ADJUNCT CERTIFICATION PROGRAM PORTFOLIO

ePortfolio

Name: Nana K. Ampah
Discipline: ENGR 1304 – Engineering Graphics I

Date: 04/01/2019

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

3/31/2019

ENGR 1304 - Engineering Graphics 1 - Spring 2019

Department Dean: Instructors: Jamie Turner & Department Assistant:
Anne Amis Nana Ampah Nicole.D.Foley

Software: AutoCAD Textbook & software: Refer to link Software: Inventor
below

Grade distribution: Refer to link
below

Group Project

Final Exam.

www.engr_engineering_graphics

1

Strategy to encourage students to read material prior to planned BOPPPS lesson

The strategy will include the following:

Give them an assignment based on all sections of the BOPPPS lesson in advance. All such
assignments will form 10% of the final grade for the course;

Participation during the BOPPPS lesson in the form of asking and answering questions, making
contributions, and helping fellow students understand the material will also form 10% of the
final grade for the course; and

Almost all sections of the BOPPPS lesson will be applied to the project work for the course,
which forms 30% of the final grade for the course.

Rewarding students for what they do works best, because their grades mean a lot to them. They
always read the material to enable them to do the assignment before the class, just because they
want to be rewarded.

BOPPPS LESSON PLAN - NANA

COURSE: ENGR 1304 Engineering Graphics I

Lesson Title: Importance of the link between problem definition and stakeholder participation.
Bridge:

I will make the students aware of the importance of the link between problem definition and stakeholder participation by giving them a couple of real-life
examples.

Estimated time: 5 Minutes
Course Student Learning Outcome:

1. Discuss the basic steps in the design process.

Learning Objectives: By the end of this lesson, students will be able to

1. Define the problem(s) to be solved and identify the stakeholders of the design process and the resultant project.
(1. Understanding: Making sense of materials you have learned. 2. Remembering: Recalling relevant knowledge from long term memory.)

2. Propose a possible solution(s) to the problem(s) based on teamwork and stakeholder participation. (Applying: Use of knowledge gained in new ways.)
Pre-Assessment:

I will give them an assignment based on all sections of the BOPPPS lesson in advance. All such assignments will form 10% of the final grade for the course.
Rewarding students for what they do works best, because their grades mean a lot to them. They always read the material to enable them to do the assignment
before the class, just because they want to be rewarded.

Estimated time: The length of time between two successive lessons.
Participatory Learning:

4 questions with Bloom’s level identified

1. What are the three steps in formulating a problem statement?

a. Step one, step two, and step three
b. Real situation, step two, and consequences
c. Ideal situation, real situation, and consequences
d. Consequences, ideal situation, and step one

Level of Bloom's taxonomy l am addressing:

1. Understanding: Making sense of materials you have learned. 2. Remembering: Recalling relevant knowledge from long term memory.

2. Who is the stakeholder of a project?
a. The head of the company executing the project
b. The main financier of the project
c. The project Manager from the company executing the project
d. Anybody having a direct or an indirect interest in the project
Level of Bloom's taxonomy l am addressing:
1. Understanding: Making sense of materials you have learned. 2. Remembering: Recalling relevant knowledge from long term memory.
3. Identify a problem, formulate the problem statement, figure out all the possible Stakeholders, and suggest a possible solution to the problem.
Level of Bloom's taxonomy l am addressing:
1. Creating: Putting information together in an innovative way. 2. Applying: Use of knowledge gained in new ways.
4. How can poor stakeholder participation affect project outcome?
Level of Bloom's taxonomy l am addressing: Analyzing: Breaking the concept into parts and understand how each part is related to one another.
New instructional technology
ClassTool
Part of the Pre-assessment and Post-assessment assignments will be made up of quizzes designed with ClassTool.
At least one classroom assessment technique (CAT)
The Classroom Assessment Techniques (CATs) to be implemented in my BOPPPS lesson plan are as follows:
First Choice
Kind of evaluation: Reactions to instruction methods
Name: Student rep group
How it is done: Ask students to volunteer to meet as a small group with you on a regular basis to discuss how the course is progressing, what they are learning,
and suggestions for improving the course.
How to use: Some issues will be for your information, some to be addressed in class.
Time needs: High
Second Choice
Kind of evaluation: Reactions to instruction methods
Name: Suggestion box

How it is done: Put a box near the classroom door and ask students to leave notes about any class issue.
How to use: Review and respond at the next class session.
Time needs: Low to Medium
The stated lesson objectives to be addressed, that is,
 Define the problem(s) to be solved and identify the stakeholders of the design process and the resultant project; and

 Propose a possible solution(s) to the problem(s) based on teamwork and stakeholder participation.

 involve and require a lot of interactions, just like the above chosen CATs. It is mainly about teamwork. Working with the students in small groups on a
regular basis to help them understand the course material, builds them up to work better on design teams and eventually on real project teams. The use
of a suggestion box helps communicate with students, who feel uncomfortable to ask questions in class. These two CATs will greatly help both the
students on one side and give me the opportunity to handle problems from almost all the students.

Time Instructor Activities Learner Activities Lesson Materials

5 min Go over the outline of the lecture as defined in the Students need to ask questions based on the lecture outline. Slides on lecture outline
15 min slides.
Introduce and discuss “Problem definition”. Students need to ask questions based on the lecture, slides, Slides on “Problem
Watch and discuss the related video clip, sent to the video clip and any other point of interest. definition”
students just after the previous class. View video: Link to video on “Problem
https://www.youtube.com/watch?v=fNv3G6vAFEI definition”.

15 min Introduce and discuss “Stakeholder participation”. Students need to ask questions based on the lecture, slides, Slides on “Stakeholder
Watch and discuss the related video clip, sent to the video clip and any other point of interest. participation”
students just after the previous class. View video: Link to video on “Problem
https://www.youtube.com/watch?v=-tNHplQ_-hw definition”.

10 min Invite student groups to introduce their respective Student groups will answer questions from fellow students A one-page slide from each
topics for their semester project work. (other student groups) and the Instructor. student group.

Post-Assessment: The pre-assessment assignment based on all sections of the BOPPPS lesson, will also include a sub-section to test if the objectives of the
previous lesson have been met.

Estimated time: The length of time between two successive lessons.
Summary: I will close the lesson by emphasizing on the importance of the link between problem definition and stakeholder participation and answering
questions from the students.

Estimated time: 5 Minutes

See attached handout for further details.

Problem Definition 3/31/2019

•Writing a problem statement 1

- Three steps (i.e. ideal situation, real situation and
consequence)

•Uses of problem statement

- For research work
- To solve problems in our lives
- To improve our lives

•Goal of problem statement

- To be successful effecting changes

Problem Definition Cont’d
•Format of problem statement

- Part A: Ideal situation

Describe where we want to be.

- Part B: Real situation

Describe the current situation and how it differs from the

ideal situation.

- Part C: Consequences

Identify the requirements to move situations in part B closer

to those of part A.
•Explain the above listed format with examples.
2

1

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Stakeholder Participation

•Who is a stakeholder?

- Having direct or indirect interest in the project
- Internal or external stakeholders
- Initiator of project?
- Should be dealt with as a coequal team member
- Very important team player, especially during project
implementation

3

Stakeholder Participation Cont’d

•Stakeholder participation steps

- Identify all stakeholders (i. e. both internal and

external)

- Analyze or try to understand and include their stake in

the project

- Plan on how to engage them

- Act on the developed plan

- Review the existing plan based on feedback from all

stakeholders 4

2

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Stakeholder Participation Cont’d

•Greater part of communication, which form 80% of
project management, should be directed towards
engaging major stakeholders instead of team members.
•Rejection of project by major stakeholders is a disaster,
no matter how feasible it turns out.

5

3

Lesson objectives

By the end of this lesson, students will be able to:

1. Define the problem(s) to be solved and identify the stakeholders of the design process and
the resultant project; and

2. Propose a possible solution(s) to the problem(s) based on teamwork and stakeholder
participation.

Questions

1. What are the three steps in formulating a problem statement?

a. Step one, step two, and step three
b. Real situation, step two, and consequences
c. Ideal situation, real situation, and consequences
d. Consequences, ideal situation, and step one

Level of Bloom's taxonomy l am addressing: Understanding (Making sense of materials you
have learned.) and remembering (Recalling relevant knowledge from long term memory.)

2. Who is the stakeholder of a project?

a. The head of the company executing the project
b. The main financier of the project
c. The project Manager from the company executing the project
d. Anybody having a direct or an indirect interest in the project

Level of Bloom's taxonomy l am addressing: Understanding (Making sense of materials you
have learned.) and remembering (Recalling relevant knowledge from long term memory.)

3. Identify a problem, formulate the problem statement, figure out all the possible Stakeholders,
and suggest a possible solution to the problem.

Level of Bloom's taxonomy l am addressing: Creating (Putting information together in an
innovative way.) and Applying (Use of knowledge gained in new ways.)

4. How can poor stakeholder participation affect project outcome?

Level of Bloom's taxonomy l am addressing: Analyzing (Breaking the concept into parts and
understand how each part is related to one another.)



3/31/2019

ACP Showcase Portfolio

Name: Nana K. Ampah
Discipline: ENGR 1304 – Engineering Graphics I

Date: 04/01/2019

Table of Contents

• Student Preparation Strategy

• BOPPPS lesson-be sure to highlight the following:

• CAT
• Questions
• Technology

• Reflection

1

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Describe student preparation strategy

• Give them an assignment based on all sections of the BOPPPS lesson in advance. All
such assignments will form 10% of the final grade for the course.

• Participation during the BOPPPS lesson in the form of asking and answering questions,
making contributions, and helping fellow students understand the material will also
form 10% of the final grade for the course.

• Almost all sections of the BOPPPS lesson will be applied to the project work for the
course, which forms 30% of the final grade for the course.

• Rewarding students for what they do works best, because their grades mean a lot to
them. They always read the material to enable them to do the assignment before the
class, just because they want to be rewarded.

BOPPPS – BRIDGE

• Make the students aware of the importance of the link between
problem definition and stakeholder participation by giving them a
couple of real-life examples.

• How does this link affect project implementation?

2

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BOPPPS – OBJECTIVES

By the end of this lesson, students will be able to:
Objective #1:
Define the problem(s) to be solved and identify the stakeholders of the design process and the
resultant project.
Bloom's taxonomy level:
Understanding - Making sense of materials you have learned
Remembering - Recalling relevant knowledge from long term memory
Objective #2:
Propose a possible solution(s) to the problem(s) based on teamwork and stakeholder
participation.
Bloom's taxonomy level:
Applying - Use of knowledge gained in new ways

BOPPPS- PRE-ASSESSMENT

• Give them an assignment based on all sections of the BOPPPS lesson in advance.

• Just after each class based on materials for the following class.

• All such assignments will form 10% of the final grade for the course.

3

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BOPPPS- PARTICIPATORY LESSON

My lesson seeks to do the following:
• Match theory to practice
• Give the students a greater stake in choosing a project topic and joining a

project team.
• Reward students for participating both inside and outside the classroom and for

helping their fellow classmates to understand the course materials.
• This is a strategy l have been using so far and it works perfectly, because

students really love to be rewarded for work done. They also appreciate the
application of theory to practice with a given project.

4

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BOPPPS- POST-ASSESSMENT

• The pre-assessment assignment based on all sections of the BOPPPS
lesson, will also include a sub-section to test if the objectives of the
previous lesson have been met.

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BOPPPS- SUMMARY

• I will close the lesson by emphasizing on the importance of the link
between problem definition and stakeholder participation and
answering questions from the students.

Personal Reflection on My ACP Experience

• This program has provided me with a better understanding of, and insights into
the whole lesson development process. I therefore strongly believe that l am a
more effective instructor now because of the knowledge l have gained from
program.

• I strongly believe further professional development opportunities should be
made open to all instructors without any constraints, because that will end up
helping the students indirectly and always.

6

1. The Adjunct Certification Program has enriched my abilities to develop a lesson through a systematic
approach, involving interconnections between the following important topics:

- Teaching strategies;

- Planning for learning;

- Assessment; and

- Instructional technology.

It has also provided me with a better understanding of, and insights into the whole process. Achieving a
favorable outcome with the lesson depends a lot on how effective the above topics are interlinked.

Teaching strategies

The following approaches were considered as part of the entire teaching strategy: Facilitating
Discussion; Active Learning: Group-Based Learning; and Experimental Learning: Case-Based, and Reality-
Based. Knowing these approaches has been of great value to me.

Discussion techniques work extremely well if you want to achieve the following:

1. Help students learn to think in depth about the subject matter by giving them practice in thinking.

2. Help students learn to evaluate the logic of and evidence for their own and other’s opinion.

3. Give students the opportunities to formulate application of principles.

4. Develop motivation for further learning.

5. Help students articulate what they have learned.

6. Get prompt feedback on student understanding or misunderstanding.

7. Take advantage of the impact that social interaction has on learning and behavior.

We need to give students the opportunity to practice the above listed skills through discussions, if we
expect them to learn how to integrate, apply knowledge, and think. Recent research also supports the
assertion that having to explain your thinking is very effective in clarifying it and helping you learn from
it.

Group-based learning offers students the opportunity to learn more from interacting with other
students than from listening to the us. Explaining a topic to someone else is one of the best methods of
gaining clearer, long-lasting understanding. By using this approach, we will have enough time to rather
help students to effectively work together instead of spending time preparing lectures. It also helps
student share a lot of ideas in a very short time.

Reality-based learning provides the students the opportunity to learn under conditions that
approximate a real-world situation. This approach should also reflect the real skills and activities that the
students will need to use someday. A key part of this approach is reflecting on the experience.

Planning for learning

This topic focuses on making reading an active part of learning as follows:

- Building links to a course frequently by using the phrase “As you read in your reading assignment for
today …”;

- Using the readings in class exercise by consistently using the them as the basis of in-class activities; and

- Building reading assessment into grading structure by awarding marks to all reading assignments.

- Giving credits to encourage reading has so far proven to have the biggest impact on whether or not
students read and to what depth.

Assessment

This topic stresses on the fact that assessment is not simply an end-of-course excise to determine
student grades, but it can be a learning experience for students. Assessment throughout a course should
do the following:

- Communicate the Professor’s goals to the students to enable them to learn more effectively;

- Identify misunderstandings that will help the Professor teach better;

- Help the Professor pace the development of the course; and

- Help the Professor do a better job of assigning grades.

Instructional technology

The following three essential questions of technology integration were discussed under this topic:

- How technology will enhance teaching and learning;

- Which considerations go into teaching with technology; and

- What is the impact of technology on teaching and learning.

It also stressed the fact that successful integration of technology entails the following:

- Careful consideration of course content;

- The capabilities of various course technology tools;

- Student access to and comfort with technology; and

- The Professor’s view of his or her role in the teaching and learning process.

2. I have been able to only incorporate the “assessment” aspect of the knowledge gained in my
classroom, since incorporating the other aspects will not be helpful to the students.

3. This program has provided me with a better understanding of, and insights into the whole lesson
development process. I therefore strongly believe that l am a more effective instructor now because of
the knowledge l have gained from program.

4. I strongly believe further professional development opportunities should be made open to all
instructors without any constraints, because that will end up helping the students indirectly and always.