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Published by chlsbrsnch, 2019-04-22 22:19:58

ACP Portfolio

ACP Portfolio



Spring 2019


A collection of the teaching materials created during my ACP certification program


[email protected]

Table of Contents
What is ACP………………………..1
Syllabus Snapshot…………………..2-3
Student Preparation Strategy………4-5
BOPPS Lesson Plan…………………..6-7
Test Questions………………………..8
Reflective Essay…………………....10-12

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

United States History 1302
Spring 2020

Course catalog description: A survey of U.S. History from 1877 to the present. Topics will include
western expansion, industrialization, immigration, imperialism, economic, political and social
developments, the wars of the 20th century and the changing status and conditions of women and
minorities. Another purpose of this course is to introduce students to the skills and practices of history.
Learning Outcomes for HIST 1302

 Create an argument through the use of historical evidence.
 Analyze & interpret primary & secondary sources.
 Analyze the effects of historical, social, political, economic, cultural, & global forces on this

period of United States history.

Assignments: Assignments are listed on the weekly calendar and must be turned in by the scheduled

due date. The instructor will not be held responsible for a failing grade caused by incomplete quizzes,
exams, or assignments due to technical difficulties. Possession and/or use of a cell phone during testing,
regardless of the reason, shall result in a zero for that test.
Class Discussion: Students are expected to read the textbook and come to class prepared with questions
to discuss over the assigned chapter.
Quizzes: The quizzes in this class are 20 multiple choice questions over chapters from the textbook
unless otherwise noted. Students are responsible for taking quizzes online outside of class in the amount
of time provided (23 minutes) before the due date.
Exams: The exams consist of 40 multiple choice questions, and students will choose from two essay
prompts for the writing portion of the exam. There will be one exam per unit, and the dates are on the
calendar. The multiple choice questions that students will face are more complex, use a much higher
vocabulary, and have more distractors than the typical high school exam.
Make-up Exams: Arrangements must be made with the instructor to make up exams. Students have one week to
make up any missed exams. Students have one week to make up any missed exams. Missed exams will be made up
during office hours, as the teacher’s schedule permits. All approved make-up exams will be an essay in format

Final Exam: The final exam will consist of 100 vocabulary terms. The final exam will follow Lone Star
final exam schedule. Students may not exempt the Lone Star final.

Your grade will be determined Details Points Percent of Final Average
by the following (if applicable)
Chapter Quizzes, Writing 20%
Check For Understanding Assignments, Class 20% 60%
Discussion 20%
Summative Assessments Projects, Exams, Essays 60%
Final Exam Lone Star Final Exam 20%

Total: 100%

Tentative Instructional Outline:

Week Activities and Objectives and Details
Number Assignment
Explain how and why different labor systems have
1 Ch. 16 developed, persisted, and changed since 1800 and how

events such as the Civil War and industrialization shaped
U.S. society and workers’ lives.

MON 1/13 Quiz 8 (Ch. 15-16) Analyze the role of both internal and international
WED 1/15 Class Discussion migration on changes to urban life, cultural
developments, labor
2 Ch. 17
issues, and reform movements (from the mid-19th
MON 1/20 Gilded Age Magazine century through the mid-20th century)
WED 1/22 Class Discussion
Compare the beliefs and strategies of movements
3 Ch. 18 advocating changes to the U.S. economic system since

Industrialization, particularly the organized labor,
Populist, and Progressive movements.

MON 1/27 Quiz 9 (Ch. 17-18)

WED 1/29 Class Discussion

This is only a snapshot of our syllabus, please log on to myd2l and look under the content tab for the full course syllabus.

Chelsea Branch
[email protected]
M W F 10:00-11:20 a. m.
CASA 225

Directions: Answer the following questions in 4-6 sentences each (minimum). For full credit,
you MUST make connections to previous events in history. I recommend reading a section of
the chapter (there are usually 4 sections per chapter) completely BEFORE answering the
questions in order to help you make connections. THIS MUST BE HANDWRITTEN!

Remember: I am NOT asking you to write a summary of the textbook. I am asking you to
THINK about the questions and develop your own answers based off the discussion in class, and
the textbook.


1. What effect did Henry Ford’s automobile have on the American economy?
2. How did society change in the 1920s?
3. Why did labor unions go on the decline during the 1920s?
4. Compare and contrast the views of the modernists and the fundamentalists. How did
Darwinism and the Scopes trial symbolize the conflict between the two?
5. How did the resurrected Ku Klux Klan of the 1920s differ from the Reconstruction-era
Klan? How influential was this new Klan?
6. What were the changes in immigration laws brought about the National Origins Act and
subsequent legislation? What ethnic groups were favored?
7. Who were Nicola Sacco and Bartolomeo Vanzetti? What was the significance of their court
8. What was the Harlem Renaissance? What effect did it have on American society?
9. What happened to the Progressive ideals during the 1920s?
10. What were the failures of Harding and Coolidge’s presidencies?
11. What caused the Great Depression?
12. How did American’s respond to the Great Depression?
13. How did Herbert Hoover respond?

You will see some of these questions on your graded in-class writing assignments. So, it is to your benefit
to read and have a response prepared.


COURSE: HIST 1301 United States History Through 1877
Lesson Title: The Columbian Exchange

Bridge: How will you gain learner interest and set the stage for the lesson?

My students will receive a link through remind to play a quick game over the Columbian exchange “Dustbin” (38 questions). Students will use their electronic
devices (cell phone or laptop) and students can work together as partners.

Estimated time: 6 minutes
Course Student Learning Outcome:
1. Create an argument through the use of historical evidence.

2. Analyze and interpret primary and secondary sources.

3. Analyze the effects of historical, social, political, economic, cultural, and global forces on this period of United States history.

Learning Objectives: By the end of this lesson, students will be able to
1. Examine the social and cultural effects of the Columbian Exchange (analyze).
2. Explain the relationship between Native Americans and European empires (understand).

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.
I will ask my students two short answer response questions using Socrative. I will show results on the projector to show what prior knowledge they already
have before going into the lesson. 1. Explain the causes of migration to North America? 2. How would civilization be impacted if the Columbian Exchange
never happened?

Estimated time: 6 minutes
Participatory Learning:

 4 questions with Bloom’s level identified
1. Explain the causes of migration to North America? (understanding)
2. How would civilization be impacted if the Columbian Exchange never happened? (application)
3. What labor systems developed in North America as a result of exploration? (remembering)
4. How would you justify the treatment of Native Americans by European explorers? (evaluate)

5. New instructional technology you are trying
My students will answer two short answer response questions for their pre and post assessment on socrative. Also, my bridge is a fun game found on
class tools to interest my students in the lesson. Before I was just going to play my students a 10-minute video but this is more interactive and student
participation based.

6. At least one classroom assessment technique (CAT)
My students will write a summary about what they learned from the lesson over the Columbian exchange for one minute. Then the y will have to
reduce what they wrote down to one sentence and be prepared to share their response with the class.

Time Instructor Activities Learner Activities Lesson Materials
25 minutes Set a timer and monitor students Students will read and annotate an assigned article
1 minute Set a timer and monitor students Students will write a one minute summary

Post-assessment: How will you assess if objectives have been met?
Students will answer two short answer response questions from the learning objectives on Socrative 1. Explain the relationship between Native Americans
and European powers 2. Explain the social and cultural impacts of the Columbian exchange.

Estimated time:6
Summary: How will you close the lesson? I will call on students to share what they learned from the lesson and they have to tell me in one sentence or less

Estimated time: 6 minutes

1. The Columbian Exchange was: (knowledge)

A. An agreement between the Native Americans and
Christopher Columbus

B. The translatic flow of plants, animals, germs that began after
Christopher Columbus reached the New World

C. John Cabot exploration of the New World

D. The first store in the New World, named for the man who
founded it.

2. Due to the spread of disease: (remember)

A. The Europeans settlers died quickly in the New World

B. The Native American population declined by 95 percent

C. The buffalo became extinct

D. The men outnumbered women 4:1 in the English colonies

3. Evaluate the impact of the Columbian Exchange identifying what
remained the same and what changed in both the New and Old
World (evaluate)

4. Explain why the Native American declined after European
Exploration (understand)

Article Review Rubric

Comprehension Level 1 Level 2 Level 3 Level 4
and response to Student lacked Student Student Student
article clear evidenced some evidenced evidenced clear
understanding of understanding of considerable comprehension
(Thinking/ the article and parts of the comprehension of the article and
Inquiry) may or may not article or did not of the article and articulated a
have expressed a express a articulated a thoughtful
10 Marks personal personal thoughtful response.
Summary for response. response. response.
Article No summary is Some details Most of the main All main ideas
provided OR a from article are ideas and facts and facts from
(Knowledge/ verbatim of the missing. Summary from the article the article are
Understanding) text is provided. is not objective are included. included.
Author and OR minimal Summary is Summary is
Summarize the source are not referencing to the presented in presented in
main ideas and named. article is objective view objective view
facts in the provided. Author and referencing and referencing
article. Student gave a OR source are not to the article is to the article is
disorganized named. provided. Author provided. Author
10 Marks presentation with and source are and source are
Presentation main points of Student vague named. named.
article lacking. about main Student Student engaged
(Communication) points of article. somewhat audience in
No personal engaged presentation and
10 Marks comments are Few personal audience in highlighted main
provided. No comments. presentation and points of article.
Conclusions relationship Student highlighted most
between article demonstrates of the main Personal
(Application) and class material some working points of article. comments are
is provided. No knowledge of Personal clearly stated.
Provide personal references are class material comments are Student clearly
comments given. relative to the clearly stated. demonstrates a
pertaining to the article. Few Student clearly strong working
article and how it references are demonstrates a knowledge of
relates to the made to the working class material
course material. course materials. knowledge of relative to the
class material article.
10 Marks relative to the References are
article. Some made to the
references are course materials.
made to the
course materials.

4/22/2019 Reflective Essay

Adjunct Certification Program



I learned valuable information from the adjunct certification program such as lesson planning, setting
student expectations, class tools to enhance my lessons and student engagement. First, in creating my
syllabus, I learned how to create a syllabus snapshot to cover the highlights of the course and to make
my class stick out to students and make them want to learn more. Also, something I would like to try is
using points instead of percentages so that students are less concerned about what percentage the
assignment counts for and focus on mastering the content. I think this might bring about positive
changes in my students' motivation in the course to perform well. Secondly, I understand that lesson
planning is just as crucial in higher education as it is in secondary school. I took lesson planning at the
college-level for granted because they are adults and paying to be here so of course, they want to work
hard to earn a passing grade and get closer to the classes for their major. I jump right into my
lesson/lecture without having a bridge/hook to interest my students in the lesson. I have learned that
the bridge sets the tone for the teaching and if I do not put thought and time into it, then I have lost my
students before I even begin. Also, having a pre-assessment to learn what my students come into my
classroom already knowing can mean the difference between an engaged class versus a bored class. For
example, many of my students know who Rosa Parks, Dr. Martin Luther King, Jr., and Malcolm X are.
However, many of my students do not understand who Cesar Chavez or Dolores Huerta are. These men
and women were all influential leaders during the civil rights era, but some are more popular than
others. So, if my students understand that I have something new to teach them or a fresh perspective to
viewing history, then they will be more engaged but if they know the information already then the cell
phones come out.

One of the ways I can help my student become successful in my course is to hold them accountable
outside of class. I will have my students answer reading questions from a reading guide for each chapter
of the textbook and have them count towards their grade. So, my students will read before coming to
class and then have students come up with questions to discuss in class to help engage them and allow
them to have a voice in the course. I rarely have post assessments outside of verbally checking for very
basic understanding. I have learned some useful classroom tools like kahoot, socrative, quizzes, and
mentimenter. These are free tools that I feel confident in using in my class to assess how well students
comprehended the information covered in class quickly. If I need to reteach, emphasize, or clarify I can
before they leave class.

I have taken the time to find games to incorporate into my classes or create them myself. Games can be
used as a fun way to pre-assess students or as a post-assessment to see what information students
retained from the lesson. I found a game on class tools called dustbins where students will move things
transferred during the Columbian exchange for students to play before the lesson as a bridge that I will
use when I teach this course again. Another example is using jeopardy in class to review and allow the
students to play on teams. I have already created a syllabus snapshot for one of the survey courses I
teach. Also, remind is a great app to use to communicate with my students or to send them resources. I
have used this in the past but stopped using it and realized how beneficial the app is and so I will bring it
back. Also, moving forward as I begin to plan for my summer course I will create lesson plans and
intentionally plan out each step of BOPPS to increase student engagement and comprehension of the
course content. I incorporated a CAT where I had students read/research a topic and create questions to
ask their classmates on an index card and then I wrote those questions on the board for the class to
answer. My students created questions instead of me, and I think that made a difference because they
felt more confident in answering them because they came from a classmate. Lastly, I believe as a result


my students felt more included in the class and could take ownership because they were in control of
accessing the learning for the course and they were the experts over the various topics assigned.

I believe this course has helped to make me more productive as an instructor because I was made aware
of what I should be doing and what I was lacking. I was frustrated with my students placing the blame on
them and their lack of motivation in the course not realizing how much of a role I play in that. Because
my students are paying to be in the class, they should work hard to earn a passing grade and not waste
money by having to take the course a second time. I am accountable just as much as my students so I
have to set the atmosphere and effectively communicate the purpose of the course and how it is
relevant to their lives and why they need to learn the content. I love the book assigned to the class,
Teaching Tips: Strategies, Research, and Theory for College and University Teachers by Wilbert
McKeachie. I have learned some useful strategies on how to handle a challenging student in the class
and how to write my test questions. I know moving forward I will still utilize the instructor resources
such as a test bank but slowly begin to create my own. Writing test questions does take proper planning
and referencing learning objectives. One of the most valuable things I have learned is the difference
between mastery and performance-based students and what I can do as an instructor to motivate my
students to become more concerned with mastering the content than what they need to do to get the

For further professional development opportunities, I would like to attend a session on interviewing
skills at the college-level. I would like to have a mock interview to take away the fear and nerves that I
have about an in-person interview. I want to feel more confident in the types of potential questions I
could be asked and the responses I have prepared for them. I could also benefit from a session on
writing my teaching philosophy or have someone look mine over and let me know if there is anything I
need to clarify or fix. I know that there are sessions held on mock interviews, but many of the times the
courses are offered during the time I am in class. If there would be someone willing to host an evening
or weekend class, I believe more people would attend and much benefit. I think there is a course series
of the interview and hiring process, but I have the same issue as far as the class time offerings. I am
interested in teaching online and understand I must get online certified before I am eligible to teach
online but the online certification has not been available this semester, and I have checked multiple
times. I would love to meet the needs of the students who cannot physically make it to campus if I could
only get certified. I would also love a class to show me the best teaching practices to meet the needs of
online students and create a safe and engaging learning environment online. I would like to see the D2L
course offered online, in the evening or on the weekend as well because I currently use D2L and know
there is more than I can utilize but am unaware of.


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