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Published by Nadjia Delhoum, 2019-04-23 21:31:27

Portfoliop FlipBook 2019

Portfoliop FlipBook 2019

Lone Star College Cy Fair Spring 2019


Nadjia Hamadouche (Born Delhoum)
Facilitator: Pr.Pruden

Lone Star College Cy Fair Spring 2019


Nadjia Hamadouche (Born Delhoum)
Facilitator: Pr.Pruden

Table of Content:

v What is ACP
v Syllabus Snapshot
v Student Preparation Strategy
v BOPPPS Lesson Plan
v The Integumentary System PPT
v Technology:

• Jeopardy
• Plickers
v Test Questions
v Rubric
v 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

Anatomy and Physiology 1 (2401)-Spring 2019

(This is a snapshot of the syllabus refer to D2L for the full version)

My name is Nadjia Hamadouche, but I go by Nadia, I am an Anatomy and Physiology adjunct
faculty. I have four wonderful children, this is my fifth semester at LSC Cy-Fair, I teach also at
LSC-UP campus.
I am an MD, a biology tutor and a medical translator. I love teaching and sharing my knowdedge
with my students and giving them real life senarios from my own experience.
Welcome to my class, I am so excited to meet you all and to be your instructor this semester : )

Instructor contact information

Instructor: Nadjia Hamadouche

Office hour: Ony by appointment.

Office Phone: N/A

E-mail: [email protected] Website:

Course overview

Catalog Description:
A study of the structure and function of the human body. Emphasis will be given to the study of cells and tissues
and anatomical and physiological interrelationships of the integumentary, skeletal, muscular, and nervous
systems. Designed primarily for students entering health careers.
Student Learning Outcomes:

• Apply appropriate safety and ethical standards.
• Locate and identify anatomical structures.
• Appropriately utilize laboratory equipment, such as microscopes, dissection tools, general lab ware,

physiology data acquisition systems, and virtual simulations

Tentative Instructional Outline

Week # Lecture Laboratory
Lab Safety/ Ex.1 - Ex.2 – Rat
Week 1: Jan 14 Class Introduction/ Chap: 1 Dissection

Week 2: Jan 21 Chap 2: Chemistry PH and Electrolytes/ Ex.3 the
Week 3: Jan 28 Chap 3: Cells Ex. 4 Cell Anatomy & DivPhysio Ex.1
Cell transports
Week 4: Feb 4 Chap 3: Continued/Lecture
Exam1(Chap1,2,3) Ex. 6: Classification of Tissues

Getting ready

Required Material:

Textbook & Lab Manual package: Human Anatomy & Physiology, ISBN 9780135416471: Elaine Marieb (ALC,
Text 11th edition w/Mastering A&P access code for text, w/Integrate custom lab manual, w/Mastering A&P access
code for lab). All components in the package are essential for the class. Please ensure that you have the
Mastering A&P student access code. It can be purchased at

Optional Material: Visual Analogy Guide to Human Anatomy, Krieger, ISBN 9781617316241

Instructor guidelines and policies

Attendance: Attendance is mandatory and roll will be taken during lecture session. Should you anticipate an
absence, please notify me in advance if you would like to know what you will be missing. Non-attendance does
NOT automatically withdraw you from the course. Students may be contacted after two missed classes


Your grade will be Details Percent of
determined by the following Final
Lecture Exams Four exams Average
Lab Exams Four lab exams 40%
Project* 25%
Details will be discussed in class 5%
Mastering Homework Minimum of 12 homeworks
(drop lowest 2) 10%
Final Comprehensive
Total: 20%

Grade Assignment:

Letter Grade Final Average in Percent
A 89.5-100%

B 79.5-89.4%
C 69.5-79.4%
D 59.5-69.4%

Student Prep Strategy: Getting them to read!

Students are asked to read The Integumentary System chapter from the textbook, if not
available from the online book through Mastering A&P’s website or from the provided
PowerPoint presentation. Students are provided with an online dynamic study modules
related to each chapter which they are asked to practice prior to the class meeting. For the
lab part students are asked to cover the pre lab activities in their lab manual which will be
checked during lab class. To encourage my students to come prepared any bonus points will
be added only to students who finished their pre lab activities.
Pop quizzes are given prior to the lecture in the form of true/false questions.
Sample Question for the integumentary system:

• Joe just burned himself on a hot pot, and the burn is quite painful, Joe’s burn would
be described as a third degree burn. (T/F)

• Abnormal color of skin eruptions can indicate diseases. (T/F).
The quiz is corrected right after the student’s submission followed by the lecture and an
open discussion about homeostatic imbalances of the skin and clinical case study.
To motivate my students to read and to come to class prepared the quizzes will be
corrected and scored and will count as 10% of the final score.


COURSE: Anatomy and Physiology I- 2401 (A&P I).
Lesson Title: The Integumentary System-Burns and Skin Cancers.

The skin chapter is introduced to the class by the following statement: The skin is the largest organ in the body and on
potential problems, with more than 3,000 possible skin disorders.(link to certain diseases)
Today we will learn about the structure of the integumentary system and will discuss the most dangerous skin disorde
Estimated time: 3min.

Course Student Learning Outcome: SLO

• Use critical thinking and scientific problem-solving skills, including, but not limited to, inferring, integra

Learning Objectives: LO

By the end of this lesson, students will be able to
1. Compare the epidermis, dermis, and the hypodermis. List the tissue and structures found in each. (BLOOM-ANALYZING

2. Summarize the characteristics of the three major skin cancers (Explain the A, B, C, D’s related to melanoma).
3. Compare first, second and third degrees burns and evaluate their severity and explain why various burns are


A quick and efficient way I chose to assess my student’s preparedness at the same time will helps me to details any c
Estimated time: 5min

Participatory Learning:

Time Instructor Activities Learner Activities

5 min *Play Why this matter? Video. Understanding the Students answer the question: wh
15 min
Integumentary system will help you evaluate and treat organ of the body? Bloom’s Comp
injuries to the skin such as burns. Remind the students of the definit

*Explain and illustrate the integumentary system s *kDinis gcluasnsd tsh. e difference between t
structure (macroscopic + microscopic), functions of the

skin, special features of different skin types in the human *Discuss the activity of melanocyte

body. ultraviolet radiation. the genetic b

geographic distribution of ancestra

variations in skin ton. Bloom’s app

*students to discuss: How both the
working together to create an effe


ne of the most complicated. It has many roles in the maintenance of life and health, but also has many
ers; the burns and the different type of skin cancers and how to evaluate and eventually treat them.

ating, synthesizing and summarizing to make decisions, recommendations and predictions.

e life threatening. (BLOOM-ANALYZING)

confusion about difficult topics is the usage of Plickers questions (new instructional technology)

Lesson Materials

hy the skin is considered as the largest *Chapter 5 text book Human Anatomy and Physiology the 11th

prehension-Understanding. edition.

tion of an organ from chapter 1. *PPT slides posted on D2L.

thick skin and thin skin, different type of *Power Point, Illustrations, Slides.

es, melanin production, and degree of *Printable handout of chap 5.
basis of melanocyte activity and the *Text Book.
al humans as an explanation for
plying- Analyzing.

e dead and living element of the skin are
ective barrier? Bloom’s Applying-


10 min *Explain and Illustrate the skin burns, how to evaluate *Students team up to discuss the

burns using the rule of 9, how to treat each type of burn. Waldorf family was caught in a
father and daughter suffered b

*Clinical case 2. burns on his entire chest, abdom
burns on his entire left lower e

degree burns on her whole hea
throughout both lower extremitie

body was covered by burns? W

received first-degree burns? W

both the dermis and epidermis

good deal of pain in the area of

in the leg. Why? Bloom’s Anal

10 min *Explain and illustrate the different types of skin cancers *Students answer the question:

How to recognize a benign tumor from a cancer and skin cancer and why it has a hig

melanoma vs carcinoma of the skin? population? What is the meanin

*Discuss clinical question. Bloom’s Analyzing.
*Clinical question discussion. (S

Mary noticed a large, brown spo
tennis in the sun for several yea

reported the discovery to a frien

rule to determine whether or no

friend told her that if her answe

asked by the ABCD rule, she ha

the ABCD rule and should she

negative? Bloom’s Applying-A


To asses if objectives are met I use new technology; Jeopardy game with 24 q uestions to check the students un

Estimated time: 10 min.

Summary: Muddiest Point (CATs): Ask students to describe what they didn't understand and what they

correct, or elaborate the misunderstanding.
Estimated time: 3min.

See Attached PPT: The Integumentary System-Burns and Skin Cancers (lesson presentation).

See Attached: Plickers Questions (New Instructional Technology)

See Attached: Jeopardy Game (New Instructional Technology)


clinical case study 1 (burn accident). The *Power Point presentation.
a fire but escaped. Unfortunately, the
burns. The father had second-degree *Printable Handout of chap 5
men, and both arms, and third-degree
extremity. The daughter suffered first- *Text Book.
ad and neck and second-degree burns
es. A. What percentage of the father's *Clinical question hand out.
What percentage of the daughter's body
What part of the daughter's body has
s involved? The father experiences a
the chest and abdomen, but little pain

: what is the most dangerous type of *Power Point presentation.

gher incidence in Caucasian *
ng of the A, B, C, and D rule?

Skin cancer) a short illustrative you tube video summarizing

ot on her skin. She has been playing the skin cancers
ars without sun protection. She

nd, who told her to apply the ABCD *Clinical question handout.
ot she had malignant melanoma. Her

er was "no" to the questions that were

ad nothing to worry about. What is

ignore the spot if her answers are


nderstanding of the integumentary system’s structure and homeostatic imbalance like the burns and skin
y think might help. Review during next class meeting and use those muddiest points to clarify,

Human Anatomy and Physiology

The Integumentary System
Burns and Skin Cancers

Presented By : Dr. Nadjia Hamadouche

Video: Why This Matters?

Integumentary System

• Integumentary system consists of:
• Skin
• Hair
• Nails
• Sweat glands
• Sebaceous (oil) glands

Skin is first and foremost a barrier.
Its main functions include:

o Protection
o Body temperature regulation
o Cutaneous sensations
o Metabolic functions
o Blood reservoir
o Excretion of wastes

Structure of Skin

Skin consists of two distinct regions:

• Epidermis: superficial region

• Consists of epithelial tissue and is avascular

• Dermis: underlies epidermis

• Mostly fibrous connective tissue, vascular

• Hypodermis (superficial fascia)

• Subcutaneous layer deep to skin
• Not part of skin but shares some functions
• Mostly adipose tissue that absorbs shock and insulates
• Anchors skin to underlying structures: mostly muscles

Skin Structure

Hair shaft

Epidermis Dermal papillae

Papillary Sweat pore
Appendages of skin
Dermis Reticular • Eccrine sweat gland
layer • Arrector pili muscle
• Sebaceous (oil) gland
Subcutaneous • Hair follicle
tissue(hypodermis; • Hair root
not part of skin)
Dermal vascular plexus
Nervous structures Adipose tissue
• Sensory nerve fiber

with free nerve endings
• Lamellar corpuscle
• Hair follicle receptor

(root hair plexus)

Epidermal Cells
and Layers of the


SMtroastt usumpecroficrinale luaymer; 20–30 layers of dead
cells, essentially flat membranous sacs filled
swpitahc ek.eratin. Glycolipids in extracellular

Stratum granulosum
One to five layers of flattened cells, organelles
deteriorating; cytoplasm full of lamellar
granules (release lipids) and keratohyaline
Stratum spinosum
Several layers of keratinocytes unified by
desmosomes. Cells contain thick bundles of
intermediate filaments made of pre-keratin.

Stratum basale Dermis
Deepest epidermal layer; one row of actively
mitotic stem cells; some newly formed cells
bSeeeco omccea spiaortn oalf mtheela mnoorceyt seusp aenrfdi ctiaaclt lialeyers.
epithelial cells.

(a) Dermis Melanin Sensory Tactile
granule nerve
Epidermal cells and layers of the ending epithelial
epidermis. cell

(b) Desmosomes Melanocyte Dendritic cell

Light Micrograph of the Dermis Epidermis

Two layers: Dermis:
vPapillary • Papillary dermis
(areolar connective
In thick skin, dermal papillae lie on top of tissue)
dermal ridges, which give rise to epidermal • Reticular dermis
ridges (dense irregular
v Collectively ridges are called friction ridges connective tissue)
v Enhance gripping ability
v Contribute to sense of touch Dermal papillae
v Sweat pores in ]ridges leave unique

fingerprint pattern

Light micrograph of the dermis.

Dermal Modifications Result in Characteristic Skin Markings
Cleavage lines

• Represent separations between Friction ridges Sweat duct openings
along the crests of
underlying friction ridges help
make fingerprints.
collagen fibber bundles in the reticular consist of epidermal
dermis. ridges that lie on top
of dermal ridges.
• Run circularly around the trunk and
longitudinally in the limbs.

• Surgical incisions parallel to cleavage

lines heal

better than those made across them.

Flexure lines form where the dermis is
closely attached to the underlying

• markings. Dermal modifications result in Friction ridges of fingertip (SEM 12X)
characteristic skin

Skin Color

• Three pigments contribute to skin color

1. Melanin
2. Carotene
3. Hemoglobin

Alterations in skin color can indicate disease
v Cyanosis: Blue skin color: low oxygenation of hemoglobin
v Pallor (blanching or pale color): Anemia, low blood pressure, fear, anger
v Erythema (redness): Fever, hypertension, inflammation, allergy
v Jaundice (yellow cast): Liver disorders
v Bruises (black-and-blue marks): Also referred to as ecchymosis or hematomas, are a
result of clotted blood beneath skin. As clot is broken down, color of bruise changes
v Brown or black “necklace” or bruises: Hyper pigmented dark areas in axillae and
around neck may be a sign of insulin resistance and elevated blood glucose levels

Lunule Lateral
nail fold

Skin Appendages: Structure of a Nail (a) Nail Eponychium Nail root
plate (cuticle)
Nail appearance can help in diagnosing some F ree edge Proximal Nail
diseases such as: of nail

• Yellow-tinged may indicate nail fold matrix
respiratory or thyroid gland disorder

• Thickened yellow nails can be due to
fungal infection of nail

• Koilonychias, also called “spoon nail”
– an outward concavity of nail may
signal iron deficiency

• Beau’s lines – horizontal lines across
nails may indicate severe illnesses
such as uncontrolled diabetes, heart
attack or cancer chemotherapy

Structure of a nail. (b)
Nail bed Phalanx (bone of fingertip)

Skin Appendages: Structure of a Hair and Hair Follicle

Follicle wall

• Peripheral
connective tissue
(fibrous) sheath

• Glassy membrane
• Epit•hEelxiatel rrnoaoltrsohoetath

• Intsehrenaatlhroot sheath

Hair root
• Cuticle
• Cortex
• Medulla

Hair matrix
Hair papilla

Subcutaneous (d) Photomicrograph of longitudinal view
adipose tissue of the hair bulb in the follicle (150×)

(c) Diagram of a longitudinal view of the expanded hair
bulb of the follicle, which encloses the matrix

.• Structure of a hair and hair follicle

Summary of Cutaneous Glands

Summary of Cutaneous Glands

Skin Cancer and Burns: Melanoma

• Skin can develop over 1000 different conditions and ailments Key to survival is early detection: ABCD rule:
v A: asymmetry; the two sides of the pigmented
• Many internal diseases reveal themselves on skin
area do not match
• Most common disorders are infection v B: border irregularity; exhibits indentations
v C: color; contains several colors (black, brown,
• Less common, but more damaging, are: Skin cancers and Burns
tan, sometimes red or blue)
: 1- Skin cancer Three major types of skin cancer v D: diameter; larger than 6 mm (size of pencil

• Basal cell carcinoma eraser)
• Squamous cell carcinoma
• Melanoma

Clinical Question 1:

Mary noticed a large, brown spot on her skin. She has been
playing tennis in the sun for several years without sun protection.
She reported the discovery to a friend, who told her to apply the
ABCD rule to determine whether or not she had malignant
melanoma. Her friend told her that if her answer was "no" to the
questions that were asked by the ABCD rule, she had nothing to
worry about. What is the ABCD rule and should she ignore the
spot if her answers are negative?

Answer to Question1:

The ABCD rule refers to the following: asymmetry–where
the two sides of the spot do not match; border irregularity–
the borders are not round and smooth; color–the
pigmented spot contains shades of black, brown, tan, and
sometimes blues and reds; and diameter–the spot is larger
than 6 mm in diameter. It is imperative that Mary have a
physician examine the spot immediately. Any unusual
lesion on the skin of a sun worshipper should be examined
and the ABCD rule does not account for all possible
factors, such as rapid growth, even if less than 6 mm. The
fact that she has been exposed to the sun without
protection itself would be a strong recommendation for her
to see a dermatologist regardless of passing the ABCD


• Tissue damage caused by heat, electricity, radiation, or certain chemicals:
Damage caused by denaturation of proteins, which destroys cells

• Immediate threat is dehydration and electrolyte imbalance:
Leads to renal shutdown and circulatory shock

• To evaluate burns, the Rule of Nines is used to estimate volume of fluid loss

# Burns are considered critical if:
v >25% of body has second-degree burns
v >10% of body has third-degree burns
v Face, hands, or feet bear third-degree burns

Treatment includes:
v Debridement (removal) of burned skin
v Antibiotics
v Temporary covering
v Skin grafts

Partial-Thickness and Full-Thickness Burns

Ø Epidermal damage only
Localized redness, edema (swelling),
1st-degree burn and pain

2nd-degree burn Ø Epidermal and upper dermal damage
Blisters appear
(a) Skin bearing partial-thickness First- and second-degree burns are
burn (1st- and 2nd-degree burns)
referred to as partial-thickness burns
because only the epidermis and upper
dermis are involved

3rd-degree burn Ø Entire thickness of skin involved
(referred to as full-thickness burns)
Skin color turns gray-white, cherry red,
or blackened
No edema is seen and area is not painful
because nerve endings are destroyed
Skin grafting usually necessary

(b) Skin bearing full-thickness
burn (3rd-degree burn)

Partial-thickness and full-thickness burns.

Clinical Question 2:

The Waldorf family was caught in a fire but escaped.
Unfortunately, the father and daughter suffered burns. The father
had second-degree burns on his entire chest, abdomen, and
both arms, and third-degree burns on his entire left lower
extremity. The daughter suffered first-degree burns on her whole
head and neck and second-degree burns throughout both lower
a. What percentage of the father's body was covered by burns?
b. What percentage of the daughter's body received first-degree
c. What part of the daughter's body has both the dermis and
epidermis involved?
d. The father experiences a good deal of pain in the area of the
chest and abdomen, but little pain in the leg. Why?

Answer to Question 2:

a. 45% (18% anterior torso + 9% both arms but not forearms +
18% lower extremity)
b. 9%
c. 36%
d. Normally, third-degree burns sear nerve endings off. When
the tissue regenerates, pain will return. Second-degree burns
are usually very painful because of the irritated but live nerve


Chapter 5 – The Integumentary System

Introduction Epidermis Dermis Accessory Hair and
Glands Nails

$100 $100 $100 $100 $100
$200 $200 $200 $200 $200
$300 $300 $300 $300 $300
$400 $400 $400 $400 $400
$500 $500 $500 $500 $500

© 2019 Pearson Education, Inc. FINAL ROUND


$100 Question

Which layer of the skin has NO blood vessels?

a. Dermis
b. Epidermis
c. Hypodermis
d. Papillary

© 2019 Pearson Education, Inc. ANSWER


$100 Answer

Which layer of the skin has NO blood vessels?

a. Dermis
b. Epidermis
c. Hypodermis
d. Papillary

© 2019 Pearson Education, Inc. BACK TO GAME


$200 Question

Which layer is NOT part of your skin?

a. Dermis
b. Epidermis
c. Hypodermis
d. Papillary

© 2019 Pearson Education, Inc. ANSWER


1) Which type of skin cancer is the most dangerous because it is highly metastatic and
resistant to chemotherapy?
A) melanoma
B) squamous cell carcinoma
C) basal cell carcinoma
D) adenoma
Bloom's: Remembering/Understanding

2) The dermis has two major layers. Which layer constitutes 80% of the dermis and is
responsible for the tension lines in the skin?
A) the reticular layer
B) the subcutaneous layer
C) the hypodermal layer
D) the papillary layer
Bloom's: Remembering/Understanding

3) A family was caught in a fire but escaped. Unfortunately, the father and daughter suffered
burns. The father had second-degree burns on his entire chest, abdomen, and both arms, and
third-degree burns on his entire left lower extremity. The daughter suffered first-degree burns
on her whole head and neck and second-degree burns throughout both lower extremities.
a. What percentage of the father's body was covered by burns?
b. What percentage of the daughter's body received first-degree burns?
c. What part of the daughter's body has both the dermis and epidermis involved?
d. The father experiences a good deal of pain in the area of the chest and abdomen, but little
pain in the leg. Why?
Bloom's: Applying/Analyzing

4) Robert, a surfer, has a mole that has changed its shape and size. His doctor, applying the
ABCDE rule, diagnosed a melanoma. What do the letters ABCDE represent?
Bloom's: Applying/Analyzing


Student Name: ________________________________________

CATEGORY 4 excellent 3 Good 2 Need improvement 1 Poor

Quality of Information Information Information clearly relates to the Information clearly relates to Information has little or
clearly relates main topic. It provides 1-2 the main topic. No details nothing to do with the main
Amount of Information to the main supporting details and/or examples. and/or examples are given. topic.
topic. It
includes All topics are addressed and most All topics are addressed, and One or more topics were not
several questions answered with at least 2
supporting sentences about each. most questions answered with 1 addressed.
details and/or
examples. sentence about each.

All topics are
addressed and
all questions
with at least 2
about each.

Diagrams & Illustrations Diagrams and Diagrams and illustrations are Diagrams and illustrations are Diagrams and illustrations
Organization illustrations accurate and add to the reader\'s neat and accurate and are not accurate OR do not
are neat, understanding of the topic. sometimes add to the reader\'s add to the reader\'s
accurate and understanding of the topic. understanding of the topic.
add to the
of the topic.

Information is Information is organized with well- Information is organized, but The information appears to
very organized constructed paragraphs. paragraphs are not well- be disorganized. 8)
with well- constructed.

My ACP Experience

Being part of the Adjunct Certificate Program (ACP) at lone star college Cy-Fair was for me a
unique experience, it provided me with an extensive training in the art of teaching and
learning, it helped me raise my standard as a teacher and enriched my knowledge with a
great amount of material and skills taught during the program.

Before signing up with the program, I was not sure if I will be able to accomplish it,
between my role as mother of four kids and my teaching schedule I was very skeptical, I like
to invest a maximum of my energy and to do things to the best of my ability when I have or
engage in any work or task, however I knew I needed guidance as I was teaching using my
own way, yet I have about two years of teaching experience, but I am coming from a
medical background; I am a medical doctor with an extensive experience in pediatric
surgery and gastroenterology, what got me into teaching is my own passion for learning and
my desire to ignite it in others. I feel very proud when one of my student grasps a new
concept and masters it for the first time.
As soon as I had the requirements to enroll in the ACP program, I enrolled and I am very
glad I did it from the beginning, I am an adjunct faculty at lone star college at my fourth
During eight weeks of intensive training, with five evening class meetings where we
interacted and exchanged ideas, experiences and tips from other adjuncts from different
departments, this gave the feeling of being part of a big collegial family where we all seek
the same goals; becoming a better teacher, in class even thought it was only five meeting
For me being present and paying close attention to Pr. Pruden’s way of teaching is another
great opportunity to have a live experience on teaching, all we learned was practiced in
class; preparation before to come to class by doing our reading assignment, discussion
online of different topics related to teaching and learning strategies with classmates, the
BOPPPS model with the bridge, how to point to the lesson’s objectives, the pre assessment
most of the time as an interactive learning method or a question to test what we already
know about the topic, the participatory learning was the key part of all the teaching and
learning process as that is where we needed to include the active learning, to organize our

lesson plan in a way that make the student present and fully engaged in the process of
learning, toward the end we learned how to assess the students in a quick but objective
way, always end a lesson with a summary.
The most important part where I was struggling was educational technology and how to
include it in my lesson, which I have learned during this program and I already started
including technology in each of my lessons and the students really love it.
I believe for a more relaxed class the ACP program should be more than five meetings,
especially for the integration of technology in class, I would suggest two full class meeting to
practice the usage of instructional technology where we could have built virtual classes and
practice before trying technology with our students.
I also suggest that the ACP program should be an in boarding requirement for any incoming
adjunct faculty as it arms you with the necessary strategies and tools to use in class
During this great program we learned how to built a good question, over all it was all about
creating a nurturing academic environment where students are keen to learn and
instructors are enthusiastic about what they teach.
I gained a new knowledge and experience and now I am able to create a lesson plan without
stressing about the factor time following the easy and organized BOPPPS model, also
through the program I discovered what part of the BOPPPS I was already doing.

The ACP program is for me the beginning of the journey toward building the necessary skills
and habits to becoming a great college professor, I believe all adjuncts need to take the
program, it really clarifies and guide by following the BOPPPS model and all the tips from
experienced faculties.

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