TABLE OF CONTENTS-merged

TABLE OF CONTENTS

1. What is ACP
2. Syllabus Snapshot
3. Student Preparation Strategy
4. BOPPS Lesson Plan and Supporting Materials
5. Test Questions
6. Rubric
7. Reflective Essay

What is the Adjunct Certification Program at Lone St

ar 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:
T
he Adjunct Certification P
rogram 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 planni
ng moel
o

Wri
te 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 s
trategy 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 assessm
ent 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 Environ
ment
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:
•
A
ttend
ALL
5
face
-
t
o
-
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

•
C
ompile and submit an electronic portfolio o
f all completed assig
nments
•
Score

Government 2302
American Government II: Federal & Texas Political Behavior

Texas A&M University-Texarkana
Spring 2019

Course Syllabus

Professor: Dr. A. C. Use Blackboard Messages
Price M & W, 3–5 PM
Email:
[email protected]
Phone: 903-223-3000
Office Hours:
Virtual/Online

GENERAL COURSE INFORMATION

Course Description
This course and Government 2301 comprise an introduction to the study of politics and
government in the United States and Texas. This course examines the evolution and
current state of political behavior. Topics include an examination of political culture,
public opinion, the media, political participation, voting, campaigns, elections, political
parties, and groups.

Student Learning Outcomes
 Analyze the tools of analysis, measurement, and research used in developing the

scientific study of politics.
 Analyze, critically assess, and develop creative solutions to public policy problems.
 Analyze the forms, functions, and types of public discourse, political activity and

participation, and political information.

Course Format
This is a web course; there are no face-to-face meetings. Students submit written
responses and take quizzes and examinations on Blackboard.

Required Book & Readings:
Gitelson, Alan R., Robert L. Dudley, and Melvin J. Dubnick. American Government:

Myths and Realities. 2017. Oxford University Press. 9780190299903.

Cal Jillson, Lone Star Tarnished: A Critical Look at Texas Politics and
Public Policy, 3rd Ed. New York: Routledge,
2017.https://www.routledge.com/Lone-Star-Tarnished-A-Critical-

Look-at-Texas-Politics-and-Public-
Policy/Jillson/p/book/9781138562691

Texas readings, posted on Blackboard.

TIP: Understanding the class format and learning opportunities is essential for your
success in the course. Read and rely on this syllabus throughout the term—it provides
detailed information followed by the professor and students.

LEARNING OPPORTUNITIES & MEANS OF ASSESSMENT

Learning Opportunities at a Glance Grading Scale
A = 360–400 Points (90–100%)
Responses 50 Points B = 320–359 Points (80–89%)
C = 280–319 Points (70–79%)
Quizzes 50 Points D = 240–279 Points (60–69%)
F = 0–239 Points (0–59%)
Exams 300 Points

Total: 400 Points

Curves & Extra Credit

Grades may be curved upwards by a few points (no more than 10). This is for each

exam, the response total, and the quiz total. Additionally, at the end of the term there

may be an overall course curve (no more than 10 points). Usually, someone earns

100% and there is no curve. Your professor will message the class about any curve.

There is no extra credit.

TIP: Complete your learning opportunities as early as possible to avoid missing
deadlines. This course uses the University’s clock, which may differ from your clock.

DISCUSSION BOARD: You are required to participate in the weekly discussions. Each
week of the course a discussion is board is available for your participation. You are
required to post an initial response and reply to a minimum of two of your peers. Each
week the discussion board will open on Monday of the week at 7am and close on Friday
of the week at 11:59pm. All discussion post are expected and required to be respectful
and scholarly.

Responses (5 at 10 Points Each) 50 Points
 Post 1–3 paragraph responses to available questions.

 Unit questions alternate with unit quizzes. The Course Schedule identifies which units
have questions. Unit questions are available on our Blackboard homepage.

 Your five highest-scoring responses will count toward your course grade. Grades for
your quizzes will appear under “My Grades.”

 Responses are available on our Blackboard homepage, following the Course
Schedule. New unit questions will open after each exam. Each response is due before
its 5:00PM due date listed on the Course Schedule.

 You may work at your own pace, posting a response before it is due, according to the
Course Schedule.

 You will not be able to read other students’ responses until you have posted yours.
 You may not edit or delete a posted response.
 You may respond to other students’ postings and make follow-up comments to yours,

but only your initial response is graded.
 Missed or incorrectly submitted responses are ineligible for any points. There is no

make-up, redo, or substitute work for a missed or incorrectly submitted responses.

 For more information about missed or incorrectly submitted responses, as well as
computer, internet, browser, Blackboard, power, user, and other issues, see “Missed
Learning Opportunities, Enrollments, & Incompletes” below, and the “Frequently
Asked Questions” (FAQs) located on the Blackboard homepage.

 Grading Criteria:
1. Your responses need to be informed. Convey comprehension and analysis of
information from the book and other class material related to each unit. Support your
unit responses with course content, especially from the relevant textbook readings.
Identify passages from the book with quotation marks and parenthetically cite the
source at the end of the borrowed material (page number). Do not use sources of
information other than our course textbooks. Avoid asserting opinions that are not
supported by course content.
2. Your responses need to be well-written. Use correct spelling, grammar, sentence
structure, capitalization, punctuation, organization, quotation, and source citation.
Clearly answer the question at the beginning of your response and defend it with
relevant course information. Use logical reasoning and your own writing. Properly
indicate the words and ideas of others with quotation marks and provide parenthetical
source citation. In other words, present information from the course material without
plagiarizing it. Unit responses with plagiarized passages are not eligible for full points.
See “Course Ethics” and “Academic Integrity” statements below.
3. Your responses need to be professional. Avoid personal attacks, offensive remarks,
stereotypes, opinions, grandstanding, ideological or partisan rhetoric, and hateful or
prejudicial statements. Do not present the words or ideas of others as your own,
including the unit question. Correctly post your responses. Do not email responses,
submit them as attachments, or post an empty or draft response. See “Course Ethics”
below.

Quizzes (5 at 10 Points Each) 50 Points
 Take a timed quiz for each unit, as well as for the course orientation.
 Unit quizzes alternate with unit questions. The Course Schedule identifies which units

have quizzes. Unit quizzes are available on our Blackboard homepage.
 Your five highest-scoring quizzes will count toward your course grade. Grades for your

quizzes will appear under “My Grades.”

 Quizzes are available on our Blackboard homepage, following the Course Schedule.
New unit quizzes will open after each exam. Each quiz is due before its 5:00PM due
date listed on the Course Schedule.

 You may work at your own pace, taking an available quiz before it is due, according to
the Course Schedule.

 Each quiz has 5 multiple-choice and/or true-or-false questions on the material and is
worth 10 points (2 points per question). Each quiz has a time limit of 10 minutes.

 Each quiz covers material from a specific unit as noted on the Course Schedule.
 You will need to thoroughly and effectively study the course material—the assigned

readings and slide presentations—to do well on the quizzes.
 Missed or incorrectly submitted quizzes or quiz questions are ineligible for any points.

There is no make-up, redo, or substitute work for a missed or incorrectly submitted
quiz or quiz question.
 For more information about missed or incorrectly submitted questions and quizzes, as
well as computer, internet, browser, Blackboard, power, user, and other issues, see
“Missed Learning Opportunities, Enrollments, & Incompletes” below, and the
“Frequently Asked Questions” (FAQs) located on the Blackboard homepage.

Exams (3 at 100 Points Each) 300 Points
 Take four timed exams.
 Your three highest-scoring exams will count toward your course grade.
 Each exam is located within its respective folder on Blackboard on our homepage

during its availability period, as per the Course Schedule.
 You may work at your own pace, taking an exam anytime during its availability period,

according to the Course Schedule.
 Each exam is due before 5:00PM at the end of its availability time.
 Each exam has 50 multiple-choice and true-or-false questions on the material and is

worth 100 points (2 points per question). Each exam has a time limit of 60 minutes.
 Each exam covers material from specific units as noted on the Course Schedule.
 You will need to thoroughly and effectively study the course material—the assigned

readings and slide presentations—to do well on the exams.
 Missed or incorrectly submitted exams or exam questions are ineligible for any points.

There is no make-up, redo, or substitute work for a missed or incorrectly submitted
exam or exam question.
 For more information about missed or incorrectly submitted questions and exams, as
well as computer, internet, browser, Blackboard, power, user, and other issues, see
“Missed Learning Opportunities, Enrollments, & Incompletes” below, and the
“Frequently Asked Questions” (FAQs) located on the Blackboard homepage.

COURSE SCHEDULE

Introduction

American Political Culture
Political Culture, People, & Economy of Texas

Public Opinion & Participation
The Media

Political Parties
Campaigns & Elections
Parties & Elections in Texas

Interest Groups
Interest Groups, Lobbying, & Lobbyists in Texas

Availability Topic & Activity Reading
Syllabus, FAQs
Dates Course Welcome & Orientation
1/22–1/27 Due before 5:00PM 1/27: Quiz & Response

(One Week)

1/27–2/17 Unit 1 Introduction & American Political Culture Gitelson, Ch. 1,
Due before 5:00PM 2/17: Quiz Slides

(Three Weeks) Unit 2 Political Culture, People, & Economy of Texas Texas Reading,

Due before 5:00PM 2/17: Response Slides
Due before 5:00PM 2/17 for Units 1–2: Exam 1
2/10–2/17
(One Week)

2/17–3/10 Unit 3 Public Opinion & Participation Gitelson, Ch. 6,
Due before 5:00PM 3/10: Quiz Slides

(Three Weeks) Unit 4 The Media Gitelson, Ch.

Due before 5:00PM 3/10: Response 10, Slides
Due before 5:00PM 3/10 for Units 3–4: Exam 2
3/3–3/10
(One Week)

Unit 5 Political Parties Gitelson, Ch. 7,

3/10–4/7 Due before 5:00PM 4/7: Quiz Slides
Unit 6 Campaigns & Elections Gitelson, Ch. 8,

(Four Weeks) Due before 5:00PM 4/7: Response Slides

Unit 7 Parties & Elections in Texas Texas Reading,

Due before 5:00PM 4/7: Quiz Slides
Due before 5:00PM 4/7 for Units 5–7: Exam 3
3/31–4/7
(One Week)

4/7–5/5 Unit 8 Interest Groups Gitelson, Ch. 9,
Due before 5:00PM 5/5: Response Slides

(Four Weeks) Unit 9 Interest Groups, Lobbying, & Lobbyists in Texas Texas Reading,

Due before 5:00PM 5/5: Quiz Slides
Due before 5:00PM 5/5 for Units 8–9: Exam 4
4/28–5/5
(One Week)

**ALL DATES AND COVERED UNITS ARE SUBJECT TO CHANGE**

PROFESSIONAL STANDARDS & ADMINISTRATIVE INFORMATION



The student prep strategy would include daily pop quizzes (possibility)
the best strategy and most effective strategy entails informing students
that daily quizzes are a possibility. Administering a quiz on a daily
basis would diminish the impact but the "threat" of a quiz on a daily
basis would encourage students to come to class prepared.

The quizzes should vary in type including open book and take home.
Students should be informed that quizzes cannot be made up and a
missed quiz will result in a zero. At the end of the course I would drop
the lowest quiz score as a bonus to students who attended every class
and completed each quiz.

Texas Governmen

COURSE: Texas Government 231 Sec 01
Lesson Title: Texas Governor

Bridge: A number of Texas Governors will be presented to students. Students w
Students will be asked to identify those characteristics of each Governor that pl
separate from a list of names of each Governor
Class asked: Raise your hand if you immediately recognize any of the Governor’s
BLOOM QUESTION (ANALYSIS): What do you think is a common factor with eac
Quickly go back over the slides to remind students of each Governor
End with: Today we will be discussing why Texas Governor’s seem to have a dire
5 minutes
Course Student Learning Outcome:

1 - Understand and Analyze the characteristics of former Texas Governo

Learning Objectives: By the end of this lesson, students will be able to
1. Identify all former Texas Governor’s who ran for the U.S. Presidency
2. Analyze the uniqueness of the position as it relates to the U.S. Presidenc

Pre-Assessment:

The student preparation assignment I chose is Flashcards. Each student will be a

the mastery of each is demonstrated

5 minutes

Participatory Learning:

Time Instructor Activities Learner Acti

10 min Texas Governor Qualifications Answer que
qualification
View implici
https://abc1
annual-state
BLOOM QUE
Texas State
State or to t

10 min Texas History Texas Gover
role the Gov

nt: Texas Governor

will be asked to identify those Governor’s who have run for the U.S. Presidency.
layed a role in their decision. Students will see pictures of each Governor
s displayed
ch Governor
ect path to the U.S. Presidency

or’s along with the history of the office in the State of Texass.

cy
assigned a set of flashcards that can be passed from one student to the next as

ivities Lesson Materials

estion: Raise your hand if you think you know the Slides with links to videos
ns to become a Texas Governor
it bias video:
13.com/politics/governor-abbott-delivered-
e-of-the-state-address/5121816/
ESTION (EVALUATION):Does the Governor of
of the State Address direct his remarks to the
the Nation

rnment History presented to students and the Slides
vernor of Texas played in that history: Link to video on Texas
Governor

https://www
mansion

10 min Case Study Identify One

Upon understanding all the Texas Governor’s who BLOOM QUE

have held the office students will now be required to characterist

identify one Texas Governor as a case study him/her as a

Discussion q

unique or ca

learned and

15 min Introduce the students to the Electoral College and BLOOM QUE

role Texas plays in National Politics and the role of the Electora

the Lt. Governor in Texas system can w

advantages

Students wr

Texas Gover

Electoral Co

Post-assessment: NEW TECHNOLOGYAdminister Socrative quiz: 6 Essay Questi

U.S. Presidency and challenge the long held beliefs regarding Texas Governor’s r

5 min

Summary: Open a discussion to all students allowing each to explain his/her cas

and read it aloud in class in a manner in which a 4th grader would understand

3 min

w.c-span.org/video/?158239-1/texas-governors-

e Texas Governor of your choice Slides

ESTION (COMPREHENSION) What specific

tics about this Governor allowed you to view

a viable candidate for the Presidency

questions: Do you believe this individual is

an any of these characteristics you identify be

d transferrable to other candidates.

ESTION (SYNTHESIS):Upon learning the role of Slides with Flash Cards

al College and the position of Texas in that

we now analyze and determine the inherent

the Governor of Texas possesses.

rite 2 essay questions that challenge the idea of

rnor’s and their advantageous position in the

ollege

ions that allow students to analyze the relationship of Texas Governor’s to the

running for the U.S. Presidency. Students will grade each other’s quizzes.

se study. CAT Explain it to a 4th Grader: Write a brief summary of the lesson

1). For this week's discussion you are required to research and discuss
the 2020 Presidential candidates and explain which of the candidates
(up to this point) you would support. Be sure to provide background on
the candidate of your selection (Analyses)

2). For this week's discussion you are required to identify the
characteristics of "Fake News." Fake News has become a buzzword
phrase introduced by President Trump. You are required to research
what is meant by Fake News and if Fake News is a real thing. In your
discussion, identify the methodology used by President Trump and his
full intentions by introducing the phrase

3). For this week's discussion you are required to introduce a policy
issue that has not been discussed by the current 2020 Presidential
candidates (including President Trump) Consider traditional policy
issues such as immigration, legalization of marijuana, healthcare,
education etc. You are required to introduce a policy issue you consider
important that should be addressed by the current 2020 Presidential
candidates.

4). For this week's discussion you are required to research how race
impacts the 2020 Presidential election. In your discussion you are
required to identify a fictional minority candidate and discuss the
challenges and impediments that would face the candidate in running
for the highest office in the United States of America. In your
discussion, you are also required to decide which of these challenges
would prevent the candidate from winning.(Analyses)

Legislative Bill Tracking Assignment DATE
Bill Tracking Assignment – Group Assignment 4/10/19
Dr. Ambrus Price

COMPONENT + CRITERIA POINTS POSSIBLE POINTS EARNED
COHERENCE + ORGANIZATION

Presents in a logical manner, without errors, and with smooth transitions. A clear 15
beginning and succinct closing are both evident.

CONTENT 20
20
Demonstrates thorough knowledge; Demonstrates extensive research effort and 20
critical thinking. Identifies, evaluates, and completes all requirements and
objectives. Offers new information / innovative approach. Cites resources.

DELIVERY

Demonstrates enthusiasm, confidence, and poise. Speaks clearly and at an
appropriate volume, enunciating properly and employing correct grammar.
Dresses appropriately. Executes presentation well and within a reasonable time
frame.

VISUAL ELEMENTS

All visual elements are clear, suited to subject matter, and integrated smoothly
into flow of presentation. Graphics / imagery are engaging and visually pleasing.
Written elements are easy to read, error-free, and grammatically correct. Cites
sources appropriately.

TEAMWORK

All team members contribute in a beneficial and worthwhile manner, with 10
individuals sharing a balanced effort.

SUPPORTING MATERIAL

Relevant information and validated sources support presented materials. 5

QUESTIONS + ANSWERS 10

All team members eagerly field questions throughout and/or following the
presentation. They answer questions correctly.

TOTAL SCORE 100



The Adjunct Certification program has been extremely beneficial to me and my
professional development as an adjunct instructor. I believe the course could
benefit any instructor at any level but adjuncts are in one of the most unique
positions of any faculty member. Oftentimes, adjuncts are neglected in terms of
professional development and frankly are viewed as cheap labor. The professional
development afforded via the Adjunct Certification program made me feel that
the college views me as a valuable asset worthy of development and increased
professional awareness.

I was not aware of how much room for growth my instructional techniques as
well as my classroom management had. I have been teaching for over 12 years
and having a Ph.D. in my subject allowed me to believe I was at a point in my
career where I reached my highest level of potential. In other words, I thought I
knew it all in terms of teaching. I was mistaken, I thought mastery of the subject
matter was enough to be an effective teacher, however, the plethora of tools
available to adjuncts to increase his/her abilities is vast. Oftentimes, teaching can
be an isolated journey. Most instructors do not interact with each other because
of schedules and outside responsibilities. Taking the Adjunct Certification
Program with a number of other instructors was extremely beneficial. This
program should be completed with a number of other instructors to maximize the
ability to build with each other and learn from each other.

The value is immense. Many of the resources I was introduced to in the course
I had no clue even existed and certainly never used in the actual classroom
environment. The program lifted any fear of using new materials and tools in the
classroom. I feel a level of comfort now introducing new technology in the

classroom now that I have completed the course, used the tools in the course and
viewed my peers using the similar tools.

I will incorporate a number of resources in my classroom I learned in the
course in both my face-to-face and online courses. I believe the use of the rubric
along with the power point lectures and group assignments will be instrumental
in all of my courses moving forward. I am very eager to use the new technology
learned in the course.

I am a more effective teacher after completing the course because I am now
aware of my shortcomings. Once I was able to see the vast array of resources
available for instruction in higher education I realized how little in new technology
I was using in my classrooms. I now have the tools and ability to make my
classrooms and interactive environment and reach students in new ways that I
was not able to prior to taking this course. Now that I am aware of the resources
available I will be able to work diligently to incorporate them into my classes. The
discussion boards allowed me to view other professionals in my field share
information that was valuable to my professional development

My suggestions for the course would be complete access to the resources
without any limitations. The resources were extremely valuable but the limited
amount of time to absorb each and be able to put to use can be challenging. I
believe the students in the course should be able to access the information
throughout the academic year including the summer.

The course is valuable to development of all faculty members and should be
required for all instructors. I would be very surprised if the majority of professors
are aware of the immense number of resources they can use in their classes. I am

confident every instructor can benefit and the college/university should require it
for all instructors.