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Spring 2023 Course Syllabus
Course: EDUC-1300 (Section: 5B, CRN: 10472) Learning Framework |
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| Instructor Information | |||||||||
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| Instructor | Jackquelyn Lavergne | ||||||||
| lavergnejs@lamarpa.edu | |||||||||
| Phone | 4099846330 | ||||||||
| Office | Educational I - Room: 131 | ||||||||
| Office Hours | Bob Hope High School Room 128 TWTH 9:55-10:40, 10:40-11:30, 11:35-12:20 |
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| Additional Contact Information | |||||||||
| Course Information | |||||||||
| Description | Study of the research and theory in the psychology of learning, cognition and motivation; factors that impact learning; and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g. learning inventories) to identify their strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become more effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned. (Cross-listed as PSYC 1300). | ||||||||
| Required 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.
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. Textbook Title : On Course: Strategies for Success in College, Career, and Life. Ninth Edition, Cengage Publishing. Authors: Skip Downing and Jonathan Brennan For students taking EDUC 1300-the book is available through e-book format on Blackboard. If you prefer not to have an electronic version, you must opt-out of the first day book materials program. |
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| Additional Materials/Resources | None. | ||||||||
| Corequisites/Prerequisites |
None |
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| Learning Outcomes |
A study of the research and theory in the psychology of learning, cognition, and motivation; factors that impact learning, and application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned. (Cross-listed as PSYC 1300). |
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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 logical, regional, national, and/or global communities. |
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| Lecture Topics Outline |
Week 1: Getting on Course to Success Week 2:Getting on Course to Success/ Accepting Personal Responsibility Exam 1 Week 3: Accepting Personal Responsibility/Discovering Self-Motivation Week 4: Discovering Self-Motivation/Mastering Self Management, Exam 2 Week 5: Mastering Self Management/Employing Interdependence Week 6 :Employing Interdependence/Gaining Self-Awareness, Exam 3 Week 7: Gaining Self-Awareness/Adopting Lifelong Learning
Week 8: Adopting Life Long Learning/begin Core Project Career Awareness,Exam 4
Week 9: Adopting Lifelong Learning/Developing Emotional Intelligence Week 11: Developing Emotional Intelligence Week 12: Staying On Course to Your Success, Exam 5 Week 13: Staying on Course to Your Success, Core Project Career Awareness Due Week 14: Core Project Career Awareness Week 15: Core Project Career Awareness Oral Presentations/Final Exam 6 Week 16: Core Project Career Awareness Oral Presentations Last Class Day, Thursday, May 11, 2023 |
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| Major Assignments Schedule |
Week 1: 1/17-1/19 Getting on Course to Success, Assignments-Journal Entry p. 21/Budgeting p. 37 Week 2 : 1/24-1/26 Getting on Course to Success/ Accepting Personal Responsibility Exam 1 Week 3: 1/31-2/2 Accepting Personal Responsibility/Discovering Self-Motivation, Assignments-p. 46 Case Study in Critical Thinking p. 52 Journal Entry 4 Week 4: 2/7-2/9 Discovering Self-Motivation/Mastering Self Management,Journal Entry 5, Victim Language p. 59, Exam 2 Week 5: 2/14-2/16 Mastering Self Management/Employing Interdependence-Assignment -pp.85-86 Week 6: 2/21-2/23 Employing Interdependence/Gaining Self-Awareness, Assignment -DAPPS p. 95, Exam 3 Week 7: 2/28-3/2/ Gaining Self-Awareness/Adopting Lifelong Learning, Assignment- Weekly Calendar p. 131
Week 8: 3/7-3/9/ Adopting Life Long Learning/begin Core Project Career Awareness,Assignment - Journal Entry 15, p. 157 Assignment Exam 4 Week 10: 3/21-3/23 Adopting Lifelong Learning/Developing Emotional Intelligence Assignment - Case in Critical Thinking Debate, pp.164-165 Week 11: 3/28-3/30 Developing Emotional Intelligence, Journal Entry 21 p. 209 Week 12: 4/4/-4/8 Staying On Course to Your Success, Assignment-Self-defeating Habit Patterns, pp. 208-209, Exam 5 Week 13: 4/11-4/13 Staying on Course to Your Success, Assignment - p. 255-256 Writing Rules to Change Your Habits, Core Project Career Awareness Due Week 14: 4/18-4/20 Core Project Career Awareness - Assignment - Case Study in Critical Thinking Debate p. 277 Week 15: 4/25-4/27 Core Project Career Awareness Week 15: 5/2-5/4 Career Awareness Oral Presentations/Final Exam 6 Week 16: 5/9-5/11 Career Awareness Oral Presentations Last Class Day, Thursday, May 11,2023 |
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| Final Exam Date | May 4, 2023 - 10:45 AM | ||||||||
| Grading Scale | 90 - 100=A 80 - 89=B 70 - 79=C 60 - 69=D Below 59 = F | ||||||||
| Determination of Final Grade |
Exams/Quizzes/Projects - 60% - Participation/Attendance/Homework 40% One week to make-up work, 5 points subtracted for each day of missed assignment. |
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| Course Policies | |||||||||
| Instructor Policies |
I will not discuss your grades over the phone or by email. If you want to discuss your grades, you must come to my office, in person. |
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| Attendance Policy |
Research has shown a cause and effect relationship between attendance and college success. Students with more than three absences from the course will receive an academic penalty (which is spelled out by the instructor). 5 points for each absence after 3 unexcused absences (at instructors discretion) |
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| Additional Information | |||||||||
| Institutional Policies | |||||||||
| MyLSCPA | Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through MyLSCPA. | ||||||||
| Academic Honesty | Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty. | ||||||||
| 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. | ||||||||
| COVID 19 Information | The Lamar State College Port Arthur (LSCPA) Student Code of Conduct COVID 19 Policy requires students who have been diagnosed with COVID 19 to report their condition directly to their local health department. Students should also contact their course faculty to report their quarantine status. In addition, this policy requires all students to wear face coverings when directly exposed to COVID 19 in compliance with the criteria included in the policy. For more information please refer to the COVID 19 link on the LSCPA website. | ||||||||
| Facility Policies | No food or tobacco products are allowed in the classroom. Only students enrolled in the course are allowed in the classroom, except by special instructor permission. Use of electronic devices is prohibited. | ||||||||
| HB 2504 | This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504. | ||||||||
| Mandatory Reporting of Child Abuse and Neglect | As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see LSCPA's Policy and Procedure Manual. | ||||||||
| Title IX and Sexual Misconduct | LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website. | ||||||||
| Clery Act Crime Reporting |
For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website. |
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| Grievance / Complaint / Concern | If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair. | ||||||||
| Department Information |
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