sistema universitario ana g. méndez school for ... 450 dlp... · portafolio a partir de la primera...

Sistema Universitario Ana G. Méndez School for Professional Studies

Florida Campuses Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MARK 450

Marketing Internship

Internado de Mercadeo

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.

MARK 450 Marketing Internship 2

Prep. 2006. Natalia S. Ruiz-Muñiz, MAOM & Luis Mercado, MA Rev. 2008, Chalie Colón, MBA.IB, EPM,DLP

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

Prontuario ........................................ .............................................................................. 4

Study Guide ....................................... .......................................................................... 15

Workshop One ...................................... ....................................................................... 24

Taller Dos ........................................ ............................................................................. 27

Workshop Three .................................... ...................................................................... 30

Taller Cuatro ..................................... ........................................................................... 33

Workshop Five/Taller Cinco ........................ ............................................................... 36

Anejo /Appendix A ................................. ..................................................................... 40

Anejo /Appendix B ................................. ..................................................................... 42

Anejo C/Appendix C ................................ .................................................................... 44

Anejo D/Appendix D ................................ .................................................................... 46

Anejo E / Appendix E .............................. .................................................................... 48

Anejo F/Appendix F ................................ ..................................................................... 49

Anejo G/ Appendix G ............................... ................................................................... 50

Anejo H/ Appendix H ............................... .................................................................... 51

Anejo I/ Appendix I ............................... ....................................................................... 53

Anejo J/ Appendix J ............................... ..................................................................... 55

Anejo K/Appendix K ............................... .................................................................... 57

Anejo L/ Appendix L ............................... ..................................................................... 58

Anejo M/Appendix M ................................ ................................................................... 59

Anejo N/Appendix N ................................ .................................................................... 60

Anejo O/Appendix O ................................ ................................................................... 62

Anejo P/ Appendix P ............................... .................................................................... 63

Anejo Q/ Appendix Q ............................... ................................................................... 65

Anejo R/Appendix R – Marketing Internship Handbook (MIH) ................................ 67

Anejo S/Appendix S MIH ........................... ................................................................. 82

Anejo T/ Appendix T MIH .......................... ................................................................. 86

Anejo U/ Appendix U MIH .......................... ................................................................ 87



Anejo V/ Appendix V MIH .......................... ................................................................. 88

Anejo W/ Appendix W MIH .......................... ............................................................... 91

Anejo X/ Appendix X MIH .......................... ................................................................. 94



PRONTUARIO

Título del Curso: Internado de Mercadeo

Codificación: MARK 450

Duración: Cinco Semanas

Prerrequisito: Mark 320

Descripción: El objetivo del internado es permitir a los estudiantes ganar experiencia

de trabajo dentro de un ambiente corporativo y complementar la experiencia

académica. El internado en mercadeo, requiere una participación real de trabajo en una

o varias de las áreas de la industria, ya sea, en una organización privada o sin fines de

lucro. Los estudiantes participarán en actividades de toma de decisiones que ayudarán

a fomentar sus estudios académicos, el aprendizaje de destrezas y habilidades que los

prepararán para carreras productivas una vez graduados.

Objetivos Generales:

1. Obtener experiencia práctica en un ambiente corporativo.

2. Ganar mayor entendimiento de las varias funciones de la gerencia de mercadeo.

3. Desarrollar la habilidad de toma de decisiones a problemas propuestos.

4. Entender claramente las oportunidades de desarrollo profesional en la industria.

5. Entender mejor las tareas y responsabilidades diarias de un profesional del

campo.

6. Desarrollar y refinar las destrezas de comunicación.

7. Familiarizarse con las teorías, conceptos, terminología y métodos de mercadeo

aprendidos en la universidad.

8. Tener la oportunidad de analizar y tomar decisiones de casos reales.

9. Crear conciencia de las aplicaciones de la mercadotecnia y entender la

perspectiva de un profesional de la mercadotecnia.

10. Desarrollar conciencia sobre la importancia de la ética en el campo del

mercadeo.



Texto y Recursos

Pervez, A. (2006). Marketing is King: Real World Marketing to Build Relationships, Get

an Internship, Increase Sales and Find a Job. Abka Publisher. ISBN 1600370969.

Fry, R. W. (1990). Internships: Advertising, Marketing, Public Relations and Sales- The

Internship series (2nd Ed.) New York: Van Nostrand Reinhold.

Baird, Brian D. (2005). The internship, Practicum, and Field Placement Handbook A

Guide for the Helping Professions

Referencias y material suplementario

Fishberg, J. (2004), Internships 2005 -Peterson's Internships (25th Ed.)

Minnesota: Peterson's Guides.

Kotler, P. (2004). Ten Deadly Marketing Sins: Signs and Solutions (1st Ed.) New Jersey:

Wiley Publisher.

Oldman, M. et al. (2005), The Internship Bible (10th ed.) New York: Princeton Review.

Evaluación y Escala

La nota de cada estudiante estará basada en la participación en todas las actividades

de aprendizaje individual. Ya que cada internado se evalúa basado en la ejecución de

tareas y trabajos asignados por los supervisores de internado y la empresa por la cual

el estudiante esta ejecutando el internado. Se utilizará el siguiente criterio en este

curso:

Criterios del Curso : Puntos Porcientos

• Asistencia y Participación…………………………. 50……………. 25%

• Plan de Mercadeo…………………………………....100………… .. 25%

• Diario reflexivos……………………………………… 50……………..25%

• Portafolio……………………………………………… 100…………… 25%

• Total del Curso……………………………… ………. 300 100%

Criterio del Internado:

• Internado Supervisado (160 horas completadas)…. 25……………25%

• Dos (2) evaluaciones por el Coordinador de

Internado (visita al centro del Internado)……………. 50….…………50%

• Una (1) evaluación por el Supervisor del Internado…25……………25%

• Total del Internado: 100 100%



Total del Curso y el internado…………………………… 400 El estudiante deberá obtener nota de A o B para completar exitosamente el internado.

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

final del módulo y del manual de internado respectivamente.

Descripción de la evaluación

1. Asistencia y puntualidad : La asistencia es mandataria y la puntualidad representa

ética profesional. El Facilitador llevará un registro de la misma para cada taller y, al

finalizar el curso, utilizará el Anejo A para evaluar a cada estudiante.

2. Tareas semanales: A través de las tares semanales, el estudiante está expuesto a

la práctica y a mantenerse al día en relación al cambiante mundo de la

mercadotecnia. 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. Las tareas deberán ser

preparados en el idioma del taller. El Facilitador utilizará el Anejo D para evaluar los

trabajos escritos y el Anejo C para evaluar las presentaciones orales. Los trabajos

escritos serán redactados estilo APA.

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

donde reflexionará sobre los temas del curso y como éste se va desarrollando (ver

Anejo J hasta el Anejo P) .Es importante que cada estudiante trabaje este

portafolio a partir de la primera semana de clases, lo mantenga actualizado y lo

traiga a clase cada semana para que lo pueda utilizar y el Facilitador lo pueda

revisar. Utilice el mismo tipo de letra para todas sus tareas. El estilo APA

recomienda Times New Román, Courier New o Arial, tamaño 12, a doble espacio.

El Portafolio deberá incluir los siguientes componentes:

a. Página de Título o Portada: La misma debe ser escrita utilizando el estilo

APA.

b. Tabla de Contenido: Luego de la página de titulo, los estudiantes deberán

de presentar una Tabla de Contenido incluyendo todas las partes del

portafolio.



c. Introducción: En la introducción del portafolio, los estudiantes podrán

reflexionar, criticar y analizar los trabajos del portafolio en general. Se

debe de realizar una comparación crítica entre los componentes del

porfolio. Además, se requiere que los estudiantes expongan la

importancia y el significado y aplicaciones en su trabajo/profesión de los

trabajos recolectados para el portafolio. Esta sección del portafolio

requiere que el estudiante se involucre en un alto nivel de reflexión y

evaluación en torno a los trabajos individuales del portafolio, así como del

portafolio visto como una sola unidad, a la luz de sus objetivos/metas.

Durante este proceso reflexivo, el estudiante deberá sintetizar todos sus

documentos, interpretarlos y avaluarlos, de manera que tenga sentido,

tanto para el propio estudiante como para el que lo lea. La introducción

del portafolio debe incluir:

1. El grado de logro en cuanto a las metas del estudiante.

2. El crecimiento intelectual y académico que el estudiante

obtuvo a través del desarrollo del portafolio.

3. El significado y aplicación que posee su recopilación de

trabajos como una totalidad.

d. Tareas semanales: Cada estudiante incluirá las tareas semanales:

estudios de casos, investigaciones, trabajos especiales, etc. que requiere

este modulo. 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. Las tareas deberán ser preparadas en el idioma del

taller.

e. Actividades de avalúo: Los estudiantes deberán incluir todas las

actividades de avalúo realizadas en clase. Las mismas serán evaluadas

por el Facilitador en relación al conocimiento adquirido por el/la estudiante

sobre lo discutido en clase y en relación al dominio del lenguaje del

respectivo taller.



f. Apéndices: Los estudiantes debe incluir todos los documentos utilizados

en la preparación del portafolio.

g. G. Reflexión/Experiencia Personal/Conclusión: En esta fase, los

estudiantes habrán de analizar de forma crítica y exponer su punto de

vista con respecto a la importancia de los componentes colectados en el

portafolio. Los estudiantes deberán poner por escrito este autoanálisis de

cada elemento de su portafolio. Es importante que los estudiantes

escriban comentarios en torno a sus trabajos creados en el portafolio,

incluyendo aquellas partes del portafolio que necesitan ser mejoradas.

Los estudiantes se deben preguntar, durante la evaluación de sus

trabajos en el portafolio, lo siguiente:

i. ¿Cuál es la importancia y aplicación de este portafolio?

ii. ¿Qué destrezas aprendió en el desarrollo de este portafolio?

iii. ¿En qué destreza debe trabajar más para mejorar este

trabajo desarrollado para mi portafolio?

iv. ¿Qué componentes del portafolio le atrajeron mas y por

que?

v. ¿Qué componentes del portafolio no le gustaron y por qué?

Se debe recalcar que los estudiantes pueden libremente y sin miedo

comentar sobre sus logros, limitaciones y críticas constructivas en torno a

sus trabajos. Los estudiantes pueden trabajar en grupo durante el

desarrollo de su reflexión ante su portafolio. Los estudiantes también

deben sentirse libres de comentar sobre los trabajos de sus compañeros

de clase.

h. Referencias: Las mismas deben ser redactadas utilizando el estilo APA.

NOTA: 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. La presentación es importante y debe estar preparado

y organizado profesionalmente. Debe incluir cada una de las secciones

debidamente organizadas y rotuladas. El mismo será evaluado utilizando

el Anejo J hasta el Anejo P).



4. Plan de Mercadeo: Los estudiantes prepararán su proyecto final (Plan de

Mercadeo) para ser presentado en clase de forma escrita y también oral. Los

estudiantes deberán integrar en su presentación la tecnología. La presentación oral

será en inglés y todo el plan escrito deberá ser en español. El facilitador utilizará las

matrices valorativas en los Anejos D e I para evaluar este trabajo final. Los pasos del

plan se encuentran en el Anejo I. El estudiante tiene que cumplir con todos esos pasos

e incluir un anuncio de radio, prensa, televisión, medios impresos e Internet, como arte

final en la presentación. Además, de otras estrategias de promoción y relaciones

públicas. El plan tiene que ser sobre un producto o servicio de la empresa donde

realizó el internado.

5. Diario Reflexivo : Los estudiantes preparan su diario reflexivo desde el primer taller y

lo harán aun participando en el internado. El diario reflexivo ayudara al/ la Facilitadora a

evaluar el estudiante durante sus horas de internado y los días de asistencia al curso.

Ver Anejo Q.

Criterios de evaluación del Internado (Anejos R al X)

1. Internado supervisado: El estudiante completará 160 horas supervisadas en el lugar

de Internado.

2. Dos (2) Evaluaciones del Coordinador de Internado: El estudiante será evaluado en

dos ocasiones por el coordinador de práctica en su visita al centro de Internado (Ver

Anejos). El coordinador del Internado decidirá y notificará, tanto al supervisor del

internado como al estudiante, las fechas de visitas.

3. Una (1) Evaluación por el Supervisor del Internado: El supervisor del Internado

evaluará al internado cuando el mismo complete las 160 horas asignadas (Ver

Anejos).

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 (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.

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 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 intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



STUDY GUIDE

Course Title: Marketing Internship

Code: MARK 450

Time Length: Five weeks

Prerequisite: Mark 320

Description:

The purpose of an internship is to enable students to gain valuable work experience

within the business environment. This experience is designed to complement the course

work taken so the students’ business education experiences are enhanced. This course

requires a field experience, in a marketing capacity, in a business or not-for-profit

organization. Interns participate in decision-making activities, which reinforce their

academic studies, and support the learning of knowledge and skills that will prepare

them for productive careers upon graduation.

General Objectives:

1. Obtain practical experience within the business environment.

2. Understand various marketing management functions.

3. Develop the ability to analyze and propose solutions to business problems.

4. Develop a greater understanding about career options while more clearly

defining personal career goals.

5. Understand the activities and functions of marketing professionals.

6. Develop and refine written communication skills.

7. Exercise the basic theories, concepts, methods, and terminology of

contemporary marketing gained at the university.

8. Develop and utilize analytical, decision-making, and problem-solving skills that

approximate "real world" marketing.

9. Be aware of the breadth of possible applications of marketing, and to gain as

much of a professional's perspective of marketing as may be feasible.

10. Develop a consciousness about the importance of ethics in the marketing

discipline.



Texts and Resources

Pervez, A. (2006). Marketing is King: Real World Marketing to Build Relationships, Get

an Internship, Increase Sales and Find a Job. Abka Publisher. ISBN 1600370969.

Fry, R. W. (1990). Internships: Advertising, Marketing, Public Relations and Sales- The

Internship series (2nd Ed.). New York: Van Nostrand Reinhold.

Baird, B. D. (2005). The internship, Practicum, and Field Placement Handbook A

Guide for the Helping Professions

References and Supplementary Materials

Fishberg. J. (2004). Internships 2005 -Peterson's Internships (25th ed.). Minnesota:

Peterson's Guides.

Kotler, P. (2004). Ten Deadly Marketing Sins: Signs and Solutions (1st ed.). New

Jersey: Wiley Publisher.

Oldman, M. et al. (2005). The Internship Bible (10th ed.). New York: Princeton Review

Evaluation and description

Each student’s grade will be base on their participation as an individual. Each student

will be evaluated base on their execution of activities, assignments and tasks as

assigned by the Facilitator, Internship supervisor and the company where the internship

will be held. We will use the following criteria for this course:

Course Criteria : Points Percentage

• Attendance & Participation………………………. 50…………….25%

• Marketing Plan …………………………………...100…………... 25%

• Reflexive Diary……………………………………… 50……………..25%

• Portfolio…………………………………………….. 100…………… 25%

• Course Total……………………………………….. 300 100%

Internship Criteria:

• Supervised Internship (160 Completed hours)…... 25……………25%

• Two (2) evaluations by the Internship Coordinator

(Internship site visit )……………………….……….. 50….…………50%

• One (1) evaluation by the Internship Supervisor…. 25……………25%

• Total del Internado: 100 100%



Total del Curso y el internado…………………………… 400

The student must obtain a grade of A or B to be able to complete the internship

successfully.

Note: The rubrics that will be used for evaluation of these activities are included at the

end of the module and the internship Manual.

Evaluation’s description

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. At the end of the course, the Facilitator will evaluate each student

with the rubric in Appendix A.

2. Weekly Assignments : Every student must include in the portfolio a copy of the

assignments required throughout this module. Every student must bring all written

assignments to class. The Facilitator will return the assignments in the next class,

so that the student may revise, correct or improve these assignments, based on

Facilitator’s comments and what was learned in class. Assignments must be

prepared in the language of the workshop. The Facilitator will use Appendix D to

evaluate written papers and Appendix C to evaluate oral presentations. Students will

complete Appendix Q after each workshop.

3. Course portfolio : Students should prepare a course portfolio (2” white binder with

front cover) where they would reflect upon course topics and development (see

Appendixes J thru P). It is important that all students work on the portfolio from the

first week of class, keep it up to date and, bring it to class for discussion and

Facilitator’s revision. The Portfolio should include the following sections:

a. Title Page or Cover Page : It should be written APA style.

b. Table of conten t: After the Title Page, the students would include a Table of

Content including all parts of the portfolio.

c. Introduction : In the introduction of the portfolio, the students would reflect,

criticize and analyze all the components of it. They should write a critic

comparison between all the components of the portfolio. Also, it is required

that the students expose the importance, meaning, and applications of all the



components of their portfolios to their job or profession. This section of the

portfolio requires that the students get involved in a high level of reflection

and assessment regarding their individual assignments, and also as an

accomplishment of their objectives and goals. During the process of

reflection, the students should synthesize, interpret, and assess all the

documents, so that the introduction would have sense, not only for their own

interpretation but also for the reader. The introduction of the portfolio should

include:

i. The level of accomplishment of the students’ goals.

ii. The intellectual and growth of the students through time.

iii. The meaning and application of the recompilation of all the

assignments of the portfolio as a whole.

d. 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 them in at the

end of it. The Facilitator will return the assignments on the next workshop with

the suggested corrections. The students should revise, correct and improve

these assignments, based upon the Facilitator’s comments. They should

show what was learned in class and, include this in their portfolios.

e. 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.

f. Reflection/Personal and Academic Experience/Conclus ion: The students

should analyze, criticize, and explain their point of view regarding all the

components of their portfolio. They should write a self assessment for each

component. It is important that the students write their comments in the

development of their portfolios, including those that need improvement.

During the self assessment, the students should answer the following:

i. What is the importance and meaning of their portfolios?



ii. What skills they learned during the development of their

portfolios?

iii. What skills they need to get better in order to improve their

portfolios?

iv. What components of their portfolios they like the most and

why?

v. What components they did not like and why?

The students can freely and without fear make any comment regarding

their goals, limitations, and critics about their work. Also, they can work in

groups during the reflection on their portfolios, and make any comments

on their peers’ portfolios.

g. Appendixes : The students should include, for every workshop, all documents

used to prepare their portfolios.

h. References : Students should write their references using APA style.

Note: The Course Portfolio should be handed in, during the last week of class.

However, the students should begin preparing the portfolio as the course

develops to avoid accumulating last minute work. Presentation is important; it

should be well organized and professionally prepared. It should include each one

of the sections explained above, appropriately labeled. The Facilitator will

evaluate the portfolio using Appendixes J thru P.

4. Marketing Plan : The students will prepare a Marketing Plan, for one of the product

or services of the company’s internship. The facilitator will use the Appendix D to

evaluate this final campaign. The students must follow all the steps in the Appendix

I. The presentation should include a final artwork for a print media & Internet. They

will also include a final TV and radio commercial. They will also need to present

promotions and public relations strategies in their final presentation. The oral

presentation will be in English and the written presentation will be in Spanish.



5. Reflexive diary: The students will prepare their reflexive diary as of workshop one

(1) and carry through throughout the internship. The reflexive diary will enable the

facilitator to evaluate the student’s progress during their internship and their class

attendance. See Appendix Q.

Evaluation Criteria for the Internship: The student will complete 160 hours of

internship, and 10 hours of class work. (See Appendixes R to X)

1. Two (2) evaluations from the Internship Coordinator : The Internship

Coordinator should complete two evaluations of the intern, by the end of the

internship. The Facilitator will decide and notify the Internship Supervisor and the

Intern, on what dates these evaluations will be perform at the end of the third week,

and the second one at the end of the internship during week five. These evaluation

forms will be placed in the student's academic file.

2. One (1) evaluation from the Internship Supervisor: The Internship supervisor

will perform an evaluation for the intern at the end of the 160 hours assigned.

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:

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

on the students existing grade.

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

based on the students existing grade.

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

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

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

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

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

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

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

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

assessment will be done collectively as well as individually.

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

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



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

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

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



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 the workshop the student will be able to:

1. Understand the marketing workforce in the area, opportunities, salaries and

required skills.

2. Know how to set goals and career objectives.

3. Prepare a job interview template.

4. Understand the educational goals from the internship.

5. Comprehend and understand the role as an intern, and its responsibilities.

6. Prepare an outline for a special project to implement in the internship site.

7. Comprehend the importance of confidentiality.

Language Objectives:

The students will be able to: 1. Summarize the main ideas using correct grammar and spelling of the language.

2. Explain the importance of confidentiality in business using excellent written skills

of the language.

3. Express their personal opinion on how to set goals and career objectives using

excellent oral command of the language.

Electronic Links (URLs):

APA format

http://owl.english.purdue.edu/handouts/research/r_apa.html

http://www.apastyle.org/elecref.html

http://www.wisc.edu/writetest/Handbook/DocAPA.htm

UMET virtual Library

http://um.suagm.edu

Essay examples:

http://www.monografias.com

Workforce

http://www.wcfla.com

http://www.employflorida.com

http://www.gojobs.com



http://www.carrerbuilder.com

Students Organization Solutions

http://www.vanderbilt.edu/sos/missionstatements.htm

Career Objectives

http://www.cals.wisc.edu/students/cscaro.html

http://www.suagm.edu/orlando/physical_facilities.htm

Confidentiality

http://www.mrisales.net/client/confidential.htm

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. Complete and verify that all the necessary internship’s documents are properly

filed out. See Appendixes R to X.

3. Write a two pages document covering the following topics:

a. List all the job opportunities available in marketing in the Central Florida

area.

b. Describe the skills required to be hired as a Marketing Director.

c. Evaluate the salaries of these positions and identify the average salary, in

the State and in our area, for Marketing Directors.

4. Prepare a draft document with at least five competencies that you want to

acquire in your internship experience. You will share it with the rest of the group.

5. Prepare an interview template to use in your internship center to interview your

future co-workers. You will share it with the rest of the group. Go to

http://jobsearch.about.com/od/interviewquestionsanswers/a/interviewquest.htm

for more information about interviews.

6. Write a 2- 3 page essay describing your internship expectations, your

responsibility as an intern and the importance of confidentiality during your

internship. Use APA format. For more information about APA style, visit the

Learning Recourse Center.



Activities :

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

icebreaking activity suggested by the facilitator.

2. The facilitator will review the entire module with the students to assure that they

are clear on what is to be expected.

3. The facilitator would confirm that the students have completed all the internship

documents. Then he/she will verify that students are in the right class and will

start the process to select the student representative.

4. The facilitator will discuss the student’s educational goals from the academic and

practical internship program.

5. The students will share their findings about the job opportunities available in our

area as a Marketing Director.

6. The students will present the competencies they want to acquire in their

internship experience.

7. Brainstorming session. The students will share their interview questions in order

to create a master and uniform template.

8. The students will present in three minutes a selling session to present their

products.

9. The facilitator will explain assignments for the next workshop.

Assessment:

1. The students will complete the One-Minute Paper (Appendix G), and turn it at

the end of the class.

2. The facilitator will use the rubric to evaluate class attendance and participation

3. The facilitator will use the rubric to evaluate the Written Essay.



Taller Dos

Objetivos Específicos:

Al finalizar este Taller los estudiantes podrán:

1. Comprender la estructura de las organizacionales dedicadas al mercadeo.

2. Desarrollar conciencia de la importancia de la ética y el compromiso social.

3. Identificar como diseñan y ejecutan un Plan de Mercadeo en el lugar de trabajo.

4. Describir y explicar los pasos del Plan de Mercadeo que ya se han ejecutado y

cuál ha sido el resultado.

5. Identificar los pasos que aún no se han llevado a cabo y cuál será la estrategia.

Objetivos del Lenguaje:

Los estudiantes podrán:

1. Traducir documentos relacionados a la función de Mercadeo utilizando excelente

gramática, puntuación y ortografía.

2. Leer y resumir las ideas principales de un libro o artículo sobre mercadeo

gerencial utilizando excelente uso del lenguaje incluyendo la sintaxis, uso de

vocabulario y conjugación de verbos.

3. Comunicar ideas verbalmente en español haciendo uso correcto de verbos y

dicción.

Enlaces Electrónicos:

Estructura Organizacional

http://www.itsma.com/research/abstracts/F002.htm

Ética en la Mercadotecnia

http://www.gestiopolis.com/recursos/experto/catsexp/pagans/mar/no10/eticamarketing.h

tm

http://www.ethicsquality.com/marketing.htm

http://www.dewarsloan.com/working%20papers-ethics%20in%20marketing.htm

http://www.marketingpower.com/live/search.php?SearchFor=ethics&Session_ID=19d25

9a8c419dbe31893e0b702c1c22f&Type=0

http://www.marketingpower.com/search.php

Plan de Mercadeo

http://www.marketing-xxi.com/planificacion-y-realizacion-de-una-campana-110.htm



American Marketing Association

http:///www.ama.org

Instituto de Ética Comercial

http://www.ibe.org.uk

Ética en Comercio

http://www.dsa.org/ethics/

http://www.ethics.org/

Asignaciones antes del Taller Dos:

1. Consiga un organigrama de su lugar de práctica o cree uno (con la autorización

de su facilitador). Explique en un resumen de 250 palabras cómo se dividen las

áreas del Departamento de Mercadeo (organigrama) y cómo fluye la

comunicación entre las oficinas del departamento y también con el resto de la

empresa. Venga preparado para una presentación oral de 5 minutos. El

Facilitador utilizará el Anejo C para evaluar esta presentación.

2. Busque una noticia o artículo sobre algún caso que involucre la ética en la

industria del mercadeo. Resuma la misma y ofrezca su opinión personal para

discutir en clase.

3. Busque información sobre un profesional de mercadeo que usted admire.

Prepare una informe oral sobre la persona.

4. Presente y explique en “PowerPoint” los pasos del Plan de Mercadeo que ya se

han ejecutado en la empresa y cuál ha sido el resultado. Además, deberá

identificar los pasos que la empresa aún no ha llevado a cabo en su Plan de

Mercadeo. También debe describir cuál será la estrategia a seguir en cada uno

de estos pasos. El Facilitador utilizará el Anejo C para evaluar esta presentación.

Actividades:

1. El facilitador comenzará la clase con un breve repaso.

2. Los estudiantes compartirán sus experiencias del internado.

3. Los estudiantes realizarán una presentación oral sobre el organigrama de la

empresa donde realizan la práctica. El facilitador deberá explicar los diferentes

tipos de organigramas.



4. El facilitador creará una dinámica sobre la ética en la industria del mercadeo.

5. Los estudiantes realizarán una presentación oral sobre el profesional de

mercadeo que admiran.

6. Los estudiantes realizarán una presentación oral sobre el Plan de Mercadeo de

la empresa. El facilitador explicará en detalle los pasos del plan y aclarará

dudas.

7. El facilitador coordinará con los estudiantes su primera visita al centro de trabajo.

8. El/ La Facilitador explicará las actividades para el taller tres y aclarará cualquier

duda que presenten los estudiantes.

Avalúo

1. El/la estudiante hará su avalúo llenando el diario reflexivo (Anejo Q), el cual

deberá ser entregado al finalizar el Taller.

2. El/ la Facilitador utilizará la matriz valorativa para trabajos escritos

3. El/ la Facilitador utilizará la Matriz valorativa para evaluar presentación

individual/ Grupal Oral.



Workshop Three


At the end of this workshop, the student will:

1. Identify the Hispanic market trends in your area.

2. Know the new trends in marketing strategies.

3. Understand the e-marketing concept in today’s competitive business world.

4. Explain the technology impact in marketing.


1. Summarize the new market trends in marketing using correct grammar and

spelling of Language.

2. Express the differences in the Hispanic market trends using excellent oral

command of the language.

3. Explain the e-marketing concepts and their effects in today’s market using

excellent skills of language.


Market Trends/Census Data

http://www.censuscd.com/?source=overture

http://www.census.gov

Marketing Trends

http://downloads.pennnet.com/pnet/advertisinginfo/is/2003/mktgtrends.pdf

E-marketing

http://www.sba.gov/starting_business/marketing/emarketing.html

http://certification.about.com/cs/ibm/a/marketingcerts.htm

http://www.leedscg.com/e%20Marketing.htm

http://www.maltanetwork.com/emarketing.htm

http://www.lern.org/edctr/in_person/2001/marketing_continuing_professional_education/

complete_details.htm

http://www.mra-net.org/

http://www.marketingology.com/



Assignments before Workshop Three:

1. Prepare a document with all the actual data related to the Hispanic community

population in your area. Compare this information with the data from 10 years

ago and describe how these changes are going to affect the market and the

sales of services and products in the area. For census information you can visit

http://www.census.gov/.

2. Write a two pages essay describing the new trends in marketing strategies and

how the company in which you are doing your internship is using the news trends

as e-marketing, web sites and the technology as a special tool in their marketing

strategies. Additionally, explain how they should improve in this field.

3. Prepare a comparative table between marketing a product or service by using

flyers and by using the Internet. Describe the advantages and disadvantages

from each method. Detail some marketing strategies and theories to strengthen

your comparisons.

4. Bring the Portfolio to class, making all the corrections requested by the facilitator,

Make sure you have updated your portfolio, including all assignments and

reference materials used for your studies during the first three workshops.

Activities :

1. The facilitator will start the class with a short review.

2. The students will share their experiences at the internship site.

3. The facilitator will create a debate or group activity about the fastest growing

segment of the Hispanic population in their area and the impact of marketing in

this market trend.

4. The students will discuss how their internship sites are using the technology and

new trends in marketing strategies.

5. Students will present their comparative tables.

6. Come prepared for class activity and discussion using the concepts mentioned

on the specific objectives of this workshop.

7. Students will meet in pairs to create a concept map related to marketing and

ethnic groups.



8. The Facilitator will explain assignments for the next workshop and coordinate any

site visit.

Assessment:

1. The student will complete their reflexive diary and annotate any comments or

questions.

2. The facilitator will use the rubric to evaluate written Essay

3. The Students will fill out their Weekly Progress Record Sheet



Taller Cuatro

Objetivos Específicos:

1. Conocerá las asociaciones profesionales en la industria del mercadeo; a nivel

local, estatal y nacional.

2. Entenderá la necesidad de la educación continua.

Objetivos del Lenguaje:

1. Redactar un ensayo con excelente gramática, puntuación y ortografía donde

explicará las funciones de liderazgo y control del gerente de ventas en una

organización.

2. Leer y resumir las ideas principales de las distintas asociaciones profesionales

en la industria de Mercadeo utilizando excelente uso apropiado del lenguaje

incluyendo la sintaxis, uso de vocabulario y conjugación de verbos.

3. Comunicar la necesidad de la educación continua en español haciendo uso

correcto de verbos y dicción.

Enlaces Electrónicos:

Asociación de Mercadeo Americana (American Marketing Association)

http://www.ama.org

Asociaciones de Mercadeo

http://marketing.about.com/od/marketingassociations/

http://www.the-dma.org/

http://www.marketingsource.com/associations/

http://sales.monster.com/

http://ourworld.compuserve.com/homepages/SNethercott/JobPlan.html

http://www.augsburg.edu/ppages/~peterse1/career.htm

http://www.marketingpower.com/

Mercadeo y Ventas

http://ollie.dcccd.edu/mrkt2370/Chapters/ch10/10sell.htm

http://www.servicesca.org/personal_selling_skills.htm

http://www.sykronix.com/tsoc/courses/sales/selling.htm



Asignaciones antes del Taller Cuatro:

1. Busque información sobre las asociaciones de mercadeo a nivel local, estatal y

nacional. Identifique a cuál de ellas le gustaría pertenecer, cuál es el proceso de

registro y como esto le ayudará en su desarrollo profesional. Venga preparado

para una discusión en clase.

2. Identifique un profesional de mercadeo, agencia, empresa o departamento de

mercadeo, a nivel local, que haya sido reconocido recientemente por alguna de

estas asociaciones profesionales. Deberá explicar porqué se le otorgó el

reconocimiento. Venga preparado para discusión grupal.

3. Busque información sobre organizaciones o instituciones que ofrezcan cursos de

educación continua e identifique a cuál de estos seminarios o talleres les

gustaría participar. Incluya los lugares donde se ofrecerá el seminario y los

costos de inscripción.

4. Explique en un resumen de 250 palabras cómo ha sido su experiencia como

interno. Explique lo que ha aprendido. Compare esos conocimientos con los del

salón de clase. Presente algún ejemplo de algo que le han permitido realizar

durante el internado y que ha sido utilizado por la empresa. Venga preparado

para una presentación oral de 5 minutos. El Facilitador utilizará el Anejo C para

evaluar esta presentación.

5. Visite todos los enlaces electrónicos asignados a este taller. Venir preparados

para discutir en clase.

6. Continúe trabajando con su portafolio.

Actividades:

1. El /La facilitador comenzará la clase con un breve repaso y aclarará cualquier

duda que tengan los estudiantes.

2. Los estudiantes presentarán las organizaciones profesionales a la cuales les

gustaría pertenecer.

3. Los estudiantes presentarán los líderes de mercadeo reconocidos en nuestra

comunidad.

4. El/la facilitador promoverá una discusión sobre la importancia de la educación

continua.



5. Los estudiantes compartirán con el resto del grupo su experiencia como

estudiante interno.

6. Los estudiantes discutirán verbalmente el progreso de su Plan de Mercadeo.

7. El/La facilitador discutirá con los estudiantes cualquier duda relacionada al

portafolio y aclarará interrogantes presentadas.

8. El facilitador discutirá las asignaciones para el próximo taller y coordinará

cualquier cita.

Avalúo

1. Los estudiantes completarán el Diario reflexivo del día.

2. El/ la Facilitador utilizará la Matriz Valorativa para Ensayos Escritos.

3. El/ la Facilitador utilizará la matriz valorativa para participación en grupo

4. Matriz valorativa para presentaciones orales.



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.


At the end of this workshop, the student will:

1. Understand the Marketing Plan from the educational point of view.

2. Understand the Marketing Plan from the practitioner point of view.

3. Create a Marketing Plan.


1. Explain the major factors of the Marketing plan using excellent written skills of the

selected language.

2. Present the written portion of their marketing plan in the selected language using

the proper terms and concepts presented showing the proper usage of grammar

and syntax.

3. Explain the major points of the topic chosen for their marketing plan presentation

using excellent oral command of the language.


Marketing Plan

http://www.marketing-xxi.com/planificacion-y-realizacion-de-una-campana-110.htm

UMET Virtual Library

http://um.suagm.edu

Developing markets

http://www.contrib.andrew.cmu.edu/~runnitha/PotentialMarkets.htm

http://www.aednet.org/ced/Jan00/Marketing.htm

Marketing Plan Outline

http://www.quickmba.com/marketing/plan

Strategic Marketing Plan



http://www.businessplans.org/Market.html

How Marketing Plans work

http://money.howstuffworks.com/marketing-plan.htm

Building a successful Marketing Plan

http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P03_8000

Assignments before Workshop Five:

1. Review all the URL’s and come prepared to discuss terms and the concepts

found during your research in English.

2. Complete the portfolio according to the specifications in the appendixes at the

end of the module.

3. Write a two hundred and fifty (250) words essay describing the Marketing Plan

from the educational point of view vs. the practitioner point of view. Present any

discrepancy in the way the plan is conducted.

4. The students will prepare a new Marketing Plan, for one of the products or

services of the company they are doing their internships. The students must

follow all the steps in the Appendix I. The presentation should include a final

artwork for a print media and Internet. They will also include a final TV and radio

commercial. They will also need to present promotions and public relations

strategies in their final presentation. The oral presentation will be in English and

the written report will be in Spanish.

Activities :

1. The Students will hand in their portfolio

2. The facilitator will start the class with an activity to refresh the concepts learned

in the previous workshops (Spanish). Suggested activities could be a debate,

news report, discussion panel, or any other activity.

3. The Facilitator will allow time for each student to briefly present their final

experiences as an intern in English.

4. The students will meet in pairs to create a concept map of any topic related to the

workshop in English. Then, students will verbally share their map with the rest of

the class.



5. The facilitator will allow time (10-15 minutes) for the students to complete the

final assessment on the class. The Student representative will turn them in to the

administrator in charge.

6. The facilitator will randomly select a few students to present their marketing plan

in English.

7. All students will present their TV or radio commercials. The group will vote to

select the best one.

8. The facilitator will finish the class discussing the changing nature of marketing in

today’s markets.

9. Closing activity – to be determined by the facilitator.

Assessment:

1. The student will complete their reflexive diary for the final class.

2. The facilitator will assess the student’s participation in content and language

through the workshop using Appendix B.

3. The facilitator will use the rubric to assess oral presentations.

4. Rubric for written reports.

5. Portfolio rubrics.



Anejos/Appendixes



Anejo /Appendix A

MATRIZ VALORATIVA PARA EVALUACIÓN DE ASISTENCIA Y

PUNTUALIDAD

NOMBRE: __________________________ NOTA FINAL _____________

FECHA: ____________________________

La asistencia a cada taller es mandataria y la punt ualidad representa ética

profesional. El facilitador llevará un registro de las mismas para cada taller y, al

finalizar el curso, utilizará este anejo para evalu ar 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:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



RUBRIC TO EVALUATE ATTENDANCE AND PUNCTUALITY

NAME: _______________________________ FINAL GRADE ____________

DATE: _______________________________

Attendance is mandatory, and being punctual reflect s 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 evaluat e 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

a.

Comments:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo /Appendix B

MATRIZ VALORATIVA EVALUACIÓN DE PARTICIPACIÓN EN CL ASE

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:_________________________________



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:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________



Anejo C/Appendix C

MATRIZ VALORATIVA EVALUACIÓN DE PRESENTACIONES ORA LES

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 : __________________________________________________________________________________________________________________________________________________________________________________________________________________



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: ____________________________________________________________________________________________________________________________________________________



Anejo D/Appendix D

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:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Conten ido

Este trabajo esta 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 esta 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 P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ___________________Facilitator signature:___________________



Anejo E / Appendix E

The “Whip”

Objective:

To allow the students to express their thought in regards to what they have learned in

the workshop and, to emphasize the important concepts that come up from the

students’ answers.

Procedure:

The students will answer in complete sentences the questions at the bottom. The

facilitator will go around the room asking each student to respond to a question and

he/she would answer with short phrases. Every student is expected to respond. They

may pass on the first turn but, must answer once the whip circles again.

• What was one thing you learned today?

• What was one thing you are unclear about today?

• What one surprise was in today’s class?

• What was one thing you want to think more about?



Anejo F/Appendix F

COURSE EXPECTATIONS

Objective : To align the objectives of the course with the student’s expectations.

Procedure:

Students will write their expectations of the course, the perceived objectives and

their goals to be achieved with the course. The student will share their

expectations with the rest of the group.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________



Anejo G/ Appendix G

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 H/ Appendix H

MATRIX VALORATIVA PARA ANUNCIOS

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. Utiliza colores apropiados. 2. Identifica una tipografía apropiada. 3. La redacción del texto va a tono con el

concepto del anuncio.

4. Las fotos o los símbolos se destacan en el comercial de forma efectiva.

5. Las ideas y argumentos del anuncio están bien fundamentados en el concepto creado.

6. Se utiliza un lenguaje apropiado. 7. La música y los efectos especiales se

destacan en el anuncio de forma positiva.

8. El talento o el portavoz seleccionado le brinda identidad propia al anuncio.

9. El estudiante cumplió con la pre-producción de un anuncio a través del desarrollo de un guión, libreto o “storyboard”.

10. El anuncio demuestra creatividad. 11. El estudiante creó un “slogan” con un tono

adecuado al tema de campaña.

12. El anuncio proyecta efectividad. 13. El anuncio capta la atención e interés de la

audiencia.

14. Uso efectivo de la tecnología, ayudas visuales, drama o ejercicios de acuerdo al ejercicio y el tema presentado, según aplique

15. El concepto es diferente, nuevo y rompe con los estereotipos tradicionales.

Comentarios : ________________________________________________________________



RUBRIC TO EVALUATE AD COMMERCIALS

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. The ad colors are adequate to the concept.

2. The typography used in the ad is adequate to the concept..

3. The ad text is the adequate for the concept.

4. The ad photos and symbols are effective in the ad.

5. The ad ideas and arguments are based in sources presented.

6. Utilized appropriate language with syntactical and grammatical correction.

7. The music and special effects are effective.

8. The talent or “spokeperson” gives a unique personality to the commercial.

9. The student did a pre-production, including scripts and storyboards.

10. The commercial demonstrates creativity.

11. The slogan is adequate with the tone of the ad.

12. The ad is definitely adequate and effective for its target.

13. Captures audience attention and interest and/or promotes participation, depending on which applies.

14. Effective use of technology, visual aids, drama or exercises depending on the theme or exercise presented.

15. The commercial is a different and a new idea. It’s not a traditional concept.

Comments: _ _______________________________________________________________ ________________________________________________________________



Anejo I/ Appendix I

Contenido del Plan de Mercadeo:

1. Introducción

2. Resumen ejecutivo

3. Objetivos del plan

4. Análisis FODA (SWOT)

5. Análisis del mercado

6. Análisis del consumidor

7. Análisis del competidor

8. Mezcla de mercadeo

9. Estrategias de producto, precio, promoción y distribución.

10. Estrategias de publicidad, relaciones públicas y promociones

11. Presupuesto

12. Proyecciones de venta

13. Controles

14. Referencias



Marketing Plan Guideline:

1. Introduction

2. Executive Summary

3. Objectives

4. SWOT Analisis

5. Marketing Research

6. Consumer Analisis

7. Competitors

8. Marketing Mix

9. Strategies for product, price, promotion and distribution

10. Advertising, public relations, and promotions strategies

11. Budget

12. Sales Projections

13. Controls

14. References



Anejo J/ Appendix J 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 L).

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

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

to the end of the portfolio.

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

of the binder for identification purposes (Appendix K).

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 O). 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 P).

• 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 Q).



Anejo K/Appendix K

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

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 Course: Portfolio rated as Reason of this rate



Anejo L/ Appendix L

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo M/Appendix M

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.



Anejo N/Appendix N 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 = 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



Anejo O/Appendix O

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and

comments


Prep. 2006 Natalia S. Ruiz-Muñiz, MAOM & Luis Mercado, MA Rev. 2008. Chalie Colón, MBA.IB,EPM,DLP

Anejo P/ Appendix P

Use and Return of Portfolio

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



Use and Discard of Portfolio

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



Anejo Q/ Appendix Q

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:

Hoy aprendí….

Este tema presentado en clase me ayuda a……

Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…



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:

Today I learned…

The topic presented today helps me…

I can apply today’s discussion to my life and personal experiences…



Anejo R/Appendix R

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

MARK 450

Marketing Internship Handbook

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.



Introduction

The Sistema Universitario Ana G. Méndez (SUAGM), Universidad del Turabo

(UT) at Metro Orlando University Center offers an exciting and comprehensive

internship program for students with major in Marketing. The purpose of the

Marketing Internship is to complement, reinforce and place in realistic

perspective, the cognitive and affective objectives of classroom instruction. In

addition, the internship also serves as a valuable lesson in a hands-on

environment while earning the credit needed to complete the bachelor degree

requirements.

The Marketing Internship-MARK 450 demonstrates how an individual can

become skilled and gain knowledge by many methods. Our educational goals are

the acquisition and applying knowledge, and the development of personal

development and professional skills.

Program Mission

Our mission statement is to expand the educational experience of senior

students by giving them an opportunity to increase their professionalism and

awareness of the marketing process.

Internship Goals

The internship program is an integral component and extension of the academic

offerings of the Universidad del Turabo at Metro Orlando University Center It is

designed to enhance the student's total academic experience through a planned

program of observation, study, and participation in any private or public

corporation.

Learning Objectives

1. Provide a practical opportunity to learn how marketing is practiced in a

real business.

2. Apply theories, frameworks and principles in the analysis of the different

marketing areas.

3. Improve the use of professional jargon and communication process in the

real business world.

4. Gain practical experience in one or more areas within marketing.



5. Identify and evaluate interests, skills, values, and lifestyle preferences and

relate them to marketing educational and marketing career

choices/planning.

6. Develop decision-making skills and a plan for reaching self-determined

goals.

7. Learn advanced job search skills and strategies.

8. Begin to take an active role in the career planning process and transition

from college to career.

9. Develop a Career Portfolio.

Professional Goals

Marketing offers a wide range of professions to candidates aspiring to be

business leaders of tomorrow and is considered one of the most exciting and

glamorous professions in the business field. Specifically, marketing is the

implementation of specific philosophies and crucial strategies that guide a

company to effectively fill the needs and desires of consumers. Marketing

creates the attitude and image portrayed by a company.

The Universidad Del Turabo Marketing Internship at Metro Orlando University

Center provides a professional development in several areas of the marketing

industry.

1. Advertising and Public Relations

2. Market Research

3. Non-Profit

4. Product Management

5. Retailing

6. Planning of marketing activities

7. Merchandising

8. Design and/or conducting marketing research

9. Forecasting

10. Developing sales territory allocations or commission schedules

11. Providing for marketing control systems

12. Building relationships within channels of distribution



13. Developing media schedules

Description of the Marketing Workshop and Internshi p

The business administration bachelor degree program with a concentration in

Marketing of the Universidad del Turabo at the Metro Orlando University Center

of Sistema Universitario Ana G. Méndez requires a Marketing Internship in the

last academic year. The class code is MARK 450 in which the students will take

simultaneously a five weeks workshop and eight weeks Internship. The students

will earn six (6) hours credits while working in the internship program.

In the workshop, the students will meet with the facilitator every week in a two

hours seminar for knowledge application, skills development and personal and

professional development. In the Internship, the students are required to

complete various academic assignments, as well as the assigned tasks at the

field site. The hours of the student’s internship will be subject to the regular hours

of the Internship organization. The hours schedule may vary by means of an

agreement between the student and internship facilitator considering that the

agreement does not affect the need of the services rendered.

The internship consists of a practical experience of twenty (20) hours per week in

the selected organization or firm. Six (6) credit hours shall be awarded for 170

clock hours of participation for this course; this includes 160 hours internship on

site, and 10 hours class work.

Student Eligibility Requirements

1. The student must be an officially declared Marketing major.

2. The student must have completed a minimum of 33 General Education

credits, all 48 credits from the Core Professional section, 12 credits from

the Major-Required Courses and 3 credits in the Major-Elective Courses in

Marketing. (Total credits earned = 96)

3. The student must have a 2.5 GPA overall, a minimum of a 3.0 GPA in

Marketing coursework is also required.

4. A student may be authorized for Internship in a organization or firm in

which he/she works; this may be done under the following conditions:



a. Identify and separate his/her labors as employee of the

organization.

b. Make sure that he/she has the time available to complete his/hers

Internship assignments.

c. The student will full fill his/her responsibilities that apply to all the

Internship students.

5. The current or previous professional experience will not be considered it

as a substitute for the Marketing Internship Program.

The Application and Approval Process

Complete this process five (5) weeks prior the Internship Program.

1. Complete the Marketing Internship Program application form from the

Sistema Universitario Ana G. Méndez- Universidad Del Turabo at Metro

Orlando University Center from the Appendix A. The Internship

Coordinator will approve this application using Appendix B.

2. The student must submit all documentations required in the application

form.

a. A copy of your resume

b. A non official transcript

c. A letter of intent. Please enclose 1 to 2 pages in APA style, stating

why you wish to do an internship, the area in which you are

interested, you personal mission statement, short-term personal

and professional goals and the abilities and skills that you can bring

to the organization.

d. Two references, one from previous employer and one from a

professor at your current institution.

3. The student needs to take a seminar from the Learning and Resources

Center. The student can choose from several seminars, such as: APA

style, Net Library and Research and Development. The Learning and

Resource Director will sign the clearance process in the Marketing

Internship application form.



4. The student must complete and present all the required documents to the

Internship Coordinator for the evaluation and acceptance in the Marketing

Internship.

5. The Internship Coordinator will provide the student a letter of acceptance

for MARK 450 Internship in Marketing.

6. The student is responsible to arrange with any private or public

organization, to seek and secure an internship position. Coordinator must

approve the Internship site.

7. The student must complete any required documentation from the

Internship site.

8. The student will sign the Learning Contract with the internship

organization, if required. Turn in a copy of this document to the Internship

Coordinator.

9. The attendance for course work is mandatory.

10. Once the internship site approved the intern, it should be considered a

contract. Cancellation of an internship assignment can be made only with

the approval of the Internship Facilitator. Unapproved cancellations by the

intern will result in assigning the student a failing grade for the internship.

The Placement Process

The students should perform the placement process. The first two steps in the

placement process are to select the field site and being hired by the selected

organization.

Internship Searching Strategies

1. Database Searching- Start your search by looking in databases through

the website and libraries. Some of the most used books to search

internships are:

a. Oldman, M., & Hamadeh, S. (2004). The Internship Bible, 2004

Edition. New Jersey: Princeton

b. Oldman, M., & Hamadeh, S. (2003). Best 109 Internships (9th ed.)

New Jersey: Princeton

c. www.monster.com



d. www.latpro.com

e. http://jobsearch.studentjobs.gov/

2. Some of the well-recognized organizations in Florida with students

programs are the following:

a. Walt Disney World

http://corporate.disney.go.com/careers/students.html

b. Lockheed Martin

https://univ-recruiting.lockheedmartin.com/univ/cgi-

bin/index.pl?abbr=co

c. Darden Restaurants

http://www.dardenrestaurants.com/careers.asp

d. World Trade Organization or firm Orlando

http://www.worldtradeorganization or firmorlando.org/

e. Agricultural marketing Services USDA

http://www.ams.usda.gov/

f. Orlando Magic

http://www.nba.com/magic/career_opportunities/internships_00031

0.html

g. Cingular

www.cingular.com

h. Sprint

www.sprint.com

3. Designing an Internship Target- You can choose by company, industry, or

a geographic location.

Company

a. AJR & Partners

b. News Mark Public Relations, Inc.

c. David Greenberg Communications

Industry

a. Advertising

b. Market Research



c. E-Marketing

d. B2B Marketing

e. Direct Marketing

f. Promotion

g. Public Relations

h. Sales Management

i. Product Management

Geographic Location

a. Orange County

b. Seminole County

c. Osceola County

4. Networking- Verify with your friends, family, professors, previous

employers, etc. Make them aware of your academic goals and give them

an opportunity to provide their assistance - whether it is in the form of

advice, connecting you to their network, or an actual opportunity.

Criteria for the Placement Process

Students should verify with their Internship Organization the availability and

accessibility of the following criteria:

1. Adequate physical space to place the students during the Internship.

2. Disposition to accept the presence of the Internship Coordinator assigned

by the University.

3. Accept the placement of the student during the designated academic term.

4. Offer an initial orientation about the organization or firm and the placement

of the student in the organization or firm.

5. Assign to the student duties and responsibilities that agree with the

expectations, knowledge and characteristics of a person with a Bachelors

degree in Business Administration with a Concentration in Marketing.

6. Name a liaison officer that participates in the planning of the academic

expectations of the program.

7. Provides a variety of educational experiences during the Internship.



8. Participation of the liaison officer in the meetings and other activities

promoted by the University and in situations in which it may be required.

Student Responsibilities

In order to obtain the expected professional and academic results, the students

should compromise to perform the following responsibilities:

1. Sign a daily attendance form in the internship organization and the

Internship Log Hour from Appendix C.

2. Avoid absenteeism. If you need to be absent, notify the organization or

firm from any absence and make up the absent time.

3. Know and understand the philosophy of the organization or firm,

programs, norms and established requisites for their services.

4. Maintain confidentiality and a professional demeanor in the internship

organization or firm.

5. Promptly notify the internship coordinator of any accident that happens

during the Internship hours.

6. Attend organization professional activities with previous authorization by

the supervisor and inform the organization or firm liaison.

7. Participate in activities programmed by the Internship Coordinator.

8. Maintain continuous communication with the organization or firm liaison

officer and the Internship Coordinator.

Procedures during the Placement Process

1. The Internship Coordinator will meet with the appropriate officials of the

organization or firm. They will discuss the objectives of the Internship, the

requisites and procedures during the practice.

2. The Internship Coordinator will evaluate the facilities of the organization to

be used for the students in the Marketing practice.

3. The Internship Coordinator and the director of the organization or firm or

the designated official will meet to negotiate the conditions of the

Marketing Internship.



4. The final decision to use or not the organization or firm for the Internship in

Marketing will be made between the Internship Coordinator and the

Director of Faculty and Curriculum of the University.

5. When a company is accepted as an Internship, the Internship Coordinator

will notify the organization or firm by letter confirming the agreements.

6. At the beginning of the Academic term, if required by the organization, a

legal contract will be entered into between the organization and the

University to be signed by the organization chief official or the person

which he designates and the designated University Official. See Appendix

D.



The Marketing Internship

After the acceptance for the Marketing Internship, we recommend students to

coordinate with their immediate supervisors to discuss the logistics of the intern

position, the mutual expectations and the Internship Handbook. It is highly

recommendable to schedule the meeting on the practice organization or firm

hence the student can get a feel for the new environment and possibly meet

some of the future colleagues. The Supervisor should receive a copy of the

Internship Handbook.

Some topics that are recommended to be discussed with the supervisor are:

1. Starting and end dates, working hours, and the organization's dress code.

2. The working space, if is an assigned desk, cubicle, etc. and where.

3. Professional expectations. Share what the organization or firm expect

from you and what you expect from them.

4. Share your learning proposal with your supervisor or simply your goals.

You can use the letter of intent from the application form.

5. Try to obtain permission to conduct several informational interviews to

your colleagues while on site.

6. Meetings with the supervisor and the staff. Confirm the availability to be

part of those meetings.

7. Written Evaluations. Coordinate with the supervisor the evaluation process

and continue feedback during your practice. A final evaluation should be

made by the supervisor using Appendix E. The Internship Coordinator will

execute two visits to the internship place to evaluate the student

performance, and will use Appendix H for these evaluations.

8. After discussing all subjects with the intern supervisor, it is recommended

to write a letter or email that clearly states your understanding of the

logistics of your internship and your main responsibilities.

Expected Student Behavior

The Internship organization is considered as an extension of the Metro

Orlando University Center, because the student will be evaluated in this



experience. Interns must follow the Universidad Del Turabo Student Manual for

expected student behavior.

During the Internship

1. Assume control of your learning process.

2. Do not hesitate to ask questions about your work.

3. When given an assignment, ask for a clear idea of the results expected of

you; a deadline for completion of the project, and where it falls among

other priorities.

4. If you have the time, initiate new projects and assume new

responsibilities.

5. Take initiative; seize the opportunity to learn from the professionals

around you. Know what industry publications they read, which

professional associations they belong. Ask them questions relating to their

careers and professional experience.

Experiences

While interning, a student should experience (or at least observe) a variety of

activities. The following is a brief list of some of the experiences an intern can

expect to have while working:

1. Market Research

2. Product Management

3. Retailing

4. Planning of marketing activities

5. Merchandising

6. Design and/or conducting marketing research

7. Forecasting

8. Developing sales territory allocations or commission schedules

9. Providing for marketing control systems

10. Building relationships within channels of distribution

11. Developing media schedules

12. Retail Management

13. Retail Buyer



14. Business-to-Business

15. Distribution Management

16. Global/International

Realized that from time to time an intern will be asked to answer phones, and

perhaps provide the organization with some other secretarial assistance. It is

important for the organization to understand that these types of tasks should be

the exception rather than the rule, and should not occur on a frequent basis.

Learning Strategies

1. Professionalism- Arrive at work and finish your work at the according

hours. Respect the organization's dress code. Keep conversation content

professional.

2. Professional Attitude- Build yourself a support network at work. Cultivate

good working relationships with your colleagues: your supervisor, fellow

interns, support staff, professionals in other departments, etc. Lend a hand

when needed. Stay positive and optimistic during stressful periods.

3. A Networking- Conduct on-site informational interview during your

internship is a great way to learn more about the field and organization as

well as an effective means to develop your network of contacts.

Problems during the Internship

Problems can arise during an internship: conflicts with coworkers or

supervisors, lack of supervision, or incessant administrative tasks after the

promise of a substantial project. If any student is faced with such challenges, it is

recommendable to contact immediately the Internship Coordinator for further

assistance.

In addition, the Sistema Universitario Ana G. Méndez Universidad Del Turabo

at Metro Orlando University Center offers academic and professional consulting

services through an academic and professional Counselor. Students can contact

the Counselor offices at (407) 207-3363 or (407) 243-1996 extension 1815 in

case of a minor situation that you want to discuss with an objective person.



Internship Completion

The completion of the Marketing Internship will be after the dedication of one

hundred and sixty (160) hours contact in eight (8) weeks in the practical

workshop and ten (10) hours contact in five (5) weeks in the academic workshop.

It is recommendable that the students request to the direct supervisor for a

recommendation letter or to serve as a reference for future professional

opportunities. In addition, we recommend students in the last day of practice, to

send a written thank-you letter to your direct supervisor and any other employees

who served as mentors to you over the internship. A letter should convey your

appreciation for the experience, a sense of what you learned; gratitude for any

references written on your behalf, and your school contact information.

Evaluation Process

Students are required to enroll in six (6) credit hours of internship and to

complete 160 hours of work with the organization or firm. It is the student’s

responsibility to plan with the organization’s supervisor to determine the work

schedule. Coursework would be taken weekly for two (2) hours within five weeks,

during the part of term in which the student is engaged in internship.

Internship Criteria

1. Supervised internship: The student will complete 160 hours of

internship, and 10 hours of class work.

2. Two (2) evaluations from the Internship Coordinator : The Internship

Coordinator should complete two evaluations of the intern, by the end of

the internship. The Facilitator will decide and notify the Internship

Supervisor and the Intern, on what dates these evaluations will be

perform. is at the end on the third week, and the second one at the end of

the internship on week five. These evaluation forms will be placed in the

student's academic file.

3. One (1) evaluation from the Internship Supervisor: The Internship

supervisor will perform an evaluation for the intern at the end of the 160

hours assigned.



4. The Internship Facilitator will evaluate the intern according to attendance

(classroom and internship site), class work, final project, etc.

5. The internship shall be graded according to Ana G. Méndez University

System, Universidad del Este, Florida Campuses grading policies.

a. The standard grading scale is: 100-90 A, 89-80 B, 79-70 C, 69-60 D,

59 or below F.

b. The final internship grade will be derived from:

i) The internship On-site Supervisor's Evaluation form (two)

ii) The Internship Facilitator (one)

iii) Internship Time-Sheet

iv) Seminar (weekly assignments & marketing plan)

8. The final grading decision will rest solely with the Internship Facilitator.

9. The student must obtain an A or B in order to pass the internship course



Anejo S/Appendix S

MARKETING INTERNSHIP APPLICATION FORM

PT:________ Year: ________ Anticipated Graduation

Date:________________

Application Date: __________________________________

Declaration of Concentration: � Yes � No

Standing: � Junior � Senior � Graduate

I. Student Information

Name: _____________________________________________________

Home Address: ______________________________________________

City: _________________ State: ______________ Zip: _____________

Phone: ( ) ________________ Cellular: ( ) __________________

E-Mail address: ______________________________________________

Date of Birth: M____ D____ Y_____ Soc. Sec. #: ___________________

Driver's License #: ____________________ State Issued: _____________

U.S. Citizen: � Yes � No

Any applicable disabilities: _______________________________________

Any Convictions: _______________________________ Felony: � Yes � No

Misdemeanor: � Yes � No

If yes, what: ___________________________________________________

Own Transportation: � Yes � No

II. Internship Terms

I understand that MARK 450 is a graded on an A or B basis. Receiving a "No

Credit" grade in the internship could result from one or more of the following

circumstances:

1. Termination of the internship by the organization supervisor

2. Violation of professional ethics

3. Failure to meet academic requirements and deadlines



I understand that if I terminate placement after processing has begun, further

applications may not be accepted. I give permission for the above information to

be released to the approved Marketing internship agencies.

� I accept. �I do not accept.

Signature: ________________________________________________________

Date: _______________________________

III. Marketing Interest

What area of Marketing are you most interested in? (Choose one):

� Sales

� Marketing Research

� Brand Management

� Hospitality/Services

� Advertising

� Public Relations

� Retail Management

� Retail Buyer

� Business-to-Business

� Distribution Management

� Global/International

� No Preference

� Other ___________________________________________________

Please rank in order of preference which organization you would like your

Internship:

1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________



IV. Internship Education Insurance and Liability Fo rm

No Marketing Internship Education organization assumes liability for injury the

student might sustain while participating in the internship education program. It is

the student responsibility to be covered by a health insurance

I certify that I have read the information above. I waive the right to submit a claim

to Sistema Universitario Ana G. Mendez, Universidad del Este, Universidad

Metropolitana, Universidad del Turabo and or Metro Orlando University Center or

any Marketing internship education organization as a result of injuries or illness

sustained while participating in the Marketing Internship Education Program.

Students who furnish false information on this form will be subject to disciplinary

action, including possible dismissal from the Marketing Internship Education

Program.

� I accept. � I do not accept.

Student Signature _________________________________________________

Date: ______________________________________

V. Required Information

1. Students must submit this form with the following documents and

coordinate the approval with their academic internship coordinator:

a. A copy of your resume

b. A non official transcript

c. A letter of intent. Please enclose 1 to 2 pages in APA style, stating

why you wish to do an internship, the area in which you are

interested, and your personal and professional goals.

d. Two references, one from previous employer and one form a

professor at your current institution.

2. Student must visit the University Counselor in order to receive advising,

working with any special needs and revise academic records.

Counselor Signature: ______________________Date:

___________________



VI. Student Signature

I certify that the information I have provided is true and correct and understand

that Ana G. Mendez University-Metro Orlando Organization or firm has the right

to withdraw or cancel my registration if any of those statements prove to be

incorrect. I accept full responsibility for the information provided on this form.

Signature: _____________________________________

Date: _________________________________________



Anejo T/ Appendix T

APPROVAL OF INTERNSHIP FORM

(For Internship Coordinator use only)

Initials ______________________ Date: ____________________

Date Application is received: ______________________________________

Total No. of credits approved: _________________

Total credits completed to date: _______________

GPA:_______________ Cumulative GPA: _____________

_____ 33 Credits in General Education

_____ 48 Credits in Core – Professional

_____12 Credits in Major – Required

______3 Credits in Major Electives

_______ Approved _______Not Approved

__________________________ __________________________

Internship Coordinator’s Signature Date



Anejo U/ Appendix U

Internship Log Hour

Date Hours Total Hours Internship Supervisor Initial



Anejo V/ Appendix V

Internship Contract

Student/Intern: ___________________________ Student Number ___________

Faculty Internship Coordinator: _______________________________________

Internship Organization: ____________________________________________

The undersigned Intern, Internship Supervisor, and Internship Coordinator agree

that this contract, and its attachments, establish the minimum requirements for

the Intern’s successful completion of a Marketing Internship and the Marketing

Bachelor Degree.

I. Intern and Faculty Internship Supervisor agree that:

The filed copies of the Independent Study Contract and the Statement of

Objectives and other items as specified below, form part of this contract. The

Intern is eligible to earn up to six hours of academic credit. Upon enrollment, the

Intern will pay for six credit hours at the rate for credits earned through regular

course work at Metro Orlando University Center.

The Metro Orlando University Center grading system shall apply to the

Internship, and the Internship Coordinator shall determine a grade based upon

the following:

• Internship Academic (Seminar)

• One Final Internship Supervisor Evaluation

• 2 Internship Coordinator Evaluations

• Completed 160 hours

The Internship Coordinator agrees to contact the Internship Supervisor

five times during the period of the internship and to obtain from the Internship

Supervisor, at the beginning, at the midpoint and at the conclusion of the

internship, assessments of the Intern’s contribution to the Internship Supervisor



organization. The Intern will receive a copy of this Contract and attending

documentation.

II. Intern and Internship Supervisor Organization agree that:

During the period from _____________________ to

____________________, the Internship Supervisor will provide the Intern an

opportunity to learn through working at the Internship Supervisor’s office and

under his/her, or an appointee’s direction and supervision. Appropriate tasks for

the Intern are helping the Internship Supervisor with research, support, or

general assistance.

The Internship Supervisor will provide the Intern with office space,

equipment, secretarial services, supplies, and such other support as is

appropriate for accomplishing the Intern’s assigned tasks. From time to time

during that period, the Internship Supervisor, or an appointee, will provide

informal counseling on the Intern’s performance of tasks and will, for a half hour

at least once each week, confer formally with the Intern regarding the progress of

the internship. At the conclusion of the internship, the Internship Supervisor will

provide the Internship Coordinator with an evaluation of the Intern’s contribution

to the Internship Organization or firm. The internship is as much an educational

endeavor as a work experience. The Intern consequently is not a regular

employee of the Internship Supervisor or eligible for such benefits as

contributions to retirement pay, sick leave license, paid vacation, or workmen’s

compensation, but receives a stipend or pay as upon agreed.

III. Faculty Internship Coordinator and Internship Supervisor Organization agree

that:

The Internship Supervisor will provide the student with a work place and

job experience useful to the student’s academic development while working

under the Internship Organization or firm supervision. To ensure the student

achieves his/her potential for learning during the internship, the Internship

Supervisor agrees to make available a quality work area, proper materials and

equipment, and an experienced supervisor who will oversee and guide the Intern



through the internship effort. The Internship Supervisor will complete and return a

final student assessment within one week of receipt of the evaluation form. The

Internship Supervisor will contact the Internship Coordinator immediately should

problems arise or should questions occur regarding the Intern - Internship

Supervisor relationship.

Metro Orlando University Center appreciates the Internship Supervisor’s

agreement to participate in the Internship Program!

Signatures:

Student:

Facilitator:

Internship Center:

Date: ___________________________



Anejo W/ Appendix W

Internship Supervisor's Evaluation

Intern’s Name____________________ SSN ________________________

Internship Site _______________________________

Name of Supervisor ___________________________

Title/Position _________________________________

Address _______________________________________________________

Telephone ___________________________ Fax

_____________________________

E-Mail ______________________________________

Directions : Prior to the completion of the internship experience, please check the rating which best describes the level of attainment of the intern and complete the statements. Please review the completed evaluation with the intern prior to submitting the evaluation to the Internship Coordinator. In the evaluation, rate the intern as you would rate a new employee. (Internship is the first step towards a professional career). How would you rate this individual as a future professional?

Rating Scale: 5 = Outstanding 4 = Above Average 3 = Average 2 = Needs Improvement 1 = Unacceptable

0 = N/A

Criteria 5 4 3 2 1 N/A 1. Cooperation

a. Functions well with and adjusts to people b. Willing to accept suggests and criticisms c. Respects opinions of others

2. Responsibility a. Follows tasks through to completion b. Follows directions and instructions c. Is punctual d. Is dependable e. Demonstrates appropriate attendance f. Demonstrates awareness of responsibility for the

position

3. Enthusiasm a. Eagerly pursues tasks b. Demonstrates interest in people c. Initiates tasks without prodding d. Demonstrates a desire to assist



e. Demonstrates a desire to learn 4. Leadership

a. Demonstrates ability to plan b. Demonstrates ability to function with assigned

groups

c. Attempts to resolve problems independently d. Conveys ideas clearly e. Introduces new ideas and approaches f. Indicates understanding of people (staff, clients,

or customers)

g. Demonstrates imagination and creativity h. Demonstrates knowledge of programming skills

and techniques

i. Exercises good judgment 5. Emotional Stability/Maturity

a. Demonstrates confidence b. Is well-poised c. Exhibits self control d. Indicates sensitivity for needs of the clients or

customers

e. Demonstrates capability of confronting new situations

6. Physical Qualities a. Demonstrates appropriate energy

b. Dresses appropriately for setting and activity 7. Social Qualities

a. Establishes good rapport with groups b. Establishes good rapport with site staff c. Demonstrates ease in meeting people d. Demonstrates good character and integrity e. Maintains a cooperative attitude

TOTAL: _____/175 = ______%

The intern is most effective in:

________________________________________________________________

________________________________________________________________

____________

The intern requires assistance in:

________________________________________________________________

________________________________________________________________

____________



Additional comments and/or recommendations:

________________________________________________________________

________________________________________________________________

____________

* Intern's Signature _________________________ Date _____________ Signature of On-site Supervisor _______________ Date _____________ * This signature confirms that I have seen and discussed this evaluation. When the evaluation is completed, please forward to: Ana G. Méndez University System School for Professional Studies Marketing Internship Coordinator P. O. Box 574998 Orlando, FL 32857-4998



Anejo X/ Appendix X

Internship Coordinator's Evaluation

Intern’s Name____________________ SSN ________________________

Internship Site _______________________________

Name of Coordinator ___________________________

Title/Position _________________________________

Address _______________________________________________________

Telephone ___________________________ Fax

_____________________________

E-Mail ______________________________________

Directions : Prior to the completion of the internship experience, please check the rating which best describes the level of attainment of the intern and complete the statements. In the evaluation, rate the intern as you would rate a new employee. (Internship is the first step towards a professional career). How would you rate this individual as a future professional?

Rating Scale: 5 = Outstanding 4 = Above Average 3 = Average 2 = Needs Improvement 1 = Unacceptable 0

= N/A

Criteria 5 4 3 2 1 N/A 1. Cooperation

b. Functions well with and adjusts to people d. Willing to accept suggests and criticisms e. Respects opinions of others

2. Responsibility g. Follows tasks through to completion h. Follows directions and instructions i. Is punctual j. Is dependable k. Demonstrates appropriate attendance l. Demonstrates awareness of responsibility for the

position

3. Enthusiasm f. Eagerly pursues tasks g. Demonstrates interest in people h. Initiates tasks without prodding i. Demonstrates a desire to assist j. Demonstrates a desire to learn

4. Leadership j. Demonstrates ability to plan



k. Demonstrates ability to function with assigned groups

l. Attempts to resolve problems independently m. Conveys ideas clearly n. Introduces new ideas and approaches o. Indicates understanding of people (staff, clients,

or customers)

p. Demonstrates imagination and creativity q. Demonstrates knowledge of programming skills

and techniques

r. Exercises good judgment 5. Emotional Stability/Matur ity

f. Demonstrates confidence g. Is well-poised h. Exhibits self control i. Indicates sensitivity for needs of the clients or

customers

j. Demonstrates capability of confronting new situations

6. Physical Qualities b. Demonstrates appropriate energy

b. Dresses appropriately for setting and activity 7. Social Qualities

f. Establishes good rapport with groups g. Establishes good rapport with site staff h. Demonstrates ease in meeting people i. Demonstrates good character and integrity j. Maintains a cooperative attitude

TOTAL: _____/175 = ______%

The intern is most effective in:

________________________________________________________________

________________________________________________________________

____________

The intern requires assistance in:

________________________________________________________________

________________________________________________________________

____________

Additional comments and/or recommendations:



________________________________________________________________

________________________________________________________________

____________

* Intern's Signature _________________________ Date _____________ Signature of On-site Supervisor _______________ Date _____________ * This signature confirms that I have seen and discussed this evaluation. When the evaluation is completed, please forward to: Ana G. Méndez University System School for Professional Studies Marketing Internship Coordinator P. O. Box 574998 Orlando, FL 32857-4998

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