ACP E-Book Spring 2019

​ ACP PORTFOLIO

Table of Contents

1. Title Page 1
2. Table of Contents 2
3. What is ACP 3
4. Syllabus Snapshot 4
5. Student Preparation Strategy 5
6. BOPPPS Lesson Plan 6-7
7. Test Questions 8
8. Rubric 9
9. Showcase Presentation 10
10. Reflective Summary 17-19

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



BOPPPS Strategy:

Study Questions to Encourage Thought

1. Assign Reading Material
2. Ask students to record page number, paragraph location of end of the chapter questions,

answers on homework assignments.
3. Provide short pop quizzes at the end of weekly timeline chapter reads. This is a strategy

to use, providing questions at the end of each read.

BOPPPS LES

COURSE: Pathophysiology 2801 2301
Lesson Title: Why do we need to identify disease process of chronic illnesses? a

Bridge: A Ted-Ed video will be displayed on screen for slightly over 1 minute. St
answers.
BLOOM QUESTION(ANALYSIS): Why do you think disease processes and commu
Quickly go over the slides to show students the reasons why communication is
End with: In class today, we will learn how to effectively identify disease proces

Estimated time: 10 minutes
Course Student Learning Outcome: Distinguish environmental factors, physical,

characteristics of various diseases and conditions.

Learning Objectives:​
1. By the end of the semester, students will be able to identify the disease p
assignments after reading each chapter and scoring a passing score of an
2. By the end of the semester, students will demonstrate working effectivel
meetings and completing group assignments and asking the instructor 2 o
Bloom’s Taxonomy(Evaluation)

Pre-Assessment: ​Poll-Word Cloud

Estimated time: 5 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

● 4 questions with Bloom’s level identified
● New instructional technology you are trying
● At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activi
10 min IceBreaker-Instructor will ask a question. Instructor wil

SSON PLAN

and Why is communication so important?
tudents are asked questions on the screen and must write down their
unication is important?
important.
ss and how to communicate in a group.

, psychosocial, and cognitive

process of chronic illnesses by successfully completing the assigned chapter
n 70% or above on all work. -Bloom’s Taxonomy(Knowledge)
ly in study groups by communicating appropriately, committing to group
or more questions in the student discussion board by the end of the course.

ities Lesson Materials
ll discuss muddiest points posted with the class. Use the online Poll

Students will

QUESTION(Kn

course?"

5min Group Chat- The instructor will provide time for a Each group co

brief group chat. the course, as

(Evaluating) W

assignments a

20min Final Exam Review: Disease Processes and Chronic Each student

Illnesses, discuss each with students. Final Exam Bl

members in a

and main que

(ANALYZING):

chronic illnes

15min Class Room Chat and Activity Discussion In classroom

about final ex

parking lot qu

may have. BL

have reviewe

processes, ch

a passing grad

Post-assessment: P​ assing score of 70% or above on the Final Exam, Group meeti

in the Student Questions section in the Discussion Board.

Estimated time: 10 minutes

Summary: ​Address any frequent missed questions on the Final Exam. Explain how

Statements 1. What is the most important concept you have learned in this class?

have some type of uncertainty about?

Estimated time:15

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

answer question BLOOM
nowledge): "What is the muddiest point of the

ommunicate in a group chat of choice about Chat platforms: D2L, Group

ssignments and exams. BLOOM QUESTION Me, Text Messaging.

What would you recommend this course, Link Video to powerpoint

and exams? slide presentation.

within the group,Take one topic off of the Use D2L Chat and Final

lueprint and discuss the topic with group Exam Blueprint

a group chat of their choice. One of the first

estions to discuss for each...BLOOM QUESTION

: Can you identify disease process and common

sses?

chat box, instructor accept group questions Use D2L chat

xam review, group assignment questions and

uestions and any other questions the students

LOOM QUESTION (SYNTHESIS): Now that we

ed and discussed communication, disease

hronic illnesses, What could be done to achieve

de in the course?

ing log, Completed Group Assignments, Students has no additional questions

w communication is important in every aspect of our daily lives. CAT-Minute
? What important question remains unanswered? What are you curious of or

GOOD QUESTIONS-ACP

Lesson Objectives:

By the end of the lesson, students will be able to identify the digestive system
disease processes and common illnesses associated with the system by
successfully completing the assigned modules, assignments and receiving a
passing score on the end of the chapter quiz.

Questions

1. What are common illnesses associated with the digestive system? -Knowledge

2. Can you explain the disease process of Colon Cancer? -Understanding

3. What are some ways you can take preventative measures in preventing the
cause of some digestive diseases and illnesses? -Creating

4. What is the relationship between some digestive diseases and culture?
-Analyzing

Discussion Board Rubric
I used this rubric for discussion board posting. A few students have had problems
understanding the discussion board expectations and grading process.
This would be a great to implement.

0/ No Score 20/Partial Score 40/Full Score

Student does not create a Student Creates a Thread but Student Creates a Thread,
thread. only Replies to 1 classmate. Replies to at least two
Student does not create a classmates.
thread but replies to 1 or 2
classmates.

AGP Presentation

Latischa Mays, MBA, BSN, RN
Pathophysiology
4/1/19

Table of Contents

Lesson Title
Student Prep Strategy

Bridging
Learning Objectives

Pre-Assessment
Participatory Learning

Post Assessment
Summary
Reflection

BOPPPS- Lesson Title

Why do we need to identify disease
process of chronic illnesses? & Why
is communication so important?

BOPPPS-Student Prep Strategy

READING ASSIGNED CHAPTERS

BOPPPS-BRIDGING

A Ted-Ed video
Questions/Discussions

BOPPPS-LEARNING OBJECTIVES

By the end of the semester, students will be able to identify the disease process of
chronic illnesses by successfully completing the assigned chapter assignments
after reading each chapter and scoring a passing score of an 70% or above on all
work. -Bloom’s Taxonomy(Knowledge)
By the end of the semester, students will demonstrate working effectively in study
groups by communicating appropriately, committing to group meetings and
completing group assignments and asking the instructor 2 or more questions in
the student discussion board by the end of the course. Bloom’s
Taxonomy(Evaluation)

BOPPPS -STUDENT PRE-ASSESSMENT

POLL- WORD CLOUD

BOPPPS- Participatory Learning

Ice Breaker
Group Chat
Final Exam Review
Class Room Chat & Activity Discussion

BOPPPS- Post Assessment

Passing Scores 70 or Greater
Group Meeting Log

Answered Questions and Concerns

BOPPPS-Summary

Address frequently missed questions on the Final Exam
CAT-Minute Paper -Ask Questions

ACF Personal Reflection

My ACF Experience has been very rewarding. It allowed me
expand in so many ways. When you think you are being
creative, there’s always more creativity to add to anything that
you do. You must think outside of the box. It provided me with
a large number of resources. I am very excited to take
everything that I have learned and apply it to my online class.

THE END

Thanks for your attention!

Reflective Essay

What value / knowledge / insights have you gained from the Adjunct
Certification Program? I have gained so much. I am more aware of my
teaching strategy. I have developed so many ways to carry my online class
to another level. Just when you think you are very creative, there is always
another way to things. The objective is to enhance learning. I was not
aware of all of the programs and technology. There is so much more to
provide to students in the educational realm as opposed to when I was in
school back in the early 2000s. I really enjoyed using the Poll’s word cloud.
This program has made me a better instructor.

How have you incorporated the knowledge gained into your
classroom? I have incorporated the knowledge into the classroom by
making precise lesson plans. I really like using BOPPPS. BOPPPS is a
great tool to use for lesson plans because it outlines everything. It also
assist me in not overlooking anything. I have been implementing
PreAssessment of the BOPPPS. The students grades are better since this
tactic has been used. The bridge was the most interesting part that I have
learned. I enjoyed creating a video to bridge the students. Using a bridge

helps clears the mind because instruction begins. The most important time
to bridge students into the lesson is at the beginning of instruction.

How has this program made you a more effective instructor? This
program made me more effective by obtaining a certification. It helps me be
prepared and qualified to provide students with the information they need
to be successful in the course. It has made me more aware of what
students needs and how they are design to learn. I am also an effective
instructor with time management. I have always had good time
management skills and multitasked very well. This has made me have even
better skills to help move my online class to an exceeding level where there
are 100% passing scores.

4) What suggestions do you have for further professional
development opportunities? The suggestions that I have for professional
development opportunities is changing the time to 5:30pm in the evening. I
suggest for the incentive for professional development is raised higher.
The software and the learning material that was presented and applied to
the course content was phenomenal. I suggest more applicable time to
review them. I suggest that the college allows professors to attend an all
inclusive educational seminar in another state. This can be optional. It can

also require a limitation. There are so many professional development
opportunities, it starts with awareness.