PSYC-1300-02 - Learning Framework
Lamar State College - Port Arthur
House Bill 2504
Spring 2016 Course Syllabus
PSYC-1300-02 - Learning Framework
|Clark, Jamie L.
|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.
|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.
|This course is mandated for all students on academic probation and those who have failed any developmental course. This course may count for elective credit in selected degree and certificate programs.
|Keys to Effective Learning, 6th edition. Carol Carter, Joyce Bishop, and Sarah Kravits, Pearson.
|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.
|Course Grading Scale
|90 - 100=A 80 - 89=B 70 - 79=C 60 - 69=D Below 59 = F
|Determination of Final Grade
The final grade is the average of two grades.
One grade is the total of points based on attendance, participation, assignments, and essay worksheets. Attendance is one point per day with late arrival and early departure equal to one absence. Participation is one point per day. Assignments are one point each. Essay worksheets are one point each. LATE WORK IS UNACCEPTABLE.
The other grade is the exam average which consists of three exams, one final exam, and one essay.
With the prior approval of your instructor, you may also earn extra credit for campus events.
Disturbance in class is a one point deduction from the final grade, per incidence, and includes but is not limited to: cell phones ringing, text messages, talking without permission and other disrespectful behavior.
|Final Exam Date
|May 10, 2016 - 11:00 AM
Week 1: Course introduction, syllabus review, pre-course essay, pre- course assessment, syllabus quiz
Week 2: Library Tour & Chapter 1 Habits for Success
Week 3: Chapter 2 Learning Styles
Week 4: Chapter 3 Time and Money
Week 5: Chapter 4 Setting and Reaching Goals
Week 6: Chapter 5 Critical and Creative Thinking
Week 7: Chapter 6 Memory
Week 8: Chapter 7 Reading and Studying
Week 9: Chapter 8 Reading Across the Disciplines
Week 10: Chapter 9 Active Listening and Note Taking
Week 11: Chapter 10 Test Taking I
Week 12: Chapter 11 Test Taking II
Week 13: Critical Thinking Essay
Week 14: Critical Thinking Essay
Week 15: Chapter 12 Moving Toward Success and Final Exam
|Calendar of Lecture Topics and Major Assignment Due Dates
Beginning week 2, text book assignments are due at beginning of class
T 1/19 Course Introduction and syllabus review, pre-course assessment
R 1/21 Pre-course essay, pre-course assessment, syllabus quiz
T 1/26 Library tour and assignment
R 1/28 Chapter 1 Habits for Success, Take Action, Building Skill, Critical Thinking Assignments are due
T 2/2 Chapter 1 Essay Worksheet is due
Chapter 2 Learning Styles
R 2/4 Chapter 2 Take Action, Building Skills, Critical Thinking Assignments are due
T 2/9 Chapter 2 Essay Worksheet is due
Chapter 3 Time and Money
R 2/11 Chapter 3 Take Action, Building Skills, Critical Thinking Assignments are due
T 2/16 Chapter 3 Essay Worksheet is due
Chapter 4 Setting and Reaching Goals
R 2/18 Chapter 4 Take Action, Building Skills, Critical Thinking Assignments are due
T 2/23 Chapter 4 Essay Worksheet is due
R 2/25 Chapter 5 Critical and Creative Thinking
Chapter 5 Take Action, Building Skills, Critical Thinking Assignments are due
T 3/1 Chapter 5 Essay Worksheet is due
Chapter 6 Memory
R 3/3 Chapter 6 Take Action, Building Skills, Critical Thinking Assignments are due
T 3/8 Chapter 6 Essay Worksheet is due
Chapter 7 Reading and Studying
R 3/10 Chapter 7 Take Action, Building Skills, Critical Thinking Assignments are due
T 3/22 Chapter 7 Essay Worksheet is due
Chapter 8 Reading Across the Disciplines
R 3/24 Chapter 8 Take Action, Building Skills, Critical Thinking Assignments are due
T 3/29 Chapter 8 Essay Worksheet is due
R 3/31 Chapter 9 Active Listening and Note Taking
Chapter 9 Take Action, Building Skills, Critical Thinking Assignments are due
T 4/5 Chapter 9 Essay Worksheet is due
Chapter 10 Test Taking I
R 4/7 Chapter 10 Take Action, Building Skills, Critical Thinking Assignments are due
T 4/12 Chapter 10 Essay Worksheet is due
Chapter 11 Test Taking II
R 4/14 Chapter 11 Take Action, Building Skills, Critical Thinking Exercises are due
T 4/19 Chapter 11 Essay Worksheet is due
R 4/21 Critical Thinking Essay
T 4/26 Critical Thinking Essay
R 4/28 Chapter 12 Moving Toward Success
Habits (pages 337-342
T 5/3 Chapter 12 Moving Toward Success
Habits (pages 343-347)
T 510 Final Exam
|General Education/Core Curriculum Student Learning Outcomes
|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
|Course Student 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)
|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.
Psychology 1300 Assignment and Essay Guidelines
You will be required to complete chapter assignments that will include Take Action, Building Skills, and Critical Thinking exercises located in your textbook. These textbook assignments must be turned in at the beginning of each class. In addition to these exercises, I will provide several assignments from outside resources that you will be required to complete. You must complete your assignments from outside resources and submit these to me at the end of each class.
The essay worksheet must be completed at the end of each chapter. You will use this worksheet to detail your thoughts on how you will apply or will apply the techniques and the course concepts. Select the study skill presented in the chapter and answer the questions, Why, What, How, and What If. These worksheets must be submitted to me after a chapter is covered.
Critical Thinking Essay
As a final course project, you will be required to write a Critical Thinking Essay. The essay should include a summary of course strategies and techniques that you found to be most beneficial to you by using the Essay Worksheet question format, Why, What, How, and What If. The worksheets are tools you should use to build the foundation for writing your Critical Thinking Essay. Your essay should describe how you apply or plan to apply the strategies to your academic, work place, or personal environment.
Your essay should contain:
1. Introductory paragraph – this paragraph should be short listing at least three skills you found most helpful. Example: “I learned many helpful things in Learning Frameworks, but the three skills that were most helpful to me were Time Management, Reading, and Note Taking.”
The next four paragraphs should be supporting paragraphs that will focus on the following questions:
2. Question Why paragraph will answer why you feel these three skills are important to you. Discuss past problems (issues) you’ve encountered with each of these three skills and any questions you asked yourself as you addressed the three skills.
3. Question What paragraph will describe what important facts you learned about the three skills. You should use the three concepts you listed on previous Essay Worksheet to answer the What question. This question may require several sentences to detail in length the three concepts with examples and personal references.
4. Question How paragraph will list specific examples of how you plan to use what you have learned about each of your three skills. This paragraph should be very personal and specifically detail how you will use or plan to use the techniques.
5. Question What If paragraph will show how you will apply the three skills outside of the classroom. Discuss specific ways you plan to do things differently now because of what you learned about each of the three skills.
The last paragraph will be the conclusion that will tie all your thoughts together showing how a combination of these skills impact or will impact your life. Be sure to tie the contents of this paragraph to the three skills in the introductory paragraph.
6. Conclusion paragraph will summarize all five paragraphs and neatly tie together all the ways you use or plan to use what you have learned in Learning Frameworks.
The essay must be typed in 12 point font, double spaced, and a minimum of three pages in length.
|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 Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.
Some material in this course may be copyrighted. They may be used only for instructional purposes this semester,
by students enrolled in this course. These materials are being used fairly and legally.
No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class,
including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or
painting or performing copyrighted material for public display.
Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.
Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.
If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to
attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching
and testing methods in your classes, and it helps each department understand and improve degree and certificate
Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.
If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.
What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Federal privacy laws apply to college students. This means that college employees, including instructors, cannot
divulge information to third parties, including parents and legal guardians of students. Even if the students are
minors, information about their college work cannot be shared with anyone except in very limited circumstances.
Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.
Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.
Circumstances under which information may be released:
An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of
information. The note must specify what information may be divulged, and it must specify the name of the person
to whom the information may be given.
The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.
This course helps add to the students’ overall collegiate experience in the following ways:
|Degree Plan Evaluation
A Degree Plan Evaluation will help you determine which classes you need to complete your program.
All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.
|This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.