ACP Merged PDF

ED NASPINSKI
Adjunct
Certification
Program
Fall 2019

NOVEMBER 13

Lone Star College
Adjunct - Welding

3 What is ACP?
5 Syllabus Snapshot
7 Student Preparation Strategy
9 BOPPPS Lesson Plan

+ Supporting Materials

17 Test Questions
19 Project Rubric
21 Showcase Presentation
27 Reflective Essay

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

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WELDING

1417

281.687.0233 Room: V 121
[email protected] MoTuWeTh

8:00am-10:50am

WHAT IS BLUEPRINT READING FOR WELDERS??

Blueprints Construction Math Final Project
• lines • fractions • draw it
• sketches • decimals • build it
• shapes • shapes • weld it
• weld symbols

HOW AM I GRADED?? Attendance 20% Exams

Cannot miss more than 3 Mid-term (Units 1-24) 30%
Days (540 minutes) Final Exam (all) 10%
Final Paper 5%

Project 15% 45% 89.5 – 100 A
79.5 – 89.4 B
Drawings 10% 69.5 –79.4 C
Participation 5% 59.5 –69.4 D
59.5 or less F
5%

Class Participation 15% Quizzes

group activities 5% 8 classes, based on prior week material
15%

CLASS POLICIES

Attendance is mandatory. You will lose 20% of the grade if you miss more than 3 classes,
and you may be dropped from the course!

Late work: You must submit all work for grading as scheduled, or you will
receive a zero. If you turn in completed work late, my standard late policy is
50% per day.

Devices may be used in the classroom as part of class activities like polls and surveys,
to take notes or pictures, but not for use as calculators or for quizzes/exams. Out of
respect for your classmates, if you need to use your device for talk or text, please step
into the hall.

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11/13/2019 Student Prep Strategy: Getting Them to Read! - Community Group: ACP_FA19_NH/HN

Community Group: ACP_FA19_NH/HN EN

Student Prep Strategy: Getting Them to Read!

Back to Topic

Student Questions to Promote 10-15 Minute Group DIscussion

Edward Naspinski posted Oct 16, 2019 6:20 PM Subscribe

When I teach the hands-on welding classes, I assign homework assignments from the textbook.
These assignments help the students understand the theory behind their welding, and typically
include simply answering the review questions at the end of the chapter. I frequently have
students with weak reading comprehension skills, so I explain to the all students that the
questions are in the same order as the information in the chapter to help them understand how
the information is organized. At the beginning of the class when the assignment is due, I give
them a quiz based on the review questions. They are allowed to use their homework papers, but
not their books. This “forces” the students to do the reading and homework.

When I teach the technical welding class (Blueprint Reading), I currently don’t quiz them until
after we’ve reviewed several chapters. To get them to read ahead, I think it would be interesting
to make the students pose some questions about the chapters at the beginning of class before I
teach the topics. I like the idea from Chapter 4 of engaging the students in a discussion, even if it
goes off on all kinds of related tangents. I could use these questions to create a group discussion
for 10-15 minutes before covering the material. If I have trouble getting participation, I can
enforce it by using it as a small component of the homework/quiz grade.

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BOPPPS LESSON PLAN

COURSE: WLDG 1417 Introduction to Layout and Fabrication (3 hr class)
Lesson Title: Understanding and Using Fillet and V-groove Welding Symbols

Bridge: Give students a few minutes to think about where they’ve seen welds in everyday life. Write those on the board as they say them out loud.
BLOOM QUESTION (UNDERSTAND): Based on what we’ve written up here, what types of welds are the most common ones we see around us everyday?
Highlight fillet and groove welds as the most common.
End with: Today we will be discussion how to show these on a welding blueprint drawing.
Estimated time: 5 minutes
Course Student Learning Outcome: Interpret welding symbols

Learning Objectives (these should be the ones you wrote in Module 1):
1. By the end of this lesson, students will be able to identify a fillet weld symbol on a welding blueprint and determine the size, length and finishing
contour of the required weld. [Bloom’s Taxonomy: Understand]
2. By the end of this lesson, students will be able to draw a fillet weld symbol, and include the appropriate information regarding size, length, finish, or
other required information to fully define the weld. [Bloom’s Taxonomy: Apply]

Pre-Assessment:
I have some students who have welded in shops, so they know some basic blueprint reading, and others who’ve never been around welding. Since there are
no reading assignments before the class, I just want to see how much the students know about welding symbols. NEW TECHNOLOGY I will use KAHOOT for a
simple 6-8 question pre-assessment quiz.

Estimated time: 10 minutes Learner Activities Lesson Materials
Participatory Learning:
Time Instructor Activities

30 min Review half of Cengage slides for fillet welds, Ask questions / clarify, and individually explain how they Cengage Slides for Unit 12
45 min highlighting the important points and brushing over would draw the fillet weld symbols for the welds they do in and notes / pictures on the
the less important items, while describing which their fundamentals or intro classes, including any notes in eraser board
industries use fillet welds and why they are the most the tail.
common type of welds. Metal “art”, welded from
Hand out graph paper and break students into groups Students draw 2 orthographic views of an object to scale, scraps from my shop, with
of 3 or 4 to work on a drawing exercise (I pick the and include dimensions and welding symbols. The more dimensions, set up in an
groups). This is practice for the end of semester advanced students can sketch a 3-D view while waiting for area where all students can
project. Work around the room to monitor student the others to finish. BLOOM QUESTION (ANALYZE): Why do access and view from
progress / understanding and offer suggestions. we want to use rulers when making blueprints? different angles

10 min Class Break Restroom / snack break. Students usually use this time to

catch up on cell phone.

30 min Review remainder of Cengage slides for fillet welds. Ask questions / clarify, but mostly listen. Cengage Slides for Unit 12

Draw a sketch of a welded metal joint on the board. BLOOM QUESTION (UNDERSTAND): On which side of the and notes / pictures on the

joint is the weld made in this picture, and where would you eraser board

show it on the welding symbol?

25 min Facilitate student competition, for drawing fillet weld The class will describe fillet weld details for individual Pictures on board by

symbols. students to draw on a welding symbol on the dry eraser students

board.

5 min Draw a staggered intermittent fillet weld symbol with Students list all the information about the weld. BLOOM Welding symbol drawn on

lots of details on the board. QUESTION (ANALYZE): How do you know this is a staggered board

intermittent weld, and not a chain intermittent weld?

5 min Quick recap of the slides. Draw 1 or 2 weld symbols Answer questions about weld symbols Notes on board. Reference

on the board and ask the group to identify. rubric attached to project

description.

Post-assessment: Ask each of the students to tell the class the most important thing they learned in the lesson. CAT This is basically a verbal application of

the One-Minute Essay concept.

Estimated time: 5-10 minutes

Summary: Quick recap of the basic info on a fillet weld symbol. Draw 1 or 2 weld symbols on the board and ask the group to identify. Remind the students to

review the rubric for the end of semester project.

Estimated time: 5 minutes

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

Blueprint Reading for 11/13/2019
Welders
Objectives
Unit 12
Fillet Welds • Correctly identify the size of a fillet weld
• Correctly identify a double fillet weld
Size of the Legs • Correctly identify fillet welds having

• Size of the fillet weld refers to the unequal legs
length of the legs of the weld • Correctly identify the length of a fillet

• Two legs assumed to be equal size weld using:
• Size shown to left of weld symbol
• Double fillet weld shown on both – Notes
– Dimension
sides of the joint
• Size of legs indicated for each fillet • Correctly identify the extent of a fillet
weld
weld

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Size of the Legs (cont’d.)

• Fillet welds may have unequal legs

– Size of each leg indicated in
parentheses at left of weld symbol

• Symbol does not specify which
dimension belongs to which leg

– Must be detailed on the drawing

• General note covers size of fillet
welds

– Dimension not on welding symbol

Length of Fillet Welds

• Length placed immediately right of
weld symbol if specified

• Lengths described by symbols with
dimension lines

• When length not specified on the
welding symbol

– Fillet weld assumed to be continuous

• When weld-all-around symbol used,
no length required

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Determining the Extent of
Welding

• Two methods to show extent of
welding:

– Graphically by section lining

• Extension lines used as terminal points
• Dimension lines with dimensions included

– Multiple arrows point out sections to be
welded

• Arrow applied for each section

Pitch and Intermittent Welding

• Intermittent welding consists of a
series of short welds

– Each short weld called an increment

• Pitch: center-to-center distance

– Shown right of the length increment
dimension

• Chain intermittent welding: welds
appear directly opposite each other

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Pitch and Intermittent Welding
(cont’d.)

• Staggered intermittent welds not
directly opposite each other

• When making combination weld

– Leave space between end of continuous
weld and beginning of first intermittent
weld

– Space equal to pitch minus the length of
one increment

Pitch and Intermittent Welding
(cont’d.)

• Length of increment extended to
terminate the weld at end of joint

– When length of joint extends beyond
specified length of the increment

– Same applied to staggered intermittent
welds

• Extension and dimension lines used
with welding symbol

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Contour and Finishing

• Finish and contour indications added
to weld symbols as required

Use of Fillet Weld in
Combination with Other

Symbols

• Fillet weld symbol used in
combination with other symbols

• True of many other weld symbols

Summary Summary (cont’d.)

• Size of the fillet weld refers to the • Two methods to show extent of
length of the legs of the weld welding: graphical, multiple arrows

– Two legs assumed to be equal size • Intermittent welding: series of short
welds
• Fillet welds may have unequal legs

– Size of each leg indicated in
parentheses at left of weld symbol

5



11/13/2019 Good Questions - Community Group: ACP_FA19_NH/HN

Community Group: ACP_FA19_NH/HN EN

Good Questions

Back to Topic

Filet and V-Groove Weld Symbols Lesson

Edward Naspinski posted Oct 27, 2019 8:49 PM Subscribed

Learning Objective 1: By the end of this lesson, students will be able to identify a filet weld
symbol on a welding blueprint and determine the size, length and finishing contour of the
required weld.

Question 1: [Remember] On this diagram of a filet weld, the “size” refers to which portion of
the weld?

{T-joint shown with filet welds on both sides of joint}
Question 2: [Understand] If the filet weld symbol is shown on the bottom of the reference
line, which side of the joint will be welded?
Question 3: [Apply] Explain how you would weld if you see the following weld symbol on a
welding blueprint (describe the weld).

Question 4: [Analyze] Which of the following weld symbols represent real welds and which
aren’t possible in the field?

{Pictures of different versions of filet weld symbols - later}

Learning Objective 2: By the end of this lesson, students will be able to draw a V-groove
weld symbol, and include the appropriate information regarding size, length, bevel angle,
root gap, or other required information to fully define the weld.

https://d2l.lonestar.edu/d2l/le/content/833754/viewContent/11669161/View 1/3

11/13/2019 Good Questions - Community Group: ACP_FA19_NH/HN

Question 1: [Remember] Where on the welding symbol do we find the groove depth, weld
groove size, length, and bevel angle?
Question 2: [Remember] Can we do intermittent welding using V-groove welds?
Question 3: [Apply] Describe how you would make the following V-groove weld, including any

joint preparation before welding.

Question 4: [Analyze] Is it possible to weld V-groove welds on both sides of a joint? If so, give
some examples of joint fit-ups where this might be used.

image_1430764313157222714… (5.81 KB)

image_7296140704157222714… (3.45 KB)

image_6965749206157222727… (3.45 KB)

image_3038624185157222727… (5.81 KB)

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Kimberlee Ball

October 28 at 9:06 PM

Wow. That seems very straight forward although I could not answer those questions.

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Reflect in ePortfolio

Activity Details

https://d2l.lonestar.edu/d2l/le/content/833754/viewContent/11669161/View

WLDG 1417 Final Project Grading

Rubric is designed to assess student knowledge and skills in creating detailed welding drawings.

Student Name: ________________________________________ Term: ____________________________

Great Work - 5 pts Okay - 3 pts Needs Improvement - 1 pt
Pages are missing title blocks
Title Block Title blocks, with all necessary details Title blocks, missing some

included on all pages information, included on all pages

Proportions / Scale Drawings are to scale and proportion Drawings have some views with Drawings are mostly out of
improper scale and proportion proportion and scale

Hidden Lines Shown? All hidden lines are shown on Showing about half of the hidden No hidden lines shown on
orthographic drawings lines on orthographic drawings orthographic drawings

Dimensions All dimensions required to define the Some dimensions needed to define No dimensions shown on drawings
object are shown on the drawings the object are missing

Weld Symbols The proper weld symbols are shown Some weld symbols are missing No weld symbols shown on the
Missing Drawings for all welded joints on the drawings and/or the wrong type of weld drawings

symbol is shown

All drawings, per the project All orthographic drawings included, Missing one or more orthographic
assignment, are included.
but not the oblique drawing drawing(s) and the oblique drawing

Work Quality Professional look; Used a ruler to Some lines not drawn with a ruler; No ruler used; Crinkled or folded
draw straight lines; Removed rough
paper edges; Objects shown in all Edges left on paper; Some objects not drawings; Many objects missing from
views
shown in all views views

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11/13/2019

TABLE OF CONTENTS

•STUDENT PREP STRATEGY
•BOPPPS LESSON PLAN
• REFLECTION

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STUDENT PREPARATION STRATEGY

•ASSIGN HOMEWORK FROM BOOK
•ON DUE DATE: CLASS QUIZ – USING HOMEWORK ONLY – NO BOOKS
•REINFORCES HABIT – DIRECT IMPACT ON QUIZ GRADES

BOPPPS - BRIDGE

•BRAINSTORM SESSION
•“WHERE DO WE SEE WELDS IN EVERYDAY LIFE?”
•WRITE ON BOARD
•BLOOM QUESTION [UNDERSTAND]: “MOST COMMON TYPES OF WELDS?”
•END WITH: TODAY WE WILL DISCUSS HOW TO SHOW THE SYMBOLS ON A

BLUEPRINT

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BOPPPS - OBJECTIVES

•BY THE END OF THIS LESSON, STUDENTS WILL BE ABLE TO IDENTIFY A FILLET

WELD SYMBOL ON A WELDING BLUEPRINT AND DETERMINE THE SIZE,
LENGTH AND FINISHING CONTOUR OF THE WELD [UNDERSTAND].

•BY THE END OF THIS LESSON, STUDENTS WILL BE ABLE TO DRAW A FILLET

WELD SYMBOL, AND INCLUDE APPROPRIATE INFORMATION REGARDING
SIZE, LENGTH, FINISH, ETC., TO FULLY DEFINE THE WELD [APPLY].

BOPPPS – PRE-ASSESSMENT

•NEW TECHNOLOGY: KAHOOT! QUIZ

• 6 QUESTIONS
• MULTIPLE CHOICE AND T/F, WITH PICTURES

•WHAT IT TELLS ME:

• DID THEY READ THE HOMEWORK?
• WHAT IS PRIOR UNDERSTANDING?
• WAS KAHOOT QUIZ FUN?

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BOPPPS – PARTICIPATORY LESSON – PT 1

•BOOK-BASED SLIDES, WITH REAL EXAMPLES, AND BOARD WORK (30 MIN)
•DRAWING PRACTICE (45 MIN) - BLOOM QUESTION [ANALYZE] “WHY USE

RULERS WHEN MAKING BLUEPRINTS?”

•BREAK (10 MIN)

BOPPPS – PARTICIPATORY LESSON – PT 2

•MORE BOOK-BASED SLIDES, AND BOARD WORK (30 MIN) – BLOOM

QUESTION [UNDERSTAND] “ON WHICH SIDE OF THE JOINT IS THE WELD
MADE, AND HOW WOULD YOU SHOW IT ON A WELDING SYMBOL?”

•STUDENT COMPETITION – DRAW WELDS ON THE BOARD (25 MIN)
•DRAW ON BOARD – BLOOM QUESTION [ANALYZE] “HOW DO WE KNOW THIS

IS A STAGGERED INTERMITTENT WELD, NOT CHAIN INTERMITTENT?”

•BASIC INFO RECAP – SIZE, LENGTH, PITCH, CONTOUR

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BOPPPS – POST-ASSESSMENT

•ASK EACH STUDENT TO SHARE WITH THE CLASS THE MOST IMPORTANT

THING THEY LEARNED TODAY

•CAT – VERBAL APPLICATION OF ONE-MINUTE ESSAY CONCEPT
•SOMETIMES I “NUDGE”

BOPPPS – SUMMARY

•QUICK RECAP OF BASIC FILLET WELD SYMBOL INFO
•DRAW 1 OR 2 WELDING SYMBOLS ON THE BOARD - ASK THE GROUP TO

DESCRIBE

•ASK WHAT THEY THOUGHT OF THE KAHOOT PRE-ASSESSMENT
•REMIND: REVIEW PROJECT RUBRIC & STUDY FOR UPCOMING QUIZ

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MY ACP EXPERIENCE – PERSONAL REFLECTION

• LEARNING ALWAYS FUN!
• GREAT OPPORTUNITY TO LEARN FROM AND SHARE WITH PEERS
• TOOLBOX OF NEW IDEAS

!!!• TO IMPLEMENT
!• ADD TECH TO MY CLASS
• BREAK UP SLIDE PRESENTATIONS – BE CREATIVE
• THIS CLASS HAS ALREADY IMPROVED MY TEACHING

6

ADJUNCT CERTIFICATION PROGRAM – REFLECTIVE ESSAY

Ed Naspinski – Adjunct Welding Instructor

Although I’ve been an adjunct welding instructor at Lone Star College for 3 years, I’ve never had any formal
training on how to be a teacher. Just because I have a B.S. in Mechanical Engineering doesn’t mean that I’m
a great (or even a good) teacher. During my pre-teaching career, I managed groups of engineers, technicians,
and planners in the refining and petrochemicals industries. In many ways, teaching is not much different than
managing a work group, but there are some key differences, primarily around motivation and tailoring the
training to the students so they are interested in learning.

My primary reason for joining the Adjunct Certification Program (ACP) was to develop some new tools to
motivate the 1 or 2 students I seem to lose every semester to personal issues, lack of motivation, lack of
maturity, or other such things that compete for students’ time, energy, and finances. I’ve now got a toolbox of
ideas to draw on, to enhance participatory learning, motivation, and ultimately student success.

Some of these things I’ve already been using, like memorizing student names by the end of the 2nd class,
asking each of the students to share with the class what the key thing was that they learned that day, and
adding some student sketching time or student competition time to the lecture class. There are a lot more
tools available than I ever imagined which let me change it up even more, and I looking forward to
implementing them during this and future semesters.

What I Got Out of the ACP

The most effective part of this training was the sharing of scenarios / issues with adjunct instructors from other
disciplines. It was eye-opening for me to hear the same types of issues come up across different curricula.
Before joining this program, I’ve only seen the Workforce (trades) side of teaching, and I had been assuming
that the issues I was seeing were solely welding, HVAC, machining, etc. type issues. The group discussions,
both in class on online, provided a fresh look from other adjuncts that shared some great ways to manage
different situations in the classroom.

The reading and online learning materials gave me some insights into how different generations approach
learning. For the younger students (ok, I’ll use the “Millennials” label), attention spans are short, and smart
phones are an easy distraction if the classroom gets boring. If we want to keep the attention of the students
we have to keep the teaching relevant, exciting, and up-to-date, and need to incorporate some technology into
the class. Trying to motivate them with how much money they will make after getting their degrees doesn’t
seem to work. Being compassionate and working with them around personal issues to allow them to finish
class, without compromising the intent of the class, does work.

I need to get out of the mindset that the way I learned in my college classes (overhead projectors, blackboards
across the front of the room, scribbling notes, trying to keep up with the professor, until my hand was numb)
doesn’t work with today’s students. If I’m teaching a lecture, I need to break the lecture up with student-driven
activities, and act as a facilitator while allowing them to interact. I have done this a little, but not to the extent
that I should be for the students to maximize their learning. I’ve already used some activities we discussed in
ACP in my hands-on classes that I’ve held back from using in my classroom (lecture) class. I am teaching the
lecture class in Spring 2020, so that is my chance to use these new tools.

What I’ve Already Started Doing

But, why wait until Spring 2020, when I’ve got a hands-on class going on right now…? In the past, during the
3-hr class period, besides when students came to ask me questions, I’ve made the rounds to individual
welding booths to see how the students were doing. Some students prefer that I spend a lot of time with them
and others prefer that I leave them alone until they have a question or run into a problem. Based on
discussions in ACP, I’ve already asked the class to let me know individually, which they prefer. Students were
very candid letting me know how they preferred to be taught. I’ve already made changes to how I work with
each of the students.

For ACP, I’ve already created a simple Kahoot! pre-assessment for one of the welding symbol chapters for my
lecture class. Since it was so easy to create, in Spring 2020, I’ll build several more, and in the first few weeks
of class, I plan to do a high-level pre-assessment to prepare the students for the types of information they will
see on quizzes. I’m excited to try that one!

How This Has Made Me More Effective

The ACP discussions about Millennial learning were very helpful in understanding what my students expect out
of their classes. Rather than make assumptions, it’s ok for me as an instructor to ask them what they expect,
rather than making assumptions. If our goals as students and teacher are aligned, it gets us started on the
right foot.

I spend more time trying to read student’s reactions to class to see if they are truly engaged, or if they want to
crawl into a corner with their cell phones and zone out for a bit.

Specifically, creating the BOPPPS lesson plan from scratch was a useful exercise. What I started with from
the “Second P” exercise after Week 1 changed significantly by the time I wrapped it all up with the full
BOPPPS lesson plan after Week 4. My initial participatory learning plan was relevant, but it was also dull,
boring, and dry. After the 4th ACP session, when we put all the BOPPPS components together, I modified the
participatory section to flow better with the rest of the BOPPPS plan, and added more student-centered
activities. The net result was a much better lesson plan that wasn’t a yawner…

Suggested Enhancements for Future ACP Sessions

One thing I would not change is including the links to various tools and resources that are available. As
someone who hasn’t taught before this, I didn’t know all that information was so readily available.

I know the time requirements for ACP are limited, but I would like more interactions between the adjuncts as
students. I’d suggest letting the students paraphrase the slides as we go along, and allow more free
discussions.

Other than that, I appreciate the extra work and effort by Dr. LaSalle to make the sessions interesting and for
frankly sharing his classroom experiences. I would recommend the ACP for any adjunct who has even a tiny
sense of wanting to improve their teaching.