Dr. Mirelly Buitrago-González's Professional Portfolio

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DR. MIRELLY BUITRAGO-GONZÁLEZ, ED.D.
Professional Portfolio
2017

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TABLE OF CONTENTS
TITLE PAGE
COVER LETTER 3
CURRICULUM VITAE 5
BIOGRAPHY 13
EDUCATIONAL PHILOSOPHY 14
PROFESSIONAL PRESENTATION 15
LETTERS OF RECOMMENDATION 16
SYLLABUS 24
ABSTRACT 45
RESEARCH PAPER 48
TRANSCRIPTS 76

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COVER LETTER
January 5, 2017
Human Resources
Dear Member of the Search Committee:
It is with a great deal of interest and enthusiasm that I present to you my credentials regarding the
Academic and Administrative position. Throughout my career, I have had the opportunity to work at different
public and private schools, college and universities in Puerto Rico and the United States performing
administrative (Coordinator, Director, Dean and Vice-Chancellor in Student Services) and academic work.
Among my teaching duties, I have taught Spanish, Social Sciences more specific in Sociology, Anthropology
and Psychology, Education and Humanities courses.
My broad professional experience has provided me the opportunity to know the administrative, academic
and service processes of a higher education institution and community organization. One of my earlier career
experiences in Puerto Rico was to manage an educational institute to improve education in science,
mathematics, and language for middle and high school students. As Director of Institute 2000, I developed
innovative educational strategies in the classroom and back then I realized that education for me is not a job but
my passion. Later career development in higher education institutions in Puerto Rico are as follows: Director,
Vice Chancellor, Dean of Student Affairs and Academic Senator.
Since moving to the USA in August 2010, I’ve been working as a Spanish Instructor. During the past six
years, I have worked as a Spanish Lecturer in the Department of Languages at Clemson University, Antioch
College and the University of North Alabama providing instruction in elementary, intermediate, and advanced
courses in Spanish and Cultural courses. In addition to my teaching duties, I coordinate and participated
multiple activities such as the Hispanic and Culture Week Celebration, Public Speaker in Hispanic Series,
Declamation Contest, Student Organization Advisor, Member of the Curriculum Committee, Faculty and Peer
Evaluation Committee, and Academic Senator and Academic Coordinator.
During my execution as an Instructor and Visiting Assistant Professor, I have had the opportunity to
integrate my knowledge in the area of Spanish, Education and Social Sciences (more specifically in Sociology
and Anthropology). In addition, I have created innovative educational experiences with the objective to develop
critical and analytical skills in my students. These tools are assessed to validate its effectiveness and
responsiveness to the needs of all students. As part of my duties, I am running the language laboratories that
integrate technological tools to the learning process. Additional teaching experiences include offering an online
course in Blackboard, Canvas, D2L and Adobe Connect.
I am committed to continue my contribution to this great nation, not only to develop excellent
professionals, but also to transform them for the benefit of a better society.
Best Regards,
Mirelly Buitrago- González, MA, MS, Ed.D.

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CURRICULUM VITAE
A. PERSONAL INFORMATION
Name: Dr. Mirelly Buitrago-González
Postal Address: 117 Grand Oak Circle
Pendelton, SC 29670
Telephone: (256) 603-0932
Email: consorcioestudiantil@hotmail.com
mig@clemson.edu
B. EDUCATION
Metropolitan University, San Juan Campus
Doctor of Education, 2014.
Concentration in Teaching, GPA 4.00.
Minnesota State University, Mankato
Master of Science, 2014- May 2016
Concentration in Spanish for the Professions, GPA 3.87
University of Puerto Rico, Rio Piedras Campus.
Master of Arts, 2002.
Concentration in Social Sciences, Sociology and Anthropology, GPA 3.60.
University of Puerto Rico, Rio Piedras Campus.
Bachelor of Arts, 1994.
Concentration in Social Sciences, Sociology and Anthropology, GPA 3.00.
C. WORK EXPERIENCE
2016- Present Clemson University
Department of Foreign Languages
Clemson, SC
Spanish Lecturer, Coordinator Spanish Intermediate Courses, Coordinator
the Spanish Reading Table, Coordinator the Students Organization
( Spanish Club), Academic Advisor, Member on the Committee for the
review of text and curriculum of basic courses in Spanish and LIT
( Language and International Trade) Advisor.
2015-2016 Livingstone College
Department of Humanities and Liberal Arts
Salisbury, NC
Visiting Assistant Professor of Spanish ( one year contract)

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2014- 2015 Antioch College
Yellow Spring, OH
Visiting Spanish Instructor (One year contract)
2012- 2014 University of North Alabama
Florence, Alabama
Spanish Adjunct Professor
2010- 2012 Clemson University
Department of Language
Clemson, South Carolina
Lecturer of Spanish
2010-2007 Inter American University of Puerto Rico
Bayamon Campus
Bayamon, Puerto Rico
Dean Student Affairs
Inter American University of Puerto Rico
Bayamon Campus, Puerto Rico
Humanities and Education Department
Professor (Part-Time)
Inter University Consortium
Compassion Operation
Founder and Executive Director
2007-2006 Commonwealth of Puerto Rico, Senate of Puerto Rico
San Juan, Puerto Rico
Legislative Adviser
2003-2006 Metropolitan University
Quality of Life and Student Well-Being
VP Student Affair and Service
Associates Vice-Chancellor
Commonwealth of Puerto Rico, Office of Special Communities
Governor Office
Consultant (Part-Time)

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Metropolitan University and Program of Family Planning
in Medical Sciences Campus
Director of Federal Proposals
Metropolitan University and Traffic Safety Commission
Instructional Program of Traffic Safety and Alcohol Abuse
Metropolitan University
Social Sciences and Education Department
Adjunct Professor
2003 - 2002 Commonwealth of Puerto Rico, Senate of Puerto Rico
Commission of Youth Affairs,
Integral Development Commission of West Region
Legislative Adviser
2003 - 2001 University of Puerto Rico, Central Administration
Center of Sciences and Engineering Resources
Administrator
2001- 1997 University of Puerto Rico, Humacao Campus
Student Affairs Deanship
Quality of Life Office
Humacao, Puerto Rico
Director
University of Puerto Rico, Humacao Campus and
Traffic Safety Commission
Protection Seats Lending Program
Consortium Inter-University National Students, CIEN
Central Office at University of Puerto Rico
President
Youth Affairs Office
Program THE NETWORK

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Traffic Safety Commission
Program FIESTA 7
University of Puerto Rico, Humacao Campus
Promotion and Academic Offerings,
Director
2001.1997 Humacao Community College, Humacao Campus
Department of Spanish
Spanish Adjunct Professor
1997- 1995 Commonwealth of Puerto Rico, Correction Administration (1995). Program
for the Community of Carolina, Drug Control Program, Socio Penitentiary
Services Technician I, (1996) Fajardo HAS, Supervisor of the Extended Pass
Program, Fajardo Region. (1997).Program of the Community of Fajardo,
Supervisor of Probation and Conditional Freedom, Fajardo Region.
D. OTHER ACTIVITIES
• Writing, development, implementation and advising of federal proposals. Experience in the
academic, administration and community services.
• Development of summits, conferences and workshops for professionals and community groups.
• Communitary and collaborative work in the areas related to the education and prevention of
AIDS, Quality of Life and Handling of Violence. (Instructor of AIDS prevention, certification
given by the American Red Cross).
• Development of curricular modulus for the integration of parents and communities to the
educational area, and the integration of parents to the sciences and mathematics school rooms.
• Research work and analyses of the reality and necessities of the youth in Puerto Rico.
Collaborator in studies of CRUSADA, Middle States, CIEN, studies and profiles of the Youth
Office and the Traffic Safety Commission.
• Development and coordination of activities and programs of prevention and intervention to
improve the quality of life.
• Development of service learning programs and curriculum.

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E. PUBLICATIONS
2014 Buitrago-González, Mirelly. (2014). “Practices and Strategies to Reach a Social
Compromise with the Education in a School Community of Puerto Rico: Case Study”.
Graduate School of Education. Metropolitan University, Ana G. Mendez University
System.
2002 Buitrago -González, Mirelly. (2000). “The Impact of the Protection
Orders in Domestic Violence Cases in Puerto Rico”. Graduate School of
Social Sciences, Department of Sociology, University of Puerto Rico.
F. RECOGNITIONS
2015 Golden Key (Top academic performance in the graduate programs), International Honor
Society, Chapter of Minnesota State University of Mankato.
2014 Resolution of Congratulation, Obtain de Doctoral Degree with 4.00 GPA.
Municipal Legislature of Ceiba, Puerto Rico.
2004 Resolution of Congratulation, First Multisectorial Summit of
Mental Health of Puerto Rico, given by the Puerto Rican Senate
2004 Nomination and Second Finalist of the Youth Medal Rafael Hernandez Colon, given by
the Senate of Puerto Rico.
2001 Honors List Award given by the National Administration of Road Safety and the
Commission of Traffic Safety of the Government of Puerto Rico.
2001 Resolution of Congratulation in the Month of the Puerto Rican Youth submitted by Hon.
Jorge Alberto Ramos Velez and approved by unanimous decision by the Senate of Puerto
Rico.
2001 Excellence CIEN Award given by all the University Youth Organizations of Puerto Rico
assigned to the Inter-University National Student Consortium CIEN.
2001 Enthusiast Captain Award for the Life Relief given by the American Society of Cancer of
the Caguas Region.
2000 Excellence Recognition given by the Office of Service to the Disabled People of the
University of Puerto Rico, Humacao Campus.
2000 Resolution of Congratulation in the Month of Quality of Life submitted by the Senators
and approved by unanimous decision by the Senate of Puerto Rico.
2000 List of Honors Silver Award given by the National Administration of Road Safety and
the Commission of Traffic Safety of the Government of Puerto Rico.

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G. LICENSE AND CERTIFICATE
• Association of Christian Schools International. All Levels Principal. Registration 99180.
K. PROFESIONAL ORGANIZATIONS
• American Council on the Teaching of Foreign Languages
Member 164163.
• Foreign Languages Association of North Carolina. Member.
• International Honor Society chapter at Minnesota State University, Golden Key
(Top performance in the graduate school class), Member.
• Inter-University Consortium for Action Against AIDS, Active Member. Member
• Inter-University National Student Consortium CIEN. Coordinator (1999-2001), Advising Board
Member.
• Consortium of University Resources: Seeding Alliance for Alert Against Drugs, Alcohol and
Violence. University Representative
(1997-1999), Consortium Representative CIEN (1999-2001).
• Consortium of Presidents and Chancellors Committed to the CIEN (1997-2001).
• American Sociological Association (ASA). Member.
L. TECHNOLOGICAL SKILLS
• IBM SPSS Statistics
• NViVo 10
• Learning and Administrative Plataform for Higher Education Institutions PCANVAS,
Blackboard, Angel Learning, and D2L.
• Word, PPT, Publisher, EXCEL and Corel Office.
• PC and MC
• LexisNexis
• Foreign Languages Programs- Webcape, SUPERSITE (Vista Company), Identidades (IAE),
Plazas Lugar de Encuentros (IAE), Conexiones
(Pearson) and others.
M. CERTIFICATION FOR RESEARCHES
• Human Research Protection Board (IRB- SUAGM).

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N. PROFESSIONAL PRESENTATION AND PUBLIC SPEAKER
June 2008- University of Puerto Rico
Instituto 2000
Topic: “ Practicas y Estrategias en la enseñanza de las Matemáticas”.
October 2008- InterAmerican University of Puerto Rico
Consorcio Interuniversitario Operación Compasión
Topic: “ Aprendizaje y Servicio: Una integración necesaria hacia la educación
transformadora”.
Bayamón, Puerto Rico
September 2009- Universidad de Buenos Aires
Centro Latinoamericano de Aprendizaje y Servicio Solidario
Topic: “ Brigada Esperanza: Una auténtica experiencia de Aprendizaje y Servicio”
Buenos Aires, Argentina
Abril 2010- Gobierno de Puerto Rico
Oficina de la Primera Dama
Congreso sobre el Tercer Sector
Topic: “ Educación Social: una agenda posible para la transformación educativa”.
Abril 2014- Metropolitan University
Department of Education
Topic: “ Practicas y estrategias para alcanzar el compromiso social con la educación: Un
estudio de caso”
San Juna, Puerto Rico
March 2015- Minnesota State University
Department of World Languages
Topic: “ Practicas y estrategias para alcanzar el compromiso social con la educación”
Mankato, Minnesota
June, 2016 Oregon State University
Diversity and Inclusion Office
Topic: Public Forum “ La inclusión de los hispanos en las instituciones de educación
superior”.
Corvalis, Oregon
October 2016- Clemson University
Department of Languages
Hispanic Series
Topic: “ El Cerebro que Aprende: De la enseñanza bancaria del español a la docencia
contextualizada”.

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O. PROFESSIONAL REFERENCES
Dr. Ana M. Delgado
Professor
Department of Education
(787) 217-6249
Dr. Yomara Martinez
Auxiliary Secretary of Department of Education
Government of Puerto Rico
President of Research Committee of Doctoral Programs
asturruta@hotmail.com
Dr. Claudia P. Vance
Chair
University of North Alabama’
(256) 627-5072
cpvance@una.edu
Dr. Monica Massei
Spanish Head
Clemson University
(864) 656-3392
mmassei@clemson.edu

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BIOGRAPHY
Dr. Mirelly Buitrago-Gonzalez was born in Puerto Rico and is a native speaker of Spanish. She has
extensive teaching and administrative experience in higher education institutions in both Puerto Rico and the
United States. She has a multidisciplinary academic background, which includes a Doctoral Degree in
Education with a Concentration in Teaching and Learning, a degree in progress of Master in Science with a
major in Spanish from Minnesota State University, a Master's degree in Arts with a concentration in Social
Sciences and Sociology from University of Puerto Rico, and a Bachelor of Arts with a major in Social Studies,
Sociology, and Anthropology obtained at University of Puerto Rico as well.
Dr. Buitrago-Gonzalez has developed multiple investigations related to the Hispanic community among
which is Violence of gender, the development of models of educational excellence and the development of
social commitment to education. This last, carry not only to publish a novel research in Puerto Rico, but was
implemented to establish an inter-university consortium called Operation Compassion at many poor
communities in Puerto Rico, Haiti, Guatemala and Peru which in turn have received services from future
professional who today are pursuing a career in nursing, medicine, communications, and education along with
other professions. Her hard work in trying to look out for the disadvantaged communities has led her to
represent all public and private universities in Puerto Rico, in the Latin American Center for Service Learning,
and the International Consortium Red Talloires where global initiatives are developed to benefit education by
making use of learning services, diversity and inclusion. From here she promoted a philanthropic and
permanent service to communities, which earned her the recognition of teachers, administrators, and the
Legislative Branches of the Government of Puerto Rico.
Dr. Buitrago-Gonzalez's most recent publication was in 2014 which was entitled "Practices and Strategies
to Reach a Compromise With The Social Education in a School Community of Puerto Rico: Case Study".
Graduate School of Education. Metropolitan University. In 2002 she also published "The Impact of the
Protection Orders in Domestic Violence Cases in Puerto Rico." Graduate School of Social Sciences,
Department of Sociology, University of Puerto Rico. She continues to work diligently to develop projects that
will have a major positive impact on the transformation of global citizens. Today, she has created for the
students of the Spanish Program at Antioch College, the first student organization known as the Spanish Club,
which will promote the strengthening and development of learning Spanish with extracurricular experience in
perfect sync with the teaching of Spanish that, occurs daily in the classroom. Dr. Buitrago- Gonzalez teaching
basic, intermediate, and advanced courses in Spanish.

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EDUCATIONAL PHILOSOPHY
During the past thirteen years, I have held various academic and administrative positions in the area of
student services and simultaneously I have worked as a professor. This wonderful experience has provided me
the tools to offer quality educational services to the students. I need to express before presenting my educational
philosophy, that my driving force to provide instruction are the students themselves since they represent the
essence behind all educational services.
It is fundamental to reaffirm that the student is the reason of being in the educational institution and its
source of inspiration and improvement. Therefore, the educational experience involves not only a wealth of
knowledge and responses to specific needs, but also the opportunity for students to have an integral growth that
is based on personal development in their competencies and their transformation into excellent human beings.
The integration of values such as honesty, respect, empathy, commitment, responsibility, credibility,
communication, participation and kindness should be the axiological basis for the academic services in the
educational institution.
The educational experience should provide an optimal environment in which physical, emotional and
mental health is promoted among students to facilitate the learning process. This can be achieved by providing a
wide variety of services and activities that support and complement the academic programs. The academic
services must be aligned with a philosophy of open doors and easy access to ensure optimal development
opportunities as well as quality services that are in compliance with policies and procedures. Within the
framework of academic services, the professionals are proactive facilitators for this purpose and this is why it is
important to integrate the assessment, technology and creativity to every action and educational experience. As
professor, I believe that the educational process should be accompanied of diverse experiences that include the
cultural component and the correct use of the competency and skills, so that promoting the teaching and
learning with integrated technological environments, research and teaching strategies are important and
effective in the diverse skills.

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LETTERS OF RECOMMENDATION
1. Dr. Monica Massei
Head
Spanish Programs
Clemson University
Clemson , South Carolina
2. Dr. Yomara Martinez
Professor
Education Graduate Programs
Ana G. Mendez University Systems
3. Prof. Cybel Betancourt
Director
Co Curricular Activity Programs
Inter American University
Bayamon Campus
4. Dr. Lisa Dysktra
Coordimator
Basic and Intermediates Spanish Courses
Clemson University
5. Prof. Marie Smith
Director
TRIO Programs
Boaz Community College
Boaz, Alabama
6. Dr. Kelli Randall
Dean
Department of Humanities and Foreign Languages
Livingstone College
Sallisbury, North Carolina
7. Clemson University Evaluation Material

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Universidad Interamericana de Puerto Rico
Recinto de Bayamón
Decanato de Estudiantes
January 7, 2016
Search Committee
Dear Search Committee:
Greetings. I am happy to recommend Dr. Mirelly Buitrago- Gonzalez for the Administrative and
Academic position. Dr. Buitrago and I worked together for three years at the Inter American
University of Puerto Rico Bayamón Campus at the Dean of Student Affairs.
I would qualify Dr. Buitrago as a fully competent professor. At our campus she taught as a part
time professor for the Humanistic Studies Department as well as the Education Department. . More
importantly her commitment to education makes her an asset to any academic role.
During the time she worked with us as our Dean of Student Affairs she was successful to unite
the academic departments to extracurricular activities thus enhancing the student’s educational
experience. She was a pioneer at introducing the learning service method from the Deanship to the
class room; this effort won us world recognition at the Red Talloires. She has an outgoing personality
which appeals to the students and she is a visionary who is fully committed to teaching and learning.
I enjoyed knowing and working side by side with Dr. Buitrago; I am glad to recommend her.
Please call me if I can provide additional information to help you in the evaluation process. You may
contact me at (787) 279-2230 or through email at cbetancourt@bayamon.inter.edu.
Sincerely,
Prof. Cybel Betancourt
Director of Extracurricular Activities

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January 9, 2017
Search Committee
Dear Search Committee:
I am writing this letter on behalf of Dr. Mirelly Buitrago-Gonzalez who has applied for the teaching position of
Administrative and Faculty Position. It is my pleasure to have this opportunity to recommend Dr. Buitrago-
Gonzalez to you for this position. I feel she is the type of employee you are looking for.
Dr. Buitrago-Gonzalez have found her to be an outstanding person who goes beyond the call of duty in the
workplace. Not only is she willing to give of her time, but she is also highly motivated in teaching scenario.
Dr. Buitrago-Gonzalez worked with the TRiO Summer Upward Bound Program this past summer and did an
outstanding job. She related with her students well and worked with little or no supervision. She was always
prompt and professional at all times.
One of Dr. Buitrago-Gonzalez greatest strengths was her ability to express herself verbally and talk to all types
of students. This trait will allow her to contribute greatly to the diverse population she will be associated with
each day. In addition, her personality and skills also place her high on successful completion of any list of
activities she is assigned as an employee.
Overall, I personally feel that Dr. Buitrago-Gonzalez is very conscientious and has the ability to succeed if
given the opportunity. I certainly believe she has what it takes to make it in this position. Therefore, I strongly
recommend Dr. Buitrago-Gonzalez for this position and hope you will give her strong consideration when
making your final decision. If I may be of further assistance, please do not hesitate to contact me at 256-840-
4131.
Sincerely,
Ms. Marie Smith
Director of TRiO Programs
Snead State Community College

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From: Randall, Kelli
Sent: Friday, November 06, 2015 10:31 AM
To: Buitrago-Gonzalez, Mirelly
Cc: Randall, Kelli
Subject: Class Visit
Hello Mirelly,
Thank you for allowing me to visit your class this morning. I was very
impressed!! You are indeed a master teacher!!! I will write up my
observation report and email it to you. We can discuss any concerns that you
may have. After that we will complete signature and the observation report
will be filed here in my office. Again, thank you again for allowing me to
observe. I think you’re doing a wonderful job here at Livingstone College!
The department is the richer for your contributions.
KR
Kelli V. Randall, Ph.D.
Dean, Liberal Arts & Humanities
Department of English and Foreign Language

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TO: Richard Goodstein, Dean, College of Art, Architecture, and Humanities
FROM: Peer Evaluation Committee
VIA: Daniel J. Smith, Chair SUBJECT:
Reappointment Recommendation Dr. Mirelly Buitrago-González, Lecturer of Spanish
DATE: September 24, 2016
Dr. Mirelly Buitrago-González joined the Clemson faculty in 2010 until 2012 as Lecturer of Spanish. She
joined the Clemson faculty again in 2016 as Lecturer of Spanish. She holds the following degrees: Doctor of
Education, Metropolitan University, San Juan Campus (2014), Master of Science, Minnesota State University
(2016), and Master of Arts, University of Puerto Rico, Rio Piedras Campus (2002).
Dr. Mirelly Buitrago-González is offering three sections of SPAN 2010 (Intermediate Spanish) and two sections
of SPAN 3020 (Intermediate Spanish Grammar and Composition). The evaluations from the students are not
available (Student Assessment of Instructor). The PEC member who observed her class noted a well-organized
class with an experienced instructor. See the attached Observation Sheet for more details. In terms of service,
Dr. Mirelly Buitrago-González is serving as Secretary of the Spanish section, and she is also the coordinator of
two extracurricular activities such as the Spanish Club and the Table of Reading in Spanish. She is participating
on the committee for the review of texts and curriculum of basic courses in Spanish and advising LIT majors. In
January 2017 she will have the responsibility to coordinate Spanish courses at intermediate level. The PEC
unanimously recommends the reappointment of Dr. Mirelly Buitrago-González as Lecturer of Spanish for AY
2017-2018.
Have read ________________________________
Date _____________________________________
Note for Dr. Oropesa, Chair of the Department of Languages, Clemson University
Dr. Mirelly Buitrago is a new lecturer at Clemson University although. She worked at our institution in the past
2010/11 and 2011/12. I visited her SPAN 2010 class October 3, 2016. It was clear that Dr. Buitrago is a
seasoned teacher; scaffolding was at the center of the pedagogical unit following the communicative approach.
Some strengths of the class were follow up questions, asking all students, redundancy, good grammatical points,
audiovisuals, complex listening exercises, language in context, additional practices in Blackboard, cultural
minute, and use of realia. Dr. Buitrago is going to be an asset to the department and I recommend her
reappointment.

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Class Observation Guideline
Professor’s name: Dr. Mirelly Buitrago-González Date:
September 19, 2016 Class Observed: SPAN 2010 (Intermediate Spanish).
PEC Member: Graciela Tissera
During this class observation, the professor:
1. Was on time: Yes__X__ No______ Only a few minutes late____
2. Provided me with a copy of syllabus and lesson plan: Yes_X__ No____
3. Used a proper introduction to the class with warm up activities: Yes__X_ No ____ Description of some of
the activities used: Exercises in context, group work, listening and reading comprehension
4. Explained the grammar points clearly and appropriately: Yes__X_ No ____
5. Elicited students participation in class: yes_X___ No_______
6. Corrected students’ mistakes tactfully: Yes_X__ No______
7. Used the blackboard/whiteboard: Yes_X___ No_____ Occasionally _____
8. Used a variety of materials: Yes_X___ No______ Just a few: ____
9. Maintained discipline in class: Yes__X__ No_______ Description of some of the materials used:
PowerPoint, textbook, handouts
10. Used individual and group activities in class: Yes__X__ No______ No group activities______
11. Observed and guided the students’ work: Yes_X__ No____
12. Followed the lesson plan: Yes_X___ No______
13. Used the target language: Yes__X_ No ____
14. The students understood and learned most of the material from the class: Yes_X__ No_____
Somewhat_______
15. Additional Observations: (Use the back of the page if necessary The instructor prepared a variety of
exercises to practice grammar and vocabulary in Spanish. All exercises were in context allowing students to
discuss the Hispanic culture and traditions. In this excellent class, the instructors presented original readings and
stories with a list of questions so the students could review the lessons and learn new topics related to travels in
Latin America.
16. In general the class was: Excellent_X__ Very good_______ Good_____ Satisfactory______
Unsatisfactory____

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SYLLABUS
SPANISH 2010 (Intermediate Spanish) – Fall 2016
Course Syllabus
Department of Languages, Clemson University
Instructor: Dr. Mirelly Buitrago-González Email: mig@clemson.edu
Office: Daniel 316 Office Hours: M and W, 9-12
Course Section: SPAN 2010-021 Course Hour and Location: 1:25-2:15p.m, Daniel 207
COURSE DESCRIPTION
This course is the first in the two-semester intermediate Spanish sequence. Students accomplish real-world
communicative tasks in culturally appropriate ways employing interpersonal (speaking and writing), interpretive (reading
and listening) and presentational (speaking and writing) modes of communication. Students learn grammar, vocabulary
and structures to enable them to perform these tasks. Students also learn about the products, practices and perspectives of
Spanish-speaking cultures.
COURSE PREREQUISITE
In order to enter this course, you must have successfully completed 1020 or 1040, or placed directly into the course via the
placement exam. It is the official policy of the Department of Languages that you may not take more than one course in
the language requirement sequence at a time; that is, you may not simultaneously take 2010 and 2020 to try and move
more quickly through the requirement, since successful completion of 2010 is a pre-requisite for entrance into 2020. You
must begin with the course that you place into and then proceed through the sequence from there. The instructor will
check placement exam and pre-requisite records in order to determine that each student is beginning at the appropriate
level of Spanish. Any student found to be in a course that they did not place into will be dropped the first day of the
semester—no exceptions.
COURSE OBJECTIVES
The goal for students upon completing this course is to achieve an Intermediate-Low level of proficiency in Spanish, as
defined by the American Council on the Teaching of Foreign Languages (actfl.org). Students will develop abilities in the
following modes of communication:
MODE
WHAT IS THIS MODE OF
COMMUNICATION?
WHAT CAN AN INTERMEDIATE-LEVEL
LEARNER DO IN THIS MODE?
Interpersonal
Learners interact and negotiate
meaning in spoken or written
conversations to share information,
reactions, feelings, and opinions.
Expresses self and participates in conversations on
familiar topics using sentences and series of
sentences. Handles short social interactions in
everyday situations by asking and answering a
variety of questions. Can communicate about self-
others, and everyday life.
Interpretive
Learners understand, interpret, and
analyze what is heard, read, or viewed
on a variety of topics.
Understands main ideas and some supporting details
on familiar topics from a variety of texts.

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Presentational
Learners present information,
concepts, and ideas to inform,
explain, persuade, and narrate on a
variety of topics using appropriate
media and adapting to various
audiences of listeners, readers, or
viewers.
Communicates information and expresses own
thoughts about familiar topics using sentences and
series of sentences.
WORLD-READINESS STANDARDS FOR FOREIGN LANGUAGES
Course activities are designed with the following goals in mind (via actfl.org):
COMMUNICATION
Communicate effectively using the three modes (interpersonal, interpretive, and
presentational) in more than one language in order to function in a variety of
situations and for multiple purposes.
CULTURES
Interact with cultural competence and understanding in order to investigate, explain,
and reflect on the relationship between the practices, products, and perspectives of
the cultures studied.
CONNECTIONS
Connect with other disciplines and acquire information and diverse perspectives in
order to use the language and critical-thinking skills to function in academic and
career-related situations.
COMPARISONS
Develop insight into the nature of language and culture in order to interact with
cultural competence. Investigate, explain, and reflect on the nature of language
through comparisons of the language/culture studied and one's own.
COMMUNITIES
Communicate and interact with cultural competence in order to participate and
collaborate in multilingual communities at home and around the world.
STUDENT LEARNING OUTCOMES
At the end of the course, students will be able to:
CHAPTER COMMUNICATIVE OBJECTIVES
1
• Introduce themselves and others
• Describe everyday activities using the present indicative tense
• Describe activities in progress using the present progressive
• Describe the characteristics, location and state of people (including one’s family) and things
using ser and estar
• Ask and answer questions about oneself, one’s family and their activities
• Ask for definitions and select between different options
• Describe Hispanic families today
2
• Describe preparations needed for traveling
• Make a reservation for a hotel room
• Ask for information in an airport (including making a plane reservation)
• Describe past activities (using the preterite and imperfect tenses)
• Narrate a story about a past vacation
3 • Express agreement and disagreement
• Formulate questions and ask for clarification
• Describe one’s daily routine (including the use of reflexive verbs)
• Express likes and preferences (using verbs like gustar)
• Compare and contrast

27
• Describe and compare some Hispanic-American groups
HOW TO BE SUCCESSFUL IN THIS COURSE
Success in learning a foreign language requires work both in and out of class. You should dedicate time every day to the
study of Spanish in order to reinforce what you are learning in class.
BEFORE CLASS DURING CLASS AFTER CLASS
• Read the assigned textbook
pages and study the
vocabulary.
• Do the assigned homework
activities on
www.MySpanishLab.com.
• Check Blackboard for
announcements and additional
resources.
• Check your Clemson email for
any communication from the
instructor.
• Actively participate by asking
and answering questions.
• Work cooperatively with
classmates during small-group
work.
• Use Spanish at all times.*
• Bring a Spanish-English
dictionary (required).
• Review your notes and study
the vocabulary.
• Do the assigned homework
activities on
www.MySpanishLab.com.
• Email the instructor or attend
office hours to discuss any
questions before the next class.
• Attend tutoring at the
Academic Success Center.
*All of our classes have a Spanish-only policy. English is to be reserved for questions outside of class or during office
hours. This policy is not to make the class unnecessarily difficult but rather to give you as much opportunity as possible to
learn the language in the short amount of time in class each day.
REQUIRED MATERIALS
1. Textbook: Atando cabos: curso intermedio de español, Fourth Edition. María González-Aguilar and Marta Rosso-
O’Laughlin, Prentice Hall: 2012. ISBN: 0205989810
2. Electronic access to www.MySpanishLab.com (for online homework).
3. A good Spanish-English dictionary (pocket-sized).
GRADES
1) Integrated Performance Assessment 1 10%
Interpretive reading/listening 5%
Presentational writing 5%
Presentational speaking 5%
Interpersonal speaking 5%

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Presentational writing 5%
Interpersonal speaking 5%
4) Homework 15%
5) Quizzes (5-8) 10%
6) Participation 10%
7) Two compositions @ 7.5% each 1 5%
8) Lab project: TalkAbroad conversations 10%
100%

29
Grading scale:
A ----------- 90-100 The UNDERGRADUATE CATALOG states that an A represents excellence and “work of a
very high character.”
B ----------- 80-89 B represents good work that “is definitely above average,
though not of the highest quality.”
C ----------- 70-79 C represents “work of average or medium character.”
D ----------- 60-69 D passes, but the work is unsatisfactory.
F ----------- 59 or below F represents failure and indicates that the student knows
“so little of the subject” that it must be repeated for credit.
GRADED COMPONENTS
Each Integrated Performance Assessment (IPA) is designed to provide students with meaningful, real-world tasks. Each
task reflects one of the three modes of communication – interpersonal, interpretive, and presentational. Practice in each of
the three modes will be provided before the IPAs.
1) Integrated Performance Assessment 1
MODE OF COMMUNICATION TASK SCHEDULE
Interpretive reading/listening
Students read and/or listen to a text
in Spanish and respond to questions.
25 minutes, in class
Presentational writing
Students produce a written product
in Spanish.
Presentational speaking
Students give an oral presentation in
Spanish on an assigned topic.
5 minutes in class on your assigned
day and time
Interpersonal speaking
Students conduct an unscripted
conversation in pairs.
Scheduled for week 10 (see
calendar)
Interpersonal speaking
Students conduct an unscripted
conversation in pairs.
Scheduled for weeks 14-15 (see
calendar)
During final exam period
Presentational writing
Students produce a written product
in Spanish.
During final exam period
4) Homework
Homework is assigned on www.MySpanishLab.com every week. It is your responsibility to check the online calendar to
see when assignments are due. They must be completed by 11:59 PM on the due date. You have three attempts on every
assignment; the system records the highest grade. Late assignments are not accepted except in the case of an excused
(documented) absence.
5) Quizzes
There will be between five and eight vocabulary and grammar quizzes throughout the semester. They will be announced
or unannounced at the instructor’s discretion.

30
6) Participation
Participation is an essential element in language learning. You are expected to volunteer answers, speak only Spanish in
the classroom, and participate actively in pair- and group-work activities. A positive attitude and self-motivation are
necessary for success in this course. Your instructor may ask that you reflect on your participation efforts and self-
evaluate before assigning you a participation grade.
7) Compositions
Two compositions of 50 minutes in length will be written in class on the scheduled days on the calendar. Your instructor
will provide a rubric and may require multiple drafts. A minimum of 250 words is expected for the first composition and
300 words for the second one. Compositions are expected to be your own work (see section on Academic Integrity).
8) Lab project: TalkAbroad conversations
Working with a partner, you will use the web -based program TalkAbroad to conduct two conversations in Spanish with a
native speaker. More details will be provided.
*Extra credit is not a standard or required component of the course. Other than an occasional point or two made
available to all students, there will be NO EXTRA CREDIT given. Special work assigned to a particular student to change
his or her final grade is NOT an option.
ATTENDANCE POLICY
Class attendance in essential in learning a foreign language. Students should attend all classes; professors will take roll at
every class. Excused absences are those for which students present: 1) in the case of medical absences, a medical excuse
(to be given to the instructor the day they return to class), signed by a physician, and indicating that a medical condition
has prevented them from attending class; 2) certification that they are representing Clemson in a university-sponsored
event; 3) or other appropriate documentation verifying any of the excusable reasons for absences listed below.
Instructors are expected to excuse absences for reasons including:
1. A medical complication (pregnancy/childbirth-related, physical injury, illness, etc.) too severe or contagious for the
student to attend class, when certified by an attending physician. Physicians and staff at Redfern Health Center do not
provide written excuses; however, students should retain paperwork of medical visits affirming date and time. Whenever
possible, students should visit Redfern as outpatients without missing class. An absence for a non-acute medical service
does not constitute an excused absence. Course Instructors may, at their discretion, require documentation of medical
absences.
2. Death, serious illness, or emergency in a student’s immediate family (instructors may require documentation).
3. Participation in authorized University-sponsored activities, not to include practice for the activities. Instructors may
require documentation from the course instructors or staff advisor of the sponsored University group.
4. Religious observances and practices which prevent the student from being present during a class period (advanced
consultation/approval by the instructor is necessary).
5. Participation in court-imposed legal proceedings (e.g., jury duty or subpoena) (instructors may require documentation).
6. Required participation in military obligations as certified by the student’s commanding officer.
Notification of Absence in Blackboard: There is a feature available in Blackboard http://bb.clemson.edu/ which allows
you to quickly notify your professors of an absence from class, whether anticipated or unanticipated. The Notification of
Absence module, available in Blackboard on the MyCLEmson tab and on the Students tab, is designed to allow you to
quickly notify your professors whenever a University-sponsored function, illness, or hospitalization takes you away from
class. All the notification requires is a brief explanation, dates, and times. Based on the dates and times you select, your
Instructors are automatically selected, but you have the final say over which Instructors receive the notification and which
do not. Though it does not serve as an official "excuse" from class, it does open the dialogue between you and your

31
professor for further communication that needs to happen. As you know, class absence is a matter between the student and
professor. As always, if you are unable to report the absence by computer, you can call the Dean of Students Office and
someone will be happy to assist you. Access to this system can also be linked from the CU home page under the letter "A"
for "absence" and under the letter "N" for "notification."
Excessive unexcused absences: If a student misses, unexcused, more than two weeks of classes (4 classes for classes that
meet two days a week, and 6 classes for classes that meet three days a week), this number of absences is considered
excessive and the instructor may remove the student from the class. Three late arrivals, without documentation of an
excuse as indicated above, will constitute one unexcused absence.
Instructors may remove students from a class who are not present on the first day of class.
Instructors will indicate on Blackboard on a regular basis how many unexcused absences each student has throughout the
semester.
If for any reason the Instructor is late to class, the students must wait fifteen minutes before leaving.
MAKE-UP POLICY
Make-ups are allowed ONLY in the case of excused absences (see above under Attendance Policy for what constitutes an
excused absence). If students know in advance that they must miss graded work, they must arrange with the instructor to
complete it before the scheduled date or they must arrange to make it up as soon as possible after returning to class,
provided they have the proper documentation as indicated. In the case of an unanticipated excused absence, students must
make up the work as soon as possible after returning to class (but no later than four days after returning). Any work that is
missed because of unexcused absences or any other reason (e.g., lack of preparation, failure to read instructions, etc.)
cannot be made up and will receive a grade of 0%.
CHAIN OF COMMAND
All issues related to the class should be discussed with the instructor. In the event that some matters cannot be resolved at
this level, the student should direct his/her concerns to the Spanish Section Coordinator for 1000-2000-level courses,
Maureen Zamora (mzamora@clemson.edu)
CELL PHONE POLICY
Cell phones are to be turned off and put away during class time. Any evidence of their use for personal communication
during class time will result in a lowered participation grade.
INCLEMENT WEATHER POLICY
Any exam that was scheduled at the time of a class cancellation due to inclement weather will be given at the next class
meeting unless contacted by the instructor. Any assignments due at the time of a class cancellation due to inclement
weather will be due at the next class meeting unless contacted by the instructor. Any extension or postponement of
assignments or exams must be granted by the instructor via email or Blackboard within 24 hours of the weather related
cancellation.
ACADEMIC INTEGRITY (official University statement from the Undergraduate Catalog, 2016-2017 under the
section entitled “UNDERGRADUATE ACADEMIC INTEGRITY”)
“As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this
institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor,
and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic
dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in
any form.”
Since language learning is different than other kinds of learning, and since the purpose of writing compositions in
language courses is different than the purpose of writing papers in other disciplines, specific academic integrity guidelines
have been established for the General Education Program in Spanish. Please note that the following behaviors are all
considered cheating and/or plagiarism on all graded work.

33
You may NOT:
• Turn in work that you used in another class.
• Use an online translator (you may not use a device that translates more than one word at a time).
• Use the Spanish-language spell check and grammar check features on Microsoft Word (or any other online/software
program).
• Have your paper proofread for content or grammar by anyone other than your instructor.
• Use text or information from online or print sources without citing it appropriately. Citing appropriately means citing
within the text and appending a bibliography and following a standard citation system (such as MLA or APA).
What is citing, and when do I need to cite? This means that you may NOT use someone else’s wording in Spanish without
the appropriate citation, because that is plagiarizing (i.e., do not copy sentences). If you use two or more words together
from a source without putting it in quotes and without citing the information in the bibliography, that is plagiarism. If you
paraphrase a source, you must cite it, but you do not need to use quotation marks.
You MAY:
• Use a print or online dictionary (we recommend www.wordreference.com).
• Consult with your instructor about your paper.
• Work with a tutor on certain grammar points, as long as the tutor does not review or contribute to any graded
work.
A note concerning in-class quizzes and exams: we would like to take this time to remind you that cheating (e.g., looking
on another’s paper, using notes such as “cheat sheets” or notes on your person) will not be tolerated. The use of any type
of messaging device is absolutely forbidden in the foreign language classroom.
Please note that your instructor may have additional policies on graded work. If applicable, these will be presented to you
in writing (provided to you on paper or via Blackboard) and are binding as an extension of the syllabus.
Please also familiarize yourself with the academic integrity and dishonesty policies in the Undergraduate
Announcements, as you will be held accountable for any infraction.
ACCESSIBILITY STATEMENT
Clemson University values the diversity of our student body as a strength and a critical component of our dynamic
community. Students with disabilities or temporary injuries/conditions may require accommodations due to barriers in the
structure of facilities, course design, technology used for curricular purposes, or other campus resources. Students who
experience a barrier to full access to this class should let the professor know, and make an appointment to meet with a
staff member in Student Accessibility Services as soon as possible. You can make an appointment by calling 864-656-
6848, by emailing studentaccess@lists.clemson.edu, or by visiting Suite 239 in the Academic Success Center building.
Appointments are strongly encouraged – drop-ins will be seen if at all possible, but there could be a significant wait due to
scheduled appointments. Students who receive Academic Access Letters are strongly encouraged to request, obtain and
present these to their professors as early in the semester as possible so that accommodations can be made in a timely
manner. It is the student’s responsibility to follow this process each semester. You can access further information here:
http://www.clemson.edu/campus-life/campus-services/sds/.
CLEMSON UNIVERSITY TITLE IX (Sexual Harassment) STATEMENT
Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of
race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age, disability, veteran’s status, genetic
information or protected activity (e.g., opposition to prohibited discrimination or participation in any complaint process,
etc.) in employment, educational programs and activities, admissions and financial aid. This includes a prohibition against
sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972. This policy is
located at http://www.clemson.edu/campus-life/campus-services/access/title-ix/. Mr. Jerry Knighton is the Clemson

34
University Title IX Coordinator. He also is the Director of Access and Equity. His office is located at 111 Holtzendorff
Hall, 864.656.3184 (voice) or 864.565.0899 (TDD).
IMPORTANT DATES
Tuesday, August 23: Last day to register or add a class.
Tuesday, August 30: Last day to drop a class or withdraw from the University without a W grade recorded.
Friday, October 7: Last day for instructors to issue midterm evaluations.
Friday, October 21: Last day to drop a class or withdraw from the University without final grades.
COMMUNICATION WITH INSTRUCTOR
The instructor will respond to all inquiries, questions, and other electronic correspondence within a timely manner. Most
electronic communications will be answered within 48 hours. All email messages from the Instructor will be sent to the
student’s Clemson University email address. Students are expected to check their e-mail and Blackboard daily in case
announcements concerning the course are sent out.
FINAL EXAM SCHEDULE
Your final exam schedule is listed on the following website: http://www.registrar.clemson.edu/html/fallExam.htm
EXTRA HELP
If you suspect that this course will be difficult for you, establish contact with the professor from the beginning. Take
advantage of your professor's office hours to get extra help when you need it. Language tutoring is available for your
class for free through the Academic Success Center (ASC). For details on policies, drop-in session information, or to book
a language appointment, please see the ASC website at www.clemson.edu/asc.
This syllabus constitutes a legal document. Students should read all policies.
--------------------------------------------------------------------------------------------------------------------------------------
-
Please return this receipt on the week of August 22-26.
------ I have received, read, understood and agree to abide by all of the policies and procedures outlined in this
syllabus. SPANISH 2010, Fall 2016 /
Name, signature and date: _________________________________________________________________
--------------------------------------------------------------------------------------------------------------------------------------
-

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SPAN 230: Español Intermedio II (3 créditos)
Primavera 2015
Profesora: Mirelly Buitrago-Gonzalez, Ed.D.
Oficina: South Hall 231
Número de teléfono: 937-479-5692
Correo electrónico: mirellybuitragogonzalez@antiochcollege.org
Horas de oficina: Lunes, martes y miércoles 9:00 a.m.- 12:00 p.m.
Descripción del Curso (Course Description)
This course is the logical continuation of SPAN 220. Students will continue to develop language skills through a communicative ap-
proach. In order to continue their language learning on campus, students will have to pass a departmental written
proficiency exam. Areas of study may include but not be limited to: cultures and languages across the curriculum,
film, theater, poetry, linguistics, and literature. This course is offered in the spring quarter.
This class may be taken face to face or as an independent study depending on the students´ language and co-op sequence.
Prerequisitos (Pre-requisites)
SPAN 220 or instructor permission following the appropriate screening.
Naturaleza del Curso (Nature of the course)
SPAN 230 is a proficiency-oriented course that focuses on the integrated development of all four language skills
(listening, reading, speaking and writing). The acquisition of grammar and vocabulary is achieved through a
communicative approach to language learning that also incorporates cultural aspects. Oral interactions are given
priority during class time, and it is expected that accuracy and fluency will improve not only from actual speaking
time but also from the development of the other skills. Students should keep in mind that listening to the teacher is
not the only way of learning; group work is also important. One learns grammar and improves fluency through
listening, reading, writing and speaking activities, and not just through grammar exercises (these can be done outside
of class time). The class period is held entirely in the target language and all interactions between members of the
class are expected to be in the target language. It is the student’s responsibility to take an active role in the learning
process by participating actively in class and by doing all the required assignments before attending each class.
Objetivos del Programa de Lenguas (Program Outcomes)
Upon successful completion of this course students will make significant and satisfactory progress in the following
areas:
• possess useful functional language skills in speaking, reading, writing, and listening
• be confident learners who are not afraid of taking risks and experimenting with language in class and in real-
life communicative situations
• develop an awareness of the richness and diversity of the culture of Spanish-speaking countries, moving
beyond stereotypes
Objetivos del Curso (Course Learning Outcomes)
At the end of the course students will be able to:
• understand Spanish on familiar and unfamiliar topics, as spoken by native speakers
• speak about and write compositions on current events, cultural topics and topics of personal interest using
all major tenses
• describe and narrate in the major tenses (Presente, Pretérito, Imperfecto), use Subjunctive and Commands
in order to meet everyday social demands
• further develop strategies for reading and understanding authentic texts in Spanish

36
• increase an awareness of the culture of Spanish-speaking people which provides the context for a correct
understanding of the language
• study various aspects of Immigration regarding the Latin population in the USA through articles, films,
Panel Discussion, Collaborative Discussion Panel, service learning.
This course contributes to the fulfillment of the following Institutional Learning Outcomes:
Knowledge and Inquiry
Through activities and projects that engage students in social interactions with different community members and
allows them to apply concepts learnt in class to new contexts.
Critical Thinking
Students will do presentations and lead discussions with a concerted effort to identify bias and misleading
information.
Intercultural Effectiveness
Students will develop intercultural effectiveness through in class discussions and student-led presentations on
common cultural stereotypes and through comparison and contrast. Students will also have opportunities to interact
with native speakers of the target language in a variety of settings.
Social Engagement
Through activities and meaningful reflection on experiences that include the community at-large.
Written Communication
Students will improve their written communication through classroom activities, homework, small projects,
compositions and the Final Written Departmental proficiency exam.
Oral Communication
Students will develop their oral communication through classroom activities and the end of term Final Oral
Interview.
Materiales (Materials)
1. Textbook: Donley, Philp and Jose Blanco ( 2011). Viva! Primer Curso de la Lengua Espanola 2ed. Boston: Vista
Higher Learning.
2. Access Code to ww.vhlcentral.com
3. Microphone and digital camera: some available for temporary check-out in the media lab. Most computers have
these features built-in.
Información Esencial del Curso (Essential Course Information)
Cambios al Programa de Estudio (Syllabus Change Policy)
This syllabus is a guide and every attempt is made to provide an accurate overview of the course. However,
circumstances and/or events may make it necessary for the instructor to modify the syllabus during the term. This
will depend, in part, on the progress, needs, and experiences of the students. Changes to the syllabus will be made
with advanced notice.
Asistencia a Clase y Preparación (Class Attendance and Participation)
Attendance is required to all class sessions as is active participation in activities both in and outside of the
classroom. Students should contact the instructor when they are unavailable to attend classes due to illness.

37
Students who accumulate more than 2 unexcused absences will be penalized by a 10% reduction in their final
grade for every additional absence. Students who are tardy or leave class early will be penalized as follows: 2 = 1
absence. More than 10 minutes late = 1 absence. Leaving class more than 10 minutes early = 1 absence. Absences
will only be excused with a doctor’s note or a note from a staff member of Community Life. Students that
accumulate more than 4 unexcused absences will receive an F for the course. An atmosphere of respect and
collaboration should permeate all interactions in and outside of the classroom. Students should refrain from using
cell phones, texting or other activities that are distracting from class engagement.
Tecnología (Technology Needs)
Students should have access to a computer and an Antioch email account and check their email on a regular basis as
it will be the main form of communication between the instructor and the students. It is expected that students will
acknowledge and/or answer the instructor´s email before the next class session when applicable or within 24 hours
except on the weekends.
(Evaluación) Basis for Evaluation
Student progress will be assessed by overall engagement, activities (online Homework in
http://www.vhlearning.com), assessments (exams, quizzes, compositions, presentation) and the Final Oral
Interview. Comprehensive oral and written feedback will be provided throughout the quarter.

38
Overall engagement 15%
Activities (Supersite, Readings and Debate 25 %
Assessments (Quizzes, Oral Presentation, Critical Essay) 30%
Written Departmental Proficiency Exam 10%
Final Oral Interview 20%
Grades are assigned according to % of total points:
A 94-100%
A- 90-93%
B+ 88-89%
B 84-87%
B- 80-83%
C+ 78-79%
C 74-77% MINIMUM PASSING GRADE
C- 70-73%
D+68-69
D 64-67%
D- 60-63%
F below 60%
The grades of A, A-, B+, B, B-, C+ and C are considered passing grades at Antioch College. Therefore the
minimum passing grade for this course is a C i.e. 74%. Credit is earned for courses in which they are
awarded letter grades with the exception of the F grade. If a student receives a grade below a “C,” the
course will need to be retaken or substituted for an equivalent course. If a course needs to be repeated, the
calculation of the first grade earned will be excluded (E) from the student’s GPA and the grade earned
during the repeat will replace the initial grade and be included (I) in the calculation of the GPA. A repeat
of a course can only occur once. Students may not repeat a course for credit when a grade of "C" or higher
is earned.
It is the responsibility of every student to read the Curriculum Catalog for more details about grades,
including other grade indicators, which may/may not be included in GPA calculations. In addition,
students are expected to understand the policy in relation to repeating a course.
Components of the final grade
1) Overall engagement
Important part of the final grade will be based on students’ daily and overall engagement. Before class
students should have studied the material scheduled for that day under Tema, watched the Grammar
Tutorials in SUPERSITE and have completed the online homework assignments. Once in class students
are expected to participate constantly, speak in Spanish and work with their peers. It is imperative that
students are engaged with independent language learning outside of the classroom 2 hours per credit hour.
For a 3 credit class this means working meaningfully for an additional 6 hours per week.
2) Assessments (Quizzes, Compositions, Oral Presentations)
a)Exams

39
There will be 2 Chapter Exam. Their dates are started on the syllabus. Exam 1 and Exam 2 will respectively
cover Chapter 13 and Chapter 14. Each Chapter Exam will be comprehensive, covering, in most cases,
listening, vocabulary, gramar, writing, Reading and culture. No make up exam will be allowed.
b)Pruebas Cortas (Quizzes)
There will be announced and unannounced Pruebas Cortas. These Pruebas will cover the material studied
until that current day. To perform well students need to attend class daily, study the vocabulary and
gramar.No make up Quizzes will be allowed.
c) Composiciones (Compositions)
2 in-clas compositions are scheduled in the course calendar. 30 minutes will be allowed for students to
handwrite a one-page response about a textbook reading. During this task students can use their book and
notes but in no case they will be allowed to have prewritten the composition before class meets. The
reading will have been already discussed the previous day in class, as it is posted in Course Calendar.
d) Presentaciones orales (Oral Presentations)
Students will work in pairs or groups to give a 15-minute presentation on a topic related to immigration. A
sign up sheet with the dates and the specific topic will be given to the students in the first day of class. The
dates of the presentations are also posted in the course calendar. The presentation could be accompanied
by audio-visual support (PPTs, photos, videos etc). At the day of presentation, students must provide a
handout with the main topics covered and some brief information addressing these points. Students are
encouraged to work closely with their instructor for this task. Time permitting a Q-A (Question and
Answer) session will follow the presentation. Further instructions about the Oral Presentation are posted in
Canvas/Resources. The title of the document is Oral Presentation Guidelines.
e) Critical Essay
After students have watched the 2 films will write a critical essay. The Critical Essay needs to be at 2 pages
long (double space, 12 Times New Roman) and written in Spanish. The professor provides the guide in a
first week
f) Final Written Exam
The Final Written Exam for this course will be comprehensive in nature covering material from all SPAN
230. An outline of this exam will be given on Week 9. No arrangements will be made for students to take
the final exam outside of the scheduled time provided in the syllabus and in no circumstances students will
be allowed to take the exam before the common scheduled time. Students should consider this when
making travel arrangements. The Final Written Exam is scheduled on Week 11 and its date is posted on the
course calendar.
g) Entrevista- Final Oral Interview
During the weeks 9-10 students will have a 30-minute oral exam with their instructor outside of class time.
The first 5 min. will be an introduction talking about daily routine, plans etc. Students will then be asked to
talk about a text they have read on their own, outside of class or choose a textbook reading. The topic
could be about Immigration. The professor provides the guide in a first course weeks.

40
Special Events and Students Activities
1) Serie de Películas Extranjeras (Foreign Film Series)
The topic of the film series this quarter is Immigration. There will be 2 films screened as follows:
a) Bajo la Misma Luna ( Ligiah Villalobos, 2007) (Monday, April 27st
2015 from 12:30 to 2:30 in
McGregor 113.
b) Los que se quedan (Juan Carlos Rulfo, Carlos Hagerman, 2008), May 18th
2015 from 12:30 to 2:30 in
McGregor 113.
2) Restaurant Night
This is a special night out to a local restaurant with cuisine from a Spanish speaking country. It will take
place on Monday, April 27st
2015. Students should be available from 5:30 p.m. to roughly 9 p.m. that
evening. More information will be given as the time approaches. All students are required to attend.
3) Immigration Debate in class
In this activity the student have the opportunity to discuss multiple perspective about the immigration. The
professor provides the topics and rubric in class.
Others activities
Tutorías (Tutoring)
Tutoring is available for students who need additional assistance or want additional practice opportunities.
Please contact the TA, Andres Bustos per email abustos@antiochcollege.org.
Spanish Club ( Club de Español)
The first and third thursday in every month at 1:30p.m-2:30 p.m. the Spanish Club have a meeting in 126
McGregor Hall. TA to organize and/or enjoy various activities related to the Spanish-speaking world. All
students are encouraged to attend the Spanish Club and contribute with their ideas to events, field trip,
tertulias, discussion, food sampling and other cultural related activities. .
Language Table ( Mesa de Español)
These will take place on Friday from 12:30-1:30p.m. in North Hall unless otherwise as it started in the
Temario de clases. Student are strongly encouraged to attend the languages table as they provide a rich
opportunity for practicing and engaging with Spanish speakers in an informal setting.
Tareas Atrasadas (Late Work and Make-Ups)
Students are expected to submit their work on time.
Trabajo Escrito (Written Work)
Any written work students hand-in will be in Spanish unless specified otherwise. Online translators are not
acceptable for doing class work or communicating with the instructor. The use of online translators will be

41
considered cheating and will result in disciplinary action. Students are encouraged, however, to use on-line
or paper dictionaries for assignments completed outside of class. Students should contact the instructor if
they have any questions regarding translators and/or online dictionaries.
¿Cómo Registrarse o Dejar una Clase? (Adding and Dropping a Class)
Any student is able to add and drop classes during a specified period of time during each term. Students
are expected to refer to the Curriculum Catalog to understand the policy and conditions for adding and
dropping classes. The timeframe to add a class takes place during the first week of the term and ends on
the last day (Friday) of the first week of classes. The drop period takes place during the initial two (2) weeks
of each term and ends on the last day (Friday) of the second week of classes without a record of registering
for the course on the student’s permanent transcript.
A student is able to drop a course (one or more, but not all) after the above-mentioned drop period through
the end of the seventh (7th
) full week of classes with a record of having registered for the course. A
withdrawal/drop indicator (WD) will be on the student’s permanent record.
¿Cómo Contactar a la Profesora? (Faculty Assistance Statement)
Students are encouraged to be in contact with the instructor on a regular basis regarding any academic issues,
especially if they are experiencing any concerns or difficulties with their studies or simply to have
conversations and extra practice sessions. Arrangements for conversations and extra help can be arranged at a
mutually convenient time or during the regular posted office hours and virtual office hours. A phone number
and contact email are also listed on this syllabus as ways of keeping open communication about any issues that
may arise. Emails will be answered within 24 hours except on weekends.
Grado de Incompleto (Incomplete Policy)
A grade of incomplete (INC) may be assigned when a student, due to a serious illness or other similar
incapacitating circumstances, is unable to complete all course requirements within the term and receives the
instructor’s written permission to complete certain requirements at a later date. The student must be passing
the class with a grade of a C or better before consideration of granting an incomplete grade. Instructors are
not required to approve an incomplete grade request. However, if approved, instructors have the discretion
to warrant any additional conditions that must be met by the student.
Students interested in requesting an incomplete grade must read and understand the policy on requesting an
incomplete grade in the Curriculum Catalog and complete a “Request for Incomplete” form (located in the
Office of the Registrar & Academic Services). Request forms must be submitted to the Registrar by the last
day of the course/term to be processed. Incompletes must be changed to an actual letter grade by the
deadline established by the instructor on the request form or by the end of the fifth week of the students next
study term; whichever date comes first. If no change of grade has been submitted by the initial deadline, the
INC grade will automatically revert to an “F” grade. It is, ultimately, the responsibility of the student to
ensure that a grade change has been submitted to the registrar.
Integridad Académica (Academic Honesty Policy)
Community members should understand that academic dishonesty is harmful to the Antioch College
Community and its reputation. The college expects high standards of behavior and that all Community
members act responsibly and honestly. For a full discussion and definition of the College's Academic Honesty
Policy, please see the curriculum catalog. In addition to the catalog description, the following are some
examples of academic dishonesty in this class: copying another student’s assignments or having someone do

42
their online work, cheating on an exam, using electronic translators, or asking for help from someone who
ends up doing the work.
Temario de clases- Course Calendar (subject to change)
Día Fecha Plan de día
• The Supersite online activities are due by 2 p.m of the assigned date.
• The Tema is to be studied BEFORE you come to class.
• Read/watch the tutorial section in Supersite corresponding to Tema
BEFORE you come to class.
SEMANA 1
Martes 4/7 Introducción al curso
Miércoles 4/8 Repaso (Presente del Subjuntivo)
SEMANA 2
Lunes 4/13 Capítulo 13: La Naturaleza
Tema: Vocabulary TB p. 286-288
Supersite
Martes 4/14 Capítulo 13: La Naturaleza
Tema: Continuación con el vocabulario
Tarea para entregar: Read Los Andes se mueven.
Answer Actividades, Ejercicios 1y 2, p. 293.
Miércoles 4/15 Capítulo 13: La Naturaleza
Tema: Gramática: El Subjuntivo con verbos relacionados con las
emociones p. 294-295
SEMANA 3
Lunes 4/20 Capítulo 13: La Naturaleza
Tema: Continuación- Gramática: El Subjuntivo con verbos
relacionados con las emociones, p. 294-295
Tema: Gramática: El subjuntivo con dudas, creencias y certezas, p. 296-297
Supersite.
Miércoles 4/23 Capítulo 13: La Naturaleza
Tema: Gramática: El subjuntivo con las conjunciones. p. 298-299

43
SEMANA 4
Lunes 4/27 Movie showing: 12:30 – 2:30 McGregor 113
Bajo la misma Luna (2007).
Restaurant Night (more info as the event approaches)
Entrega del Diario Reflexivo.
Tema: Gramática: Continuación,
El Subjuntivo con las conjunciones,
p. 298-299.
Miércoles 4/29 Repaso General
Composición 1. ( Tema asignado por la Profesora)
SEMANA 5
Lunes 5/4 Examen Parcial I.
Martes 5/5 Capítulo 14: En la ciudad
Tema: Vocabulary, p.306-308
Miércoles 5/6 Capítulo 14: En la ciudad
Tema: Continuación Vocabulary, p.306-308
SEMANA 6
Lunes 5/11 Capítulo 14: En la ciudad
Tema: Gramática: El Subjuntivo con clausulas adjetivales, p. 314-315
Tarea para entregar: Leer Paseando en el Metro. Contestar Ejercicio Actividades 1
y 2 de la pagina 313.
Martes 5/12 Capítulo 14: En la Ciudad
Tema: Continuación de la Gramática: El Subjuntivo con
clausulas adjetivales, p. 314-315
Miércoles 5/13 Capítulo 14: En la Ciudad
Tema: Gramática “Tú” command, p. 316-317
Supersite
SEMANA 7
Lunes 5/18 Movie: “Los que se quedan”
McGregor 113 – 12:30-2:30
Diario Reflexivo
Martes 5/19 Capítulo 14: En la Ciudad
Tema de Gramática: “Nosotros” command, p. 318-319
Supersite
Miércoles 5/20 Composición 2 ( Tema asignado por la profesora)

44
Repaso General –Examen Parcial 2
SEMANA 8
Lunes 5/25 Memorial Day- No class
Martes 5/26 Examen Parcial 2
Miércoles 5/28 Capítulo 15: El bienestar
Tema: Vocabulary, p.330-331
Oral Departmental Proficiency Exam starts
SEMANA 9
Lunes 6/1 Capítulo 15: El Bienestar
Tema de Gramática: Participio Pasado, p. 338-339
Supersite
Martes 6/2 Capítulo 15: El Bienestar
Tema de Gramática: El presente perfecto, p.340-341
Supersite
Miércoles 6/3 Capítulo 15: El Bienestar
Tema de Gramática: El pasado perfecto, p. 342-343.
Supersite
SEMANA 10
Lunes 6/9 Tema: Presentaciones Orales
Oral Departmental Proficiency Exam ends
Martes 6/10 Tema: Presentaciones Orales
Repaso General
Miércoles 6/11 Debate sobre la Inmigracion
Entrega del Ensayo Critico de las dos Peliculas.
( La profesora dará las instrucciones previamente
SEMANA 11
Lunes 6/15 Repaso General
Martes 6/16 Written Departmental Proficiency Exams (Examen Final)
McGregor 113
12:30p.m.-2:30p.m.

45
Syllabus: Introduction to Sociology
General Course Information
Title and Section: SOC 2010
Instructor Information
Instructor: Dr. Mirelly Buitrago-Gonzalez, MA.MS.,Ed.D.
Required Course Materials:
Textbook: Ferris, Kerry and Jill Stein. 2016. The Real World: An Introduction to Sociology: Fifth
Edition. W.W. Norton & Company Ltd. ISBN: 978-0-393-26430-2
You may purchase the ebook version of the textbook instead of the hardcopy. The ISBN for the ebook is
978-0-393-26560-6.
Other requirements: All students must be able to access the Blackboard course website, read PDF
documents, view streaming audio and video, and use Microsoft Word.
Course Description
This course provides an introduction to sociology, “the systematic or scientific study of human society and
social behavior, from large-scale institutions and mass culture to small groups and individual interactions”
(Ferris and Stein 2016: 9). Through readings, lectures, class discussions, and assessments, students will
become familiar with sociology as an academic discipline. Additionally, students will learn how to apply
the “sociological imagination” in order to see how larger social forces affect individuals (Mills 1959: 1).
Course Goals and Objectives
Upon successful completion of the course, students should be able to:
1. Explain fundamental sociological theories, concepts, and research methods.
2. Apply sociological perspectives to various issues in society and their everyday lives.
3. Explain how human behavior is developed by culture, socialization, social structure, and social groups.
3. Evaluate sociological findings, claims, and implications.
4. Develop sociological questions that lead to productive discussions.
5. Discuss inequalities relating to social class, race, ethnicity, gender, and sexuality.
6. Analyze how social institutions effect human behavior.
7. Explain how health and illness are shaped by social factors.
Grading/Evaluation

46
Course grades will be based on the following weights:
Exam 1: 100 pointsExam 2: 100 pointsExam 3: 100 pointsExam 4: 100 pointsPaper 1: 100 pointsPaper 2:
100 pointsDiscussion Questions: 100 points (10 Discussion Questions @ 10 points each) Total Possible
Points= 700 points
Grading will be in accordance with a standard scale. Below are the specific ranges:
A= 700- 630 points B= 629-560 points C= 559-490 points D= 489-420 points F= 419-0 points
Please note that point cut-offs are firm and will not be negotiated. Any grade disputes must be submitted
in writing within one week of the return of the assignment.
Exams.
Four exams will be given throughout the semester. The fourth exam will be administered during the final
exam period, but will be a regular unit test. Exams will include a combination of multiple choice and short
answer essay questions. The exams will cover potentially all material from lectures and required readings.
Make-up exams are only offered to students with excused absences. Any exam that was scheduled at the
time of a class cancellation due to inclement weather will be given at the next class meeting unless
contacted by the instructor. Any assignments due at the time of a class cancellation due to inclement
weather will be due at the next class meeting unless contacted by the instructor. The instructor via email
must grant any extension or postponement of assignments or exams or Blackboard within 24 hours of the
weather related cancellation.
Discussion Questions.
Ten separate times throughout the semester students are required to submit a discussion question via
Blackboard before 8 pm prior to the day of lecture (i.e. Sunday night before a Monday class, or Tuesday
night before a Wednesday class). Each discussion question must be relevant to the assigned reading for
that class day. Selected discussion questions will be read and expounded upon in class. Discussion
questions will be graded on a credit/no credit basis. Late posts will not be accepted. Students will not
receive more than 10 points for submitting multiple discussion questions for only one day of lecture.
Papers.
Two papers will be assigned in which students use information from course materials and outside sources
in order to answer a specific prompt. Instructions and rubrics will be posted on the course website. Papers
should be a minimum of 1000 words long (not including cover page or reference page). Papers will be
graded on a 100-point scale and late papers will be deducted 10 points per day past due date (i.e. an 85
will receive a 75 if submitted one day late). Papers will not be accepted if submitted 4 days past the due
date.
Attendance.

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Students are expected to attend class and participate in class discussion. A sign-in sheet will be passed
around during every class period (except on exam days) in order to document attendance. Students with
fewer than 6 unexcused absences will receive 10 points added to their point total for the class. This is not
10 percentage points, but instead 10 points out of 700 total possible points for the class.
The Notification of Absence module in Blackboard allows students to quickly notify instructors (via an
email) of an absence from class and provides for the following categories: court attendance, death of
family member, illness, illness of family member, injury, military duty, religious observance, scheduled
surgery, university function, unscheduled hospitalization, other anticipated absence, or other unanticipated
absence. The notification form requires a brief explanation, dates and times. Based on the dates and times
indicated, instructors are automatically selected, but students may decide which instructors will receive
the notification. This does not serve as an “excuse” from class, and students are encouraged to discuss the
absence with their instructors, as the instructor is the only person who can excuse an absence. If a student
is unable to report the absence by computer, he/she may call the Dean of Students Office for assistance.
General Education Competencies:
This course contributes to the fulfillment of University’s general education Social Sciences requirement.
Paper 2, if completed well and according to guidelines, should provide evidence that students have
fulfilled this competency, which states that students will “describe and explain human actions using social
science concepts and evidence” (2016-2017 Undergraduate Announcements: 36).
Course Policies
Students are expected to treat everyone in class with respect. This course will cover a wide range of topics
and it is important that a respectful atmosphere is maintained throughout the semester.
Students should check their official University email account and the course Blackboard page regularly.
Students should arrive to class on time, having completed all assigned readings for the day, and stay for
the entire class period. If there are circumstances in which students need to arrive late or leave early, they
should notify the instructor in advance.
Students may dismiss themselves if the instructor fails to arrive within ten minutes after class was
scheduled to begin.
Students must raise their hand and wait to be called on by the instructor before speaking.
Students may use laptops or tablets during class to take notes, open lecture slides, and view assigned
readings. Students may not use these devices for activities unrelated to the course.

ABSTRACT
BUITRAGO GONZÁLEZ, M., (2014). PRÁCTICAS Y ESTRATEGIAS PARA ALCANZAR EL
COMPROMISO SOCIAL CON LA EDUCACIÓN EN UNA ESCUELA EN PUERTO RICO: ESTUDIO DE
CASO. UNIVERSIDAD METROPOLITANA, SUAGM. SAN JUAN, PUERTO RICO.
Education has faced many new challenges, as well as opportunities, since the last quarter
of the 20th
century. This situation is the result of multiple social transformations originated by
technology, social and individual issues, and globalization. Therefore, it became necessary to
develop a three-way relationship between the school, the family, and the community; one that
would be characterized by its social nature, openness, and interrelation, known as inclusive
education. The purpose of this study was to explore, describe, and understand the determining
factors in the achievement of a social compromise with the education of a school community in
Puerto Rico.
The main objective of this research was to carry out an exhaustive analysis to explore
what drives participants, to discover how and why they elaborate and implement the practices
and strategies necessary to reach a social compromise with education, and to describe inclusive
education in the Puerto Rican educational context. The relevance of this study was to contribute
to the improvement of education by providing scientific information regarding the practices and
strategies that were essential for the conceptualization of a future model of inclusive education in
the Puerto Rican educational context.
The design of the research had a qualitative nature and it was used for the intrinsic case
study. This allowed studying the understanding of the phenomenon of the social compromise
from the participants’ perspective. The subjects of the study participated in a confidential and
voluntary manner. The sample of the study included the school principal, three school teachers
with at least three years of experience or more, three students, three parents, and three
community leaders. Data was collected by semi-structured individual interviews, naturalist

observation, and document analysis (Luccas & Berrios, 2003; Marrero, 2003; Yin, 1994). Data
analysis was done by following the Harry F. Wolcott’s model, which integrates description,
analysis, and interpretation. The patterns, perspectives, and experiences of the participants were
identified using the NVivo 10 software, as well as the process of inductive analysis.
The findings of the study make evident the practices and strategies used by the school to
accomplish the social compromise with education from the participants’ perspective. Regarding
the findings of this study, it is necessary to highlight the central role of the community, which
was built by a Non-Profit organization to accomplish the conceptualization, development,
viability, and permanence of the school being studied. This aspect is specific to the development
of an inclusive school and to achieve the social compromise with education in a Puerto Rican
educational context. The models presented by Sienna (2003), Tapia (2006), and Valcárcel (2011)
show the development of the inclusive school from the educational context. Regarding the
practices and strategies, it was found that the participants mentioned the use of communication
and the development of consulting processes as the fundamental strategies to achieve the social
compromise with education.
Among the consulting practices and the communication practices, the participants
mentioned the work circles by stages of child development, the general assemblies with parents,
the tables for peace, the surveys, the evaluations, the signed statement of compromise required
for all parents to participate in workshops, work committees, in the classrooms, and in all
initiatives organized by the school of this study. In this study, emergent themes were identified
and presented as specific aspects of the inclusive school, the role of resiliency to the
transformation processes towards the inclusive school and within the communities for the
development of self-management, the axiological focus as a fundamental element in the
development of inclusive environments, and the profile of the members of the learning
community in an inclusive educational scenario.

From this information, diverse theoretical, administrative, and educational implications
are derived regarding the practices and strategies required to accomplish a social compromise
with education in an inclusive Puerto Rican school. In addition, the implications of the findings
are presented for the educational and governmental organizations that create public and
education policies and that make decisions that have an impact in schools in Puerto Rico, as well
as private schools and members of the learning communities, community leaders, and citizens
who are part of the general population and of the specific Puerto Rican scenario.
Multiple recommendations are presented which are directed to the Department of
Education, Future Inclusive Schools, Future Research, and the School of Education of the
Universidad Metropolitana. These recommendations are directed to expand the research on the
social compromise with education and the development of inclusive schools in Puerto Rico. In
this manner, new practices and strategies are presented that are part of other inclusive
educational scenarios in Puerto Rico. This will allow offering empiric information about
administrative, educational, and community actions that make viable a model of inclusive
education that responds to the educational and social reality of and the student, the school, the
family, and the community as protagonists and permanent actors, as they reflect on their own
context.
RESEARCH PAPER

La Pedagogía Participativa:
Un reto posible hacia la educación de calidad en Puerto Rico
Por: Dr. Mirelly Buitrago-Gonzalez
Desde los albores de este siglo, mucho se ha planteado sobre las diversas necesidades
que enfrentan los escenarios educativos en múltiples países. En la sociedad actual, la
educación es incluida como un recurso poderoso para alcanzar el desarrollo óptimo de los
pueblos. El rol de la escuela ha variado sustancialmente. Han crecido desmesuradamente el
conjunto de expectativas sociales sobre la escuela y sobre todo en el ámbito social. En el
último cuarto del siglo XX, el mundo ha sufrido grandes transformaciones: los adelantos
tecnológicos en materia de transportes y comunicaciones hicieron surgir el fenómeno llamado
globalización; de esta forma comenzó el intercambio de información y productos casi de
manera inmediata; en consecuencia, la sociedad le demandó a la educación un prototipo de
ciudadano cuyas características se adaptaran a la nueva forma de vida. De Luna, (2011).
Puerto Rico no ha estado exento de estos cambios. Ante esta realidad las autoridades
educativas en el ámbito educativo público y privado, los gobiernos y sus Ramas Legislativas
en Puerto Rico, han dedicado mucho tiempo y esfuerzo en la búsqueda de la calidad, con el
firme propósito de lograr un mejoramiento significativo en el rendimiento académico de los
estudiantes y en la eficiencia de sus respectivas agendas y programas educativos. Durante la
trayectoria de estos esfuerzos, un sin número de periódicos, investigaciones, informes ,
proyectos y reformas han formado parte de la discusión y la implementación de acciones
concretas, que al menos en América Latina, Estados Unidos y en Puerto Rico han culminado
con resultados no muy alentadores, según los indicadores de éxito esperados.
Ante esta difícil realidad y haciéndome eco de las palabras de la Ex Secretaria de
Educación del Gobierno de Puerto Rico, la Dra. Ana Helvia Quintero (2010), puedo concurrir
en describir en simples palabras los resultados de la agenda educativa reformistas en Puerto

Rico. “La agenda educativa puertorriqueña se puede resumir en muchas reformas y en pocos
cambios hacia la excelencia y la mejora educativa”. Pudiera usted cuestionarse cuales son las
motivaciones que ha tenido para integrar en mi análisis sobre la educación puertorriqueña a
los políticos, cuando me estoy refiriendo a la búsqueda de las mejores agendas educativas que
alcancen la educación de excelencia y calidad deseada. Simplemente, he analizando las
diversas génesis que han existido en la mayoría de las reformas educativas en el país. El
análisis efectuado me permitió concluir que estas reformas y cambios implantados, han
nacido en los escenarios legislativos y desde la plataforma política de los partidos y
gobernantes electos en eventos electorales. En el caso del escenario electoral puertorriqueño,
estamos refiriéndonos a reformas implantadas y eliminadas cada cuatro años.
Siendo esta la realidad no resulta sorpresivo para los expertos en pedagogía saber que
los resultados de estas reformas no han sido los esperados. Primero por la ausencia de
evaluaciones rigurosas, procesos de avalúo y otros mecanismos científicamente validos para
apoyar la docencia y todos sus elementos, así como la ausencia del uso de perfiles y
resultados científicos e investigaciones pedagógicas que apoyen y faciliten el tomar
decisiones correctas. No es mi interés juzgar los talentos, las cualidades de los políticos y
mucho menos la preparación académica y sus competencias para aquilatar los procesos de
cambios que desde la legislatura puertorriqueña se han implantado. Sin embargo, no podemos
dejar de observar un interés genuino en conocer los conocimientos y experiencias
pedagógicos , así como la aplicación del rigor necesario en todo lo que respecta a la
planeación educativa que has sido utilizados para idear, desarrollar, implantar y evaluar las
reformas y su impacto en el proyecto educativo puertorriqueño.
En efecto, el Departamento de Educación de las Estados Unidos y de Puerto Rico han
concurrido en sus informes sobre la implantación y los resultados de la política pública
educativa puertorriqueña. para el año académico 2014, Ambos gobiernos establecen que el 91%

de las escuelas publicas en Puerto Rico no cumplen con los parámetros de calidad educativa
establecidos por la ley federal vigente “ No Child Left Behind”. La cual fue aprobada por la
administración del presidente estadounidense George W. Bush y reautoriza por el actual
presidente Barack Obama. Este resultado ha causado en el país un pánico solidario y social. Las
autoridades educativas, los gobernantes , los docentes, los padres y los mismo estudiantes están
sufriendo las repercusiones de esta lamentable realidad. Hoy alrededor de 200 escuelas publicas
en el país han sido cerradas y sus estudiantes se encuentran reubicados en otras comunidades.
El Departamento de Educación en Puerto Rico ha perdido cuantiosas asignaciones económicas
estatales y federales como resultado de el incumplimiento con estatutos legales vigentes.. El
efecto más notable que enfrenta la educación puertorriqueña se encuentra enclavado en el éxito
que han tenido los detractores de la transformación educativa. Es innegable que la deserción, el
fracaso y la intolerancia entre los miembros de la comunidad de aprendizaje entre otros factores
de riesgo se han apoderado de las escuelas y comunidades que se resisten a estos nuevos
cambios. Los cuales nuevamente han sido establecidos por el aparato gubernamental.
Los resultados y la búsqueda de proyectos educativos con sentido es una meta en la que
hoy, docentes, comunidades y estudiantes han coincidido. El discurso educativo
puertorriqueño ha logrado identificar nuevamente cuales deben ser sus prioridades. Las
mismas se encuentren enfocadas en el estudiante, quien es el centro de toda tarea educativa.
Finalmente las comunidades y los padres parecen tener conciencia del significado y las
consecuencia que tiene el fracaso escolar para una comunidad y para el país. Conocedores del
sistema público de enseñanza puertorriqueño convocado por los medios de comunicación del
país llevaron a cabo un análisis profundo sobre la realidades y necesidades con las que se
enfrentan las escuelas que no cumplen con los estándares de calidad educativa. Las que
como resultado de su incumplimiento, son clasificadas como escuelas en plan de
mejoramiento o escuelas que necesitan mejorar. Como resultado de ese análisis esbozaron

posibles explicaciones para que el 91% de las escuelas no logren salir de plan de
mejoramiento.
Se sostiene que las escuelas en plan de mejoramiento hacen énfasis en el contenido y el
resultado de las Pruebas Puertorriqueñas, mientras se desatiende el currículo regular. Los
resultados de estas pruebas son utilizados para categorizar la escuela y establecer si es una en
plan de mejoramiento y exitosa. En cuanto al docente se estableció que los maestros de cuarto
a sexto grado carecen de especialización por materias, lo que provoca que no dominen todos
los estándares educativos. Las lagunas en destrezas de cuarto al sexto grado se hacen difíciles
de llenar en intermedia y superior. Poca supervisión directa a maestros, debido a que los
directores no cuentan con personal suficiente para la administración de escuelas. Por otro
lado, mientras se hacen cambios al currículo, los estudiantes siguen utilizando libros y
materiales caducos. Los maestros nuevos, recién graduados de las universidades, carecen de
destrezas a tono con el currículo y funcionamiento del Departamento de Educación. Los
maestros y estudiantes se desaniman cuando su escuela fracasa consistentemente en las
Pruebas Puertorriqueñas .Los empleados en puestos administrativos en ocasiones no apoyan
los esfuerzos para saciar las necesidades del salón de clases. Falta de visión y metas medibles
a largo plazo en el Departamento de Educación.
Ante esta realidad es necesario estudiar y analizar cuales son las practicas y las
estrategias que realizan el 9% de escuelas exitosas en Puerto Rico. En la actualidad el
Departamento de Educación de Puerto Rico no tiene un perfil claro sobre las características, los
proyectos y los lineamientos de un perfil de escuela exitosa puertorriqueña. Es por esto que se
ha hecho necesario conocer, explorar, analizar y abordar esta reconocida tarea educativa que es
desarrollada desde y para el escenario educativo puertorriqueño. Es por esto que se presenta el
proyecto educativo de La Nueva Escuela, la cual se centra en el desarrollo y la implantación de
la pedagogía participativa como referente de éxito educativo en Puerto Rico.

Según los trabajos realizados sobre la pedagogía participativa, Paulo Freire la
denomina como la pedagogía de la esperanza. Advierte este importante pedagogo social que
todos ( administradores, docentes, estudiantes, padres y comunidad en general) son
responsables y protagonistas de la tarea educativa. En los escenarios educativos no hay una
estructura jerárquica, todos y todas tienen la responsabilidad de contribuir y tomar decisiones
en el escenario educativo en todo momento. La educación dentro y fuera del salón de clase es
inclusiva. La escuela es el punto de encuentro para todos los actores sociales y la
comunicación activa esta sustentada en el respeto a la autonomía del ser de cada educando y
exige saber escuchar para que juntos tomen las mejores decisiones.
En importante advertir que cuando propongo la pedagogía participativa como una
oportunidad posible hacia el logros de la calidad educativa en Puerto Rico, no pretendo hacer
una exhortación general o exposición demagógica de una política partidista o presentar la
llave mágica para la salvación educativa del país. La propuesta que estoy presentando ha
sido efectiva, eficaz y eficiente dentro de un proyecto educativo probado, que ha logrado
mejorar significativamente en el rendimiento académico de los estudiantes y la calidad de
vida de los miembros de su comunidad. Dicho esto, no es un acto fútil querer poner en
perspectiva la importancia de mirar nuestros propios escenarios educativos y sociales, en un
primer intento por reconocer que la educación y sus lineamientos deben ser pensados y
estructurados, teniendo muy presente el contexto social y cultural que forma lo que es la
sociedad puertorriqueña. Es desde este primer e importante enfoque donde podemos
establecer desde donde se inician los cuestionamientos, las ideas, las acciones correctas y
hasta donde deben llegar las respuestas de un proyecto educativo puertorriqueño.
Es por eso que me detengo a presentar los logros obtenidos por el proyecto La Nueva
Escuela. Los cuales validan hoy que dentro de las exigencias de un mundo global, es posible
presentar la educación como un recurso indispensable, para la formación de sociedades

Dr. Mirelly Buitrago-González's Professional Portfolio

Dr. Mirelly Buitrago-González's Professional Portfolio

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