidad para el desarrollo de un hotel.

3. Describirá y comparará los diferentes tipos de clientes que tiene la industria hotelera

y qué tipos de propiedades sirven sus necesidades.

4. Identificará cómo guiar a otros a ofrecer servicio de excelencia aplicando funciones

gerenciales.

5. Desarrollará destrezas de comunicación a través del teléfono y el correo electrónico

para proporcionar un servicio al cliente efectivo.

Objetivos de Lenguaje

El estudiante:

1. Explorará planes de acción para situaciones problemáticas en español.

2. Establecerá un diálogo coherentemente en español sin cambiar el código

lingüístico.

3. Adquirirá y mejorará su vocabulario especializado del área de la industria hotelera

en español.

Direcciones Electrónicas

Fairmont Hotels

http://www.fairmont.com/

Hampton Inn

http://www.hampton-inn.com/

Hyatt Hotels Corporation

http://www.hyatt.com/

Marriott International

http://www.marriott.com/

Ritz-Carlton Hotels

http://www.ritzcarlton.com/



Cartas comerciales

http://www.mailxmail.com/curso/empresa/redaccion_administrativa/capitulo12.htm

http://www.gestiopolis.com/recursos/documentos/fulldocs/fin1/docscomerciales.htm

http://www.protocolo.org/gest_web/proto_Seccion.pl?rfID=210&arefid=61

http://roble.pntic.mec.es/~msanto1/lengua/-comerci.htm

Comunicación verbal

http://www.protocolo.org/gest_web/proto_Seccion.pl?rfID=209&arefid=43

http://www.estilisimo.com/relaciones/listados_relaciones2.html?id=17

http://www.cipaj.org/doment6c.htm#inicio

Tareas a realizar antes del Taller Cuatro

1. Complete la Crónica de Experiencias (Anejo E) y entregue la misma la finalizar el

taller.

2. Utilizando los recursos sugeridos o los suyos propios, defina brevemente cada uno

de los diferentes departamentos que componen un hotel para discutir en clase y

escriba una corta reflexión sobre la importancia de cada departamento:

a. Ingeniería

b. Recursos Humanos

c. Mercadeo y Ventas

d. Contabilidad

3. Utilizando los recursos sugeridos o los suyos propios, escriba un corto ensayo (dos

páginas) identificando como guiar a otros a ofrecer servicio de excelencia aplicando

funciones gerenciales. El facilitador evaluará este ensayo utilizando el Anejo N.

4. Utilizando los recursos sugeridos o los suyos propios, investigue sobre las

destrezas de comunicación a través del teléfono y el correo electrónico para

proporcionar un servicio al cliente más efectivo.

5. Escriba, en calidad de gerente, una carta donde envíe un mensaje de

agradecimiento a uno de sus empleados por la labor rendida y otra a uno de sus

clientes por ser parte la compañía.



Actividades

1. Discusión en pleno sobre las Crónicas de Experiencias de los estudiantes.El

Facilitador dividirá la clase en grupos de cuatro estudiantes. Cada grupo tendrá un

departamento que componen un hotel y compartiran sus definicones y reflexiones

sobre la importancia del mismo. Cada grupo llegará a un consenso para discutir la

importancia del mismo al resto de la clase.

2. El Facilitador dividirá la clase en grupos de cinco estudiantes. Cada grupo

desarrollará una dramatización en relación a cualquier servicio (reservación,

información, etc.) en donde se utilice el teléfono, correo electrónico o carta. Unos

será los empleados y el resto los clientes. El resto de la clase reaccionará

constructivamente a la dramatización de cada grupo.

3. Discusión en pleno sobre las cartas de agradecimiento que desarrollaron los

estudiantes.

4. El facilitador discutirá las asignaciones para el próximo taller.

Actividades de avalúo

1. Los estudiantes completarán el Anejo S “ Tarjeta de Aplicación”.

2. El Facilitador avaluará la participación de cada estudiante en relación al contenido

del taller y su dominio del idioma utilizando el Anejo O.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of the workshop, the student will:

1. Explain how a manager should responde with leadership abou informal

organizations within a formal work group.

2. Describe an organizational chart and the functions of a team work assistant.

3. Explain the differences of authority between a management team and an team work

assistant.

4. Analize the advantages and disvantages of the following elements of a company’s

organization within the hospitality industry:

a. The rol of committees

b. Burocracy

c. “Boss theory”

Language Objectives:

The student will:

1. Work in cooperative groups to present a project integrating technology in an

innovative manner.

2. Use technological resources adequately.

3. Establish a dialogue with somebody else in English or Spanish coherently and

without code switch.

URL’s

Fairmont Hotels

http://www.fairmont.com/

Hampton Inn

http://www.hampton-inn.com/



Hyatt Hotels Corporation

http://www.hyatt.com/

Marriott International

http://www.marriott.com/

Ritz-Carlton Hotels

http://www.ritzcarlton.com/

Assignments before Workshop Five

1. Complete the Chronicles of Experiences in Spanish (Appendix E), and turn it to the

facilitator at the end of the class.

2. Read the topic “Organizing in Hospitality Management” from the suggested textbook

and discuss in English if you think a manager uses frequentely his or her legal

authority. Why yes? Why no? Explain.

3. Using the resources recommended or those of your own, briefly describe in Spanish

the five basic principles of work division within the hospitality industry.

4. Using the resources recommended or those of your own, analize the advantages

and disvantages of the following elements of a company’s organization within the

hospitality industry:


b. Burocracy


Activities

1. The students will share their findings on their Chronicle of Experiences.

2. The Facilitator will divide the class in two groups: one will support the legal authority

of a manager and the other would not. The Facilitator will address a debate in

English. At the end, the class should reach a consensus about one way or the other.

3. The studens and the facilitator will share their findings in Spanish about the five

basic principles of work division within the hospitality industry.

4. Class discussion analizing the advantages and disvantages of the following

elements of a company’s organization within the hospitality industry:


b. Burocracy




5. The students will turn in their portfolio.

6. The students will complete the Final Course Assessment.

Assessment

1. The students will complete “No-test-test” (Anejo T) in English.

2. The facilitator would assess student participation in content and language through

the workshop using Appendix Q.



Anejo A/Appendix A

RÚBRICA PARA EVALUACIÓN DE ASISTENCIA Y PUNTUALIDAD

NOMBRE: ________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandatoria y la puntualidad representa ética profesional.

El facilitador llevará un registro de las mismas para cada taller y, al finalizar el curso,

utilizará este anejo para evaluar a cada estudiante.

Asistencia y puntualidad: ______ x 2= _____%

_____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres

_____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres

_____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres

_____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres

_____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres

_____ 5= Asistencia perfecta

Comentarios :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.



Appendix A

RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

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 this rubric.

Attendance and Punctuality: ______ x 2= _____%

_____ 0= Absent in 4 or more workshops or absent in 3 workshops and was late in

2 workshops

_____ 1= Absent in 3 workshops or absent in 2 workshops and was late in 3 or

more workshops

_____ 2= Absent in 2 workshops or absent in 1 workshops and was late in 3 or

more workshops

_____ 3= Absent in 1 workshop or attended all workshops but was late in 3

workshops

_____ 4= Attended all workshops but was late in 1 or 2 workshops

_____ 5= Perfect attendance

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

____________________________________________________________________________.



Anejo B/Appendix B

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 :

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.

ITHM 250 Student teaching handbook: A guide for internship I 39

Prep. 08-09-03. Prof. Manuel A. Rivera Ramirez

Rev. 02-04-06 Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

Anejo B

RÚBRICA EVALUACIÓN DE PARTICIPACIÓN EN CLASE

NOMBRE: _________________________ NOTA FINAL: __________

DATE: ____________________________

Participación en clase : ______ x 2= _____%

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 :

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

_____________________________________________________________________.




Anejo C/Appendix C

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?

� Collaboration: Do items show examples of both individual and group work? Does the student

provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a

reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and

professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a

potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus

Anejo D/Appendix D

Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments




Anejo E/Appendix D

Crónica de experiencias

Redacte semanalmente una Crónica de experiencias de dos páginas, utilizando el

estilo APA de redacción, en donde usted evalúe su experiencia de práctica durante la

semana. Utilice las siguientes preguntas guías:

1. Resuma sus experiencias en el centro de práctica.

2. Explique en detalle sus deberes y responsabilidades.

3. De ejemplos de cómo aplicó las teorías aprendidas en el salón de clases en

relación a experiencias o situaciones en el centro de práctica:

4. Conteste las siguientes preguntas:

a. ¿Tuvo la oportunidad de resolver problemas o situaciones en el centro de

práctica?

b. sino tuvo dicha oportunidad, ¿cómo usted hubiese resuelto dicha

situación o problema?




Appendix E

Chronicle of Experiences

Write a weekly Chronicle of Experiences of two pages, APA style in which you would

evaluate your internship experience from the week. Use the following guide questions:

1. Summarize your internship’s work experiences,

2. Explain in details your duties and responsibilities,

3. Give examples of how you apply what you learned in the classroom over your

internship’s on site experiences or situations,

4. Answer the following questions:

a. Did you have the opportunity to solve problems?

b. If not, how would you handle the given situation?




Anejo F/Appendix F

PORTFOLIO INFORMATIONAL SHEET (to be placed in fron t)

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate


Prep. 09-30-05 Prof. Abigail Ríos-Lugo, MPA Rev. 07-31-09 Prof. Abigail Ríos-Parnell, MPA

Anejo G/Appendix G Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.

ITHM 250 Tourism Internship Manual and Module I 47


Anejo H/Appendix H

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo H

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________.



Anejo I/Appendix I

Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________ 2. _______________________________________________________________________



Anejo J/Appendix J

Letter to students

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

Date Dear Student,

Greetings from Sistema Universitario Ana G. Méndez!

As part of our assessment plan we are collecting a sample of one portfolio from courses

that have portfolios as an assessment tool. We collect these portfolios randomly and

your course may be selected for assessment this PT (Part of Term). The evaluation and

submission of these portfolios is going to be performed by the facilitator. The selected

portfolio has to be evaluated overall as excellent.

Portfolios are essential evidence of coursework and we would like to take that in

consideration for our institutional assessment. We encourage our students to continue

their good work and to follow the guidelines that accompany this letter. In case that your

course is selected for portfolio assessment, your facilitator will provide more information

about what has to be included in your portfolio and details about the process.

Cordially,

Coordinator of Assessment and Placement



Anejo K/Appendix K: Use and Return of Portfolio


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



Anejo L/Appendix L: Use and Discard of Portfolio


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



Anejo M/Appendix M

Language Oral Presentation Rubric

Student Name: ____________________________Date:___________________ Criteria Value

Points Student Total Score

Content 1. The speaker provides a variety of types of content appropriate for the task such as generalizations examples and various forms of evidence.

10

2. The speaker takes into account the specific of the listener knowledge and experience.

10

3. The speaker uses arguments which are adapted to the values and motivations of the specific listener.

10

4. The speaker uses delivery to emphasize and enhance the meaning of the message.

10

5. The speaker delivers the message in a lively enthusiastic fashion.

10

6. The volume varies to add emphasis and interest. 10 7. Pronunciation and enunciation are very clear. The speaker

exhibits very few disfluencies such as "ahs”, "uhms" or "you know."

10

Language 8. Student pronounces words in a clear and correct manner so as to make language understood to others.

10

9. Correct use of grammar and verb conjugation. 10 10. Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: ________________ Facilitator’s Signature: __________________



Anejo N/Appendix N

RÚBRICA PARA EVALUAR UN ENSAYO

NOMBRE: ____________________________ NOTA FINAL _____ X 2= ______%

FECHA: _______________________________

5-Excelente 4-Bueno 3-Regular 2-Pobre 1-Deficiente 0-No cumplió el criterio

Criterios de contenido 5 4 3 2 1 0

1. Realiza una introducción efectiva al tema.

2. Desarrolla el tema en forma organizada y coherente.

3. Mantiene la cronología de los eventos.

4. Argumentos válidos y aportan al análisis del tema.

5. Define los conceptos básicos del tema.

6. Realiza una conclusión efectiva al resumir ideas principales.

7. Sustenta el desarrollo del tema con referencias estilo APA.

Criterios de lenguaje

8. Excelente gramática y sintáxis.

9. La selección del vocabulario es apropiada para el tema.

10. Excelente ortografía, acentuación y puntuación.

Total 50 points

Comentarios:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Appendix N

RUBRIC TO EVALUATE AN ESSAY

NAME: ____________________________ FINAL GRADE _____ X 2= ______%

DATE: _______________________________

5-Excellent 4-Good 3-Regular 2-Poor 1-Defficient 0-Do not complete criteria

Content Criteria 5 4 3 2 1 0

1. Performs an effective introduction of the theme.

2. Develops the theme in an organized and coherent manner.

3. Maintain a chronology of the events.

4. Valid arguments to the analysis of the theme.

5. Define the basic concepts of the theme.

6. Performs an effective conclusion resuming the main ideas.

7. Sustain the development of the theme with APA references.

Language Criteria

8. Excellent grammar and syntax.

9. Vocabulary selection is appropriate to the theme.

10. Excellent style, punctuation, spelling.

Total 50 points

Comments:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



Anejo O/Appendix O

Student Progress Report/Reporte de Progreso del Est udiante

Name: ____________________________

Workshops / Criteria / Value Points Points Obtained

Comments/ Action Plan Student/Facilitator’s Signatures

Workshop One Criteria: a. Student completed assignments with excellent

grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

Taller Dos Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Worksho p Three Criteria: a. Student completed assignments with excellent

grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the content, and discusses it using good comprehension, vocabulary and grammar. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)



Taller Cuatro Criterio: a. El/la estudiante completó las tareas asignadas utilizando excelente gramática, sintáxis y ortografía. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre) b. El/la estudiante comprendió el contenido del taller y discutió el mismo utilizando buena comprensión, vocabulario y gramática. Puntuación: 8-10 (excelente) 7-5 (bueno) 4-0 (pobre)

Taller Cinco/Workshop Five Criteria: a. Student completed assignments with excellent

grammar, syntax and orthography. Value points 8-10 (excellent) 7-5 (good) 4-0 (poor) b. Student demonstrated good understanding of the

content, and discusses it using good comprehension, vocabulary and grammar.

Value points 8-10 (excellent) 7-5 (good) 4-0 (poor)

TOTAL



Anejo P/Appendix P



Anejo Q/Appendix Q

El rol del servicio en la industria de la hospitali dad

“The role of service in the hospitality industry”

Conteste las siguientes preguntas para discutir en clase.

1. Desde el punto de vista de un cliente, como se describe el termino

servicio.

2. Mencione los dos aspectos básicos del acta de servicio personal.

3. Mencione y describa brevemente los dos acercamientos básicos para

manejar el servicio.

4. Identifique dos puntos que usted sugeriría a los gerentes para ayudarlos a

desarrollar una cultura de servicio de calidad.



Anejo R/Appendix R

REACCIÓN ESCRITA INMEDIATA

Nombre: ___________________________

Fecha : ___________________________

Después de cada taller, deberá contestar las siguientes preguntas y devolver este

documento al/a la facilitador/a. Estas contestaciones le proveerán al facilitador/a

información valiosa acerca de sus dudas respecto a los temas o asuntos discutidos en

el taller de hoy.

1. El tema más importante del taller de hoy fue…

2. Después de discutir el tema, aún me quedan algunas dudas, que son…

3. Me agradaría que se retomara la discusión de los siguientes aspectos

relacionados al tema, ya que éstos son de importancia para mí.



Appendix R

ONE MINUTE- PAPER

Name ________________________

Date _________________________

After each workshop, you must answer the following questions and return the

document to the facilitator. These answers will provide the facilitator with valuable

information regarding your doubts regarding the topics or concepts discussed in class

today.

1. The most important topic or theme of today’s workshop was…

2. After discussing the topic, some questions are still unanswered. These are…

3. I would like this discussion to go further into these other/s topic/s that are very

important for me.



Anejo S/Appendix S

TARJETA DE APLICACIÓN

¿Has aplicado a tu vida profesional algunos de los conocimientos discutidos en clase

hoy? Si contestaste que Sĺ, describe lo más detalladamente posible uno o más

ejemplos. Si contestaste que NO, explica el por qué detalladamente.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_______________________________________________________________________.



Anejo T/Appendix T

The No-Test Test

Objective: To enable students to summarize the content covered in class.

Procedure: Students will be divided in groups and their task is to identify 3 or 4

of the most important points covered in class and brainstorm a way

to help them remember them.

Class Review

The No-Test Test

Documents

ITHM 250 TOURISM INTERNSHIP I PRÁCTICA TURISMO I · práctica. Es importante que cada estudiante trabaje este portafolio a partir de la . ITHM 250 Student Internship I 6 Prep. 09-30-05