ACP portfolio Sociology

ACP
Flipbook

By
Aisha Adams-Lover
1301 Sociology Instructor

TABLE OF CONTENTS

WHAT IS ACP? -------------------------------------------- 1
SYLLABUS SNAPSHOT --------------------------------- 2
STUDENT PARTICIPATORY STRATEGIES ------- 4
BOPPPS LESSON PLAN -------------------------------- 5
TEST QUESTION ----------------------------------------- 19
RUBRIC ----------------------------------------------------- 20
ACP SHOWCASE ----------------------------------------- 21
ACP REFELCTIVE ESSAY ------------------------------ 31



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

SOCIOLOGY 1301-Principles of Sociology Sociology
1301-N-a
FALL 2017 SNAP!

Learning Outcomes: Professor Lover
• 1 - Compare and contrast the basic theoretical perspectives of EMAIL:aisha.m.adams-
sociology.
• 2 - Identify the various methodological approaches to the collection [email protected]
and analysis of data in sociology. Full description of Syllabus in D2L
• 3 - Describe key concepts in sociology.
• 4 - Describe the empirical findings of various subfields of sociology. TEXT FOR THIS COURSE
• 5 - Explain the complex links between individual experiences and Openstax Sociology 2.ed
broader institutional forces.
#CommonMistakesByStudents
GRADES Not having the book is letting yourself
COURSE WORK FOR THE SEMESTER WILL CONSIST think you do not have any power
OF EXAMS (3), OPEN DISCUSSION QUESTIONS (10),
QUIZZES (5), AND 1 CLASS PROJECT.

CLASS POLICIES
ATTENDANCE IS CRITICAL AND IMPORTANT FOR
YOUR SUCCESS WITHIN THIS COURSE 3 OR MORE
MISSED CLASSES WILL RESULT IN A LETTER
GRADE REDUCTION 4 OR MORE WILL
RESULT IN POSSIBLE WITHDRAWAL FROM
THE COURSE, MAKE UP WORK DOESN’T EXIST.

COMMUNICATION
EMERGENCY SITUATIONS WILL BE CONSIDERED
WITH PROPER ADVANCE COMMUNICATION.
PLEASE ADD YOURSLEF TO REMIND APP ENTER
NUMBER:81010 TEXT: @SOCI130153

SOCIOLOGY 1301-N-A SNAP! PROFESSOR LOVER 2
EMAIL:[email protected] | Issue
PRINCIPLES OF SOCIOLOGY

Course Content:

Information will be delivered in
lecture format but also including
videos, articles, documentaries
and student led activities
/experiments to help to get an in
depth understanding of the study
of social interaction and society.
And to open student’s minds
about the affects we have on one
another in combination with
society.

Student Participatory Strategies--
Students will read up on three particular terms white privilege, prejudice and discrimination. They will then watch a
video over a particular case that will be attached in a link provided in the discussion question posted in D2L due the
Monday prior to our scheduled course time:
Discussion Question--
Please go look up the definition of White privilege in your textbook (do not use google or some other search engine to
look for the definition). Afterwards click on the provided link and watch the 2 min video on this particular case. Once this
is completed you will then be able to accurately respond to the question
https://www.youtube.com/watch?v=6wdQv_jgySc
Part I-- Think about the case we discussed earlier in class between Batey and Turner. Would this be considered as a
“white privilege” situation? What are your thoughts?
Remember to look beyond the information that is being given to you through the video or media information. Do a little
research yourself before you make your final decision.
Part II-- Second Answer one of the following questions below:
(Chps. 6&11) When you think about groups in our society and how they connect to race and ethnicity. We notice that in
reality our countries values, sometimes do not measure up to the pluralistic ideology we portray.

1. What are some ways in which people in our society can be a prejudice but non-discriminate against other social
groups or groups of people? (See Prejudice and Discrimination section in your Openstax text)

2. What type of approach do we as a society take when facing racial issues in our society, as a group are we Instrumental
or Expressive? Explain your thoughts?

Please Respond to the following questions below--read at least 2 or more of your peers’ responses and reply to at least 1
This will be a nice segue into the next chapter of race and ethnicity in society.
Once we return to class I will take a poll using menti-meter.com to see if students considered the situation to be of
white privilege or not privilege, but they must explain their reasoning as to why they feel this.
Once this is completed this opens up conversation of open discussion about the results that are displayed. We will then
clarify what the definition is and to examine how it applies to society and different theoretical perspectives students can
use to determine understanding behind their thoughts.

BOPPPS LESSON PLAN

COURSE: Principles of Sociology
Lesson Title: Sociology of Deviance in Society

Bridge: Explain the next chapters focus then oppose this question-
What is Deviance?
Ask students to look up the text definition in their book for Deviance,
If students do not have their text with them they may go off of assumptions of how they may interpret the term deviant behavior.

Estimated time: 5 minutes
Course Student Learning Outcome:

· Describe the empirical findings of various subfields of sociology
· Compare and contrast the 4 main theoretical perspectives of sociology in relation to sociological concepts within

Learning Objectives: By the end of this lesson, students will be able to
1. Compare and contrast theoretical perspectives of sociology in relation to sociological concepts within society and deviance vs. crime (Analyze)
2. Apply different aspects of deviance into other subfields of sociology (Gender, Culture, Race, Social Stratification, Socialization etc.) (Applying)

Pre-Assessment: What is Deviance?
Looking up deviance in you text, Write down what is the most deviant thing you have ever done?

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 Activities Lesson Materials

15 mins Societal Expectation: Pick 3 anonymous replies and Class Led Open Discussion: Give students time to evaluate The GREAT reveal and show
observe with the students, the questions and why they think the thoughts they do? definition of what deviance
Was this person a man or a woman? What does sociology say about these different concepts is!
What race was this person? within the subfields of sociology? (Evaluating)
What social stratification of class system would the
person who did this be a part of? How does society put these expectations in our minds?
How would we consider deviance and crime to be the (Creating)
same thing?

10 mins Deviance vs. Crime Student Feedback: Now let’s examine the term even Slide Presentation
deeper. Which of the deviant behaviors shared, would be
considered a crime or just deviant?

10-15 Explain the focus of today’s lecture: What STP’s can be applied to this particular case about the Slide Presentations/In class

mins Show clip of Kaleif Browder Story (30 mins video later brokenness of the Criminal Justice System when describing Textbook use.

possibly next class to complete) deviant behavior vs. criminal? Collaborate as groups share

towards the end of class. (Apply/Understanding)

Kalief Browder Case- Criminal Justice System (video)

I will observe and choose 1 of the 4 STP’s within each group

to share towards the end of class. (None over lapping

another)

Post-assessment: New Instructional Technology- A four question quiz on Menti.com will be administered to assure the understanding of deviance vs. crime

and types of criminal acts. There is also a part I added in there about if students had any questions, which could anonymously be sent through mentimeter!

https://www.menti.com/760818

Estimated time: 5 minutes
Summary: As mentioned in the participatory portion, I will be viewing group’s discussions and picking out which groups had great examples of the Sociological
Theoretical Perspectives (STP’s). A total of 4, the class will discuss why these statements apply to the theoretical term and vice
versa.(Remembering/Understanding) (CAT Assessment)

Estimated time: 10 mins

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

SOCG 1301
Chp. 7,16 and 19-

Deviance

Professor Lover

What are some examples of crime????

Deviance?

• Deviance is the recognized violation of cultural norms, Norms guide all

human activities (broad concept for sure)
When these norms are broken and or violated this is called a crime .
The Biological and Psychological approach to deviance

Social Foundation of Deviance

• Deviance varies according to cultural norms (Cultural Deviance/Primary

Deviance)

• People become deviant as others define them that way (social

stigma/secondary deviance)

• Society sets the norms and how they define rule breaking both involve social

power (Power Elite)

• Labeling Theory- how we process the detection, definition and response to

deviant behavior

Durkheim’s Belief

1. Deviance affirms cultural values and norms
2. Responding to deviance clarifies moral boundaries
3. Responding to deviance brings people together
4. Deviance encourages social change

Our Justice System

Criminal Justice System- the

organizations; police, courts, and prison
officials, that exist to enforce a legal code

Four Justifications for Punishment

• Retribution- society making the punishment fit the crime

committed

• Deterrence- attempt to discourage criminality through

the use of punishment

• Rehabilitation- program for reforming the offender to

prevent later offenses

• Societal Protection- rendering an offender incapable of

further offences temporarily through imprisonment or
permanently by execution

https://www.youtube.com/watch?v=MSD3UczT36g

When Rehabilitation fails

• Criminal Recidivism

There is much work put into punishment keeping offenders of the streets and
little to assist reshaping the minds or behavior for long term

• Medicalization deviance

Achievement of Success à Merton Strain Theory

How you got there à

Travis Hirschi Control Theory

• Attachment measures our connections to others.
• Commitment refers to the investments we make in the

community.

• Involvement or participation in socially legitimate

activities

• Belief if a person views social values as beliefs, he or

she will conform to them

Types of crimes

The Interrupters

• Deviance in Chicago Documentary
• http://documentarystorm.com/

Structural Functionalism Symbolic Interactionism Conflict Radical

TEST QUESTIONS--

Learning objectives: By the end of this lesson students will be able to compare and contrast the basic
theoretical perspectives of sociology.

1. The separation of inequality between race, class and gender in our social stratification class system
support the______ theoretical perspective (Analyzing)

A. Radical Theory

B. Structural-Functional Theory

C. Symbolic- Interactionism Theory

D. Conflict Theory

2. If a "group think" philosophy was to completely change the way you think about a category of people,
this would fall under which theoretical perspective (Applying)

A. Radical Theory

B. Structural-Functional Theory

C. Symbolic Interactionism Theory

D. Conflict Theory

3. Name the 2 types of leaders and Name the 3 styles of leadership. Please explain the differences
between the styles of leadership in your own definition (Remembering and Understanding)

4. Do you think there is a sociological conflict with feminism and society today? What influence will it have
on the future of male and female structured assumptions with sexuality? (Evaluate)

Category Excellent (10 Good (8 points) Fair (6 points) Needs Points
Groups Appearance points) Improvement
Casual business attire. Casual business Casual business
Groups Stands up straight, attire. Stands up attire, but wore (4 points)
Preparedness/Volume looks relaxed and straight and sneakers or seemed General attire not
confident. Establishes establishes eye somewhat wrinkled. appropriate for
Content eye contact with contact with Sometimes stands audience (t-shirt,
everyone in the room everyone in the up straight and gym
Time-Limit during the room during the establishes eye shorts).Slouches
Listens To Other presentation. presentation. contact. and/or does not
Presentation look at people
As a group students As a group students As a group the during the
are completely seem pretty students are presentation.
prepared and have prepared but might somewhat Students do not
obviously rehearsed. have needed a prepared, but it is seem prepared to
All members can be couple more clear that rehearsal present as a group
heard clearly. rehearsals. But all was lacking. Some at all. Could not
members can be members did not hear any of the
As a group members heard clearly. speak clearly or group members.
show a full could not be heard.
understanding of the As a group Most group As a group
topic. All parts of the members show a members have members do not
outline were good knowledge of the seem to
addressed. understanding of topic, but not all understand the
the topic. All or have a good topic very well.
Group Presentation is most parts of the understanding of Some or none of
15-20 minutes long. If outline were parts of the topic. the parts were
not 20 minutes long, addressed Most parts of the addressed.
at least all topics outline were
were addressed in the Group Presentation addressed Group
presentation. is 10-15 minutes Group Presentation Presentation is less
long. If not 15 mins, is 10 minutes long. than 10 minutes
at least all topics Or not all criteria OR more than 20
were addressed in from the minutes.
the presentation. presentation outline
was covered.

Listens intently. Does Listens intently but Sometimes does not Sometimes does
not make distracting has one distracting appear to be not appear to be
noises or movements. noise or listening but is not listening and has
movement. (cell distracting.(cell distracting noises
phone) phone) or movements.

Total

_________ / 50

Group Members:

Social Movement:

ACP Showcase Portfolio-BOPPPS
Presentation

Aisha Adams-Lover
1301 Sociology

November 17th, 2017

~ Table of Contents ~

• Student Preparation Strategy
• BOPPPS lesson
B- Bridge:
What is deviant behavior?
O- Learning Objective
P- Pre Assessment
P- Participatory
P- Post Assessment
S- Summary
• Reflection

Strategy for Student Preparation

• Deviance and Crime in society: Explain the next chapters focus then oppose this
question-

What is Deviance?
Ask students to look up the text definition in their book for Deviance,
If students do not have their text with them they may go off of assumptions of how
they may interpret the term deviant behavior.

Openstax Sociology 2nd Ed.

• What is Deviance? B-Bridge in

• Think about the most deviant thing you have ever done,
and write it down.

COURSE: Sociology
Lesson Title: The Sociology of Deviance in Society
Course Student Learning Outcome: Describe the empirical findings of various subfields of sociology

Learning Objectives: By the end of this lesson students will be able to compare and contrast the 4 main theoretical perspectives of sociology in relation to
sociological concepts within society (Analyze)

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

5 mins Deviance and Crime in society: Explain the next Written Response: Think about the most deviant thing you The definition of both terms
chapters focus then oppose this question- have ever done and write it down on a piece of paper? written on the board,
What is Deviance? (Ask to pass them to the front) hidden buy the screen
projector.
15 mins Societal Expectation: Pick 3 anonymous replies and Class Led Open Discussion: Give students time to analyze
observe with the students, the questions and why they think the thoughts they do? The GREAT reveal and show
Was this person a man or a woman? What does sociology say about these different aspects definition of what deviance
What race was this person? within the subfields of sociology? How does society put is!
What social stratification of class system would the these expectations in our minds?
person who did this be a part of?
How would we consider deviance and crime to be the
same thing?

10 mins Deviance vs. Crime Student Feedback: Now let’s look at the concept of which of Slide Presentation
the deviant behaviors shared, would be considered a crime
or just deviant?

10-15 Explain the focus of today’s lecture: What STP’s can be applied to this particular case about the Slide Presentations/In class
mins Textbook use.
Show clip of Kaleif Browder Story (30 mins video later brokenness of the Criminal Justice System? Collaborate as

possibly next class to complete) groups share towards the end of class.

Kalief Browder Case- Criminal Justice System (video)

O-Learning Objectives

• Student Learning Outcome: Describe the empirical findings of
various subfields of sociology

• Learning Objectives: By the end of this lesson students will be able
to--

1. Compare and contrast theoretical perspectives of sociology in
relation to sociological concepts within society and deviance vs.
crime (Analyze)
2. Apply different concepts of deviance into other subfields of
sociology (Gender, Culture, Race, Social Stratification, Socialization
etc.) (Apply)

P- Pre Assessment

Pick 3 anonymous replies and observe
with the students,

• Was this person a man or a woman?

• What race was this person?

• What social stratification or class
system would the person who did
this be a part of?

• Would we consider deviance and
crime to be the same thing?

P- Participatory Learning

• Once the lecture is complete I will
ask students to view this video
asking about our Criminal Justice
System when it comes to crime and
deviance?

• What STP’s can be applied to this
particular case about the brokenness
of the Criminal Justice System when
describing deviant behavior vs.
criminal? (Understanding)

Collaborate as groups share towards
the end of class.

https://www.youtube.com/watch?v=yobi6
6WwSMA

P-Post Assessment Deviance Chp. 7

Menti Meter Post Lecture Quiz
https://www.menti.com/760818

S- Summary

Examine the question
of WHY?

Personal Reflection on Over all great experience:
My ACP Experience • More Organization
• Exposure on how to affectively

Lesson Plan
• Better Questions! ( This was the

biggest one)

ACP Reflection
Realistically the “bridge”, (b- of boppps) that got me interested in this program of course was the
fact that they were basically paying you to learn, but you have to work for it once you get in
there! I thought it was so funny for someone to pay you for wanting to professionally improve
your craft. How often does that happen, right?

However as we started getting introduced to the program and what our main outcomes of
this opportunity were going to be, I was so intrigued by everything that I was possibly going to
learn to make me an even better professor. Better at organization, better student interactive
learning lessons, and really seeing what is out there for me as far as looking to the future for a
full-time instructor job, and my expectations for getting there.

What I valued most about this program was first how to develop my rubric. Compared to
what I had previously, is a joke to how much more impressive my new and improved rubric is!
But mostly what I really got insight of what making sure I had good questions and questions that
created critical thinking rather than just “Yea sure” or “I don’t think so”. This is only the start of
my second year and last year as a first time instructor one suggestion from my instructor
observation with a dual college credit course I taught, was raising the level of the class. I
originally thought she meant my tone as if I needed to be more serious or appear more organized.
And me being young and not really understanding what that meant, I totally get it now. And I
think it starts with the questions that I ask my students and making sure they feel they are in a
college level course. I enjoyed that aspect of the program to be honest and the list of vocabulary
that the ACP provided us.

Moreover, moving forward I have been anxious to try the new lessons that we would
previously conduct for class assignments, using my students as guinea pigs to see how they

responded to the activity or the minor adjustments I made on how I would introduce or discuss a
new chapter. I have used so many different strategies. The CAT assessment was a fun new one to
try-out, I had recently gone to a substitute training the week before we had to complete that
assignment and I was reminded of the think-pair-share (TPS) concept of student driven learning
and I completely forgot how influencing your peers sharing information with you could be. And
I am the sociology professor all we talk about is society and the relationship to other people
especially their social environment. As a result it has made me even more conscious of what I
teach, and more importantly how I teach it with interactive learning activities, so that it will
continuously seem beneficial to them years down the line. This was my goal and aspiration for
this program to develop my student involvement and implant that into my instructing routine.
However I got so much more out of this program than I was expecting, and I am so glad that my
schedule allowed me to take it at the perfect time. I met some other great instructors, who I plan
on keeping in touch with even though we don’t teach at the same campus, but I have their
contact information if need be and vice versa.

I do not have many or even any suggestions for further professional development
opportunities, however if I come across something new, I now know I can host my own seminar
over the information to share with others. Thanks Gail, for all your dedicated time and your
constructive feedback on assignments helped a lot and made me more aware of somethings that I
needed to take a second look at.