Accounting Principles

Accounting Principles
Adjunct Certification Course

Summary of Assignments
November 15, 2019

Accounting Principles
Adjunct Certification Course

Table of Contents

What is ACP………………………………………………………………….1
Syllabus Snapshot of Accounting Principles………………....2
Student Preparation Strategy……………………………………….3
Test Questions-Formal Assessment................................ 4-5
Rubric for Accounting Principles, the Accounting Cycle..6-7
Rubric for Fixed Assets and Depreciation Lesson............8-10
Accounting Principles, Lessons in PowerPoint................ 11-20
Reflective Essay on Adjunct Certification Course............ 21-23

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Instructor: Accounting Room: E204
Thad Marshall 4 Mon/Wed

281.504.7320 The Real 6:00pm-10:00pm
Thaddeus.H.Marshall World
@lonestar.edu

WHAT IS ACCOUNTING-JUST NUMBERS, YOU ASK?

What is planning ? How we do it What do learn ?

• Cash Flow • First Theory • Controlling Accts.

• Budgeting • The Apply • Financial Stmts.
• Staffing / Payroll • Automate • Cash Mgmt..

• Analysis • Evaluate • Analysis

HOW AM I GRADED?? Homework 11% Assessments

Questions associated with 1 (Ch 1-6), 10%
textbook readings 2 (Ch 7-9), 15%
Final (all), 15%

Video 20% 40% 80 – 100 S
a 79 – Or Below N
Lectures
Overall Score
Semester-long project,
all 5 Chapters Based on

17% All Work

Interactive Labs 12% Quizzes

Class-based assignments, One after every chapter
group activities

CLASS POLICIES

Attendance is critical. 50% Absence or more and you fail. Many assignments (homework
writeups, quizzes, group activities) are only completed in class or may be made up
separately. Contact me in advance via email if you will miss class.

Late work: You must submit all work for grading as scheduled, or you will
receive a zero. If you turn in completed work late, it will still be counted.

Devices may be used in the classroom as part of class activities like polls and surveys,
to take notes or pictures, and as calculators. Out of respect for your classmates, if you
need to use your device for talk or text, please step into the hall.

Extreme consideration for others is expected. Listen to others’ perspectives
fully. Use of profanity or direct insults are inappropriate. Such abuses will
result in expulsion from the classroom after one warning.

LOOKING FORWARD TO WORKING WITH YOU !!!!!!

Student Preparation Strategy

• Read the Chapter – make notes as
you read

• Prepare your questions in advance if
the textbook and lecture does not
cover them then ask them.

• Watch the videos that are included in
the online chapter that explain each
section of the chapter

• Work the interactive Excel labs
included in the online chapter.

• www.principlesofaccounting.com
this is the website that has the
information needed to prepare for
class.

Formal Assessment – Multiple Choice

Accounting Principles

Thad H. Marshall

Module 3

The four questions that I present to my students will be for them to Remember, Understand, Apply, and
Analyze the material presented on Depreciation of what we call PP&E in accounting, (property plant and
equipment).

The lesson presented, for the SLO, was for the students to identify the assets basis for depreciation, and
to calculate the depreciation using the various methods studied that apply to the useful life of the asset.
The first two questions were given to the students to see if the grasp the theory behind these methods
and calculate the answer. The last two questions rather than just doing the math.

1. Johnson Corporation purchased a new delivery vehicle on January 1st, 20x1. The vehicle cost
$100,000 with a $20,000 residual value, it has an estimated useful life of 4 years. Johnson Corp
has a December 31st year end. The Controller has determined that you need to use the double
declining balance method of Depreciation. Because of projected favorable interest rates
management wants to know what should be recorded as Depreciation expense in year four?
Please circle your answer. (Blooms Level – Application and Remember (the method))

$0, $1,600, $8,640, $40,000

2. Smith and Company purchased a new high-speed copier printer on January 1st 20x1. Since the
use of this copier will be extremely heavy it has been determined that its useful life is only four
years before it will need to be replaced. The copier printer cost $20,000 and has an estimated
residual value of $4,000. The company has a December 31st year end. If Smith and Company
Depreciates the copier using the straight-line method of depreciation, how much should Smith
and Company report as the book value of the copier at the end of 20X3? Briefly explain what
straight line Depreciation is in one or two sentences below the answer.
(Blooms Level Application Understanding)

Please Circle your answer below

$1,600, $4,000, $8,000, $16,000

3. In using the information in question number 2, you have chosen to use the argument for the
units of production method rather than the straight-line method for the copier printer. In a
short paragraph describe the units of production method and present your argument for using
that method instead of the straight-line method of depreciation. (Blooms Level Comprehension)

4. Concours Company began construction on a new building. The land was purchased for $175,000
and costs were incurred as follows. The architect’s fees were $35,000. The legal fees for the land
that was purchased was $2,500. And the construction costs will be $250,000. The owner wants
to know why he just can’t expense everything except the building. In a short paragraph present
your argument as to why some costs must be allocated to the building and amortized and
perhaps some to the land and why. In your last sentence present the land and building final
costs of each. (Blooms upper level analyze)

Journalizing Advanced Proficient
Business
Transactions Shows a well-developed Shows a good
understanding of the understanding of the
20 points principles of journalizing principles of journalizin
accurately in the appropriate accurately in the
Posting to journal. appropriate journal.
Ledgers (20-15 points) (14-10 points)

15 points Advanced Proficient

Cash at End of Shows a well-developed Shows a good
the month understanding of the understanding of the
principles of posting. principles of posting.
5 points (15-11 points) (10-7 points)

Worksheet Advanced Proficient

20 points Cash at the end of the month Cash at the end of the
balanced with cash ledger, month balanced with ca
Income and reflects on the balance ledger, and reflects on
Statements sheet balance sheet, if not th
(5 points) (4 points)
10 points
Advanced Proficient

The entire worksheet is The entire worksheet is
correctly prepared with no correctly prepared, with
major errors. more than one major e
(20-15 points) (14-10 points)

Advanced Proficient

Income statement is Income statement is
presented with no errors. included with no major
(10-8 points) errors.
(7-5 points)

Novice Unsatisfactory

Shows little to no Transactions appear incomplete.

understanding of the Shows little to no understanding of

ng principles of journalizing the principles of journalizing

accurately in the accurately in the appropriate journal.

appropriate journal. (4-0 points)

(9-5 points)

Novice Unsatisfactory

Shows little understanding Shows very little understanding of
of the principles of posting. the principles of posting.
(6-3 points) (2-0 points)

ash Novice Unsatisfactory
the
hen Cash at the end of the Cash at the end of play did not
month balanced with cash balance with cash ledger on any of
ledger on 1 of 3 days. the days. This is not good needs to
(2 points) be investigated
(1 points)

Novice Unsatisfactory

s The worksheet was clearly The worksheet was started but
h no attempted but is not provides little information.
errors. completed correctly. (4-0 points)
(9-5 points)

Novice Unsatisfactory

Income statement is Income statement was attempted
included but contain but are basically incomplete.
multiple errors. (1-0 points)
(4-2 points)

Statement of Advanced Proficient
Changes in OE
Statement of Changes in OE Statement of Changes
10 points is completed with no errors. is completed with no m
(10-8 points) errors.
Balance Sheet (7-5 points)

10 points Advanced Proficient

Post-Closing Balance sheet is completed Balance sheet is comple
Trial Balance with no errors. with no major errors.
(10-8 points) (7-5 points)
10 points
Advanced Proficient

The post-closing trial balance The post-closing trial
is correct, with no errors. balance is correct, with
(10-8 points) major errors.
(7-5 points)

Novice Unsatisfactory

in OE Statement of Changes in OE Statement of Changes in OE was
major is included and have one attempted but have several errors.
error (1-0 points)
(4-2 points)

eted Novice Unsatisfactory

Balance sheet is included Balance sheet was attempted but
and have one error have several errors.
(4-2 points) (1-0 points)

Novice Unsatisfactory

h no The post-closing trial The post-closing trial was started but
balance includes temporary is basically incomplete.
accounts. (1-0 points)
(4-2 points)

ACCOUNTING FOR FIXED

COURSE: Accounting Principles Part 2
Lesson Title: Accounting for Property, Plant, and Equipment

Bridge: Everyone in this class knows what Revenue and Expenses are, where boo
largest accounts on the Balance Sheet is “Fixed Assets” which includes Property,
need to understand how this is all accounted for, and to be able to interface with
order to succeed in your job.

Estimated time: 10 mins
Course Student Learning Outcome: By the end of this lesson the student should

1. Know how to classify Fixed Assets, and organize them on the Balance Sheet
2. Know how to calculate different methods of Depreciation applicable to types

Learning Objectives: By the end of this lesson, students will be able to
1. Bloom – Create The student must create a section on the Balance Shee
2. Bloom – Evaluate The student will need to “evaluate” each asset and w
3. Bloom - Analyze The student must categorize, each asset for what grou
4. Bloom – Apply The student must calculate each method of depreciation
5. Bloom – Understand The student must show their work, their examples
6. Bloom – The student will have to take a graded assessment or an end of
assets.

Pre-Assessment: How will you assess learner prior knowledge of the topic? Du
which includes the Fixed Asset Section during this time simple examples are used
summary. Many have industry experience in this area so many understand parti
This could possibly tie to the student preparation strategy you developed. Stud
advance for “on their own” preview of the upcoming material.
Discussion, review of part 2 Balance Sheet and classification of fixed assets with
financial statement impact.

Estimated time: 30 Minutes of
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
1. Johnson Corporation purchased a new delivery vehicle on January 1st, 2

estimated useful life of 4 years. Johnson Corp has a December 31st year

D ASSETS - LESSON PLAN

okkeeping students fail is in the understanding of the Balance Sheet. One of the
, Plant Equipment, Computer Equipment, Vehicles, Furniture & Fixtures. You
h the outside accountants to assist in the proper accounting of those assets in

d be able to,

s of fixed assets.

et for Fixed Assets in the proper format
what proper methods they may apply to that asset.
up of assets it goes into, (fairly simple).
n according to each assets, useful life, and salvage value.

s, and describe how they arrived at their conclusions.
f chapter quiz to be able to recall how they use depreciation in relation to fixed

uring part 1 pf this course the student is required to prepare a Balance Sheet
d in calculating the book value of fixed assets and the topic is discussed in
ially what we are discussing.
dents have access to the website and are encouraged to visit the website in
class discussions, on depreciation and its impact on cash flow, financing and

20x1. The vehicle cost $100,000 with a $20,000 residual value, it has an
end. The Controller has determined that you need to use the double declining

balance method of Depreciation. Because of projected favorable interes
expense in year four?
Please circle your answer. (Blooms Level – Application and Remember
$0, $1,600, $8,640, $40,000

2. Smith and Company purchased a new high-speed copier printer on Janu
determined that its useful life is only four years before it will need to be
of $4,000. The company has a December 31st year end. If Smith and Com
how much should Smith and Company report as the book value of the c
one or two sentences below the answer.
(Blooms Level Application Understanding)
Please Circle your answer below
$1,600, $4,000, $8,000, $16,000

3. In using the information in question number 2, you have chosen to use
method for the copier printer. In a short paragraph describe the units o
of the straight-line method of depreciation. (Blooms Level Comprehens

4. Concours Company began construction on a new building. The land was
fees were $35,000. The legal fees for the land that was purchased was $
why he just can’t expense everything except the building. In a short par
building and amortized and perhaps some to the land and why. In your
level analyze)

5. New instructional technology you are trying In order to provide the stu
Jeopardy for the Depreciation Chapter the link is: https://jeopardylabs.c

6. At least one classroom assessment technique (CAT)- In being consistent
submitting is as follows:

Problem Assigned to be work in class time about 15-20 min

On January 1, 20X1, Pagoda Pond Construction acquired a small e
Pagoda, at which time it is expected that the equipment will be sold
Pagoda uses the double-declining balance depreciation method.

(a) Prepare a schedule showing annual depreciation expense, accu

(b) Show how the asset and related accumulated depreciation woul

st rates management wants to know what should be recorded as Depreciation
(the method))

uary 1st 20x1. Since the use of this copier will be extremely heavy it has been
e replaced. The copier printer cost $20,000 and has an estimated residual value
mpany Depreciates the copier using the straight-line method of depreciation,
copier at the end of 20X3? Briefly explain what straight line Depreciation is in

the argument for the units of production method rather than the straight-line
of production method and present your argument for using that method instead
sion)
s purchased for $175,000 and costs were incurred as follows. The architect’s
$2,500. And the construction costs will be $250,000. The owner wants to know
ragraph present your argument as to why some costs must be allocated to the

last sentence present the land and building final costs of each. (Blooms upper

udent with something exciting to do I have adopted some games one game is
com/play/depreciation
t with the class that I am emphasizing throughout the coure the CAT that I am

nutes:

excavator for $85,000. This device had a 4-year service life to
d for a $10,000 salvage value.

umulated depreciation, and related calculations for each year.
ld appear on a balance sheet at December 31, 20X3.

(c) Prepare journal entries to record the asset's acquisition, annual
year, and the asset's eventual sale for $10,000.

Time Instructor Activities Learner Acti

20 Mins Lecture, Costs allocated to Property, Plant, & Equip. Watch Video
15 mins Lecture, Concepts – Straight Line Watch Video
15 mins Work Problem on Straight Line Depreciation Prepare Han
10mins Lecture, Concepts-Units of Output Watch Video
20mins Work Problem on Units of Output Prepare Han
15 mins Lecture, Concepts-Double Declining Balance Watch Video
20 mins Work Problem on Double Declining Balance Prepare Han
15 mins Lecture, Tax Issues on Depreciation Watch Video
15 mins Lecture on Leases Operating and Capital Take notes r
20 mins End of Chapter Quiz – how it works Solve end of

Post-assessment: How will you assess if objectives have been met? Review of th
Estimated time: 15
Summary: How will you close the lesson? To close the lesson, I would review the

Estimated time: 15 minutes

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

https://youtu.be/hQUMCcl6IzA Video that discusses Costs to assign to Pr

https://youtu.be/laPtTeDgzeQ Video to discuss Depreciation Concepts

https://youtu.be/p_mUnVYop0Q Video to Discuss Double Declining Balanc

https://youtu.be/ay7sOVXZBL4 Video to Discuss Tax Issues on Depreciat

DEPRECIATION Identifying the Textbook resources on how to ta
METHODS.docx Textbook Resources.ppt

depreciation for each

ivities Lesson Materials

o, complete Excel Lab, (2) Textbook & Video
o, take notes, Excel Lab (1) Textbook & Video
ndout Problem – evaluate results Assigned Problem
o, take notes, Excel Lab (1) Textbook & Video
ndout Problem – evaluate results Assigned Problem
o, take notes, Excel Lab (1) Textbook & Video
ndout Problem – evaluate results Assigned Problem
o, Take Notes – review terms, class discussions Textbook and video
review on their own Textbook take notes
f chapter quiz – Requires 80% or better Textbook End of Chapter

he end of Chapter Quizzes 80% or higher required
e lesson, take questions,and have the quizzes handed in.

roperty Plant and Equipment
ce Depreciation
tion

ake best advantage of the website.

ACP Showca

Thad H. M
Accounting

November

ase Portfolio

Marshall
g Principles

r 15, 2019

Table of Contents

• Student Preparation Strategy- What is expected
• Before class what the students should do , step
• Students working with interactive technology.
• BOPPPS lesson plan will include.

• Bridge-Methods to Engage the students
• Outcome – The Learnings Outcome to be expected o
• Preassessment of each student through inquiry an
• Create - Students will solve business issues through
• Post Assessment -End of chapter interactive quizze
• Summary - Review of the chapter, question and ans
• Technology - Each section a video will be used to h

interactive lab problem and perhaps an accounting

• Reflection – What did you learn to prepare your
yourself for preparing better students.

of the students
by step.

of the students
nd discussion
h completion of problems
es
swer period, then review problems
highlight section before lecture, after each video an Excel

game.

students for the “Real World” and prepare

Student Preparation Stra

• Read the Chapter – make notes as
• Prepare your questions in advance

not cover them then ask them.
• Watch the videos that are included

each section of the chapter
• Work the interactive Excel labs incl
• www.principlesofaccounting.com

information needed to prepare for

ategy

you read
e if the textbook and lecture does

d in the online chapter that explain

luded in the online chapter.
this is the website that has the
r class.

BOPPPS – BRIDGE-Enga

• Bridge – In preparing our lesson pl
ENGAGE OUR STUDENTS !

• Accounting Song – Yes, there is an
were created, very funny and creat
https://www.youtube.com/watch?

Accounting Game – Many websites h
to begin the class – play it before the
they have learned ! https://jeopardy
Accounting debacles - such as Enron
experiences that might pique their in
https://www.youtube.com/watch?v

age Your Students!

lan the first thing we want to do is

n accounting song, (many), that
tive, will relax the class.
?v=7EuxfW76BWU
have online games that you can use
e lesson and then after to see what
ylabs.com/play/depreciation
n, or actual case studies or
nterest.
v=-w6duQhWuVk

BOPPPS – OBJECTIVES O

• The objective of this course is to:
• Provide a basic understanding of th
• Introduce the student to preparati
• The student should classify assets a
• The student should be able to prep
• The student should be able to prep

earnings.

OF THE COURSE

he principles of accounting
ion of the of a chart of accounts
and prepare a balance sheet
pare journal entries
pare a statement of retained

BOPPPS- PRE-ASSESSME

• In preparing to instruct a class in th
class will be asked in general as to
accounting in order to be able to sk

• This may sound difficult, but it is no
eight to twelve students usually en

• The survey is not written but a sho
class begins will suffice.

ENT

he principles of accounting, the
their experience and knowledge of
kew the lecture to them as a whole.
ot. Since the classes are small, only
nroll.
ort conversation with each before

BOPPPS- PARTICIPATORY

• A participatory lesson involves the
solving an issue.

• Classroom Assessment Techniques
solve and or create an issue that w

• Depreciation for example, in Accou
must determine the useful life of a
financials of an organization but als
strategies.

• How does a student determine the
of Depreciation to be used, and be
and the overall impact?

Y LESSON

e students creating something or
s are a way to challenge students to
will affect an organization.
unting, is a challenge if the student
an asset, how it impacts the
so the financing, and tax planning
e useful life of an asset, the method
enefits the organization will receive,

BOPPPS- POST-ASSESSM

• Non-Graded post assessments, such a
individuals or teams of two after the
the end of chapter quiz help in determ
addressed.

• Discussions of those in class problem
holding back on putting forth a soluti
of adults is usually forth coming in th

• The end of chapter quiz that the stud
determine who “gets it”, as they mus
they leave the classroom.
https://www.principlesofaccounting.c
choice/

MENT

as in class problems worked as
lecture of each section, and before
mining the areas that need to be re-

ms help to determine who seems to be
ion to those problems, as participation
he accounting classes.
dents take on-line allows me to
st turn in at least a score of 80% before
com/quizzes/chapter-7-multiple-

BOPPPS- SUMMARY

• Bridge – engage the students with
• Outcome-explain the expected lea
• Pre-Assessment-determine their ex
• Participatory Learning – Have the s
• Post Assessment – Use graded and

the effectiveness of the lecture and
• Summarize – What did you do to d

videos, games, even songs.
arning outcome in detail.
xperience and skill level.
students create and solve issues.
d non graded testing to determine
d problems, to their understanding.
determine how they did?

Personal Reflection on M

• Challenge – Excited by all of the pr
the class, challenged me to do bett

• Learning - In reading the posts I ga
the experience of the others who h

• Application – The programs conten
opened my eyes as to the possibilit
a whole new light.

• Grateful - That I took this class eve
of the material involved and I'm ex

My ACP Experience

rofessional teaching experience in
ter.
athered a lot of information, from
have enrolled in this class.
nt, and the ideas of others has
ties of presenting my information in

en though I didn’t realize the extent
xhausted !! THANKS TO ALL !!

Essay on Adjunct Certification Class

Thad H. Marshall

The value and knowledge that I have learned in this class has been what I would
call a bountiful harvest of information that I can use to help me train students as
best I can; to be able to accomplish my mission, and that is to get them into the
work force. Only this week I have had two people get jobs! I am so excited.

The reason that I am excited is that even though I have learned a great deal I have
yet to be able to apply everything I have learned and incorporate it into my
teaching. Even though I have the knowledge, to be able to pass that along to
others is a wonderful gift, however for them to receive it in the spirit intended is
another thing altogether. Knowledge received but not absorbed equals nothing
learned. I want them to learn.

The insights that I have learned have been many. By definition, insight means to
see inward, and I have. I have realized that as an Accountant of thirty-eight years,
I only think I can educate and train other individuals so they can become part of
the workforce. However, the truth is, I am not a true educator and this course has
taught me the old adage, “the more you know, the more you know you don’t
know”.

I have learned many things that I have taken for granted that students learn
differently, and at different levels, and there are many techniques. I have learned
how to put together an actual lesson plan, using the BOPPPS method, rather than
just teaching from experience and going from chapter to chapter. I have learned
there are incredible ways for a teacher to help students learn, through different
processes, using different tools, making the most out of different theorems of
teaching, Such as Blooms Taxonomy, which I have never heard of before this
class. (End question 1)

As I have stated previously, I have not incorporated what I have learned into my
actual classes, as I am currently teaching a class that ends November 13th. I will
however use what I have learned beginning next semester. I am going to prepare
a lesson plan for each class using the BOPPPS method, by engaging my students
with perhaps interesting games or videos, then I will CLEARLY explain to them
what I expect not only their learning outcome to be ; but what I expect of myself
for the learning outcome to be.

I will do a preassessment, to determine at what level each student is and quickly
pair them up with someone who may be at an advance level if possible. I will
incorporate games, videos, power point slides into my existing lesson plan. In
order to create an environment of participatory learning, I will have the students
create scenarios, (as a team), and have the other students, come up with a
solution, and find other ways to get them working together. I will of course have
non-graded, and graded assessments as the course progresses.

Once a Chapter is complete I will use what we studied in class to prepare a Post
Assessment to review and evaluate not only the students but the results from the
students and to evaluate myself to find out if they are learning from what I am
giving them as a class and individually. At the end of each chapter of what I teach
there is an automated exam. As the class progresses, I review them to see what
the class is missing, based upon my presentations. Finally, to summarize my
lessons I will examine what did we do in the chapter and how did the students
receive and learn from the material presented. (End question 2)

This program has made me want to be a more effective instructor by presenting
to me procedures that I have never even thought of. I have been rote in my
presentations to the point where I even bore myself sometimes. This program
has opened my eyes to new possibilities in teaching and instructing students in
the continuing education program, so that they learn enough to join the
workforce in a new and different capacity. This program has shown me all of the
different ideas and methods, it has even made me want to do an entirely new
lesson plan not only for the course but for each chapter in the course and over
the Christmas Holidays I will begin that journey. It will make me a more effective
instructor, which will make my students more effective learners. (End question 3)

In looking back at the overall program, the only suggestions that I would have for
the program would be to increase the length of the program so that we are not so
rushed to absorb the material presented. The material presented is extremely
important not only to the adjuncts, but to the students as we develop ourselves
so that we can develop our students. I guess what I am trying to say is to increase
the “absorption rate” of the material presented.

In closing, I have learned so much. I have a comment in my notebook that states
“you don’t know as much as you think you do, so remember the more you know
the more you know you don’t really know”. I have found that to be so true of this
class. I see I didn’t know a thing when it came to this, and I also realized that I
really need to know more to be a better instructor so I can produce better
students.

In the future, I think the college should offer more developmental workshops to
help adjuncts and professors alike have better control over their classrooms, the
curriculum, and their own professional development. Better instructors and
professors make better students. I am so grateful that I took this class.
(End question 4)