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Spring 2022 Course Syllabus
Course: EDUC-1300- Section: 3C Learning Framework |
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| Instructor Information | |||||||||||
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| Instructor | Wayne Wells | ||||||||||
| wellswd@lamarpa.edu | |||||||||||
| Phone | (409) 984-6229 | ||||||||||
| Office |
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| COVID 19 Information | The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been exposed to COVID 19 or diagnosed with COVID 19 to report their condition on the COVID 19 Notification Form (available via a link on the Student Code of Conduct COVID19 webpage). This information will be provided to the Dean of Student Services. In addition, this policy requires all students to wear face coverings in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website. | ||||||||||
| 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 persona | ||||||||||
| 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 |
Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.
On Course, Strategies for Success in College, Career, and Life, Ninth Edition Skip Downing & Johnathan Brennan |
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| Lecture Topics Outline |
Getting on Course to Your Success - Chapter 1 Concept By offering students an opportunity to understand the culture of higher education, understand the expectations of college and university educators, and (perhaps most important) understand their strengths and weaknesses, we empower them with information that is essential to their success in higher education. Additionally, when we help students begin their academic journeys in an engaging and purposeful way, we motivate them to give their best effort. Students are more likely to commit to working hard in a course when they understand . . . Accepting Personal Responsibility - Chapter 2 Concept There is great value in perceiving ourselves as the primary creators of the outcomes and experiences of our lives. At the very least, we are responsible for how we respond to any event, whether the event is of our creation or not. When academic outcomes and experiences are negative, many students blame others, often teachers. When academic outcomes and experiences are positive, many students credit others. Because the cause of their results is seen as existing outside of themselves, these students have no reason to evaluate and possibly change their own behaviors. Students like this typically wait for the world to change while they complain, blame, make excuses, and repeat ineffective behaviors. They may even blame themselves, all the while thinking there is nothing they can do to change their fate. By offering students the opportunity to see how their own choices contribute to their past, present, and future outcomes, we empower them to approach life with the beliefs and behaviors of a Creator mindset, thus giving up the passivity and bitterness of a Victim mindset. Discovering Self-Motivation - Chapter 3 Concept Choosing a meaningful purpose gives our lives a direction and creates inner motivation. Many students have not defined a personally meaningful purpose for being in college, let alone for being in a particular course. Unfocused, these students are more likely to drift from rather than to academic success. By offering them the opportunity to choose personally meaningful outcomes that they would like to achieve in college or in life, we assist students to create internal motivation and thus positively impact their persistence in the face of life’s inevitable obstacles. Mastering Self-Management - Chapter 4 Concept Most major life goals, such as earning a college degree, are achieved by taking purposeful actions consistently over time. Raised in a culture that relishes instant gratification, many students have not learned the rewards of taking persistent, small steps toward a distant personal goal. Without an effective action plan, many students fail to initiate the steps they are perfectly capable of taking to achieve their goals. By regularly offering them an opportunity to identify, record, and take their next-action steps, and by acknowledging them for taking these actions (regardless of the outcome), we help students develop effective self-management and reap the benefits of taking persistent, purposeful actions. Employing Interdependence - Chapter 5 Concept The world provides valuable resources for those who choose interdependence over independence, dependence, or codependence. Many students, however, do not utilize the abundant human resources available to assist them to achieve their goals more easily and enjoyably. Worse, many students are entangled in a web of toxic relationships. Without positive assistance, many students find the achievement of personal, academic, and professional goals to be difficult, even impossible. By offering students the skills to build and nurture mutually supportive relationships, we empower them to benefit from resources that might otherwise go untapped, to experience the benefits of giving and receiving assistance, and to achieve goals that otherwise might be difficult or even impossible. Additionally, in a world that is becoming increasingly diverse, students’ academic, career, and life success is affected by their cultural intelligence. Gaining Self-Awareness - Chapter 6 Concept When discussing self-awareness, the thought that usually pops most quickly to mind is awareness of one’s strengths and weaknesses, inclinations and disinclinations. However, there is another realm of self-awareness that may play an even bigger role than these characteristics in determining one’s outcomes and experiences. Many people, despite their conscious intentions, make choices that sabotage their success. As a result of their self-defeating habit patterns (including behaviors, thoughts, emotions) and unconscious limiting beliefs, students with great potential can thwart the achievement of their most cherished goals and dreams. As a result, these students are their own greatest obstacle. By assisting students to become aware of their unconscious self-defeating habit patterns and limiting beliefs, we empower them to rewrite outdated life scripts and change their lives for the better. Adopting Lifelong Learning - Chapter 7 Concept Many students have lost the insatiable curiosity and effective learning strategies that served them so well as young children. For them, exciting forays into the mysteries of the unknown have been replaced by boredom, anxiety, and/or self-doubt. By (re)familiarizing struggling students with the skills of effective learners, we offer them the opportunity to replace their ineffective choices with more effective choices that can enable them to reach their potential. Additionally, by helping struggling students replace a fixed mindset (in which they believe there’s little they can do to improve their academic success) with a growth mindset (in which they believe that hard work and persistence will improve their academic success), we empower them to make choices that improve their learning and academic success. In other words, in addition to teaching academic content, we need to help struggling students regain a learner’s mindset and master the study skills they need to be a success in college . . . and a lifelong learner in the years beyond graduation. Developing Emotional Intelligence - Chapter 8 Concept People in the grip of overwhelming emotions are seldom effective. Consequently, one of the most essential components of success—by some accounts more important than academic intelligence—is emotional intelligence. Emotional intelligence is the ability to manage emotions—our own and those of others—and stay on course even when navigating life’s most challenging storms. Just as we are responsible for the quality of our outer lives, we are responsible for the quality of our inner lives as well. In fact, cognitive psychologists suggest that we can only perceive what is going on outside of us through the lens of what is going on inside of us. Belief systems and inner conversations create our interpretation of the events going on around us, and in this way, our thoughts actually create our “reality.” People who are emotionally intelligent are skilled at controlling the content of their consciousness. This skill allows them to make wise choices during emotional storms while others struggle merely to survive. When we assist students to gain greater emotional intelligence, we empower them not only to be more effective in the pursuit of their dreams but also to experience happiness, joy, and peace of mind on their journey. Staying on Course to Your Success - Chapter 9 Concept Staying on course to a rich, personally fulfilling life is one of a human being’s greatest challenges. Forces both outside of us and inside of us seemingly conspire to divert us from this achievement. By assisting students to plan and take their next steps, we not only remind them of the changes they have made to empower themselves and better their lives, but we also help them keep their sights on both a positive future and the wise choices that will guide them there. As we bid our students farewell for now, we give them the momentum to head off into great lives of their own creation. |
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| Major Assignments Schedule |
Week One Monday, January 24, 2022 - Student & Instructor Introductions, Title IX Document, - Introduce Academic Assessment, Spring 2022 - Getting on Course to Your Success, Chapter 1 - Accepting Personal Responsibility, Chapter 2 Week Two Monday, January 31, 2022 - Financial Literacy Presentation - Chapter 3, Discovering Self-Motivation - Begin working on Academic Assessment Project (Essay) Week Three Monday, February 7, 2022 - Exam 1, Chapters 1-3 - Mastering Self-Management, Chapter 4 - Employing Interdependence, Chapter 5 Week Four Monday, February 14, 2022 - Gaining Self-Awareness, Chapter 6 - Exam 2, Chapters 4-6 - Adopting Lifelong Learning, Chapter 7 Week Five Monday, February 21, 2022 - (President's Day Holiday) Class will not meet. However, read Developing Emotional…Chapter 8 Week Six Monday, February 28, 2022 - Staying on Course…Chapter 9 - Exam 3, Chapters 7-9 - Submit Academic Assessment Project (Essay) |
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| Final Exam Date | January 18, 2022 - 5:30 PM Through May 12, 2022 - 8:30 PM | ||||||||||
| Grading Scale | 90 - 100=A 80 - 89=B 70 - 79=C 60 - 69=D Below 59 = F | ||||||||||
| Determination of Final Grade |
Exam 1 - 25% Exam 2 - 25% Exam 3 - 25% Academic Assessment Project (Critical Thinking Essay) - 10% Discussions - 15% |
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| Course Policies | |||||||||||
| Instructor Policies | Penal Institution - Contact w/Instructor about grades or any other questions/concerns may be conducted before or after class time. | ||||||||||
| Attendance Policy | Research has shown a cause and effect relationship between attendance and college success. More than 4 unexcused absences will result in a grade of "F", regardless of the student's performance in class to that time. Excused absences include hospitalization of you or an immediate family member, participation in a college event, or a religious holy day. Prior notification to me for pending absences due to college events or religious holy days is required. Documentation of hospitalization is required. LATE WORK IS UNACCEPTABLE. | ||||||||||
| 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. | ||||||||||
| MyLSCPA | Be sure to check your campus E-mail and Course Homepage using MyLSCPA 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 MyLSCPA. | ||||||||||
| Other | |||||||||||
| HB 2504 | This syllabus is part of LSC-PA's efforts to comply with Texas House Bill 2504. | ||||||||||
| Department |
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