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
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
EDUC - This document doesn't constitute the entirety
1300 of the official syllabus. You can find:
The goal of this class is to transform Assignments, Chap. PP, WebEx, Advising &
students’ academic behaviors and Librarian Corner in the Content Tab
create a learning environment to Discussion Questions & Email in the
integrate students into a collegiate Collaboration tab
environment, ensure college readiness, Grade in the Grade Tab
enhance overall performance in college
courses, and facilitate successful Course Info
completion of a degree or certificate.
Saturday - 8 am - 9:30 am
Instructor Info Room: CYC214
Ms. Ebony Young Advisor's Info
Email: [email protected] Perry Holmes
Office Location: Cypress Ctr.
Student Success Hrs.: By Appt. Only [email protected]
Available: M, W, Th (Evenings)
RUeEqnxAudpMuierIetSrcehrsBMdioteNairnlBn::lcio9Gdae7oian n(1krwg3d: 1/nYL9eoa2ruu7,rn5PL5cuS8hbC7pliasdh)e,r: and Every other Saturday
Attendance Big in Order KEEP AN EYE OUT FOR
Assignments ASSIGNMENT DUE
Tardies - 3 tardies (coming in late DATES
or leaving early) will equal an Advising - 100
Participation/attendance are 100 Campus Resource FORGET
pts of your grade Investigation - 100 pts
If you have excessive absences, Background
you will be dropped from the Smart Measures - 50 pts Knowledge -
If you withdraw or are dropped Weekly/Monthly S.M.A.R.T. Goals -
from this class, all your other Calendar - 50pts 25 pts
classes will be dropped. Learning
You must email me from Lone DWYA - 50 pts Styles/EI - 25 pts
Star Email; I will not respond to
personal email. Financial Literacy - ALL DUE DATES
100 pts ARE IN THE
Supplies Needed for Class
Path to Success - 100 pts ASSIGNMENT PAGE
Pen Career Exploration -
Pencils 100 pts
USB I CAN, I WILL, I MUST!!
Student Preparation Stategy
Course Learning Outcome: Formulate educational and career goals
and apply strategies to advance their goals and college performance
Reading - Chapter 1: Essentials of College Success Reading strategy: Chunking breaks the
chapter up in chunks/sections (ex. every 3 paragraphs, every new heading or
subheading)After reading every chuck or section you will complete the following
steps: Summarize what has been read in 10 words or less on the side of the
section. Think of one of the following questions to answer from the section (Who, What,
When, Where, Why and How). Highlight and clarify (look-up) any words or ideas that you
did not understand. Predict what will happen or be discussed in the next section. Once
students are finished with their reading, they will combine all of their 10 words or less
(summary) from step 2 turn it in when they return to class. In class, we will also go over
and have a discussion on the clarification of unknown words, ideas and how accurate
they were on the predictions of the next section.
BOPPPS LESSON PLAN
COURSE: EDUC 1300 First Year Experience – Student Success
Lesson Title: Mapping Out Your Vision – SMART Goals
Students will watch a short Powtoon.com presentation on goals (short, intermediate, long term and SMART Goals)
https://www.powtoon.com/c/cdUVj2RMWXx/1/m (New Technology)
Student will then write down a goal for each term and share one with the class.
Estimated time: 5 mins
Course Student Learning Outcome: Formulate educational and career goals and apply strategies to advance their goals and college performance.
Learning Objectives (these should be the ones you wrote in Module 1): By the end of this lesson, students will be able to
1. Distinguish the difference between a short, intermediate and long-term goal. (Bloom UNDERSTANDING)
2. Utilize S.M.A.R.T. Goals as a blueprint to classify the steps to reach their goal. (Bloom ANALYZING)
Pre-Assessment: Setting Target Lesson (CAT #1)
• After going over the objectives; the class will come together as a whole and set targets to meet the learning outcomes of the objectives.
• Creating the set targets will give students the opportunity to refer the objectives to make sure they are meeting the learning outcomes.
• If a student is not clear of the objectives and the set targets they can collaborate with their classmates for clarity.
Estimated time: 10 mins
Time Instructor Activities Learner Activities Lesson Materials
15 mins Introduce the concept of goals and the purpose of Students will watch the video then Computer
having one. Show a 5 min YouTube video and have answer discussion questions Projector
discussion about the video. [short URL: https://goo.gl/XNjiaU] Index Cards
Index cards with discussion questions will be passed
out to student during the introduction of the lesson. After the video, students that has an Index Card will ask the
Facilitate discussion question to their peers to start the discussion. There will
also be an appointed timekeeper.
Questions for discussion:
What is the difference between a wish and a goal?
What did the narrator mean when she
said, “Every problem has a solution?”
Explain how can that perspective help
you set and achieve goals? (Bloom’s:
15 mins Introductions of Padlet and ClassHook (New Evaluation) Computer
Technology). Students will use Padlet as a discussion Compare the difference between the Projector
bulletin board. Padlet
questions, “What will you do” and ClassHook
“Who will you be?” (Bloom’s:
• Padlet will be utilize for in class activity with SMART
Goals discussion bulletin board.
Mid Assessment This strategy will also help students with self-assessment. Laminated Traffic Light
Strategy - Traffic Light (CAT #2) Red Light - Don't Understand cards.
This assessment is a check point to assess students Yellow Light - Slow down and Clarify
understanding of the lesson, concepts and practices Green Light - Totally Understand
15 mins SMART Goal – Case Study (creating a SMART Goal for • Students will use the story about Jonathan to SMART Goal Questionnaire
Break students up in groups practice writing SMART goals. and Examples activity
Give each group a copy of the SMART Goal
Questionnaire and Examples activity sheet. Explain • The break into small groups to begin writing SMART sheets
what a SMART goal is, and give participants some
examples of the S-M-A-R-T guidelines goals for Jonathan. Large Wall Post-It Paper
• After a few minutes have them share their Markers
suggestions for the “S” goal, the “M” goal, the “A”
goal, the “R” goal, and the “T” goal for Jonathan.
• Then discuss as a group and modify a set of SMART
goals for Jonathan.
15 mins Personal SMART Goal Students are to envision something they dream about SMART Goals Questionnaire
Give each student a copy of the SMART Goal achieving; something they need to get done in the next and Examples activity sheet
Questionnaire and Examples activity sheet. week or refer to on the of the goals they wrote down earlier
Next, explain to student they are going to do this in class. Then take a few minutes to jot down some notes
again, but for a personal goal or dream. on a SMART goal to help accomplish that dream or task.
Walk around and aid as participants struggle with the Refer to the Jonathans SMART Goal activity and the
process. They will need additional clarification or Example copy for assistance
examples the first time they practice this method of
Post-assessment: Pros & Cons Grid (CAT #3)
• Students skills are assessed through analyzing and critical thinking.
• Students will break information down in relations to setting goals.
• Students will create a grid that contains the pros/cons; costs/benefits, advantages/disadvantages of creating a SMART Goal and not creating a SMART
Estimated time: 10
• Student will take 2 minutes to reflect and see if they were able to meet the goal of their set targets at the beginning of class.
• Students will also take 3 minutes and complete reflection questions.
o What is the greatest challenge you see in making a SMART Goal? (Bloom’s: Knowledge)
o How can a SMART Goal help you distinguish between a wish and a goal? (Bloom’s: Analysis)
Estimated time: 5mins
ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.)
• For more information on my BOPPPS Lesson Portforlio website, please go
•TOO SEE THE ENTIRE POWTOON CLIP, PLEASE GO TO:
SETTING SMART GOALS ACTIVITY
T TIME DEPENDENT
SMART Goal Questionnaire
1. Specific. What will the goal accomplish? How and why will it be accomplished?
2. Measurable. How will you measure whether or not the goal has been reached (list at least two
3. Achievable. Is it possible? Have others done it successfully? Do you have the necessary knowledge,
skills, abilities, and resources to accomplish the goal? Will meeting the goal challenge you without
4. Results-focused. What is the reason, purpose, or benefit of accomplishing the goal? What is the result
(not activities leading up to the result) of the goal?
5. Time-bound. What is the established completion date and does that completion date create a
practical sense of urgency?
6. SMART Goal:
SMART Goal Examples
Broad Goal: I want to start a business.
• Specific: I will sell handmade cards through Etsy.com.
• Measurable: I will be ready to take my first Etsy order within four weeks, and I will aim to sell a
minimum of five cards per week.
• Attainable: I will get set up on Etsy first. Then, I will build an inventory of 30 handmade cards to sell.
Finally, I will promote my business and build customer relationships through word of mouth, referrals,
and local networking.
• Relevant: Selling handmade cards will allow me to benefit financially from my favorite hobby.
• Time-Based: My Etsy store will be up and running within four weeks, and I will have an inventory of 30
cards to sell within six weeks.
SMART Goal: Within a month, I am going to get set up to sell handmade cards on Etsy, which will allow
me to benefit financially from my favorite hobby. Within six weeks, I will have an inventory of 30
handmade cards to sell and will aim to sell a minimum of five cards per week, building customer
relationships through word of mouth, referrals, and local networking.
CLASSROOM ASSESSMENT TECHNIQUES
EDUC 1300 - LSC FIRST-YEAR EXPERIENCE
STUDENT SUCCESS COURSE
Formulate educational and career goals and apply strategies
to advance their goals and college performance.
By the end of this lesson, students will be able to:
Distinguish the difference between a short, intermediate
and long term goal. (Bloom UNDERSTANDING)
Strategy - Lesson Target Setting
The purpose of using this strategy is to make students are aware of
the objectives and what is expected for them to have knowledge of by
time the lesson is over.
It is also a tool that the students can use to evaluate if they have met
the target or if they need more clarification.
Develop the skills for students to review the next assignments and
chapter readings before class and create their own targets and
compare their targets to the instructor's targets in the beginning of the
next class session.
Strategy - Traffic Light
The purpose of utilizing this strategy is to create a check point to assess
students understanding of the lesson, concepts and practices.
Red Light - Don't understand
Yellow Light - Slow down and clarify
Green Light - Totally Understand
This strategy will also help students with self assessment
By the end of this lesson, students will be able to:
Utilize S.M.A.R.T. Goals as a blueprint to classify the steps to
reach their goal. (Bloom ANALYZING)
Strategy - Pros & Cons Grid
The purpose of using this strategy is to assess skills in analysis and
Student will break information down in relations to setting goals.
Students will create a grid that contains the pros/cons;
costs/benefits, advantages/disadvantages of creating a SMART Goal
and not crating a SMART Goal
MID-ASSESSMENT: TRAFFIC LIGHT
STOP PAUSE CONTINUE
I DON’T SLOW DOWN & I FULLY
UNDERSTAND CLARIFY UNDERSTAND
Lone Star College
EDUC 1300 - First Year Experience
Rubric: SMART Goal
Rubric is designed to measure the student's knowledge and skills to see if the student can create a
SMART Goal and apply each step to developing the goal.
SMART Goal Rubric
Specific Excellent Good Needs Improvement
Measurable 50 pts 25 pts 0 pts
Excellent Good Needs Improvement
Timely Clearly focused on Focused on the desired Not focused on the desired
the desired outcome but requires outcome
Will be measurable Will be only partly progress will be
by explaining the steps that measurable by explaining the provided, but will display the
steps that indicate progress
displays the process the steps that displays the
provides clear indication of process the provides clear Needs Improvement
the students goal progress. indication of the students
The goal is only
Excellent goal progress. partially
The goal is within Good reasonable given
reason of the the student’s
The goal is mostly
student’s abilities reasonable given abilities and will
and can be likely not be
achieved the student’s achieved
abilities and can
Excellent Needs Improvement
Goal is directly connected to achieved Goal is more relevant to
relevant topics and is in a something other than
realistic state to achieve. Good selected topic and not
Excellent Goal is related to topic, but
also focuses on other areas Needs Improvement
Has a definite date and is suspected to achieve.
of what will be Has an indefinite
Good date of what will
accomplished by be accomplished
this date. Has an indefinite by this date AND
date of what will has an unclear
by this date yet is time frame by
within the time which the goal
frame of this should be
school year. accomplished.
Rubric Code: N2W425X
Ebony Young, M.Ed.│EDUC1300 Reflection Essay 1
I am so grateful for the Adjunct Certification Program (ACP) that Lone Star offers to
Adjunct and Faculty for free. I have gained a wealth of information and resources that I can share
with my students and other educators. The amount of energy, work and love put in this course is
priceless. The knowledge I have gained from this course I can use in my college courses,
elementary school, tutoring program, and coaching program. The ACP has given me life again in
my creativity and the way I am going to teach from now on. This course really gave me insight
on how to teach my EDUC course; furthermore, how to make the course more effective and
efficient. I just didn’t learn from Sunnye; I also learned a lot from my peers in my cohort.
I had always wanted to do rubrics, but never took the time to do it. Before this program,
my thoughts on creating a rubric was difficult. However, when I had to complete the rubric
assignment and Sunnye showed the class the different resources available that were helpful in
creating a rubric; the engulf of fear went away. When I had to create the rubric for the
assignment it literally took me maybe 30 minutes. Once I realize how easy it was, I created a
couple of rubrics for my 8-weeks course. This helped so much with giving instructions for the
students and grading for me.
Another element I incorporated in my courses was the Snapshot Syllabus. After
completing that assignment, I also uploaded it in my D2L for my two 15-weeks courses. When I
showed it to my students, I asked them how did the like it and what did they think. They stated
that it was easier to read and more attractive to the eye. So, the Snapshot Syllabus is something I
am going to make for all my courses.
One of the other components that I have incorporated in my courses is the technology
factor. There are a lot of presentations that the students must complete in my class and
PowerPoint can get redundant sometimes. As a result, I have introduced all the different
technology features in creating their presentations. That has made the assignments more
interesting and fun to do. In addition, students are learning new technology that can use
throughout their academic, career and life endeavors.
The course brought a great deal of light to my eyes. I was getting frustrated because it
seems as though my students were not getting the information, or they were not putting their full
effort into their work. Looking back, the students were a reflection of me. I allowed a pre-made
Adjunct Certification Program ֍ November 25, 2019
Ebony Young, M.Ed.│EDUC1300 Reflection Essay 2
syllabus template to take away my creativity. I became only focus on, was the students getting
the points they needed to pass the course and lost the momentous of the course. The crazy thing
is the information in the curriculum is part of my passion and part of my coaching program. ACP
made me realize I was not being clear; I had no rubric for students to have a guide to go by. I
was not using objectives so students would have knowledge of the learning outcomes of the
activities and the course.
It’s a new day! Awareness is the principal for me becoming more effective in my
teaching strategies. Awareness was birth out through ACP and has helped me climb out of the
slump. This program has given me all the tools to be a successful instructor and to help my
students to become successful in their academic and career paths. This program has helped me
remember how I can take something and make it my own and to have no fear. I failed my
students a little this semester, but next semester and all after I am going to be a bomb instructor.
Everything I have attained in the program I am going to apply it to every facet of my course and
my other personal ventures.
The ACP should be a course that Adjuncts and Faulty are required to take at least within
the first six months that they have been hired. This course is such an essential constituent for the
instructor, students, and college. I am not for sure if they already have one, but a professional
development on teaching hybrid and online course; as it relates to making the WebEx interactive
and getting students to attend them. Also, an in-depth course on D2L, setting it up and all the
different little tricks that can be utilized. If they do have a D2L professional development; I think
it should be more than just a day training. Maybe it can get transformed into a course like the
ACP. There are so many things that can be done in D2L and one-day training does not give
As I said before, I am so very grateful for ACP and Sunnye who was my instructor. She
made things very clear. She did not hold back, she overloaded us with information and resources.
She utilized her skills, knowledge, and gift to create a community of knowledge. This program
separates Lone Star from the rest. It is said that things can be taken away, but anything you learn
can never be taken. I will forever be able to take what I have learned and apply it to anything I do
until my mind no longer works or until I lay to rest. In return, I will be able to do the same thing
for my students. That is invaluable. Thank you!
Adjunct Certification Program ֍ November 25, 2019