ACP: Fall 2019 Electronic Portfolio

Adjunct
Certification

Program

FALL 2019

Ashley Sheffield, MLA
Lone Star College - Montgomery

Arts & Humanities
TEAM Division

[email protected]

Table of Contents

03 WHAT IS ACP?
04 SYLLABUS SNAPSHOT
06 STUDENT PREP STRATEGY
08 BOPPPS LESSON PLAN
21 FORMAL ASSESSMENT
22 RUBRIC
24 REFLECTIVE ESSAY

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

Art History quick look Course Overview

Renaissance hoAifsttcohhreriocvanilsoualaonlgdaiccratuslltafurnoraamllycstoihsneot1ef4xttthhse
century to the present
to Modern

“History has remembered the kings and I’m Here for You
warriors because they destroyed; art has
remembered the people because they - [email protected]
created.” - Office hours: by appointment
- Message me: with the
William Morris
“remind” app or in D2L
(Arts & Crafts Movement) - Art Office: A200

-----ACDfMToBtoutlreaernannynr’setoduissnctapsehneePwsecctaeooattfbr/iulskplile!mclotaingaoeinratsdirlmiaazpteeotoryp P-t--isblmbtIieeuneaedatls)oeaeksrtnnreeytuyos(powDuoturetyroomosptnuaehrr’otftneo.el.lno.uwnless Please ask questions if you’re
having trouble. I want you to
succeed!

ᮌ full syllabus is in D2L
under “content”

Grade Breakdown 100 pts Assignments Overview
20 pts
attendance/participation 25 pts - chapter quizzes
chapter quizzes (10) 100 pts - article discussions
article discussions (4) 50 pts - research paper
exams (2) 50 pts
paper abstract 200 pts (abstract, rough draft)
rough draft 100 - 2 regular exams
research paper - final exam
final exam - extra credit opportunities

About me... TAGe(A1gxate6rGsdbt:hlonooeebkrda’siltAHiorinst)tT,ohFryrr,oevduogSlh.. IKtIhleeiner

I studied in Florence for a
semester

I’m from Spring
I have dog named Scout
I have some art inspired

tattoos (because I’m
an art nerd ৩

Student Preparation
Strategy

READ

- Students must read the
Romanticism section in the textbook
- Turn in 2 thoughtful or open-ended

questions which will be used for
discussion

QUIZ

-Students will take a short team quiz
about the assigned reading
- 2 to 3 people per team
-No use of notes or book

GRADING

- The discussion questions are
handed in for a grade

- For the quiz, a rolled dice is used
to determine if the grade will count
- If the quiz grade does count, it will
go towards extra credit or a missed

chapter quiz

BOPPPS
LESSON PLAN

Bridge
Objectives
Pre-Assessment
Participatory Learning
Post Assessment
Summary

BOPPPS LESSON PLAN

COURSE: ARTS 1304 Renaissance to Modern Art History
Lesson Title: Romanticism

Bridge: 2 Mentimeter word clouds with the question, (Bloom: KNOWLEDGE) “What are 3 characteristics of
Neoclassicism?”), and the next slide has the instructions, “List 3 words that come to mind when you hear the term
“Romanticism.” https://www.mentimeter.com/s/880e12a8aedd8e855d0522754399cffe/83fe3dad45d0/edit

Estimated time: 5 min

Course Student Learning Outcome: Upon successful completion of this course, students will be able to investigate
major artistic developments and significant works of art from the 14th century to the present day.

Learning Objectives: By the end of this lesson, students will be able to
1. Explain the general characteristics of works of art created during the Romanticism movement (Bloom

UNDERSTANDING)
2. Compare works of art created by different artists who worked in the Romantic style of the late 18th to mid

19th centuries (Bloom EVALUATE)

Pre-Assessment Partial Outline: In a limited amount of time students complete an empty or partially completed
outline of an in-class presentation or homework assignment. The outline will be a pre-assessment of the popularity of
Neoclassicism and why artists and writers might have reacted against it, which would have been addressed in the
chapter section reading incorporated into student preparedness. This will show understanding of the nature of the
development of art styles (reaction to or continuing of)

Estimated time: 2 min

Participatory Learning:

Questions with Bloom’s Taxonomy

Classroom Assessment Techniques (CAT)

New Technology

Time Instructor Learner Activities Lesson Materials
Artwork Slides
Activities
Artwork Slides
10 min Napoleonic (Bloom: COMPREHENSION) “Explain how https://api.playposit.com/go/share/432
477/1343382/0/0/HISTORY-OF-IDEAS---
France: Napoleon used art as propaganda?” used in Romanticism

pluralism with conjunction with Napoleon Crossing the - Slide with info.
- Romanticism slide sheet
Neoclassicism Alps - Artwork slides

coinciding with

Romanticism

15 min Showing the (Bloom: EVALUATION) “How would you

(w/video Exotic: compare the differences in Ingre’s

) Neoclassical Odalisque vs. Delacroix’s Harem?”

artists -transition to Romanticism wit PlayPosit

incorporating video (students use headphones)

ideas of the

“exotic” in

Romanticism

5 min Romanticism as Share a story: When have you experienced

a style: P.I.N.E.S. something that would be considered

sublime in how it’s used in Romanticism?

20 min Major works of Discussion question: (Bloom: APPLICATION)

the style: Fuseli, “What would you ask in an interview with

Blake, Goya, Francisco Goya regarding his public series,

Gericault, Los Caprichos, versus his later "black

Delacroix paintings" that no one was meant to see?”

15 min Romantic Pair – Share: If you were a painter during - Artwork slides

Landscape this time, would you focus on the

Painting: nature unblemished landscapes of America or

+ sublime, show the effect of industrialization whether

industrialization positive or negative?

vs. unblemished

nature;

Friedrich,

Constable,

Turner, Cole

Post-assessment: Concept Maps: Students draw or fill out a partial diagram of the mental connections they make

between a major concept and other concepts they have learned. Post assessment of Romanticism as a style should

show characteristics, influence, and major artists/works. This shows whether or not students can make the

connections between art and philosophical influences of the style

Estimated time: 5 min

Summary: One Sentence Summary: Students write a sentence summarizing their knowledge of a topic. No more than

10 words.

Estimated time: 5

SEE ATTACHED LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)

Major ArtistsRomanticism

LATE 18TH - MID 19TH CENTURY

Characteristics:

Looking to the past (medieval/preindustrial Europe)
Focus on the irrational or the inner mind
Focus on nature
Focusing on the emotional vs. the logical

Element of the sublime (beauty with a sense of danger)
Reaction to the modern world and Neoclassicism

HENRY FUSELI
WILLIAM BLAKE
FRANCISCO GOYA
THÉODORE GÉRICAULT
EUGÈNE DELACROIX
CASPAR DAVID FRIEDRICH
J.M.W. TURNER
THOMAS COLE

"The painter should paint not only what he has in front of him, but also what
he sees inside himself. If he sees nothing within, then he should stop painting
what is in front of him." ~ Caspar David Friedrich

Presentation with Microsoft Sway

















Formal
Assessment

Using BLoom's Taxonomy

TEST QUESTIONS LESSON

WITH BLOOM'S TAXONOMY Romanticism

KNOWLEDGE COMPREHENSION

COMPREHENSION ANALYSIS

R E S E ARRUCB HR I CP A P E R

Personal
Reflection

ACP
Fall 2019

Adjunct Certification Program

My experience and participation in the ACP for the fall of 2019 has been nothing short of
fantastic. I have gained so much knowledge in different ways to approach the classroom as
opposed to relying on traditional lecture. I have also learned through the readings, exercises,
and other participants, how to incorporate different ways to create community within the
classroom, which results in better classroom management.
I have incorporated some of the classroom assessment techniques (CAT's) in my current classes
already, including, "Think-Pair-Share" as well as "Peer-Carding" for classroom discussions. The
discussions have a much higher rate of student involvement when the students are creating the
questions and asking each other a fellow student's question while I serve as the mediator. I have
also incorporated PlayPosit as a new technology for a D2L assignment for an art appreciation
class.
This program has caused my vantage point to shift in how we and the students learn. Everyone
learns differently, and in the information age, we should adapt on how we provide information in
the classroom. I have been given the skills to work smarter and harder on lesson preparations
and how to have better student learning outcomes through clear and measurable objectives for
the class and the lessons.
With the size of Lone Star College, it is difficult to manage what little training adjuncts receive
upon being hired; especially when a lot of adjuncts do not necessarily have a teaching
background but may have field experience. Since my time in the program has been so
informative, interesting, and fun, while receiving support from my fellow participants and
leader, I believe that this program should not only be required of adjuncts, but of full-time
faculty as well. Through intentional teaching from all professors, which can be learned through
the ACP, the student success rate and sense of community at Lone Star College would grow
exponentially, and is that not the main goal?
I cannot express how much I have learned and how beneficial the adjunct certification program
has been, and it will have a direct affect on my short and long-term goals as an educator.

Thank you,

Ashley Sheffield, MLA
Arts and Humanities

Thank
You