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Fall 2019 Course Syllabus
Course: PSYC-1300- Section: 01 Learning Framework |
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| Instructor Information | |||||||||||
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| Instructor | Eric Hernandez | ||||||||||
| hernandezea@lamarpa.edu | |||||||||||
| Phone | (409) 984-6341 | ||||||||||
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| Department |
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| Course Information | |||||||||||
| Description | Study of the 1) research and theory in the psychology of learning, cognition and motivation; 2) factors that impact learning; and 3) application of learning strategies. Students use assessment instruments (learning inventories) to identify their strengths and weaknesses as learners. Develops skills and techniques necessary for success in college including memory development, note-taking, test preparation, study skills and time management. Assists the student in making adequate social and personal adjustments to college life, developing educational and career goals, and becoming familiar with institutional curricula and policies. Includes techniques for time management, note taking, and preparing for exams. Stresses the importance of creativity, health, relationships and the effective use of resources in achieving college success. All students who have passed fewer than 60 semester hours and finished the immediate two long semesters on scholastic probation are required to enroll in and pass the course. Recommended for all students desiring to improve their opportunities for success in college. A passing grade must be earned to meet the institutional requirement. May count for elective credit in selected degree and certificate programs. Students who fail a developmental course must take either EDUC 1300 or PSYC 1300. | ||||||||||
| Prerequisites | None | ||||||||||
| Learning Outcomes |
1. Demonstrate the ability to analyze and interpret assigned reading materials and written instructions from both the textbook and instructor measured by pretest, posttest, written class exercises, and essay rubric (PSLO ALPHA, PSLSO 1, PSLO 2) 2. Demonstrate the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience measured by pretest, posttest, written class exercises, and essay rubric. (PSLO ALPHA, PSLO 1, PSLO 2, PSLO 5) 3. Demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience measured by class exercises and rubric (PSLO 2) 4. Demonstrate the ability to analyze and interpret forms of spoken language measured by pretest, posttest, class exercises, and essay rubric. (PSLO 1, PSLO 2) 5. Identify and demonstrate the ability to apply standards and elements of critical thinking measured by pretest, posttest, and class exercises.(PSLO ALPHA, PSLO 1, PSLO 2, PSLO 5)) 6. Demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information measured by class exercises and essay rubric. (PSLO 2) 7. Demonstrate awareness of cultural differences and similarities measured by class exercises. (PSLO 2, PSLO 5) 8. Demonstrate the ability to identify, use, and apply mathematical and scientific principles measured by pretest, posttest, and class exercises. (PSLO 3) |
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| Core Objectives |
* Communication skills: Students will demonstrate effective written, oral and visual communication. * Critical Thinking Skills: Students will engage in creative and/or innovative thinking, and/or inquiry, analysis, evaluation, synthesis of information, organizing concepts and constructing solutions. * Empirical and Quantitative Skills: Students will demonstrate applications of scientific and mathematical concepts. * Social Responsibility: Students will demonstrate intercultural competency and civic knowledge by engaging effectively in local, regional, national and/or global communities. |
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| Program Student Learning Outcomes |
PSLO ALPHA: Reading Skills - Demonstrates comprehension of content-area reading material. PSLO 1: Critical Thinking Skills - Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information. PSLO 2: Communication Skills - Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication. PSLO 3: Empirical and Quantitative Skills - Applies the manipulation and/or analysis of numerical data or observable facts resulting in informed conclusions. PSLO 5: Social Responsibility Skills - Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities |
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| Textbooks |
On Course Strategies for Success in College, Career, and Life 9th edition Cengage Publishing. You will also need a string bound college ruled composition notebook |
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| Lecture Topics Outline |
Week 1: Getting on Course to Your College Success Week 2: On Course cont. Week 3: Accepting Personal Responsibility Week 4: Personal responsibility cont. Week 5: Discovering Self-Motivation Week 6: Mastering Self-Management Week 7: Motivation cont. Week 8: Employing Independence Week 9: Independence cont. Week 10: Gaining Self-Awareness Week 11: Adopting Life-long Learning Week 12: Learning cont. Week 13: Developing Emotional Intelligence Week 14: Emotional Intelligence cont. Week 15: Staying on Course |
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| Major Assignments Schedule |
Reminder: There will be 15 unannounced quizzes due in class The following assignments are due at the first class of the week in which they are due. Bring your textbook and journal to every class. Week 1: Read “College Smart-Start Guide” in Chapter 1 Read/Write Journal 1: “Understanding the Culture of Higher Education” in Chapter 1 Read “Money Matters” in Chapter 1 Read “Healthy Choices: Introduction” in Chapter 2 Week 2: Read/Write Journal 2: “Understanding the Expectations of College and University Educators” in Chapter 1 Read/Write Journal 3: “Understanding Yourself ” in Chapter 1 (take self-assessment) Read “Soft Skills AT WORK” in Chapter 1 Week 3: Read/Write Journal 4: “Adopting a Creator Mindset” in Chapter 2 Read/Write Journal 5: “Mastering Creator Language” in Chapter 2 Read “Healthy Choices: Alcohol” in Chapter 2 Week 4: Read/Write Journal 6: “Making Wise Decisions” in Chapter 2 Read “Personal Responsibility AT WORK” in Chapter 2 Read/Write Journal 7: “Believing in Yourself: Change Your Inner Conversation” in Chapter 2. Read/Write Journal 8: “Creating Inner Motivation” in Chapter 3 Read “Healthy Choices: Drugs” in Chapter 3 Week 5: Read/Write Journal 9: “Designing a Compelling Life Plan” in Chapter 3 Read/Write Journal 10: “Committing to Your Goals and Dreams” in Chapter 3 Read “Self-Motivation AT WORK” in Chapter 3 Exam 1 Week 6: Read/Write Journal 11: “Believing in Yourself: Write a Personal Affirmation” in Chapter 3 Read/Write Journal 12: “Acting on Purpose” in Chapter 4 Read/Write Journal 13: “Creating a Leakproof Self-Management System” in Chapter 4 Read “Healthy Choices: Smoking” in Chapter 4 Week 7: Read/Write Journal 14: “Developing Grit” in Chapter 4 Read “Self-Management AT WORK” in Chapter 4 Read/Write Journal 15: “Believing in Yourself: Develop Self-Confidence” in Chapter 4 Introduction 21 Week 8: Read/Write Journal 16: “Creating a Support System” in Chapter 5 Read/Write Journal 17: “Strengthening Relationships with Active Listening” in Chapter 5 Read/Write Journal 18: “Respecting Cultural Differences” in Chapter 5 Read “Interdependence AT WORK” in Chapter 5 Week 9: Read/Write Journal 19: “Believing in Yourself: Be Assertive” in Chapter 5 Read “Healthy Choices: Food” in Chapter 5 Read/Write Journal 20: “Recognizing When You Are Off Course” in Chapter 6 Week 10: Read/Write Journal 21: “Identifying Your Scripts” in Chapter 6 Read/Write Journal 22: “Rewriting Your Outdated Scripts” in Chapter 6 Read “Self-Awareness AT WORK” in Chapter 6 Read/Write Journal 23: “Believing in Yourself: Write Your Own Rules” in Chapter 6 Week 11: Read/Write Journal 24: “Developing a Growth Mindset” in Chapter 7 Read/Write Journal 25: “Discovering Your Preferred Ways of Learning” in Chapter 7 Exam 2 Week 12: Read “Lifelong Learning AT WORK” in Chapter 7 Read/Write Journal 27: “Believing in Yourself—Develop Self-Respect” in Chapter 7 Read “Healthy Choices: Physical Activity” in Chapter 7 Read/Write Journal 28: “Understanding Emotional Intelligence” in Chapter 8 Week 13: Read/Write Journal 29: “Reducing Stress” in Chapter 8 Read/Write Journal 30: “Increasing Happiness” in Chapter 8 Read “Emotional Intelligence at Work” in Chapter 8 Week 14: Read/Write Journal 31: “Believing in Yourself—Develop Self-Acceptance” Read “Healthy Choices: Sleep” in Chapter 8 Week 15: Read/Write Journal 32: “Planning Your Next Steps” (including self-assessment in Chapter 9) Turn in Final Essay Week 16: Exam 3 |
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| Final Exam Date | December 10, 2019 - 8:00 AM Through December 10, 2019 - 10:00 AM | ||||||||||
| Grading Scale |
Course Grades: Points A = 495 - 550 B = 440 - 494 C = 385 - 439 D = 330 - 384 F = 329 or below |
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| Determination of Final Grade |
Course Projects: Points 1. 15 Quizzes (5 points each) 75 2. 32 Success Journals (5 points each) 160 3. 1 Final Essay 65 4. 3 Exams 5. Project 150 Total Possible Points 550 Each of these four components of your grade is explained below. |
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| Course Policies | |||||||||||
| Instructor Policies |
Late Work Policy: Late work will NOT be accepted with the only exception being documented emergencies. If such emergency occurs, contact the instructor immediately and be prepared to provide proof of the emergency. Otherwise, complete all assignments within the unit time frame or on the required due date. Plagiarism is not tolerated. Minimum failure of the assignment for a first offense. Future offenses result in a grade of F for the course. Extra Credit I will NOT offer individual extra credit. However, throughout the semester I may offer various opportunities to the entire class that are optional but highly recommended. The instructor reserves the right to modify the syllabus |
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| Attendance Policy |
I will take attendance. I do this for two reasons: (1) I use it to get to know who you are, and (2) to encourage you to come to class. I encourage class attendance because you may miss an important exercise, activity, or topic discussion that may be crucial for understanding a concept or topic. There will also be the opportunity to earn a few extra bonus points for regular attendance. In short, come to class every day you possibly can! It is up to you to drop the course if you decide not to attend class any longer. I will not drop you from the course. Caution: dropping or failing a course can have serious financial aid impacts. Speak to a financial aid counselor before doing either of these things. You are not sitting in a room by yourself. You will be expected to be aware of the other students in class and contribute meaningfully toward their education. Specifically, you will have opportunities throughout the class to ask questions that are relevant and helpful to the whole class, and speak up during discussions, offering insights and clarifications that will benefit others in the class. You will have opportunities to participate in activities, helping yourself and your classmates learn the material more meaningfully. If you're absent, you should make it a point to get lecture notes from one of your classmates. You might use this as a convenient excuse to talk to that attractive classmate you noticed in the first week of class! Here's a starter. Pardon me, [sir or madam], but I regretfully cannot attend our class next Tuesday, I have noticed your thorough and careful not taking all term. Would you be ever so kind as to make a copy of your notes for me? Here's my telephone number. From there on, it's up to you to get that first date - oops - I meant notes. Good luck! Being late to class is strongly discouraged, but something we all might suffer once or twice in a semester. If you're unavoidably late, please be very quiet when you enter the room so disrupt the class as little as possible. Check with your classmates after class to see whether you missed any important announcements or information. Similarly, leaving class early is also discouraged. PLEASE inform me at the beginning of class if you're planning on leaving early, and again, plan to sit in a place that will create the least disturbance when you leave. |
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| Academic Honesty | Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty. | ||||||||||
| Facility Policies |
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| Important Information | |||||||||||
| ADA Considerations | The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the the Office for Disability Services Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241. | ||||||||||
| MyLamarPA | Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal (My.LamarPA.edu). When you've logged in, click the email icon in the upper right-hand corner to check email, or click on the "My Courses" tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA. | ||||||||||
| Other |
Note to students I would really like to speak with you if you have any questions or concerns! It's better to meet early in the course, than to wait until you have a major challenge. No question or concern is too small to discuss together. Most importantly, be assured that I want students to learn and receive the grade they deserve. |
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| HB 2504 | This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504. | ||||||||||