ACP Portfolio Flipbook

ACP Portfolio Flipbook

Emily Stinemetz, Ph.D.
Fall 2019

Table of Contents:

• What is ACP? …................................................................................pg 3
• Syllabus Snapshot ….........................................................................pg 4
• Student Preparation Strategy: DNA Crossword….............................pg 5-7
• BOPPS Lesson Plan…........................................................................pg 8-9

• DNA Replication Worksheet ….......................................................................pg 10
• Chapter 15 slides….........................................................................................pg 11-19

• Test Questions…...............................................................................pg 20
• Rubric…............................................................................................pg 21
• Showcase Presentation….................................................................pg 22-24
• Reflective Essay….............................................................................pg 25-26

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

Professor Emily Stinemetz
Call me Dr. S!

BIOLOGY
1306

[email protected] Monday/Wednesday
7:30am-8:50am
WHAT IS BIOLOGY ABOUT?
How life has evolved
Study of Life How life works • Evolution
• Cells/Parts of cells • Replication • Genetic Mutations
• Macromolecules • Transcription
• Translation

Homework Exams (All 10%)

HOW AM I GRADED?? Online mastering 10% Exam 1 (Ch 1-6)
biology assignments Exam 2 (Ch 7-10)
Exam 3 (Ch 12-14)
Final Exam 2E0M%ILY_STINEM4E0T%Z Exam 4 (Ch 15-17, 22,
23)
Cumulative exam.
89.5 – 100 A
79.5 – 89.4 B
69.5 –79.4 C

20% 59.5 –69.4 D
59.5 or less F

Quizzes 10% Lab Reports

There are 10 scheduled A total of 21 lab reports will be
quizzes covering lecture graded.

material.

CLASS POLICIES

You are expected to attend each class/lab and are therefore responsible for all material
covered. Good class attendance is absolutely essential to do well in this course! In the
case of prolonged absence (2 or more class meetings), the instructor should be notified.

Late work: For Mastering assignments, you can submit assignments up to 5
hours late with a 10% grade reduction at the beginning of each hour. If you
are missing an exam for an emergency, you must contact me before the star
of the scheduled exam. No make ups for quizzes, labs, or for the final exam.

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

Extreme consideration for others is expected. Listen to others’
perspectives fully. Disruptive behavior (profanity, disrespectful conduct,
distractive behavior, etc.) will not be tolerated. After one warning, you
will be asked to leave the room.

2CHECK OUT THE FULL SYLLABUS ON D L FOR MORE INFO!

Student Preparation Strategy

Students will be required to read the Chapter prior to attending class. To ensure that they read
ahead, they will have a DNA crossword puzzle that they will complete. This will be their entry
ticket into class that day.

"DNA Replication crossword"

Created using the crossword generator at www.classtools.net

__ __ __ __ __ __ __ __ __ __ __ __ 1 __ 2 __
__
__ __ __ __ __ __ __ __ __ __ __ __ __ __
__
__ __ __ __ __ __ __ __ __ __ __ __ __ __
__
__ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __
__
__ __ __ __ __ __ __ __ 3 __ 4 __

5

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ 6 __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ 7 __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ 8 __ __ __ __ __
__ __ __ 9
__ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

ACROSS
5. Replicates DNA (16)
6. Topoisomerase prevents DNA from doing what? (12,0)
7. Bond that links the bases (8)
9. Unwinds DNA strands (8,0)
DOWN
1. Makes the primers (7)
2. What type of fragments are formed on the lagging strand? (7)
3. DNA replication is ______. (16)
4. The strand that runs 5' to 3' (7)
8. Which strand in replicated continuously? (7)

For the interactive version, use this link: http://www.classtools.net/crossword/201911-S3cJkQ

BOPPPS LES

COURSE: BIOL 1306 Biology 1 for Majors
Lesson Title: DNA replication

Bridge: Show the students “The DNA song” on youtube.

https://www.youtube.com/watch?v=T5gEIViVAPw

1. Bloom Question (Applying): What kind of function(s) does DNA ha

Estimated time: 5 minutes
Course Student Learning Outcome:
Identify parts of a DNA molecule and describe replication, transcription, a

Learning Objectives: By the end of this lesson, students will be able to
1. memorize DNA structure
2. explain the process of DNA replication

Pre-Assessment:
As a review of Chapter 5 and the homework, the students will take a Socr
https://b.socrative.com/teacher/#import-quiz/43092089
Estimated time: 5 minutes
Participatory Learning:

Time Instructor Activities Learner Ac

20 Instructor will come and listen to the student First View D
minutes descriptions. Instructor will correct them when https://www

something is wrong. Then based
sequence t

2. Bloo
is re

10 3. Bloo
minutes the

Once appro
blank work

SSON PLAN

ave within the cell?
and translation.

rative quiz on DNA structure.

ctivities Lesson Materials

DNA replication video: Laminated note cards
w.youtube.com/watch?v=Qqe4thU-os8 with all the different
enzymes of replication.
d on the video, pairs of students will
the laminated enzyme cards.
om Question (Remembering): What enzyme
esponsible for replicating DNA?

om Question (Comprehension): Why must DNA replication
primers be removed? worksheet
oved, students will be completing a fill-in-the
ksheet.

10 Instructor will guide, facilitate and mentor Paris of stu
minutes students as they complete their drawings. replication
lagging stra
and the new

4. Bloo
mat

Post-assessment: Kahoot quiz 8 questions over the information learned
https://create.kahoot.it/details/62ad33ab-7e80-4645-a435-7a77523df1cc

Estimated time: 5 minutes

Summary:
Overall, we could imagine that DNA replication happens on the two strand
lagging strand is like driving down a street with a stop sign every five feet
DNA ligase combines the stand together.

CAT- One minute paper. At the end of the lesson, the students will write
understood the least.
Estimated time: 3 minutes

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

udents will draw out the process of DNA Colored markers and
using different colors to represent the computer paper
and, the leading strand, Okazaki fragments
wly synthesized DNA.
om Questions (Analyzing): Determine the
tching DNA strand- AGCTAATGCCAT

d in today’s class.

ds differently. The leading strand is replicated smoothly, while the
t. The lagging strand must be replicated in small single strands, while

e the most important thing they learned today and the thing that they

DNA Replication Worksheet


1. A DNA molecule is composed of monomers called ________________.

2. Name the three components of a DNA monomers

a. ________________ b. ________________ c. ________________

3. Name the four nitrogen bases in DNA

a. ________________ c. ________________

b. ________________ d. ________________

4. Of the bases listed above, ________________ and ________________ are purines,

while ________________ and ________________ are pyrimidines.

5. The sides of the DNA “ladder” are made up of alternating unit of ________________

and ________________. These are held together by ________________ bonds.

6. What unit is found at the 5’ end of DNA? ________________

7. The “rung” of the ladder are made of ________________. These are held together by

weak _____________ bonds.

8. DNA replication is said to be ________________ because each resulting daughter

molecule consists of one original strand and one newly synthesized strand.

9. The enzyme ________________ catalyzes the addition of new nucleotides during

replication. In can only add new nucleotides in a ________________ to

________________ direction.

10. The ________________ strand is made in short segments called ________________

that are later joined together by the enzyme ________________.

11/17/19

Chapter 15 What are genes made of?

DNA and the Gene: Synthesis and Repair • Chromosomal Theory of
Inheritance

• Genes are located on chromosomes
• Chromosome = protein + DNA
• Are genes made up of DNA or

protein?

• Proteins- 20 monomers
• DNA- 4 monomers (too simple)

Hersey and Chase (1952) The Hersey-Chase experiment

• Worked with T2 virus • Used radioactive isotopes to label viral
(bacteriophage) DNA and viral protein

• T2 virus attaches to host, leaves • DNA à labeled with 32P
outer protein coat outside, injects • Protein à label with 35S
contents into. Host makes copies of
virus

• Thus, injected material must be
hereditary material

• Viral coat cannot be genetic material

1

11/17/19

The Hersey-Chase experiment continued Importance of experiment

• Protein (viral coat) remained outside • Results provided final evidence that DNA is the molecule of heredity
the cell
Martha Chase and Alfred Hershey
• DNA entered the cell

Review of DNA Complementary Bases

• Primary structure of DNA 2

• Polymer of nucleotides
• “Backbone”
• Directionality (3’ and 5’)

• Secondary structure of DNA

• Double helix
• Antiparallel

11/17/19

Watson and Crick (1953) Meselson and Stahl (1958)

• Mechanism for replication • Used radioactively labeled DNA to determine means of replication
• Discovered that DNA replication is semi-conservative
• 2 separated strands serve as a template to make 2 new strands by
complementary base pairing • Each new DNA molecule conserves 1 of the original DNA strands
• This is the template to construct a new complementary strands
T AA T

A TT A

C GG C

G CC G

T AA T

C GG C

A model for DNA synthesis

• Kornberg (1956)

• Discovered DNA polymerase à an enzyme that replicates DNA

• dNTP – deoxyribonucleoside triphosphate

• N= any DNA base (A, G, T, C)
• 2 extra phosphates

3

11/17/19

DNA polymerase III The process of DNA replication

• Forms a covalent bond between dNTP and 3’ OH existing • Every time a cell divides, DNA MUST be replicated
deoxyribonucleotide
• DNA polymerase adds dNTPs ONLY to the 3’ end of the strand
• Thus, DNA synthesis always processed in the 5’ à 3’ direction

Where does replication start? How is the DNA helix open and stabilized?

• Replication begins at origin of replication • Helicase: Enzyme that separates DNA strands at origin and replication
• A replication bubble forms and elongates forks; breaks H bonds
• Replication proceeds in both directions (5’ and 3’)
• Each side of bubble is a replication fork • Single-Strand binding proteins (SSBPs): Attach to outsides of
• Prokaryotic chromosomes=one origin separated strands to prevent rejoining
• Eukaryotic chromosomes=several origins
• Topoisomerase: Enzyme that works ahead to replication forks to
relieve stress of supercoiling in double-stranded DNA; breaks 1
strand to allow free rotation and uncoiling, then reseals strand

4

11/17/19

Leading strand synthesis

• Primase: enzyme that builds a short complementary RNA primer on each
of the separated strands

• DNA polymerase III: Adds complementary dNTPs to 3’ end of primer

direction of replication
(5’ " 3’)

• Addition of dNTPs occurs continuously on the leading strands

• Grows away from the origin toward the replication fork

Lagging strand synthesis

• 2 strands of DNA are antiparallel (run in opposite directions)
• DNA polymerase III only runs 5’ à 3’
• Thus lagging strand must “run away” from the moving replication fork
• The lagging stand replication does not occur initially (it lags behind)

5

11/17/19

Lagging strand synthesis continued Lagging strand synthesis continued

• When 200-300 base pairs have been separated from one another • As helicase separate more DNA, more primers are made. Segments of
DNA are built back toward existing section(s) of lagging stand
• Primase forms an RNA primer
• DNA polymerase adds dNTPs to the primer back toward the origin • Lagging strand formation is discontinuous, consisting of multiple
• This forms Okazaki fragment, a small segment of the lagging strand Okazaki fragments

Removing primers from the lagging strands

• DNA polymerase I removes the primer at the start of each Okazaki
fragment and replaces it with DNA nucleotides

• DNA ligase bonds the new DNA segment to the rest of the strand

animation

6

11/17/19

The End Replication Problem

• Telomere: Region at the end
of a eukaryotic chromosome

• Consists of repetitive
noncoding nucleotide
sequences- loss does not affect
genes

• Telomerase: An enzyme that
replicates telomeres

15.4 PROBLEM

Telomerase Repairing Mistakes and DNA Damage

• Only active in cells undergoing meiosis to form gametes • DNA replication MUST be very accurate

• Do lose nucleotides each replication • Matter of life and death
• May signal to tell cells to stop dividing – a part of normal cell aging • Nucleotides are added 500 per second
• Some cancer cells have an active telomerase gene - extends telomeres after • Only 1 in a billion are inserted incorrectly!

each replication, making cells “immortal”

HeLa ] cancer cell line established
over 60 years ago (cells taken from
Henrietta Lacks)

7

11/17/19

DNA polymerase proofreads Repair Enzymes

• Polymerase III is fairly accurate in • Variety of repair enzymes that can fix most
matching complementary nucleotides mismatch errors
(1/1000 mistakes)
• Repair enzymes cut the newly made strand at
• Polymerase III acts as an exonuclease location of error à Polymerase I removes
the segment and replaces with correct
• It can remove incorrect nucleotide just sequence à Ligase seals the strand
attached to a growing strand
• In prokaryotes, the new strand is recognized
• This cuts error rate to 1 in 10 million by a lack of methylation (unknown for
nucleotides eukaryotes)

• But, this would still product 600
mutations per cell division- still way too
high a rate!

Repairing Damaged DNA Excision Repair Systems

• DNA damage is constant in cells • Groups of enzymes that recognize damage by incorrect dimensions of
helix
• Bonds can break spontaneously
• Radiation can break 1 or both strands • Excise nucleotides surrounding mutation
• Hydroxyl (“free”) radicals mutate DNA • Undamaged strand used as template for repair of complementary
• Chemicals cause mutations
strand

8

11/17/19

Xeroderma pigmentosum (XP) Mutation play a role in cancer

• Rare, autosomal recessive disease in which a repair enzyme is not • Mutations in genes for repair enzymes allow more frequent mutations
made • Unrepaired mutations in genes regulating the cell cycle may lead to

• No protection from UV in sunlight - UV causes pyrimidine dimers uncontrolled cell division and tumor formation
• Skin lesions after brief exposure (skin cancer risk elevated 1000-2000
pre-cancerous polyp
times normal) due to HNPCC – type
of colorectal cancer
resulting from missing
repair enzyme

9

Test Questions based on Bloom’s Taxonomy

1.) Which of the following would you find in DNA?
A. Amino Acid
B. Purine *
C. Fatty Acid
D. Carboxyl group
Bloom's Taxonomy: Knowledge

2.) Which of the following base pairs would you find only in RNA?
A.) Adenine-Thymine
B.) Guanine-Cytosine
C.) Adenine-Uracil *
Bloom's Taxonomy: Understanding

3.) Determine the matching DNA strand.
AGCTAATGCCAT
A. TCGATTACGGTA*
B. TCGAAATGCGTA
C. UCGAUUACGGUA
D. GCATTAGCGTAA
Bloom's Taxonomy: Applying

4.) Short Answer:
Based on what you know, how would explain why telomerase is found in higher levels in cancer cells?
Bloom's Taxonomy: Evaluating

Your Rubric: Lab Report : DNA Replication Take Home Lab 11/5/19, 9:27 PM

RubiStar Rubric Made Using:
RubiStar ( http://rubistar.4teachers.org )

Lab Report : DNA Replication Take Home Lab

Teacher Name: Dr. Stinemetz
Student Name: ________________________________________

CATEGORY A work B work C work F work

Review 80% or more of the 50-80% of the Less than 50% of Did not complete the
Questions blanks are correct blanks are correct. the blanks are Review Questions
correct

Exercise 1: DNA Correctly labeled the 70-90% of the DNA Less than 70% of Did not complete the
ends of DNA, the molecules is the molecules is exercise.
Structure pieces of DNA, and correctly labeled correctly labeled
(ends, pieces, and
correctly colored the (ends, pieces, and coloring)

DNA molecule. coloring)

Exercise 2: DNA Correctly labeled the 70-90% of the DNA Less than 70% of Did not complete the
new DNA strand, the molecules is the molecules is exercise.
Replication ends of the old/new correctly labeled correctly labeled

DNA, the pieces of (new strand, ends, (new strand, ends,

DNA, and correctly pieces, and coloring) pieces, and coloring)

colored the DNA

molecule.

Date Created: Nov 05, 2019 09:28 pm (CST)

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11/17/19

ACP SHOWCASE Table of Contents
PORTFOLIO
■ Student Preparation Strategy
Name: Emily Stinemetz ■ BOPPPS lesson-be sure to highlight the following:
Discipline: Biology – CAT
– Questions
Date: November 14th, 2019 – Technology
■ Reflection

Describe student preparation strategy BOPPPS – BRIDGE

"DNA Replication crossword" ■ Show the students “The DNA song” on youtube.
■ https://www.youtube.com/watch?v=T5gEIViVAPw
■ A crossword worksheet that the students will have Created using the crossword generator at www.classtools.net ■ Bloom Question (Applying): What kind of function(s) does DNA have within the cell?
print, complete, and bring in as their ticket into class.
__ __ __ __ __ __ __ __ __ __ __ __ 1 __ 2 __
ACROSS __
5. Replicates DNA (16) __ __ __ __ __ __ __ __ __ __ __ __ __ __
6. Topoisomerase prevents DNA from doing what? (12,0) __
7. Bond that links the bases (8) __ __ __ __ __ __ __ __ __ __ __ __ __ __
9. Unwinds DNA strands (8,0) __
DOWN __ __ __ __ __ __ __ __ __ __ __ __ __
1. Makes the primers (7)
2. What type of fragments are formed on the lagging strand? __ __ __ __ __ __ __ __ __ __ __ __ __
(7) 3. DNA replication is ______. (16) __
4. The strand that runs 5' to 3' (7) __ __ __ __ __ __ __ __ 3 __ 4 __
8. Which strand in replicated continuously? (7)
5

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ 6 __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ 7 __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ 8 __ __ __ __ __
__ __ __ 9
__ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __

__ __ __ __ __ __ __ __ __ __ __ __ __ __ __

1

11/17/19

BOPPPS – OBJECTIVES BOPPPS- PRE-ASSESSMENT

■ Learning Outcome: Identify parts of a DNA molecule and describe replication, ■ The students will take a Socrative quiz on DNA structure.
transcription, and translation. ■ This will review them on DNA structure information that they received in the first

■ By the end of the lesson, students will be able to unit.
1. memorize the structure of DNA.
2. explain the process of DNA replication.

BOPPPS- PARTICIPATORY LESSON BOPPPS- PARTICIPATORY LESSON

1. First View DNA replication video: https://www.youtube.com/watch?v=Qqe4thU-os8 2. Students will be completing a fill-in-the
2. Then based on the video, pairs of students will sequence the laminated enzyme cards. blank worksheet.

– Bloom Question (Remembering): What enzyme is responsible for replicating DNA?

– Bloom Question (Comprehension): Why must the primers be removed?

2

11/17/19

BOPPPS- PARTICIPATORY LESSON BOPPPS- POST-ASSESSMENT

3. Paris of students will draw out the process of DNA replication using different colors to ■ Kahoot quiz 8 questions over the information learned in today’s class.
represent the lagging strand, the leading strand, Okazaki fragments and the newly ■ https://create.kahoot.it/details/62ad33ab-7e80-4645-a435-7a77523df1cc
synthesized DNA.

– Bloom Questions (Analyzing): Determine the matching DNA strand- AGCTAATGCCAT

BOPPPS- SUMMARY Personal Reflection on My ACP
Experience
■ Compare DNA replication to driving. Leading strand is hitting all the
green lights while lagging strand is hitting every single red light. ■ Learned new technology to use in the classroom
Ligase comes along and combines the lagging strand pieces together. ■ New strategies for student engagement (both with technology and without)
■ Sounding board of fellow colleagues
■ CAT- One minute paper. At the end of the lesson, the students will ■ Better ideas for lesson set up (actually learning how to lesson plan)
write the most important thing they learned today and the thing that
they understood the least.

3

Emily Stinemetz
Reflective Essay on the Adjunct Certification Program


The Adjunct Certification Program has allowed me to look at my teaching in a whole
different light. In order to pursue my degree, I was taught how to do science and think like a
scientist. I never once took a teaching course and never learned how to teach. I think learning
how to look at the objectives and focus on those instead of trying to boggle the students down
with as much information as possible is important. The act of taking the time to think through
each objective and reword them in a way that the students understand is going to allow the
students and myself to connect on a whole different level. Some of this information I have
gotten at professional development conferences, but it is the act of actually building a lecture
with these ideas in mind that has shown me how to do it and now I can apply these to other
lectures. I got to actually do the push up instead of just being told how to do a push up. The
class also provides lots of discussion with colleagues that is important. My colleagues could tell
me if I needed to change an idea up or needed to expand on a topic. This is probably the most
beneficial because we are all experts in our field and often it is hard to step away from that
knowledge and look at a topic with new eyes like our students would be doing.

Already this semester I have started using some of the techniques learned in this class.
For example, the very first thing that I started to try out was using the Lottery system suggested
in the book readings and by my colleague Andrew. My lottery system was set up with drawing
names out of a basket, but I would like to start implementing the random name drawing apps,
like Popsicle, that some of my other colleagues have found, so that I do not have to carry
around a basket of names. This technique is helpful because it makes all the students
participate because they get worried that they will get called on and not know the answer. In
addition to the Lottery system, I have also started implementing Kahoot quizzes in my classes. I
have heard of these types of quizzes before at other professional development seminars, but
had not started using them. I am receiving positive feedback from the students about these.
Actually the other day, my students were taking the Kahoots quiz and I had the volume off. The
students actually asked me to turn the music on because it helped them and sure enough they
did better on the next question. The last big thing that I have started doing this semester is that

I have started implementing part of the participatory part of my lesson plan into the course. I
have now tried this in two different classes. As a class, we watch a short 3-minute video
explaining all the players of DNA replication. Then, I have the students pair up and sequence
note cards of all the players of DNA replication. The following class I have the students take
either an in class quiz or a Kahoot quiz.

As far as effective teaching, I think this course is providing me with a plethora of tools to
use to help the students. Some of the tools I already knew were out there, but I also discovered
so many new tools and I haven’t even begun to shift through all of them. These tools will allow
my students to become more actively engaged in my course. Active engagement is probably
where my class failed the most at- mostly because I was told I had to get through a certain
amount of information in a short amount of time and the easiest way to do this is through
lecturing. Many semesters ago, I realized that this wasn’t the best way to get the information to
the students, but continued to do so because I had no idea how to start moving an entire class
over. This class has helped me realize that I don’t have to do it all at once. Rather, I could do it
piece by piece and slowly add in that active learning component.

As far as other professional development opportunities, I would suggest having a Lone
Star adjunct night once a semester. You could have a couple different ones with different
meetings (maybe one on a Saturday). This could cover all different topics from active learning
techniques to designing classes on D2L. You could also setup a program where adjunct
professors get together with other adjunct professors in their program (either virtually or in-
person) and they could share resources and tips and tricks. This way it is a little more specific
for the discipline because something that works in History might not work in English. I also think
that adjuncts could benefit from have a 2nd version of the adjunct certification course- one that
will go even more in depth. In the 2nd version, you could have people pair up and critique the
lessons plans that each person would be designing. This might not even require in-person
training (all of the could come with the 1st version). Overall, anything that would allow people
to gain more knowledge about what is out there and good to use would be good.