Complete Final Portfolio ACP Fall15 ejm

Adjunct Certification Program
Final Portfolio
Fall 2015

Erin Messersmith
EDUC 1300

Contents

Syllabus Snap Shot .................................................................................................................................................. 3
Student Prep Strategy............................................................................................................................................. 6
BOPPPS Lesson Plan................................................................................................................................................ 7
Formal Assessment……………………………………………………………………………………………………………………………….…………21
Rubric (D2L)…………………………………………………………………………………………………………………………………………..…………22
Final Class Presentation…………………………………………………………………………………………………………………………………..25
Reflective Essay……………………………………………………………………………………………………………………………………………….37

Page 2

Syllabus Snap Shot
EDUC 1300

Page 3

EDUC 1300: Learning Framework – First-Year Experience

Welcome! Are you ready for college? Have you figured out where you need to go and how you can get there?
If not, that is ok! Get ready to explore Lone Star College and your path to your future.

Instructor: Erin Messersmith
Best way to contact me? Email me at [email protected] or talk to me after class.

What you need:
1. Our text book: Gardner, J. N. & Barefoot, B. O. (2012). Your College Experience: Two Year College
Edition. 10th Edition. Bedford/St. Martin’s. ISBN: 978-1-3190-3264-7
2. A notebook with paper and a pen or pencil.

The goal of this course:
The goal of this class is to transform students’ academic behaviors and create a learning environment to
integrate students into a collegiate environment, ensure college readiness, enhance overall performance in
college courses, and facilitate successful completion of a degree or certificate.

Making Personal & Effective Successful
Connections Professional Learning College

with LSC Growth Experience &
Resources Completion

What we are going to learn about:
The student success course requires that students be introduced to the following themes. The themes are
designed to build upon each other to support students in meeting the learning outcomes of this course.

Making Connections with LSC
• LSCS Portal and Learning Management System Instruction
• Campus Resources, Supports, and Services
 Paying for Your Education
• Attributes of a Successful Student
 Goal Setting

Personal and Professional Growth
 College Readiness
 Barriers and Paths to Success
 Learning Styles/Preferences and Learning Strategies
 Personality Styles/Preferences
 Career Interest Inventories
 Career Exploration
 Establishing Career Goals, Educational Majors, Programs of Study, and Academic Plans
 Planning for Your Financial Future

Page 4

EDUC 1300: Learning Framework – First-Year Experience

Effective Learning

 Time-Management
 Research
 Note-Taking
 Critical Thinking
 Active Reading
 Test –Taking
 Studying, Organization, and Memorization
 Effective Communication, Relationships, and Presentation Skills

These are the assignments we will do this semester:

Theme Assignment Checklist Points
Item
Making Campus Resources, Services, and Supports Investigation Assignment 100
Connections Academic Advising Session: 10CAMP 100
10GOAL
o 1 group session – Must be in attendance to receive 10PLAN
credit 10REGI

o 1 individual (100 pts.) -- to Complete 10GOAL, 10PLAN,
10REG on Advising Core Requirements Checklist

Personal & College Readiness Assessment – Smarter Measure/Do What You Are 10CRAS 100

Professional Assessment (DWYA) 10FINA 100
10EXPLO 100
Growth Path to Success Analysis Paper 100
100
Financial Literacy Modules 100

Career Exploration Research Project (Paper and/or Presentation) 25
25
Effective Attendance/Participation ** 50
100
Learning Weekly Schedule Assignment 1000

Instructor Selected Assignments (designate below)- to total 100 points

(list below):

 Campus Activity Assignment (25 pts)

 Pecha Kucha (25 pts)

 Chapter Quizzes (50 pts)
Final Exam (Wednesday, December 9th, 11:00 am-12:50 pm)

Total Possible Points

Attendance information:
Attendance to all classes is critical. Tardies are disruptive to the instructional experience; therefore, 3 tardies
will equal an absence. Absences from class will directly impact the attendance points earned in this course. An
instructor may withdraw a student for non-attendance if a student misses six (6) or more hours of class
participation.

Class Participation:
The college classroom is a place for individuals to come together with the common purpose of improving their
intellectual and academic skills. All students deserve a classroom environment that is free of interruptions or
distractions that impede learning. Because active participation in class discussions is essential, it is important
that all students are fully prepared for class each day.

**Please note that this is not a complete syllabus for this course. You can find the complete syllabus online
in D2L under the Content tab in the Overview.

Page 5

Student Prep Strategy

Loci of Control & GRIT/In conjunction with Ch 2 – Time Management

Prior to class meeting, students need read two pages of supplemental reading provided in D2L from
the On Course text by Skip Downing, Constance C. Staley and Steve Staley, pages 3-4.

a. After reading The Power of Choice, students will need to take the Self Assessment at
http://college.cengage.com/collegesurvival/downing/on_course/4e/students/assess/

b. Students will print their results and bring them to class.

Score Successful students... Struggling students...

accept self-responsibility seeing themselves as the see themselves as victims, believing that what
primary cause of their outcomes and experiences. happens to them is determined primarily by external
forces such as fate, luck, and powerful others.

discover self-motivation, finding purpose in their lives by have difficulty sustaining motivation, often feeling

discovering personally meaningful goals and dreams. depressed, frustrated, and/or resentful about a lack

of direction in their lives.

master self-management, consistently planning and seldom identify specific actions needed to
taking purposeful actions in pursuit of their goals and accomplish a desired outcome. And when they do,
dreams. they tend to procrastinate.

employ interdependence, building mutually supportive are solitary, seldom requesting, even rejecting, offers
relationships that help them achieve their goals and of assistance from those who can help.
dreams (while helping others do the same).

gain self-awareness, consciously employing behaviors, make important choices unconsciously, being
beliefs, and attitudes that will keep them on course. directed by self-sabotoging habits and outdated life
scripts.

adopt lifelong learning, finding valuable lessons and resist learning new ideas and skills, viewing learning
wisdom in nearly every experience they have. as fearful or boring rather than as mental play.

developing Emotional Intelligence, effectively live at the mercy of their emotions, such as anger,
managing their emotions in support of their goals and depression, anxiety, or a need for instant
dreams. gratification.

believe in themselves, seeing themselves as capable, doubt their competence and personal value, feeling
lovable and unconditionally worthy as human beings. inadequate to create their desired outcomes and
experiences.

Score Range A Score Within Range Indicates...
0-39 ...an area where your choices will seldom keep you on course.

40-63 ...an area where your choices will sometimes keep you on course.
64-80 ...an area where your choices will usually keep you on course

Page 6

BOPPPS Lesson Plan
Do We Make the Decision or Does the Decision Make Us?

Page 7

COURSE: EDUC 1300 Learning Frameworks, Student Success

Lesson Title: Do We Make the Decision or Does the Decision Make Us?

Bridge: Using Poll Everywhere, student will anonymously post results from the Self Assessment taken prior to class as Student Prep. There are 8

questions. (New Technology)

Estimated time: 10 min

Course Student Learning Outcome: Students in the college success course will be able to assess and report on their strengths, preferences, and college

and career success attributes.

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

1. (Knowledge) define Locus of Control and Grit giving a precise definition for each.

2. (Application) find 3 to 4 possible solutions for one problem and select one solution which they would choose to put into action.

Pre-Assessment: Prior to class meeting, students need read two pages of supplemental reading provided in D2L from the On Course text by Skip Downing,

Constance C. Staley and Steve Staley, pages 3-4. After reading The Power of Choice, students will need to take the 64 question Self Assessment at

http://college.cengage.com/collegesurvival/downing/on_course/4e/students/assess/. Students will print their results and bring them to class. These

results will be used as part of the Bridge.

Estimated time: 30 minutes required of student prior to class meeting. 10 minutes used in class for the Bridge.

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10  Introduce 1st video.  View YouTube on Locus of Control. Prezi with YouTube video:

min  Ask students for the  (Knowledge) Define Locus of Control. 1) https://www.youtube.com/watch?v=JqAaLHAUWXU

definition of Locus  View first 3.5 minutes of video and write definition 2) https://www.youtube.com/watch?v=H14bBuluwB8

of Control. of Grit.

 Introduce 2nd video.  https://www.youtube.com/watch?v=H14bBuluwB8.

 Ask students for the  (Knowledge) Define Grit.
 (Analysis) Compare & contrast Locus of Control &
definition of grit.
Grit in class discussion.
 Lead class
 (Analysis) Analyze the idea expressed in this quote
discussion from Denis Waitley? “Life is a self-fulfilling
comparing & prophesy…in the long run you usually get what you
contrasting Locus of expect.”
Control & Grit.

5 min  Introduce the  1 minute Quick Write in response to question:  Prezi with Quick Write Question.

power of choice.  In your opinion, do our individual choices affect our
“grittiness” or our sense of an Internal or External
Ask students to do

a Quick Write (5 Locus of Control? (CAT)

min).

Page 8

10  Introduce Wise  Complete Wise Choice Process Hand Out in regards  Prezi with 6 Steps of Wise Choice Process

min Choice Steps to the case study with a Partner.  Wise Choice Process Hand Out

 Explain Wise  Case Study

Choices Hand Out

and review the Case

Study.

5 min  Collect Group  Share Group’s “possible choices” with class.

“possible choices”.  Share group’s choice for action.

 Compare groups’

choice for action.

Post-assessment: Use Poll Everywhere to ask wrap up questions illustrating comprehension of topics covered and attainment of objectives.

Estimated time: 10 min

Summary: The lesson will close with the post assessment and a verbal reminder that they can build Grit, they are in control of their decisions and that they

can use this decision making process when needed in their own lives.

Estimated time: 10 min

Page 9

The following Prezi is part of the BOPPPS Lesson plan and has two Poll Everywhere questionnaires
within the Prezi. These are the questions asked in the two Questionnaires.

The first Poll Everywhere is the Bridge and Pre-Assessment for the students. The questions come
directly from the questionnaire they need to complete prior to class.

1) Successful students accept self-responsibility seeing themselves as the primary cause of their
outcomes and experiences.

2) Successful students discover self-motivation, finding purpose in their lives by discovering
personally meaningful goals and dreams.

3) Successful students master self-management, consistently planning and taking purposeful
actions in pursuit of their goals and dreams.

4) Successful students employ interdependence; building mutually supportive relationships that
help them achieve their goals and dreams (while helping others do the same).

5) Successful students gain self-awareness, consciously employing behaviors, beliefs, and attitudes
that will keep them on course.

6) Successful students adopt lifelong learning, finding valuable lessons and wisdom in nearly every
experience they have.

7) Successful students develop Emotional Intelligence, effectively managing their emotions in
support of their goals and dreams.

8) Successful students believe in themselves, seeing themselves as capable, lovable and
unconditionally worthy as human beings.

Answers to all questions are these 3 choices
a) Score range: 0-39 = ...an area where your choices will seldom keep you on course.
b) Score range: 40-63 = ...an area where your choices will sometimes keep you on course.
c) Score range: 64-80 = ...an area where your choices will usually keep you on course.

The second Poll Everywhere is the knowledge check at the end of the class.

1) What is Locus of Control?
a) The tool through which an individual controls events.
b) The extent to which an individual believes they can control events which affect them.
c) An individual’s stamina to follow through on life time goals.
d) An individual’s uncertainty about events in their life.

2) In your own words, what is GRIT?
3) Who is someone you know that you feel has shown GRIT?
4) On a scale of 1 to 10 (1 being the least gritty and 10 being the most gritty), how would you rate your

GRIT?

Page 10





















Formal Assessment
Wise Choices

Learning Objectives: By the end of this lesson, the students will be able to
a. define Locus of Control and Grit giving a precise definition for each.
b. find 3 to 4 possible solutions for one problem and select one solution which they
would choose to put into action.

1. (Knowledge) What is Locus of Control?
a. The tool through which an individual controls events.
b. The extent to which an individual believes they can control events which affect
them.
c. Tan individual’s stamina to follow through on life time goals.
d. An individual’s uncertainty about events in their life.

2. (Comprehension) How many possible solutions should a person look to find for any
dilemma in life?
a. Three
b. Four
c. As many as possible
d. As few as possible

3. (Evaluation) Is grit is something a person can learn or improve upon? Defend your
answer in 1-2 sentences.

4. (Analysis) Two students failed a test in a class which is required for their college degree.
Compare how a student with grit might react to how a student without grit might react.

Page 21

Rubric (in D2L)
Path to Success Paper

The rubric I chose is designed for grading a paper we do each semester titled Path to Success. In
EDUC, we are given generic rubrics for about 4 different types of assignments. I do not love them and at
times I have created my own rubrics. This is one of those assignments where the generic ones did not fit
this assignment well (it is a paper, but it does not involve research) so I created one for myself. While
using my own rubric this semester, I decided I did not like it either. It did not effectively measure the
quality of their thoughts and analysis.

Another thing I had been struggling to do is use Rubrics in D2L. I wanted to, but did not feel that
either the generic rubrics I had been given or my rubrics fit within the restrictions well. D2L rubric
capability feels too small to me. In our generic rubrics, we have a 5 point range for each achievement
level. Not having that range to play with is difficult for me. I do not like the “all or nothing” approach
that the D2L rubrics require. This must be a 100 point assignment for me. 5 point increments seem
generous.

As a result of these experiences, I decided to rebuild my Path to Success Rubric, to use more of
the generic rubric and customize it to this paper, and to build it in D2L. This is the Rubric which I created
for this assignment. Please know that it looks cleaner in D2L than it does here in Word!

Criteria Excellent Good Fair Poor
25 points

Student responds to 15 points

and elaborates upon 10 points

all of the criteria 20 points Student responds to and Student does not
listed on the elaborates upon some of respond to or
assignment Student responds to and the criteria listed on the elaborate upon the
directions. elaborates upon most of assignment directions.

Two or the criteria listed on the One or more barriers criteria listed on the
more barrie assignment directions. are identified. assignment
directions.
rs The potential
are identifi
Content ed. Two barriers are effects of the
The identified.
The potential effect of barriers is Barrier(s) are
the barriers is mentioned. not clearly
One or more identified.
potential mentioned. strategies for
effect all managing the There is
barriers is Two strategies for barrier are not 1 or
managing the barriers mentioned for more
are mentioned for each each barrier. strategy
How the for each of
described barrier. strategies would the
thoroughly. barriers.
Two or How the strategies
more valid would help is
mentioned.

strategies help is mentioned.

are

identified

for each

Page 22

potential

barrier.

How the

strategies

would

assist the

student in

overcoming

the barrier

is

thoroughly

explained.

25 points 20 points 15 points 10 points

Supporting The impact of each At least two barriers are identified At least one barrier is identified, At least one barrier is
Evidence barrier on the student is and discussed in some detail. but the impact is not explained. identified.
clearly explained.

At least three potential strategies At least 2 strategies are identified, Strategies are not clearly
The potential impact of at are identified. Some effort is but the potential impact of these linked to the barriers and
strategies is not discussed. no potential impact is
least 4 strategies made to describe the potential discussed.
are clearly explained. impact of the strategies.

25 points

Paper is organized

and easy to follow.

Paper is at least 4

paragraphs long. 15 points

Paper follows MLA 20 points 10 points

guidelines, One to two of the Three to four of the All of the following
including: following are true: following are true: are true:

Font requirement: Paper is Paper is Paper is
12 pt unorganized and unorganized and unorganize
difficult to follow. difficult to follow. d and
Times, Paper is not at Paper is not at difficult to
Ariel, etc least 4 least 4 follow.
paragraphs. paragraphs. Paper does
Organization/Forma Spacing Unacceptable Unacceptable not meet
t requirement: font or font size font or font size any of the
Double is used. is used. following:
spaced Paper is not Paper is not Length,
Other: properly spaced. properly spaced. font,

Typed spacing, or

1” margins Student did not follow other
First line Student did not follow other specified requiremen
indented other directions. directions. ts.

Header

and

heading

Title

centered

and in

proper title

Page 23

case.

10 points

15 points

20 points Frequent and

25 points severe errors in
spelling,
General command of Paper contains some capitalization,
severe errors in spelling, punctuation,
No errors in spelling, spelling, capitalization, capitalization, punctuation, grammar usage,
grammar usage, and/or and/or sentence
Spelling and capitalization, punctuation, grammar sentence structure to structure. Errors
Grammar cause clarity problems at make paper difficult
punctuation, usage, and/or sentence times. At other times, they to read and weaken
Overall Score do not cause confusion, paper by causing
grammar usage, structure is evident. Few but weaken the overall lack of fluency and
paper.
and/or sentence errors, but not enough to

structure. cause confusion or disrupt

the fluency of the paper.

understanding.

Excellent Good Fair Poor
90 or more
80 or more 70 or more 0 or more
A well written paper
which shows thoughtful You missed many of the
answers and an attention
to details. requirements of the paper. Please

be sure to read directions before

You answered most of the you begin an assignment and be This is not a passing
grade. The is a poorly
sure to check again before you written paper which
questions in this paper and you put complete a paper. You may want shows little to no thought
effort into those answers. Be sure to take your papers to an English or effort. Please see me
you follow directions and that you Tutor or the Writing Center for if you have any
clearly explain the reasons behind help editing before you turn in a questions.
your statements.
paper.

Please see me if you have any
questions.

Page 24



























Reflecting on the Adjunct Certification Program

Completing the Adjunct Certification Program (ACP) at Lone Star College has proven to
be more challenging than I anticipated and more rewarding than I expected. Although I have
previously completed extensive course work in teaching secondary education, it has been a few
years since I have taken those courses and there are differences between teaching in a high
school setting and teaching in a post-secondary setting. Through the ACP, I have been
reminded of the importance of all aspects of lesson planning, I have been encouraged to
improve classroom discussion through the use of new techniques, I have been challenged to
add technology, and I have been introduced to effective strategies used by other instructors in
their own classrooms. The great amount of information provided will offer ample opportunity
for me to grow and strengthen my instructional techniques for many semesters.

Going into the Adjunct Certification Program, I was hoping to learn new methods of
enhancing classroom discussions. The idea of classroom discussions was not new, it is a major
aspect of the EDUC 1300 course. However, through the ACP, I learned specific techniques to
enhance discussion in the classroom and this was something I was able to put into action
immediately. I discovered that at times I was shutting down discussion by responding instantly
to a student remark and not leaving space for another student to speak. Often, when I spoke,
my language was aimed at encouraging more answers from other students. But I have found
that when I speak it puts the focus back on me and it takes longer for other students to speak
up. A short silence and attentive listening after a student response leads to students
responding to each other rather than students responding and looking to me for affirmation.
And while I have been aware of Bloom’s Taxonomy for years, being more aware of the level of
questions I am asking in the classroom was useful. Being more intentional about focusing on
higher level questions enhanced classroom discussions as well.

Adding techniques we were learning in the Adjunct Certificate Program to my classroom
proved to be easier than I anticipated. Not only was I able to use the class discussion
techniques we discussed, but I was also able to bring new technology into my classroom and I
was even able to use the lesson I designed this semester. The technology I chose to add to my
BOPPPS lesson plan was Poll Everywhere. I loved the idea that I could see immediate feedback
and that the students could use the same device they so often use to communicate. When I
first tried using it during my new lesson, the students loved it and I quickly saw many
opportunities to use the technology in other lessons as well. When we did our chapter on
Wellness, there are a variety of very personal questions which some students may hesitate to
answer honestly or to answer at all. Since Poll Everywhere can be anonymous, all students

Page 37

could comfortably answer the personal questions and it lead to great class discussions.
Another technology I am excited to use next semester is the QR code maker. We have an
assignment where students go around the campus and locate many of the services available on
campus. This project has run into some difficulties as professors attempt to ensure students
make it to each location and learn something about the location. With these codes we could
potentially alleviate some of that stress for all professors who are required to assign this
project.

This program has made me a more effective instructor by encouraging me to try new
things, by stretching me to be intentional about including all aspects of an effective lesson into
each class meeting, and by helping me better understand the courses I am preparing my
students to complete successfully. The technology and discussion techniques learned in this
class certainly help to make classes more interesting, and discussions more effective.
Additionally, by reviewing the BOPPPS lesson plan and discussing the benefits of each aspect of
the plan, it encouraged me to be more intentional about adding these elements to each class
meeting. Since I regularly teach MWF 50 minute classes, it can be challenging to include each
element. In the past I have found that the element I struggle with the most is the summary. I
work hard to include student activity in every class session. In order to include a summary, I
need to stop this student engagement earlier and at times this feels like I am stopping effective
communication and learning. By reminding me of the importance of each part of lesson
planning and requiring each element in my BOPPPS lesson plan, this program has helped me to
include a summary in each lesson. I have found that I am often still doing a short verbal
summary instead of doing an activity which allows the students to dynamically engage. Since I
am now more aware, I am challenged to incorporate more effective summaries. The Adjunct
Certification Program has encouraged me to continually look for ways to improve student
learning in my classroom.

Opportunities for further professional development are available to all instructors
through a myriad of sources here at Lone Star College and that is one of the things I truly
appreciate about working here. Sometimes, getting those opportunities to work into the
schedule of Adjunct Instructors is challenging. I have focused much of my training
opportunities on D2L and adding technology to my classroom. Each one has been an enormous
help. I personally challenge myself to try one new thing in D2L each semester. Some have been
easier than others. The training that has been most effective for me have been the classes on
specific topics for D2L, whether this was in the form of a formal session by the Training and
Development team or in the form of faculty sharing during our dead hour. In this course and in
each training session I have attended, some of the most valuable information I have received is
from other instructors sharing what they do in their classrooms. The information can be about

Page 38

how they use technology, how they encourage students to complete reading assignments, or
about their style of classroom management. I would love to see a format where instructors can
share their favorite lesson plans. During this program many instructors mentioned a favorite
lesson. Sharing how those lessons are formatted and the reason they work well allows me to
consider how those techniques might work in my classes. Hearing from instructors in other
courses also allows me to better understand exactly what EDUC 1300 is preparing students to
do. A professional growth opportunity where instructors can share “best practices” or “favorite
lessons” would be helpful for me. This could be replicated in technology by sharing favorite
uses of D2L in courses.

It has been a wonderful opportunity to participate in the Adjunct Certification Program
this semester. The information I learned, the techniques that were shared and the professional
connections made during this semester will affect my students’ classroom experience
immediately and into the future. I will continue to return to this resource in the future to look
for inspiration, guidance and reminders. I am grateful for the opportunity to participate and
would highly encourage others to consider attending. It is a more challenging work load than I
anticipated, but the results were well worth the effort.

Page 39