Sample ACP Portfolio

Adjunct Certification
Portfolio

Example

SUNNYE PRUDEN
FALL 2016

Table of Contents

What is ACP? pg 3
Syllabus Snapshot pg 4
Student Preparation Strategy pg 6
BOPPPS Lesson Plan pg 8
Formal Assessment pg 12

Rubric pg 16
Final Presentation pg 18

Reflective Essay pg 28

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

Syllabus Snapshot

Fall 2015

Required Textbook. ISBN Number: 9781285566788 ASSIGNMENTS

Class Policies Critical Thinking Assignments

Attendance: Attendance will be tracked and be You will chose an activity from your personal
considered a part of your participation grade. It is life and relate it to the psychology topics we are
important to arrive on time as being late disrupts studying. Activities can be anything from a family
the class and on certain days will exclude you from gathering to watching a movie. Your chosen
any pop quizzes. activity will be related back to a topic within the
respective chapters we are studying. A formal
Participation: Participation is considered speaking grading rubric is available on D2L and as a part of
during class discussions in a meaningful way as the full syllabus.
well as completing any out of class assignments.
Participation is worth 3% of your final grade. Research Project

Assignments: Unless otherwise specified, Toward the end of the semester (Chapters 14
assignments will need to be submitted via e-mail. & 15) you will choose a psychological disorder to
Assignments not handed in via e-mail (without research. You may (but are not required to)
prior consent) will receive a 2 point deduction and present your disorder to the class (for a bonus 2
not be eligible for an early bonus. Assignments points) and you will not be required to turn in a
turned in early will receive a 5 point bonus and late physical paper. If you do not present to the class,
assignments will receive a 3 point deduction. you will need to turn in a physical paper. For both
options, you may work in pairs (2 students) or
individually. A rubric is available on D2L and as a
part of the full syllabus.

Pop Quizzes

During the semester, several pop quizzes will
be randomly administered at the beginning of
class. The door to the classroom will be shut
during this time and anybody not in the
classroom will be locked out until after the quiz is
over. The quiz will cover information presented
during the previous class period (ex: A pop quiz
on Monday will cover material presented the
Friday before. No make ups will be allowed.

GRADE DETERMINATION

4 Tests – 100 points each [80%]

3 Critical Thinking Assignments (lowest grade
dropped) – 30 points each [12%]

Research Project – 25 points [5%]

Participation – 15 points [3%]

Total Points– 500 [100%]

ABOUT YOUR PROFESSOR My Sister and I
My name is Vanessa Reed. I graduated from Baylor
University in 2008 with a Bachelor of Arts degree Class Information:
in Psychology with a minor in Philosophy. I Course Name: General Psychology (PSYC 2301)
graduated from Houston Baptist University in 2013 Class Days/Times: MWF 8:05 am – 9:00 am
with a Master of Arts in Psychology. Credit Hours: 3
I am an adjunct Psychology professor and this is Division IV Contact: Dr. Jonathan Durm
my 4th semester teaching here at LoneStar – CyFair
Campus. Class Description:
A survey of the essential subject areas, major
Fun Facts: theories and approaches to the scientific study
I graduated from 2 private Baptist Universities but of behavior and mental processes
I am not a Baptist! (I was raised Catholic.)
I am Hispanic! Which seems strange given my red Please Note: This snapshot is only a brief overview of the
hair and fair skin, but I promise, I am 100% Hispanic! information contained in the course syllabus.
I am the youngest of 8 kids! But don’t worry, I did The full syllabus is available on D2L under Content in
not grow up with all of them! Imagine the Course Documents.
bathroom trouble that would be! All students are responsible for knowing and
I am a HUGE Peyton Manning Fan! So, be wary understanding the information contained in the full
what you say about him!! syllabus.
I LOVE cats!!
My favorite color is blue (any shade!) But my
favorite color of my favorite color is turquoise.
I love traveling. I have been to 3 of the 7
continents and I plan on one day travelling to the
remaining 4
Since I graduated from Baylor University, I am a
HUGE Baylor Bears supporter (I wear Baylor
clothing often).
I am always available and open to talk. Do not be
afraid to come to me with any problems or
questions you may have!

My Information:
E-mail: [email protected]
Cell Phone: 281-455-9627
Please leave a message or send a text

Office Hours are by appointment only. I am always
available before or after class.

Preparation Strategy
Pre-reading Assignment
Chapter 12 “Making the Right Choice for Majors and Careers”

1. Chapter 12 advises students to connect their majors and their interests with their
future careers. Explain how your intended major aligns with your interests and your
future career.

2. Your text includes information on two kinds of skills: “content” skills and “transferable”
skills. Describe what content skills you think will be necessary in your future career.
Which of those content skills do you already have or are already working toward?
Describe what transferable skills you think will be necessary in your future career?
Which of those transferable skills do you already have or are already working toward?

3. There are five Key Competencies in Chapter 12. List those, then select one that you
think will be especially significant in your intended career. Explain why you think that
Key Competency will play a major role in your intended career.

4. Making the right choices when it comes to picking a career can be intimidating. What
did you learn in this chapter that will help you prepare for pursuing a career?



Complete BOPPPS Lesson Plan

COURSE: ENGL 1301 Composition & Rhetoric I

Lesson Title: Research Writing – Introduction

Bridge: Students were asked to tour the school library previously. During their tour, they will interview the librarian and other staff to find out what they do.
These questions draws in the students to begin to talk about their library tour experience. 1) Who wants to be a librarian? Why? 2) What do librarians do?
(Knowledge) 3) How do library users find the information they need? (Analysis) 4) What are some of the materials in the library? (Knowledge) 10 minutes
Introduce the lesson: today, we will be exploring the online version of the library.
Course Student Learning Outcome: Develop ideas with appropriate support and attribution, following standard style guidelines in documenting sources
http://www.lonestar.edu/class-search.htm

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

1. Students will be able to locate Lone Star Libraries and Library resources online

2. Students will be able to explore databases and find scholarly articles for a research paper

3. Students will be able to evaluate online resources

PRE-ASSESSMENT:
What do you think you will need for a research paper that can be found in the library? (Evaluation) We will use Socrative to continue with our ungraded

group quiz. 5 minutes

Time Instructor Activities Learner Activities Lesson Materials

10 Before students arrive, teacher grouped the Students were asked to tour the school library previously. Library both traditional and

students into small groups of three. As they walk in, During their tour, they will interview the librarian and online

teacher instructs them to find their name and sit other staff to find out what they do. Students will also

where their name is placed. make a list of all they found in the library and mark Overhead projector

anything they will need or might be required to write a

Teacher instructs students to use SOCRATIVE App research paper. Computers with internet

to participate in a pre-class assessment access

Students participates in group quiz

Teacher asked students to log on to computer and SOCRATIVE Prezi presentation

make sure their school user name and password is Research Essay

working. Students log on to computer

5 They are instructed to bring out their library tour Students begin to share and talk about their library tour PowerPoint slide with

note and share with their group members. They experiences. Some may want to share theirs with entire objectives and instructions

are required to discuss their experience. class

15 Teacher instructs each group to appoint a tour Links to 5 libraries online

guide from their team. Each group will go on library Students choose a tour guide, choose link and library to Comparative t-chart
virtual tour. They are asked to choose from the tour, and begin the exploration. They will make a Wikispaces Classroom
provided links on their desk and tour the opened comparative note on what they found online that may be VIRTUAL LIBRARY 1
library similar or different form the physical library tour. VIRTUAL Library 2
They can direct questions to each other and the teacher as VIRTUAL LIBRARY 3
they tour the virtual library. They will share this
information on class Wikispaces. (Comprehension,
Analysis, Synthesis, and Evaluation)
Composerhetoric
http://composerhetoric.wikispaces.com/

Participatory Library Databases Students follows steps to navigate Lone Star Libraries and www.lonestar.edu
Learning: Teacher lectures and provides direction on how to databases.
10 navigate Lone Star Library Databases. Research topic: What are
Teacher demonstrates and explains the steps and Watch the YouTube tutorial the cultural, social, and
ask students to practice the navigation. NAVIGATION PRESENTATION political implications of
Teacher checks that students master the steps and American Revolution?
everyone is on the same page. Students follow steps and searches for sources. They
evaluates each source by reading the abstract to identify PowerPoint slides with
Search Engine EBSCO and Opposing Viewpoints whether the source will provide valuable information on steps on navigating Lone
Teacher shows by demonstrating and explaining any of the categories. Star Libraries and
how to use search engines to access journals and http://www.lonestar.edu/library/article-databases.htm Databases
other library materials such as eBooks, videos,
commentaries, and interviews. This step involves Bloom’s analysis, synthesis, and Overhead projector
evaluation of information and sources.
Teacher asks students to search for 6 articles on USB flash drive
American Revolution. Three will be on social Students download the sources and save their sources in
implications, three on cultural implications, and their flash drive.
three on political implications.
Use the attached PowerPoint note with more details
attached for your reference
RESEARCH PAPER

10 Teacher introduces the group assessment using a Complete Group Assessment (FORMATIVE) Computers and cell
phones.
case study. SOCRATIVE NEW TECNOLOGY:
Socrative
Questions

1. Help Meg find scholarly sources on Lone Star Library
Databases. Use arrows to illustrate the steps to follow.
(Knowledge & Comprehension) 2) To get a quick
information about an article, the user reads the --------------
-- (Knowledge) 3. To get varieties of perspective on a topic,
the user searches through ----------- (Knowledge) 4) Show
Meg how to evaluate the usefulness of a source article
(Evaluation)

POST-ASSESSMENT: New Technology: Socrative. There are two multiple-choice questions. The first one test for comprehension and the second one, which is
more rigorous tests for application and analysis. There’s one subjective question that requires short answer that involves application, analysis, and evaluation of an
article. The Last question is based on synthesis and evaluation. 5 Minutes

SUMMARY: Lone Star acquired so many electronic and digital resources to enhance learning and to embrace the new technological trend. Students do not have
to go to the library to access resources for a research paper or for an essay. The information is literarily at students’ finger tips. CAT: POST IT – On your way
out, reflect on the lesson today and use the color coded post-it notes to show your level of understanding of the concept. Use Green to show what student
learnt, Purple to show what students found easy, Red for what students found difficult, and Yellow for what students want to know now. 3 Minutes
My class time for this course is 1hr, 20 minutes.

See Attached PPT

Working With Sources

P – PARTICIPATORY

Prompt - Case Study

Meg is a sociology major at Lone Star Community College and she is your friend’s roommate. Meg has an assignment to write a research
paper on the cause of students’ drop-out of college. You heard Meg speaking to your friend about how lost she was on getting around Lone
Star online Libraries, She really sound depressed.

Help Meg navigate LSC Libraries. Guide her through the Databases to find sources for her paper. Show Meg how to access and evaluate
sources and determine their relatedness to your topic and focus.

Questions

1. From the prompt, help Meg navigate the Lone Star online Libraries and Databases. Guide her through the steps to the sources page.
2. What are the two most effective search engines in the Databases?
3. Show Meg how to evaluate the usefulness of a source article.

POST-ASSESSMENT - ENGL 1301
For questions 1 and 2 choose the option that best answers the best

1. The following are criteria for evaluating sources for a research paper except
A. Objectivity
B. Currency
C. Accessibility
D. Accuracy

(Comprehension)

2. Which one of the following is correct MLA in-text citation?
A. According to Green and Lawlor, “Strong readers read actively rather than passively” (14),
B. According to Green and Lawlor (2014), “Strong readers read actively rather than passively.” (p. 14)
C. According to Green and Lawlor, strong readers read passively rather than passively.
D. According to Green and Lawlor, “Strong readers read actively rather than passively.”
(14) (Application/Analysis)

Read the provided article, use it to answer the following questions
3. Is the article a scholarly or non-scholarly article? Explain your response using at least 4 criteria for evaluating sources.
(Application/Analysis/Evaluation)

4. The topic of the article you evaluated is foster homes and teens. Write a one-page essay on the challenges homeless teenagers face in our
society. Incorporate information from the text to support and develop your ideas. Follow MLA citation for both in-text and Works Cited page.
(Synthesis/Evaluation)

SLO: By the end of this lesson, students will be able to comprehend exponential functions and
they will demonstrate what they learned by applying exponential functions in real world problems.
Multiple Choice (BT: Comprehension)

1. Which is the best model for the data shown?

Multiple Choice (BT: APPLICATION)
2. Carmen invested $3000 in an account that pays 3.6% annual interest compounded monthly. To the
nearest dollar, what will be the balance in her account after 6 years?

Open ended Questions: Box your final answer. No credit will be given in the absence of clear,
correct work. Insufficient incorrect or unclear work will result in a deduction, even if the final
answer is correct.
BT: Synthesis/Evaluation

3. After graduating from college, you get a job of an archaeologist. Your first assignment is to
research on the living organism on the basis of carbon isotope C14 that existed in the living
organism decreases by 50% of its previous value every 5730 years.
Plan a solution and answer the following questions-
a. Write a function C(t) as dependent variable for the C14 ratio, where t represents the years
since organism died.

b. Sketch/label the graph on the grid provided below

c. Justify the domain and range in the context of the problem.

d. Is there any asymptote in the graph? What does it represent in the problem?

BT: Analysis
A calculator is not allowed for this question

4. Jonathan and Karina were given the following functions--
a.
XY

02
11
2 0.5

3 0.25
4 0.125
5 0.0625

6 0.03125

b. An exponential function with rate of decay of one-half and an initial amount of 2.
Karina thinks they are the same functions but Jonathan disagrees. Who is correct? Explain
your reasoning (Algebraically/Graphically)



CRITICAL THINKING WIRITNG ASSIGNMENT

4 points 3 points 2 points 1 point

Creativity Written with creativity Written with creativity but Not written with creativity Not written with creativity
and activity is creative
activity is not creative but activity is creative and activity is not creative

Organization Information is very Information is organized Information is organized, The information appears
organized with well- with well-constructed but paragraphs are not to be disorganized.
constructed paragraphs paragraphs. well-constructed.
and subheadings.

Grammar and No grammatical, spelling Almost no grammatical, A few grammatical Many grammatical,
spelling or punctuation spelling, or punctuation spelling, or punctuation
Mechanics or punctuation errors. errors errors. errors.

Amount of More than one topic is More than one topic is One topic is addressed, No topic was addressed.
Information addressed with more than addressed with at least 2 with 1 sentence
2 sentences addressing sentences addressing addressing topic.
topic. topic.

Relation to Information clearly relates Information clearly relates Information relates to the Information has little or
Topic to the psychology topic. It to the main topic. It main topic. No details nothing to do with the
includes several provides 1-2 supporting and/or examples are main topic.
supporting details and/or details and/or examples. given.
examples.

Understanding Shows full understanding Shows some Shows little Shows no understanding
understanding of understanding of of psychology topic
of Topic of psychology topic psychology topic psychology topic

ACP Showcase
Portfolio

Brandi Garza
ENGL 1302
November 7, 2015

Table of Contents

• Bridge

– Why is plagiarism wrong?

• Objective
• Pre-assessment
• Participatory Learning

– CAT Pro/Con List

• Post-assessment

– Socrative

• Summary/Closure
• Reflection

Student Preparation Strategy

• Students should read the chapters on plagiarism and ways of
avoiding it in their “Writers Reference” book.

– Complete the “Plagiarism Game” online

– http://www.lycoming.edu/library/instruction/tutorials/plagiarismGame.aspx

• Come to class with questions ready

– If no questions, then the students should have comments about what they
learned by reading the chapters and playing the game

Bridge

• What is plagiarism and why is it wrong? If you agree with the
authors idea, why can’t you just use it?

– Discuss

• Stories about plagiarism

• http://www.imagineeasy.com/blog/did-you-know-that-these-
celebrities-were-accused-of-plagiarism/

Objectives

• By the end of this session the student will be able to summarize
when to use each style of writing

• By the end of this session the student will be able to distinguish
between the different styles of academic writing.

Pre-Assessment

• Pro and Con Grid (CAT)
• What is the first thing you do when beginning an essay?

– 2nd
– 3rd & etc.

• Brainstorm ideas and techniques for formatting your essays
• On line game:
• http://library.williams.edu/citing/game/

Participatory Lesson

• Power Point 1 MLA vs APA
• What are the major differences between MLA and ACP?

• Power Point 2 CMS
• When does CMS fit in?

Post-Assessment

• Socrative Quiz

Summary

• Exit Ticket

– What new information did you receive?

Personal Reflection on My ACP
Experience

• I’m glad this class was made available to me because I have
learned many different skills, some little and a couple are big. I
enjoy implementing BOPPPS and I learned different ways to use
Blooms Taxonomy. I previously only used it for formulating
questions. My fellow classmates gave me little ideas here and
there to try out in my class. Someone mentioned a summary
technique that I was able to test out in my classes. It worked
beautifully. The students learned how to condense a summary so
that it is not too wordy. I am also glad that I found new
technology to use, there is so much out there that I did not know
about. I like the rubric websites and I know I will use that and
Socrative. Socrative is a life saver.

The Portrait of an Effective Teacher

The natural and ethnic saying that every river empties into the ocean is probably derived from
The Holy Bible, Ecclesiastes 1: 17 which says that “All streams flow into the sea, yet the sea is
never full. To the place the streams come from, there they return again.” This allusion is a
symbolic analogy of the nature and typical life-cycle of a teacher. Like the stream, teachers
receive refreshment from connecting to wealth of resources in programs such as ACP to build
upon existing knowledge and as they flow like the river, they deliver these new, modified, and
improved knowledge to students on their banks and to them who may have come to drink from
the invigorating river. Teachers are life-long learners, and this truism has been proven once more
in my experience as I went through the ACP program which has infused my passion with new
vigor, empowered me more, and drawn me closer to the target and purpose of my profession.

Just like every other individual, teachers need motivation. They spend their entire working and
non-working hours looking for ways to motivate their students. The worst part of the job is when
their efforts seem not to be yielding expected dividends and results. This could be frustrating,
discouraging, and de-energizing. These past few weeks, I have been challenged, motivated,
refreshed, invigorated, and energized by the instructor’s positive and enthusiastic personality and
the resources she exposed me to. I rely so much on PowerPoint presentation, and that is why I
spend a lot of time designing the slides to include relevant information for my students and to
meet their learning styles and preferences. However, I have come to note that it was not enough.
I need something more, and that something was technological strategies to actively engage me
and my students. The facilitators of this program and the environment coupled with the resources
introduced during this program have brought life into my teaching skills and into my classroom.

Information is power, as they say. The late and former president of South Africa once said that
“Education is the most powerful weapon to change the world.” It is the great engine for personal
development. ACP program exposed me to some resources and showed me different ways to use
familiar ones to empower my students, affect, and challenge their learning abilities and cognitive
processes. So if I say that I have been empowered to empower, I am stating the obvious.
Technology is ruling the world and the mind of the youth and many adults have been lured by its
convenience, accessibility, and intrigue. It has transformed many traditional ways human live,
and brought innovative and creative, almost magical ways to solve problems. Education
curriculum seeks to integrate technology into pedagogy and it has successfully improved the
quality of both communication which is the pillar of education and the performances of both
teachers and learners. I am experiencing this enrichment and my students’ performances are
improving consistently. The most amazing part of it is the level of interest my students display as
they engage in class activities.

In a practical sense of the word, my class kicks off on a very high energy level with pre-class
assessments and warm-ups on SOCRATIVE. It was magical. I feel like a superhero whenever
my students submit responses and it shows on the board. This tool gives us the opportunity to
keep problems in perspective and review questions and responses more analytically. It also helps
us share knowledge as we work collaboratively. We use it for group activities and for quizzes.
More so, it encourages participation. Prezi has become my new ally in lesson preparation and
delivery. The effect is amazingly catchy, and an effective attention grabber.

Also, my knowledge at setting objectives from students SLOs and using blooms taxonomy as a
guide for setting questions and assessment that tie to the objectives have greatly improved. I am

more confident in setting an objective that may challenge my students’ creativity and elicit
higher-ordered thinking. We have become more goal-oriented and objective driven than before.

The joy, satisfaction, and fulfilment I derive from teaching spirals around my students’ success.
The target of teaching is not the content. It is not the strategies either. Rather, it is the learner –
students. The content is the knowledge and skill we want the students to acquire. Strategies are
effective ways and tools we employ to help them acquire the knowledge and skill. This program
helped me to draw closer to my students, establish stronger tie with them, and merge our goals.
As I introduce some of the new technologies, new approaches, and strategies, I saw them
struggle, I saw their frustrations, I saw them make efforts, fail, thrive, succeed, and excel. I was
pulled towards them by these manifestations and we relate better. Many of them can now see my
sincerity as I try to work with them and they trust me more. Many who feel they may not catch
up are eager to take on the rope. Yet, many who I thought and was afraid that we might have lost
have sprung up like a new shoot of spring bluebell.

I will strongly recommend this program to everyone who believes that they could make a
difference in students’ life, in our community, in education as a field of human endeavor, and in
our ever changing world. It’s an experience that will not wear out easily.

I am most thankful to Professor Sunye Pruden whose infectious enthusiasm encouraged me to
delve into things that I never thought was possible. She taught and models all the strategies she
presented. I appreciate her ingenuity and love for creativity. Thank you so much. Thanks also to
those behind the curtain, who I may not see but contributed immensely for the success of the
program. You all worked really hard. Also, I was very fortunate to find myself among group of
passionate and intelligent classmates. Thank you for supporting me and making the experience
memorable.