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Published by sbillingsley19, 2017-04-19 22:16:09

Sarah Chapa

ACPMergedPDF

ACP FLIPBOOK

Spring 2017

Sarah Chapman
Criminal Justice

TABLE OF
CONTENTS

SYLLABUS SNAPSHOT . . . . . . . . . . . . . . . . . . . . . . . .
STUDENT PREPARATION STRATEGY . . . . . . . . . . . . .
BOPPPS LESSON PLAN . . . . . . . . . . . . . . . . . . . . . . .

Houston Police Department Beat Map . . . . . . . . . . . . . . . . .
Crime Scenario Report . . . . . . . . . . . . . . . . . . . . . . . . . . .

FORMAL ASSESSMENT . . . . . . . . . . . . . . . . . . . . . . . .
RUBRIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SHOWCASE PRESENTATION . . . . . . . . . . . . . . . . . . . .
REFLECTIVE ESSAY . . . . . . . . . . . . . . . . . . . . . . . . . . .

ii

CRIJ 1301

Introduction to

M-W-F 10:00-10:55 Criminal Justice

Spring 2017

Required Text This course provides a historical and philosophical overview of the
American criminal justice system, including the nature, extent, and
impact of crime; criminal law; and justice agencies and processes

Criminal Justice: A Course Instructor
Brief Introduction
Sarah Billingsley Chapman, PhD
12th Edition

Frank Schmalleger [email protected]

Office hours by appointment

Course Expectations

Assessment

This course incorporates multiple measures of assessment, including four regular exams, one
comprehensive final exam, two special projects, and a participation grade.

Special Project

Students will complete two special projects related to class discussion and course material. The
requirements for the projects will be discussed in class at least weeks prior to the due dates.

Attendance and Participation

The participation grade requires both regular attendance and in-class participation in discussion
and activities. After four (4) absences, a student will lose 10 points for each subsequent absence.

For more information about the course, including a detailed syllabus, link to
student handbook, and list of College Success Resources, please visit D2L.

CRIJ1301 Introduction to Criminal Justice
Reading Assignment – FBI’s UCR and the Texas Penal Code

Prior to our next session, you should be familiar with the crime definitions as relevant to FBI’s
Uniform Crime Report data collection methodology. As part of this preparation, you should:

(1) List the definitions for EACH of the eight (8) Part I offenses used by the FBI in the
Uniform Crime Report (UCR). This information is available at the FBI’s website:
https://ucr.fbi.gov

Additionally, you should familiarize yourself with the portions of the Texas Penal Code related
to the eight index offenses for which the FBI collects crime data. To this end, you should:

(2) For each of these eight crimes, also list the definition used in Texas. The state criminal
code can be accessed at http://www.statutes.legis.state.tx.us

As you read and list these definitions, pay careful attention to the similarities or differences
between the FBI’s concept of a crime for the purpose of data collection and the state of Texas’
concept of a crime for the purpose of criminal prosecution. You should develop some thoughts
and opinions about how the differences between the two agencies may affect official reports of
crime statistics.

As always, remember that pop quizzes are possible for any given reading assignment. You may
make notes relevant to your reading for use during the pop quiz. We will also discuss your
responses and thoughts during class.

BOPPPS LESSON PLAN

COURSE: CRIJ 1301 Introduction to Criminal Justice
Lesson Title: The Power of Statistics

Bridge: Introduce a short crime scenario. [CRIJ1301_CrimeReport] Ask students to imagine how such a crime would be reported in official statistics.

Estimated time: 2 minutes

Course Student Learning Outcome:
Explain the nature and extent of crime in America

Learning Objectives: By the end of this lesson, students will be able to:
1. Identify the parameters under which the FBI collects data for the Uniform Crime Reporting System. (Knowledge)
2. Compare and contrast the definitions of eight major index offenses as used by both the Texas Penal Code and the FBI’s UCR. (Analysis)

Pre-Assessment: Brainstorm potential problems associated with statistics measuring social events (crime). Write student ideas on the board to compile a list.

Estimated time: 5 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 Differing Definitions: Discuss crimes for which there are distinct definitional Write major definitional
Review of FBI and Texas Penal Code crime differences between the FBI and Texas. elements on board.
definitions How might differing definitions affect data collection Highlight differences
and crime data reports? ANALYSIS between FBI and Texas
15 Statistical Representations: Group discussion activity: houstontx.gov
Discuss the limitations of statistical data: Imagine you are visiting a club in South Houston. You
statistics only reflect the concept defined; social have two friends living within neighboring beat houstontx.gov
events are hard to quantify. patrols. In which one of your friends’ homes would you
Introduce HPD crime statistic map, look at HPD prefer to stay overnight? What factors led you to that
beats 3B40 and 3B50 for August 2016. choice? SYNTHESIS

10 Misleading Statistics: Classroom Discussion:
Have students share the major points of their One beat experiences a significantly greater rate of
group discussions. Which home did they prefer home burglary. Do those burglaries occur during the
and why? day when the home is empty or at night when
What are some things we can tell about each occupants are home? Value of property stolen?
beat by its crime data? What are some things Damage to home or other property? Committed by
we don’t know? EVALUATION someone known to the victim or by a stranger?

15 UCR in Transition: View video: NIBRS 101 video

Discuss the FBI transition from UCR to NIBRS: https://www.youtube.com/watch?v=YE7ufzvjfDI

expanded data collection, updated definitions, What are some of the advantages of the NIBRS over

wider of range of criminal activity the UCR? What are its limitations? How might the

UCR be more effective as a data reporting tool?

EVALUATION

Post-assessment: “Think Through Talking” Present students with the same hypothetical crime scenario introduced in the “bridge” and have them discuss the

elements in small groups. [CRIJ1301_CrimeReport] Students will assess the crime details to determine which elements of the crime would be missing from
official crime statistics. Each group will share one way it believes this missing data could influence a person’s perspective of the crime problem in America.

Estimated time: 5 minutes

Summary: I will advise students to anticipate a discussion topic to be announced on Remind. Ask students to review a news story depicting crime statistics and
come to the following class prepared to discuss some potential limitations of the statistical data.

Estimated time: 1-2 minutes

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

MONTGOMERY

LIBERTY

24C30

24C20

24C10

Houston Police Department 24C40

Edward A. Thomas Building 24C50
1200 Travis

21I50

Divisions £¤25 7C50
5F40
¤£7 6B60
Airport-Hobby Division Northeast Division - Districts 7, 8 & 9 24C60
Hobby/Ellington 8301 Ley Rd 6B50
7800 Airport Blvd. (832) 395-1500 HARRIS
(713) 845-6800 Northwest Division - Districts 4 & 5 ¨
6000 Teague Rd 6B40 8C60
Airport-IAH Division (832) 394-5500
Bush IAH South Central Division - District 10 6B30 ¤£6B20 1 6B10 7C40 8C50
3100 Terminal Rd. North 2202 St. Emanuel
(281) 230-6800 (832) 394-0200 5F30 7C30 8C10
South Gessner Division - District 17
Central Division - Districts 1 & 2 8605 West Place Dr. 3B40 8C40
61 Riesner St. (832) 394-4700 £¤ ¤£4F20
(713) 247-4400 Southeast Division - Districts 13 & 14 3B10 14 11 3B50 8C20 8C30
8300 Mykawa
Clear Lake Division - District 12 (832) 394-1600 5F20 3B30
2855 Bay Area Blvd. Southwest Division - Districts 15 & 16
(832) 395-1777 4503 Beechnut 4F30 £¤20 2A20 7C20 9C30
(713) 314-3900 20G60 5F10
Eastside Division - District 11 Downtown Division - District 1 (1A10) 4F10 £¤2A60 9 2A30 2A10 £¤5 9C40
7525 Sherman 1900 Rusk 20G50 9C20 DECKER
(832) 395-1580 (832) 394-0000 20G40 20G20 ¤£ ¤£ £¤¤£ £¤18F40 9C10 BATTLEG ROUN D
Westside Division - Districts 19 & 20 18F10 1A501A24A0501A301A12502A41001AH11A14100010H0H530071C0116H10023H0 10 4 9C40
Kingwood Division - District 24 3203 S. Dairy Ashford 20G80 18F20 GALVESTON 12D50
3915 Rustic Wood Dr. (832) 394-5600 11H10
(832) 395-1800 1188F30 11H40
20G3W0ESTPARK TOLLWAY £¤10H80 23J40
Midwest Division - District 18 10H70
7277 Regency Square Blvd. ¤£20G70 10H1690
(832) 394-1200 £¤19G30
20G10 18F50 8 11H20
North Division - Districts 3 & 6 11H40
9455 W. Montgomery 19G20 17 17E10 £¤14D10 16 13D10
(281) 405-5300 17E20 £¤11H30
18F60 12

19G10 15E10 15E30 11H50 SH 146
£¤19G5024 12D10
19G40 15E20 15E40 14D20 14D30 £¤13D20 3

¤£17E30 2 ¤£23 ¤£21 23J50 CHAMBERS

17E40

16E20 14D40 13D30 12D30
12D20
16E30 £¤ 16E10 ¤£22

10 14D50 13D40

FORT BEND

16E40 12D40

12D60 NASA

BRAZORIA 12D70

GALVESTON

^_ £¤Stations Store Fronts Beats Districts

£¤ ¤£1. Acres Homes - 6719 West Montgomery 77081 7. Greenspoint - 105 Greenspoint Mall 77060 ¤£ £¤13. Ripley House (Navigation) - 4410 Navigation 77011 19. Southmore - 3711 Southmore 77004

£¤ 2. Braeburn - 7576 West Bellfort 77071 £¤ 8. Gulfton - 5980 Renwick #A 77081 £¤ 14. Near North - 1335 West 43rd 77016 ¤£ 20. Spring Branch - 8400 Long Point #A 77055

HPD MAP £¤ £¤3. Broadway Square - 8751 Broadway 77061 9. Heights - 1127 North Shepherd 77009 ¤£ 15. Neartown (Montrose) - 802 Westheimer 77006 ¤£ 21. Sunnyside - 3511 Reed Road 77051

£¤ 4. Denver Harbor - 6402 Market 77020 ¤£ 10. Hiram Clarke - 4363 West Fuqua 77053 ¤£ 16. Palm Center - 5330 Griggs #A-101 77021 ¤£ 22. Telephone Road - 10201 Telephone Road 77075

¤£ £¤ ¤£ ¤£5. East Freeway -12001 East Freeway 77015
11. Independence Heights - 803 Crosstimbers 77022 17. Ranchester - 9160 Bellaire Boulevard # F 77036 23. Westbury - 5600 South Willow #116 77035

£¤ 6. Fifth Ward - 4014 Market St 77020 ¤£ 12. Leija - 4701 Galveston Road 77017 £¤ 18. Richmond - 6310 Richmond Avenue 77057 ¤£ 24. Westwood - 9700 Bissonnet #1740-W 77036

£¤ 25. Willowbrook - 17375 Tomball Parkway #2B-1 77269

Prepared by: Crime Analysis and Command Center Division - GIS Unit
Date: 11/2/2016

CITY OF LONE STAR POLICE REPORT

CASE NO. 1301 – 17 DATE 16-4-2016

PREPARED BY CORPORAL SAM JUSTICE

INCIDENT DESCRIPTION _ DURING THE EVENING HOURS OF APRIL 16, 2016, A
HOME IN THE 100 BLOCK OF ELM STREET WAS BURGLARIZED. THE RESIDENTS
WERE NOT HOME AT THE TIME OF THE BURGLARY AND HAD BEEN AWAY FROM
THEIR HOME ALL WEEK WHILE VACATIONING. THE BURGLAR GAINED ENTRY TO
THE HOME BY BREAKING THE GLASS WINDOW ON A PATIO DOOR FACING THE
FENCED-IN BACKYARD OF THE RESIDENCE. THE BURGLARY INVOLVED THE THEFT
OF ELECTRONICS, JEWELRY, SMALL APPLIANCES, AND A SET OF FOUR RACING
TIRES STORED IN THE RESIDENCE’S GARAGE. THE VALUE OF PROPERTY STOLEN

WAS APPROXIMATELY $8,000.

DETAILED DESCRIPTION _ THE BURGLARY WAS REPORTED TO POLICE BY THE
RESIDENTS’ NEIGHBORS WHO HEARD LOUD NOISES COMING FROM THE HOME.

THE RESIDENTS HAD INSTALLED A HOME MONITORING SYSTEM AFTER BEING
VICTIMS TO A BURGLARY WHILE RESIDING IN THE SAME HOME LESS THAN TWO
YEARS PRIOR TO THIS BURGLARY. THEY DID NOT ACTIVATE THE ALARM DURING

THEIR VACATION.

ACTIONS TAKEN _ THE SUSPECT IN THE CRIME WAS QUICKLY IDENTIFIED
THROUGH FINGERPRINT EVIDENCE. HIS IDENTITY AND ROLE IN THE BURGLARY
WAS FURTHER CONFIRMED BY FOOTAGE CAPTURED BY THE HOME SECURITY
CAMERAS. THE SUSPECT WAS ARRESTED WITHIN A WEEK OF THE BURGLARY AND
PLED NOT GUILTY. HE CLAIMED THE HOME OWNERS HIRED HIM TO COMMIT THE
BURGLARY FOR THE PURPOSE OF INSURANCE FRAUD. THE SUSPECT WAS FOUND
GUILTY BY A JURY AND SENTENCED TO 6 YEARS OF INCARCERATION IN A STATE
CORRECTIONAL FACILITY. THE HOMEOWNERS HAVE NEVER BEEN CHARGED WITH

A CRIME.

CRIJ 1301 Introduction to Criminal Justice
Formal Assessment
Lesson: The Power of Statistics

Lesson Objectives:

▪ Identify the parameters under which the FBI collects crime data under the Uniform
Crime Reporting (UCR) system

▪ Compare and contrast the definitions of eight major index offenses as used by the both
the Texas Penal Code and the FBI for purposes of the UCR.

Multiple Choice

1) One of the major limitations of crime statistics is the difficulty in quantifying social
events. Which of the following situations best describes the limitation of crime statistics
in measuring social events? (Comprehension)
a. Some individuals may report a car stolen to the police in order to collect
insurance thereby increasing the official rate of motor vehicle theft.
b. Two jurisdictions may report comparable rates of burglary, but one may
experience mostly violent home invasions while the other experiences mostly
petty thefts from sheds and garages.
c. Young children may be reluctant to report crimes of violence committed against
them due to fear of their attacker.
d. A police department may incorrectly report crimes of arson to the FBI that do
not satisfy the definitional elements of the UCR definition of arson.

2) Which of the following pieces of data has the FBI begun to collect under the NIBRS that
was not included in crime data collection under the UCR? (Knowledge)
a. The physical location of the crime
b. The victim’s previous experiences with crime
c. The type of relationship between the victim and offender
d. Whether or not an individual was arrested in the criminal case

Short Answer (For each of the following questions, you answer should be written in complete
sentences and in your own words. A thorough response should be 4-5 sentences long.)

3) The UCR/NIBRS recently underwent a major revision. Most notably, the definition of
rape has changed significantly. Write a definition of rape that better measures the crime
problem in America. Explain why your definition is superior to that used under the UCR
or the NIBRS. (Synthesis)

4) Justify the addition of another major crime to the Part I offenses of the UCR. What
additional crime would you include and how would you define that crime for the
purpose of data collection? Why would this crime be useful as a measure of the crime
problem in America? (Evaluation)

Criteria and Maximum Points Above Expectations Meets Expectations Below Expectations
Lesson Plan – Thoroughness - 20
Student’s lesson plan notes Student’s lesson plan notes Student’s lesson plan notes are
The student’s lesson plan notes should contain major concepts from both contain major concepts from missing critical concepts from
reference all major concepts relevant to the assigned resources and utilizes both assigned resources and do either one or both of the assigned
presentation topic as found within the additional resources for not utilize any additional resources.
assigned resources. supplementary facts. resources.
Student’s lesson plan notes are
Lesson Plan – Organization - 10 Student’s lesson plan notes are Student’s lesson plan notes are disorganized and unclear, do not
easy to read and follow a logical easy to read and follow a logical follow a logical pattern of
The student’s lesson plan notes should be well- pattern of discussion with pattern of discussion. There may discussion, and there are no
organized into a meaningful and functional transitions that are well-written be awkward transitions between transitions between subjects.
discussion of the topic. and thoughtful. subjects. Student’s lesson plans do not
Student’s lesson plan notes Student’s lesson plan notes provide citation of sources.
Lesson Plan – Citation of Sources - 10 accurately cite all sources utilized provide citation of sources
in the presentation in the student’s utilized. Citations contain Student’s presentation either falls
The student’s lesson plan notes should include preferred citation style. formatting errors. significantly short of the 15-
citations for all sources referenced for the minute time frame or isn’t
presentation. Student’s presentation utilizes the Student’s presentation utilizes complete within the 15 minutes.
entire 15-minute time frame with the entire 15-minute time frame
Presentation – Time-Management - 20 the use of more than one with the use of one instructional Student’s presentation does not
instructional technique – video, technique – video, game, invite peer participation make
The student’s presentation should make game, lecture, discussion, group lecture, discussion, group work. use of innovative or interesting
maximum use of the 15-minute time work teaching elements. Peers seem
allotment. Student presentation invites peer Student’s presentation invites disinterested in the presentation.
participation in an interactive way. peer participation. The Peer scores on instructor-
Presentation – Engaged Students - 10 The presentation is interesting, presentation is interesting and designed quiz average less than
innovative, and commands peers’ commands peers’ attention. 70 percent indicating a limited or
The student’s presentation should be attention. poor understanding of the
interesting and effectively engage student Peer scores on instructor-designed Peer scores on instructor- subject.
peers. quiz average over 90 percent designed quiz average between Student’s scores on instructor-
indicating a thorough 70 and 90 percent indicating an designed quizzes pertaining to
Student Performance – Peer Quiz -20 understanding of the subject. incomplete understanding of the peers’ presentation average less
subject. than 70 percent.
Peers acting as students to the presentation Student’s scores on instructor- Student’s scores on instructor-
should demonstrate an understanding of the designed quizzes pertaining to designed quizzes pertaining to
subject through an instructor-designed quiz. peers’ presentation average over peers’ presentation average
90 percent. between 70 and 90 percent.
Student Performance – Own Quiz - 10

After participating in others’ presentations, the
student should demonstrate an understanding
of the subject through an instructor-designed
quiz.

Criteria and Maximum Points Above Expectations Meets Expectations Below Expectations
Lesson Plan – Thoroughness - 20
15-20 points 7-14 points 0-6 points
The student’s lesson plan notes should
reference all major concepts relevant to the 8-10 points 4-7 points 0-3 points
presentation topic as found within the 8-10 points 4-7 points 0-3 points
assigned resources. 15-20 points 7-15 points 0-7 points
8-10 points 4-7 points 0-3 points
Lesson Plan – Organization - 10 15-20 points 7-15 points 0-7 points
8-10 points 4-7 points 0-3 points
The student’s lesson plan notes should be well-
organized into a meaningful and functional
discussion of the topic.

Lesson Plan – Citation of Sources - 10

The student’s lesson plan notes should include
citations for all sources referenced for the
presentation.

Presentation – Time-Management - 20

The student’s presentation should make
maximum use of the 15-minute time
allotment.

Presentation – Engaged Students - 10

The student’s presentation should be
interesting and effectively engage student
peers.

Student Performance – Peer Quiz -20

Peers acting as students to the presentation
should demonstrate an understanding of the
subject through an instructor-designed quiz.

Student Performance – Own Quiz - 10

After participating in others’ presentations, the
student should demonstrate an understanding
of the subject through an instructor-designed
quiz.

CRIJ 1301 Student Lesson/Presentation

Research shows that one of the most effective methods of learning new material is to teach that material to other students. For this
assignment, you will be the teacher in a lesson concerning one assigned topic of interest in the field of criminal justice today.

For the Special Project, you will research an assigned topic and present it to your classmates in lesson format. The class will break
into groups for this assignment, so on each presentation day, one “teacher” will present a lesson on a given topic to four classmates.
For this assignment, you must compile notes for use during your lesson that you will turn in to be graded. You must cite all
references used for your lesson. On the class period following your lesson, your classmates will take a quiz prepared by the
instructor. The quiz will rely on major concepts presented in either or both of the supplied resources for this assignment You will
receive a score based on the average grade among the students in your lesson group.

The Special Project will be graded as follows:

Lesson Plan …………………………….…………. 40 Points
Presentation ……………..………………………. 30 Points
Average Quiz Grade …..………………..…….. 10 Points
Combined Student Quiz Grades …………. 20 Points

Your total Special Project grade depends on your lesson presentation as well as your participation in the four other lessons
presented by your classmates.

Student presentation dates will be randomly assigned over the next four weeks. I will give notice of your presentation date at least
one class period prior to your lesson presentation. The first presentation will take place the week of March 27th

If you are not present on the day of your scheduled presentation, you will receive a 0 for the Special Project assignment. If you are
absent on a day when another student is giving his or her presentation, you will receive a 0 on the quiz score for that lesson. I will
not reschedule any presentations without prior discussion.

Showcase Portfolio
Link:

https://prezi.com/bhwd12s5untn/present/?auth_k
ey=7k3v7c3&follow=me1t-jmgrxxz&kw=present-

bhwd12s5untn&rc=ref-254780768

Sarah Chapman

Reflective Essay

Adjunct Certification Program Fall 2017

Like so many of us in education, I fell into the field of college instruction after a period as a professional in my
chosen career. I had imagined myself conducting research in criminal justice until I had the fortune of teaching my
first college-level course. I immediately discovered within me a passion for sharing knowledge and inspiring
success in young adults. As a by-product of my path to college education, however, I possess little formal training
on actually achieving successful learning in my classroom. The Adjunct Certification Program has provided me with
several valuable tools and ideas for improving my course design and presentation and thereby enhancing my
students’ experience in my classroom.

Among the most valuable knowledge I gained from the program is the preparation of a thoughtful lesson. I have
been teaching Introduction to Criminal Justice in the college setting since 2005. I had allowed myself to believe
that, since most of my students were engaged, seemingly interested, and performing well on exams, my course
was an effective teaching tool. Though I still believe there is merit in the lecture technique, I have a newfound
appreciation for different methods of instruction. The explanations behind Bloom’s Taxonomy and the importance
of multiple levels of cognition resonated with me immediately. I have always strived to encourage critical thinking
in the classroom, but I feel better prepared to elicit such thinking with my greater understanding of Bloom’s
Taxonomy. I truly appreciate the program’s design in that all elements were theoretical and practical, giving me
the chance to exercise my understanding of the concepts in a much more tangible way. That I’m leaving this
program with some lesson components already completed is a huge bonus.

I am also grateful for the exercises relevant to Technology Tools. While I was certainly aware of advances in
technology and even somewhat familiar with several of the tools introduced in class, it was a valuable experience
to work with each of these tools and imagine their implications for my courses. I am often slow to adapt to
technology tools because I am intimidated by my relative inexperience with technology in general. The technology
course segment was enlightening in that I realized so many of these tools are user-friendly to the point of being
more simplistic than the methods with which I’m accustomed. I anticipate incorporating several types of
instructional technology in my future courses.

I feel very fortunate that the timing of the Adjunct Certification Program leaves me with an entire summer to plan
and prepare for the next semester. I have already incorporated several ideas gained from this program into my
current courses. For example, in my Corrections System and Process course, I integrated an assignment based on
ideas presented in Chapter 14 of McKeachie’s Teaching Tips. Specifically, McKeachie suggested the best method
for learning is having students teach other students. Upon reading this section, I immediately knew I wanted to
incorporate a project based on that sentiment. I created an assignment in which I assigned my students a
controversial topic relevant to criminal justice and corrections and two major resources representing both sides of
the controversial argument. They researched the assignment and prepared a lecture to present to their peers. I
created quizzes based on the material available in the assigned resources. The students’ final grade for the project
will incorporate not only their lecture preparation and presentation itself, but also the scores their peers received
on the quiz relevant to the presenting student’s topic. While my students are still in the process of completing
their presentations, the project has been an extremely successful one so far. It has been an interesting and
educational experience for both my students and myself.

My participation in the Adjunct Certification Program has inspired me to challenge myself and reinvent my classes.
More important than any of the skills and information I’ve learned from the course, is the motivation I now have to
improve my course design and presentation for the modern learner. I find myself questioning my usual approach
on a daily basis. When I incorporate tactics inspired by the program, I can sense my students’ engagement. The
project I implemented in my Corrections course was well-received and my students that have completed their

presentations have exceeded my expectations of their performance. I personally believe an effective instructor is
one who never stops seeking to learn. This program has instilled within me a desire to learn more and to step
further from my comfort zone.

The Adjunct Certification Program has been one of the most effective and informative professional development
experiences of my career. This program has truly changed my mind set and encouraged me to seek education and
practice in more innovative teaching techniques. As a complement to this program, I would definitely take
advantage of professional development opportunities that build upon these concepts in a more elaborate way. For
example, a course in which instructors could design and critique lesson plans or participatory learning outlines
among other discipline-specific instructors, would be valuable. I also truly enjoyed the style of the Technology
Tools meeting. I feel that, with the speed of technological advances, a similar course on a semester-basis would be
appropriate for assisting instructors in staying current with technology tools.

I sincerely appreciate the opportunity to be a part of the Adjunct Certification Program. I knew very little about the
program before applying, but my experience exceeded my expectations in every way. I am certain that the
knowledge I’ve gained from the last few weeks will influence my teaching decisions indefinitely. I feel better
prepared to give my students the education they deserve as a result of this program.


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