Full Set

Adjunct Certification Program Portfolio
Jude McCormick
Technology
18-Nov-2019

Table of Contents

What is the Adjunct Certification Program at Lone Star College? ____ 3
Syllabus Snapshot __________________________________________ 4
Lesson Objectives and Strategy _______________________________ 7

ITSC 1372 - IT Foundations ____________________________________________________________ 7

BOPPPS Lesson Plan ________________________________________ 8
Assessment Questions _____________________________________ 10
Rubric___________________________________________________ 11
Showcase Presentation ____________________________________ 13
Reflective Essay___________________________________________ 18

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 Createasyllabussnapshot
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

Syllabus Snapshot

CAN ENABLE
LEARNING

IT Foundations – ITSC 1372 – Jude McCormick

This course will introduce you to the ITIL framework for designing and operating an IT-
based organization. We will cover everything related to designing a service
organization from the ground up to keeping an already thriving organization running
well and planned for the future.

Making this an enjoyable and a successful course depends on you doing the following:
Prepare for class
This is a hybrid course which means it is an
online course that meets once a week for lab
work. While at home:
Þ Read your textbook
Þ Complete the weekly discussion after
reading
Þ Review any supplementary material I have
posted in D2L
Þ Complete the weekly quiz on the chapter

Come to class
Our lab will be your most productive part of the week
where we will discuss the material for that week and apply
it directly in meaningful ways. Be prepared to come ready
to learn and apply what you have learned at home.

Get help when needed
If you are struggling with the course, know that I can
help get your through it, all it takes is asking for help.
The college itself also has countless resources available
to you to help you overcome obstacles in your life that
are making it difficult for you to learn.

If you need help, start with me:
Jude McCormick
[email protected]
281-312-1449

Other important contacts:
Department Chair – Lisa Hall -
Bookstore – SCC - 281-312-1499
Safety – Campus Police – SCC – 281-290-5911 (emergency)
Advising – SCC 106 – 281-312-1613 – [email protected]
Financial Aid – SCC 150 – 281-290-2700 – [email protected]
Men’s Center – Alfred Dorsey – SCC – 281-312-4351 – [email protected]
Women’s Center – Maria Pickett – SCC – 281-318-4332 – [email protected]
Academic Support

Computer/Learning resources – LIB 100
Tutoring – Amanda Vela - APA 200 - 281-312-1439 - [email protected]
Career Services – Donna Washington – SCC 205 – 281-312-1624
Disability Services – LeeAnn Liebst – SCC 205 – 281-312-1453 – [email protected]

Lesson Objectives and Strategy

ITSC 1372 - IT Foundations

3 Credits (2 hrs. lec., 2 hrs. lab.) This course is designed to expose students to fundamentals of
Information Technology(IT) Service Management with knowledge/skills specific to (but not limited to): IT
Service Management best practices, Process Management, Project Management, Customer Service,
Understanding roles of Stakeholders, Owners, Champions, System Operators, Systems Administrators,
Users and Service Desk. Prerequisite: None Corequisite: COSC 1301 or ITSC 1301 or BCIS 1305 (for
Business majors only)
Course Outcomes
1 - Describe the benefits of IT Service Management framework.
2 - Demonstrate the “service-driven lifecycle” approach.
3 - Explain process integration and business integration.
4 - Interpret and identify Key Performance Indicators (KPIs) in service delivery.
5 - Describe the difference between/among the various roles in service management.
6 - Describe the difference between/among the various functions in service management.

3 – Explain process integration and business integration

Lesson objectives:

By the end of this lesson, the student will be able to describe how a well-defined mission
statement can guide the Service Design process. (Bloom’s taxonomy level: Understand)

By the end of this lesson, the student will be able to collaboratively create a Service Level
Agreement as part of the Service Level Management process. (Bloom’s taxonomy level: Create)

Questions

1. How is a mission statement constructed? (Comprehension)

2. Who is responsible for ensuring that the company is properly guided by its mission
statement? (Comprehension)

3. What were the needs of the customer that are being addressed in your SLA? (Analysis)

4. Explain how your SLA meets both the needs of the customer and your service
organization. (Evaluation)

BOPPPS Lesson Plan

COURSE:
Lesson Title: Let’s set some rules

Bridge: Watch a video showcasing the vendor client relationship.
https://www.youtube.com/watch?v=R2a8TRSgzZY

Estimated time: 5 min
Course Student Learning Outcome:
3 – Explain process integration and business integration

Learning Objectives: By the end of this lesson, students will be able to
1. Describe how a well-defined mission statement can guide the Service Design process.
(Understand)
2. Collaboratively create a Service Level Agreement as part of the Service Level Management
process. (Create)

Pre-Assessment: Ask the class for their own definitions of a service level agreements, mission
statements. Ask for their opinions on how customer relations work within technology organizations,
the food industry, and entertainment.

Estimated time: 15 min
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified
• New instructional technology you are trying
• At least one classroom assessment technique (CAT)

Time Instructor Activities Learner Activities Lesson
10 Materials
min
Mission Place some of the student mission statements on the
30 statements: board and ask: BLOOMS Question (Evaluate)“What is the
min Review the mission motivation behind the creation of this statement?
statements the BLOOMS Question (Analyze) What is its goal? BLOOMS
class created in Question (Apply) How will it affect conversations with
Chapter 2. customers?”
Customer and Use the Powtoon video as a brief guide to illustrate the
Provider roles: customer/vendor relationship.
Examine existing Review the SLAs from Microsoft and UCLA
SLAs and discuss (https://ucla.app.box.com/v/pb-privacy-statement)
the customer and (https://docs.microsoft.com/en-us/previous-versions/tn-
the provider roles archive/cc543293(v=technet.10)?redirectedfrom=MSDN)
in the creation BLOOMS Question (Create) Ask the students to share
process. Tie this suggestions on what the mission statements might be for
conversation back

to the mission these two organizations based on the wording in the
statement. SLAs.
Discuss how the SLA benefits the customer and how it
benefits the provider.
Review contracts in a general sense:
https://www.businesscompanion.info/en/quick-
guides/consumer-contracts

1 SLA design: Pair CAT Each student in a team will be responsible for
hour the students up to creating an SLA acting as a provider while the other team
work on the member acts as the customer. The customer will define
creation of their a need, the provider will address the need in an SLA, the
own SLAs as a customer will review the agreement and send back for
team. revision as many times as needed until an agreement can
be made.

Post-assessment: Pull a few representative samples from those finished in class and review asking the
following: BLOOMS Question (Analyze) What is the customer need? BLOOMS Question (Analyze) Does
this SLA address the need? BLOOMS Question (Evaluate) Does it follow the mission statement of the
company? After pointing out flaws: BLOOMS Question (Create) How could this be improved?
Estimated time: 15-30 min

Summary: Group the completed work into similar industry areas and company missions and discuss
how the created SLAs were similar or different. Make a point of how the mission of each and the
personalities of the “employees” affect the creation of SLAs.

Estimated time: 15 min

Assessment Questions

1. (Multiple Choice - Bloom's Understand): An SLA is an
agreement between:
a. the service provider and business owner.
b. the service provider and the customer.
c. all stakeholders.
d. the business owner and the municipal utility district.

2. (Multiple Choice - Bloom's Remember) An SLA should be
signed by the customer:
a. once services have been rendered.
b. during the process of reconciling payment for
services.
c. after careful review before services are rendered.
d. after being reviewed by legal authorities only.

3. (Short answer - Bloom's Apply) Under what circumstances
should an SLA be created?

4. (Essay - Bloom's Analyze) An SLA is being drawn up for a
customer from an internet service provider. Discuss what
elements should be included within the SLA at the
minimum to protect the interests of both the customer and
the service provider.

Rubric

Criterion 1: Content

A. The Deliverable is a Valid SLA

5 - Well done 3 - Satisfactory (Consider 1 - Please Revise
Revision) 1. Multiple sections are
missing.
1. The SLA contains legal 1. The SLA contains basic
arguments that detail how reasons for maintaining the
long the agreement will be agreement.
valid.

2. The SLA contains a 2. The description includes 2. The description is vague or
description that clearly states information on the purpose does not address the service
the scope of the service of the agreement. being rendered.
including any elements that
need to be expressly
metioned as out-of-scope.

3. The SLA contains three 3. The SLA contains two 3. There is only one level of
different levels of service and different levels of service and service described.
describes the level of service includes descriptions of each.
provided at each level and
any changes in cost to the
customer.

4. The SLA details the level of 4. The SLA includes
availability of the service at information on how the
each level. customer will be charged for
services.
5. A process is defined for
how changes to the SLA will
be handled.

B. The SLA is Well Organized 3 - Satisfactory (Consider 1 - Please Revise
5 - Well done Revision)

1. The SLA follows a pattern 1. The SLA includes all of the 1. Sections are missing from
that flows from legal requested information but the agreement or are do not
agreements to descriptions the order of the text either contain enough information
with scope to defined does not refer to other to address the concerns of
agreement levels and then to sections appropriately, the customer or organization.
any special requirements to refrences something not
note. defined, or does not flow
logically.

A. The SLA is Well Formatted Criterion 2: Quality 1 - Please Revise
1. The document is a single
5 - Well done 3 - Satisfactory (Consider set of paragraphs or sections
1. The document is divided Revision) are overlapping.
into clear sections with
formatted titles for each 1. The document is divided
section. into clear sections for each
topic area.

B. The SLA is Professionally Written

3 - Satisfactory (Consider
5 - Well done Revision) 1 - Please Revise

1. The SLA is written with 1. The document is clear and 1. Sections include only notes
perfect grammar and concise but may use first or lists
spelling. person language. 2. The document is difficult
to understand because of
2. The document uses full 2. Some informaiton is grammar or spelling
sentences and paragraphs. written as bulleted list. mistakes.
3. Jargon is used when 3. Slang or offensive material
necessary for clarity. is included.

Showcase Presentation









Reflective Essay

Having taught for Lone Star College for some 20 years now, I’ve become accustomed to
the format and culture of the college and thought I had a handle on how to conduct a
successful class. I don’t think that I’ve failed in that regard (note to my boss), but I do believe
that the Adjunct Certification Program has helped me find a little focus and introduced me to
other teaching methods and tools for improving my courses. Of all the areas introduced, while
each was useful or enlightening in some way, the most beneficial to me were the sections on
assessment and technology resources. It has helped me to improve the course I am currently
teaching and garnered plenty of ideas for improving the next semester. With this course as a
base, hopefully future improvements are in the works.

I come from a family of teachers and spent most of my childhood surrounded by
professors discussing pedagogy, psychology, sociology, and the occasional heavy drinking that
comes with long nights grading papers. My father’s side of the family was entirely rooted in
sales and public speaking, and while I spent many hours cowering in fear before the next
speaking engagement, I did learn the importance of the skill and how to practice it with a
modicum of success. With this background I studied everything I could related to the liberal
arts because I found it fascinating, but as luck (or not) would have it, I fell into a technology
career path and found that I had a talent for it. I ended up majoring in the arts but working in
technology. When I was finally given the opportunity to teach what I knew, I jumped at the
chance and haven’t let go. Teaching others is a natural bent for me, and it is what I truly enjoy.

I started in technology by chance. I took a job straight out of high school working as a
computer lab tutor. From there I was given opportunities under employment to study
operating systems, databases, networking, programming, servers, finances, and management
along with a slew of other technologies now quite useless. Because everything I learned in
relation to technology was self-taught, I formed an opinion about what was truly important in
technology education that differs somewhat from the norm. I teach the basics of the
technology skills, but I focus more on the social aspects of learning and how to apply the
knowledge they are receiving in my courses to real world situations and in situations they are
currently experiencing. As awesome as that sounds, he said self-mockingly, I have always
struggled with exactly how to best present material in ways more meaningful to my ever-
changing students and how to assess that they are truly learning the material. This is where
this program has helped me the most.

As anyone in America would know, having gone through some many years of required
schooling, assessment is a rule and there are standard formats that apply. When we assess, we
take formal exams that are of specific structures like multiple choice, matching, demonstrative
labs, or essays. I always struggled with this in my own courses, because I never felt that testing
on the basic knowledge that is often the core of any technology course was enough. I gave
those tests, but I was never satisfied with them. This course opened my eyes to a couple of
new facts. First, that an assessment doesn’t have to be one of those formal exams. The daily
essays I have my students write or the labs I have them work on can be considered assessments
as well. I’ve always provided feedback on each assignment to help them improve, but it never
occurred to me that this is also a way of giving them a look at how they are understanding the

material and giving them quantitative methods for understanding what is there. Second, I had
the pleasure of working with professors from other professions and seeing how they applied
Bloom’s taxonomy to their sets of questions. One of the professors taught math which I always
assumed would lead more towards questions at the bottom of the taxonomy, much like some
of the courses I have taught. From this, I could see how I could have a standard multiple-choice
exam that tested higher understanding of the material and how their knowledge could be
applied to real-world situations.

With this knowledge in hand, I incorporated some of these changes into my course this
semester with some pleasing results. I edited some of my daily labs to include more explicit
rubrics to help the students understand better what I was expecting from them with each
assignment. I adjusted some of my discussion prompts to make them more meaningful to the
students and currently re-working my final exam to be something more in line with what I
expect the students to understand alongside what the testing agency expects them to
understand (as my course is geared towards a certification exam). I also reworked some
lessons to follow the BOPPPS model which both gave me structure for my more difficult
lectures and kept the class flowing and interesting.

Aside from assessment, I am always dealing with the changes to technology as is natural
in my career, and the changes in my students and their experiences. Certainly, they don’t
change as rapidly as technology does, but there has been a drastic change since I first started
teaching. The students are becoming more and more dependent on technology for
communication. They rely on it for research, planning, contacts, and as a study and test-taking
aid. I find that I am often learning more from them when it comes to new collaborative means
than I can teach them and that’s a good thing. While the students will always offer new
methods of communication and collaboration during the course, the ACP course introduced
several resources that I’m sure I’m going to be referring back to on a regular basis as I start to
rebuild my courses. Specifically, there are several tools now for more entertaining methods of
lecture capture or slide presentation that can help me present material online for those
students that have missed class or just need an alternative presentation method to increase
their understanding.

I know this course has made an impact on my current semester for the better, and I
know that this will only help me to round out all of the courses I teach so that I can present
material in a more meaningful way to my students. I think I understand better how to properly
assess my students now so that it is most beneficial to them. As for improvements to this
course or for future courses, I think I personally would benefit greatly from a technical course
that actual demonstrates how to utilize specific technology solutions within your in-person and
online courses.