Adjunct Certification Program Portfolio

Adjunct Certification
Program Portfolio

by
Eva Parker
11/14/2019

Table of Contents
Title Page……………………………………………….1
Table of Contents…………………………………..2
What is ACP?.............................................3
Syllabus Snapshot……………………………….4-5
Student Preparation Strategy…………………6
BOPPPS Lesson Plan…………………………..7-12
Test questions………………………………….13-14
Rubric………………………………………………15-16
Showcase Presentation……………………17-20
Reflective Essay……………………………….20-23

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

Federal Income Tax: Individual
ACNT 1331.1001
FALL 2019

Class Days/Times: Online

Instructor: Eva Parker

Phone: 713-703-3659
E-Mail: [email protected]

This document is not the entire syllabus. The syllabus is in D2L.

Textbook(s) and Required Materials

Income Tax Fundamentals 2019 (with Intuit ProConnect Tax
Online 2018), 37th Edition

Gerald E. Whittenburg; Steven Gill
ISBN-10: 1-337-70306-0
ISBN-13: 978-1-337-70306-2

ACCESS CODE to the CENGAGE course site REQUIRED.

Software: Microsoft Word and Excel, Internet Explorer, D2L (available in computer labs on Campus), and
Cengage-link to Cengage homework manager. The course has been integrated to D2L. You will access the course
from there.

Course Description
3 Credits (3 hrs. lec.) A study of the federal tax law for preparation of individual income tax returns. Emphasis is
placed on the determination of income, statutory deductions and federal income tax liability for individuals and
sole proprietorships.

Prerequisite: None.

Learning Objectives
Prepare federal income tax forms and related schedules for individuals.

Assignments
Homework assignments must be completed and submitted online in Cengage class manager. No
make-ups will be given for quizzes, homework, tax returns, or exams. Any missed assignment or exam will result in
a grade of zero.

Your grade will be determined by the Details Percent of Final
following metrics: Average
Assigned in Cengage
Quizzes 20%
Homework Assigned in Cengage
Assigned in Cengage 20%
Exams/Tax Returns
Participation 30%/20%
Total 10%
100%

It is solely the student’s responsibility to withdraw from the class in a proper and timely manner and students may
be submitted for withdrawal for non-attendence at the discretion of the instructor pending approval of the
advising office.

Letter Grade Assignment: Final Average in Percent
89.5 – 100
Letter Grade 79.5 – 89.4
A 69.5– 79.4
B 59.5– 69.4
C < 59.5
D
F

*This is a TENTATIVE schedule. Items in this weekly schedule are subject to change.
Please see Cengage/D2L for revisions and actual due dates.

WEEK Week Reading Homework Assignments Due – See Cengage/D2L
beginning Assignments Assignments for dates

1 8/26 Log into Cengage through D2L. You will enter
your access number there. Your introductory
2 9/2 Ch 1-Individual Tax Assigned in discussion post is due Tuesday Sept 3rd and your
3 and 4 Return Cengage/D2L distance learning contract is due Sunday Sept 8
9/9 and
5 9/16 Ch 2-Gross Income & Homework/Quizzes/Tax Return/Disc
9/23 Exclusions
Ch 3-Business Income Assigned in
and expenses Cengage/D2L Homework/Quizzes/Tax Return/Disc

Assigned in
Cengage/D2L Homework/Quizzes/Tax Return

6 9/30 Ch 4-Add Income @ Qual Assigned in

Business Income Ded Cengage/D2L Homework/Quizzes/Tax Return/Disc

Ch 6-Accounting Periods
7 10/7 and Other Taxes
Assigned in
Cengage/D2L Homework/Quizzes/Tax Return/Disc

8 10/14 EXAM (Due Oct 20) Assigned in Homework/Quizzes/Tax Return/Disc
9 and 10 Cengage/D2L
10/21 and Ch 5-Deductions for and
10/28 from AGI

11 11/4 Ch 8-Depreciation and Assigned in
sale of business property Cengage/D2L Homework/Quizzes/Tax Return

12 11/11 Ch 7 – Tax Credits Assigned in
Cengage/D2L Homework/Quizzes/Tax Return/Disc

13 11/18 Ch 9-Payroll, Est Pmts, Assigned in Homework/Quizzes/Tax Return
and Retirement Plans Cengage/D2L

14 11/25 Thanksgiving
Break

15 12/2 Review for Final Exam

FINAL EXAM
(Due Dec 11)

Student Preparation Strategy

In order to get students to prepare for the next class, I tell them what I will be covering. I point
out to them any additional resources I have provided. I encourage them to either read the
chapter or go very slowly through the PowerPoints.
It is difficult to tell students how to study. I tell them everyone is different and they need to
figure out what they need to do to process information. I tell them I discovered that I need to
take notes when I read in order to retain anything. I also tell them, studies have shown,
highlighting sentences when you read does not help one retain information. I do think it is
important to emphasize that learning is their responsibility.

BOPPPS LESSON PLAN

COURSE: ACNT 1331 Federal Income Tax: Individual
Lesson Title: Understanding Filing Status and Dependents

Bridge: Hand out the Criteria for Filing Status worksheet and the Criteria for Dependents worksheet and review the tests to determine the taxpayers filing
status and whether they have qualifying dependents.

Estimated time: 5 minutes
Course Student Learning Outcome: Prepare federal income tax forms and related schedules for individuals.

Learning Objectives: By the end of this lesson, students will be able to
1. determine the taxpayers correct filing status. (APPLICATION)
2. determine if the taxpayer has qualifying dependents. (APPLICATION)

Pre-Assessment: NEW TECHNOLOGY Administer Quizlet quiz The student preparation assignment I chose is a 16 question fill in the blank quiz presented as
flashcards in Quizlet. The students have the chance to write down the answer as the questions are presented and then the flashcard can be “turned over” so
they can see the answer.

Estimated time: 15 minutes
Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials
Criteria for Filing
10 Hand out the following two Answer the following questions: Status worksheet
minutes questions and have the and the Criteria for
students enter their answers 1. (Addresses Bloom’s level of Application) Dependents
and then go over the For each of the following cases, indicate the filing status for the worksheet
answers. taxpayer(s) for 2018 using the following legend:

A—Single
B—Married filing a joint return
C—Married filing separate returns
D—Head of household
E—Qualifying widow(er)

Case Filing
Status
a. Linda is single and she supports her mother (who has no income),
including paying all the costs of her housing in an apartment across town.

b. Frank is single and he has a dependent child living in his home.
c. Arthur is single and he supports his 30-year-old brother, who lives in his

own home.
d. Leslie’s final decree of divorce was granted on June 18, 2018. She has no

dependents.
e. Tom and Carry were married on December 31, 2018.

2. (Addresses Bloom’s level of Application)
In each of the following situations, determine whether the
taxpayer(s) has/have a dependent.

15 Give each student the case Dependent? Criteria for Filing
minutes study problem and go (Yes/No) Status worksheet
through the facts given to and the Criteria for
determine if their daughter is a. Donna, a 20-year-old single taxpayer, supports her mother, who lives in Dependents
a dependent or not. her own home. Her mother has income of $1,350. worksheet

b. William, age 43, and Mary, age 45, are married and support William’s
19-year-old sister, who is not a student. The sister’s income from a part-
time job is $4,200.

c. Devi was divorced in 2017 and receives child support of $250 per month
from her ex-husband for the support of their 8-year-old son, John, who
lives with her. Devi is 45 and provides more than half of her son’s
support.

d. Wendell, an 89-year-old single taxpayer, supports his son, who is 67
years old, lives with him, and earns no income.

e. Wilma, age 65, and Morris, age 66, are married. They file a joint return.

3. (Addresses Bloom’s level of Comprehension)

Each student is given the following case study and is told they can work with others
or individually to answer the following question:

Your clients, Adam and Amy Accrual, have a 21-year-old daughter
named April. April is single and is a full-time student studying for
her bachelor’s degree in accounting at California Poly Academy
(CPA) in Pismo Beach, California, where she lives with her

15 Give each student the case roommates year-round. Last year, April worked at a local bar and Criteria for Filing
minutes study problem and go restaurant four nights a week and made $18,000, which she used Status worksheet
through the facts given to for tuition, fees, books, and living expenses. Her parents help and the Criteria for
determine the filing status of April by sending her $300 each month to help with her expenses Dependents
the taxpayers. at college. This is all of the support given to April by her parents. worksheet
When preparing Adam and Amy’s tax return, you note that they
claim April as a dependent for tax purposes. Adam is insistent
that they can claim April because of the $300 per month support
and the fact that they “have claimed her since she was born.” He
will not let you take April off his return as a dependent. Would
you sign the Paid Preparer’s declaration on this return? Why or
why not?

Using the Dependent Worksheet determine if the daughter is a dependent. Write out the
reasons why you would or would not sign the tax return.

4.(Addresses Bloom’s level of Comprehension)

Each student is given the following case study and is told they can work with others
or individually to answer the following question:

Jason and Mary Wells, friends of yours, were married on
December 30, 2018. They know you are studying taxes and have
sent you an e-mail with a question concerning their filing status.
Jason and Mary would each like to file single for tax year 2018.
Jason has prepared their taxes both as single and married filing
jointly, and he has realized that the couple will get a larger
combined refund if they each file single. Jason argues “that it’s not
as if we were married for very long in 2018.” Prepare an e-mail to
respond to Jason and Mary’s inquiry.

Use the Filing Status Work Sheet to determine the Filing Status of the taxpayer and
write an email to the taxpayer explaining your opinion.

Post-assessment: Have the students present their responses to the two comprehensive problems and then discuss as a class the right or wrong answers.
Estimated time: 15 minutes
Summary: CAT One Minute Paper During last few minutes of class period, ask students to use a half-sheet of paper and write "Most important thing I learned today and

what I understood least.”

Estimated time: 5 minutes
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)





Formal Assessment

Federal Income Tax: Individual
Lesson Objective 1: By the end of this session the participant will be able to
determine the taxpayers correct filing status.
Lesson objective 2: By the end of this session the participant will be able to
determine if the taxpayer has qualifying dependents.
Questions

1. (Addresses Bloom’s level of Application)
For each of the following cases, indicate the filing status for the taxpayer(s) for
2018 using the following legend:

• A—Single
• B—Married filing a joint return
• C—Married filing separate returns
• D—Head of household
• E—Qualifying widow(er)

Case Filing
Status

a. Linda is single and she supports her mother (who has no income),
including paying all the costs of her housing in an apartment across town.

b. Frank is single and he has a dependent child living in his home.
c. Arthur is single and he supports his 30-year-old brother, who lives in his

own home.
d. Leslie’s final decree of divorce was granted on June 18, 2018. She has no

dependents.
e. Tom and Carry were married on December 31, 2018.

2. (Addresses Bloom’s level of Application)
In each of the following situations, determine whether the taxpayer(s)
has/have a dependent.

Dependent?
(Yes/No)

a. Donna, a 20-year-old single taxpayer, supports her mother, who lives in
her own home. Her mother has income of $1,350.

b. William, age 43, and Mary, age 45, are married and support William’s
19-year-old sister, who is not a student. The sister’s income from a part-
time job is $4,200.

Dependent?
(Yes/No)

c. Devi was divorced in 2017 and receives child support of $250 per month
from her ex-husband for the support of their 8-year-old son, John, who
lives with her. Devi is 45 and provides more than half of her son’s
support.

d. Wendell, an 89-year-old single taxpayer, supports his son, who is 67
years old, lives with him, and earns no income.

e. Wilma, age 65, and Morris, age 66, are married. They file a joint return.

3. (Addresses Bloom’s level of Comprehension)
Jerry, age 23, a full-time student and not disabled, lives with William and
Sheila Carson. Jerry is William’s older brother. Jerry is single, a U.S. citizen,
and does not provide more than one-half of his own support. William and
Sheila are both 21 and file a joint return. Can William and Sheila claim a
dependency exemption for Jerry as a qualifying child?
Required: Write a letter to William and Sheila stating if they can claim
Jerry as a qualifying child.

4. (Addresses Bloom’s level of Comprehension)
Jason and Mary Wells, friends of yours, were married on December 30,
2018. They know you are studying taxes and have sent you an e-mail with
a question concerning their filing status. Jason and Mary would each like to
file single for tax year 2018. Jason has prepared their taxes both as single
and married filing jointly, and he has realized that the couple will get a
larger combined refund if they each file single. Jason argues “that it’s not as
if we were married for very long in 2018.” Prepare an e-mail to respond to
Jason and Mary’s inquiry.

Discussion Board Rubric

COURSE: ACNT 1331 Federal Income Tax: Individual
Lesson Title: Understanding Filing Status and Dependents

Initial Very Good 5-6 points on initial post, 2 Good 2-4 points on initial post, 1 Needs Improvement 0-1 points on initial /6 points
Post points on reply point on reply post, 0 points on reply /2 points
Reply 1 This excellent posting reflected that This posting reflected that the student This posting does not reflect that the
the student read and understood the did some but not all of the following student did or understood the reading.
assigned material, referring specifically requirements: read and understood This posting could have been made
to assigned reading or related the assigned material, referring without the student doing any reading or
research. The posting has a clear specifically to assigned reading or research at all. The posting has no
purpose: to inform, persuade, or raise related research. The posting has a apparent purpose other than meeting the
an interesting question. It may also clear purpose: to inform, persuade, or assignment requirement. It does not move
provoke conversation or offer an raise an interesting question. It may the conversation forward or offer a
opposing view of the devil's advocate. also provoke conversation or offer an reasoned opposing opinion. The posting
When appropriate, the posting refers opposing view of the devil's advocate. fails to make appropriate reference to
to outside sources in supporting its When appropriate, the posting refers outside materials in supporting any
arguments. The post meets the word to outside sources in supporting its arguments. There are one or more
requirement of 150 to 350 words and arguments. The post meets the word proofing errors. Post is made at the last
there are no are no proofing or requirement of 150 to 350 words and minute or late.
spelling errors. Post is made early in there are no are no proofing or
the assignment period, giving fellow spelling errors. Post is made early in Replies lack substance and do not reflect
group members plenty of time to the assignment period, giving fellow any reading or thought about the reading
reply. group members plenty of time to or additional sources. The reply does not
reply. move the conversation forward or answer
Replies are substantive and reflect that This reply reflected that the student a question presented. Postings are made
the student read and thought about did some but not all of the following late on the day the assignment is due so
the assigned reading and additional requirements: Replies are substantive that it is difficult for others to respond.
sources posted by the person they are and reflect that the student read and
replying to. The reply moves the thought about the assigned reading
conversation forward or makes a reply and additional sources posted by the
to a question asked in response to person they are replying to. The reply
their own posting. Replies are made moves the conversation forward or
over several days rather than all makes a reply to a question asked in
crammed into the due dates. response to their own posting. Replies

Reply 2 Replies are substantive and reflect that are made over several days rather Replies lack substance and do not reflect /2 points
total the student read and thought about than all crammed into the due dates. any reading or thought about the reading /10 points
the assigned reading and additional This reply reflected that the student or additional sources. The reply does not
sources posted by the person they are did some but not all of the following move the conversation forward or answer
replying to. The reply moves the requirements: Replies are substantive a question presented. Postings are made
conversation forward or makes a reply and reflect that the student read and late on the day the assignment is due so
to a question asked in response to thought about the assigned reading that it is difficult for others to respond.
their own posting. Replies are made and additional sources posted by the
over several days rather than all person they are replying to. The reply
crammed into the due dates. moves the conversation forward or
makes a reply to a question asked in
response to their own posting. Replies
are made over several days rather
than all crammed into the due dates.

11/14/2019

ACP Showcase Portfolio Table of Contents

Name:  Eva Parker • Student Preparation Strategy
Discipline: Accounting • BOPPPS lesson:

Date: 11/13/2019 • Bridge
• Objectives
1 • Pre‐assessment
• Participatory Lesson
• Post‐assessment
• Summary

• Reflection

2

To get students to prepare for class: BOPPPS – BRIDGE

• I tell them what I will be covering.   • Hand out the Criteria for Filing Status worksheet and the Criteria for 
• I point out to them any additional resources I have provided.   Dependents worksheet and review the tests to determine the 
• I encourage them to either read the chapter or go very slowly  taxpayers filing status and whether they have qualifying dependents.

through the PowerPoints.

34

11/14/2019

Criteria for Filing Status Criteria for Dependents

56

BOPPPS – OBJECTIVES BOPPPS‐ PRE‐ASSESSMENT

• Lesson Objective 1:  (Blooms level Comprehension) By the end of this  NEW TECHNOLOGY:  Quizlet quiz  
session the participant will be able to determine the taxpayers correct  • The student preparation assignment I chose is a 16 question fill in the 
filing status.
blank quiz presented as flashcards in Quizlet.  
• Lesson objective 2:  (Blooms level Comprehension) By the end of this  • The students have the chance to write down the answer as the 
session the participant will be able to determine if the taxpayer has 
qualifying dependents. questions are presented and then the flashcard can be “turned over” 
so they can see the answer.

78

BOPPPS‐ PARTICIPATORY LESSON Part 1 11/14/2019

(Addresses Bloom’s level of Application) Indicate the filing status (or statuses) in each of the following independent cases, using this legend: BOPPPS‐ PARTICIPATORY LESSON Part 2

A – Single (Addresses Bloom’s level of Comprehension) Your clients, Adam and Amy Accrual, 
have a 21‐year‐old daughter named April. April is single and is a full‐time student 
B – Married, filing a joint return studying for her bachelor’s degree in accounting at California Poly Academy (CPA) in 
Pismo Beach, California, where she lives with her roommates year‐round. Last year, 
C – Married, filing separate returns April worked at a local bar and restaurant four nights a week and made $18,000, 
which she used for tuition, fees, books, and living expenses. Her parents help April 
D – Head of household by sending her $300 each month to help with her expenses at college. This is all of 
the support given to April by her parents. When preparing Adam and Amy’s tax 
E – Qualifying widow(er) Case Filing Status return, you note that they claim April as a dependent for tax purposes. Adam is 
insistent that they can claim April because of the $300 per month support and the 
1. The taxpayers are married on December  fact that they “have claimed her since she was born.” He will not let you take April 
31 of the tax year. off his return as a dependent. Would you sign the Paid Preparer’s declaration on this 
return? Why or why not?
2. The taxpayer is single, with a dependent 
child living in her home. 10

3. The taxpayer is unmarried and is living 
with his girlfriend.

4. The taxpayer is married and his spouse 
left midyear and has disappeared. The 
taxpayer has no dependents.

5. The unmarried taxpayer supports her 
dependent mother, who lives in her own 
home.

6. The taxpayer’s wife died last year. His 15‐
year‐old dependent son lives with him.

9

BOPPPS‐ POST‐ASSESSMENT BOPPPS‐ SUMMARY

• Have the students present their responses to the two comprehensive  CAT One Minute Paper  
problems. • During last few minutes of class period, ask students to use a half‐

• Discuss as a class the right or wrong answers. sheet of paper and write "Most important thing I learned today and 
what I understood least.”
• I will collect their papers and use their responses as a bridge in the 
next class.

11 12

11/14/2019

Personal Reflection on My ACP Experience

• I learned the importance of adding structure to the lecture, including 
bridging into a topic and summarizing at the end.

• I incorporated new technology into my lesson.
• Although I informally used Classroom Assessment Techniques (CAT), I 

now have a better understanding of how to develop an assessment 
strategy that aligns with course outcomes and tools that are both 
subjective and objective.
• Learning Blooms Taxonomy has provided the basis to develop the 
type of questions that aid in the establishment and encouragement of 
critical thinking. 

13

Reflective Essay-Adjunct Certification Program

I attempted to take the Adjunct Certification Program the prior two semesters, but the
times and dates of the classes did not work for me. I was excited that I was able to make it
work this semester and also enjoyed taking it at the Montgomery Campus. I have attended
other campuses for training, but had not been to the Montgomery Campus. I find visiting other
campuses in the Lone Star system provides a broader view of Lonestar and provides insight into
the relative strengths and weaknesses of my home campus. My classmates and instructor
shared many of their personal experiences which created an environment where I felt
comfortable talking about my successes and failures as a professor. I have thoroughly enjoyed
this experience.

Learning the BOPPPS lesson planning technique helped me provide structure to my
lesson planning. Although I incorporated parts of the BOPPPS lesson plan into my classes,
actually focusing on each part, allowed me to create better lessons. Both the Bridge and the
Summary are areas where I was lacking. Now I focus on ways to provide a bridge for students
as we begin the lesson and also take a few minutes at the end of class to reflect on what was
learned.

I am always trying to keep up with the technology and have taken a lot of training in
technology. I find a lot of the training focuses on the newest software that comes out, for
example Soft Chalk, but does not provide me with the technology that works in my particular
class. I enjoyed looking through the examples of technology provided, and finding something
that works well in my class. It was easy to create “flash cards” in Quizlet to test the student’s

knowledge during class. Quizlet also allows students to access the link when they are studying,
providing a good study tool. I will definitely incorporate Quizlet into my lesson plans.

Learning about Bloom’s Taxonomy has provided the basis to develop the type of
questions that aid in the establishment and encouragement of critical thinking. Since
incorporating higher level questions in my class, I have found the students to be livelier and
more engaged during class discussions. Although I informally used Classroom Assessment
Techniques (CAT), I now have a better understanding of how to develop an assessment strategy
that aligns with course outcomes and tools that are both subjective and objective. Having
students reflect on what they learned that day and what they found most difficult has provided
important feedback for me on my lessons.

Although I learned important tools for lesson planning, what I enjoyed the most from
this experience was getting to know my classmates through the discussion posts. All of my
classmates fully participated in the discussions, sharing experiences of their own and
commenting on what I shared. Learning from their perspectives and experiences was eye-
opening to me. Since starting to teach three years ago, this was the first experience I had to
meet and talk with teachers from all disciplines about teaching. Since my classmates and I all
signed up for this to improve as teachers, we were able to share perspectives and strategies
without fear of judgment. It was from these discussions that I learned the most about myself as
a teacher, both my strengths and where I need to improve. I hope I was able to provide some
insights to my fellow classmates.

Although providing professional development opportunities in technology is always
important, after attending this certification, I found that providing professional development
opportunities where teachers can come together and share best practices, novel uses for
technology, or just a sounding board on how to deal with certain circumstances is also
important. Perhaps a schedule of varying topics set up as an open forum that professors can
attend and share their thoughts and listen the ideas of others. I learned from this experience
that to improve as a teacher it is important to talk to other teachers about teaching, so I would
like professional development opportunities to do this.