PSYC 1300 EFFECTIVE LEARNING Strategies for College Success

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1 PSYC 1300 EFFECTIVE LEARNING Strategies for College Success Fall, 2010 Instructor: Christie Carr Cell: Office Hours See hours posted online & by appointment Purpose This course teaches learning and self-management principles and practices that increase a student's success in college and in life. Drawing from cognitive, affective, and behavioral theories in psychology, students examine the factors which impact their learning, select relevant methods of deepening their learning and thinking processes, and develop self-regulation strategies for maximizing the effectiveness of their efforts. Formerly titled Creative Learning: Keys to College Success. The Course Model The course content is divided into a four-part model consisting of self-assessment, cognitive theories, self-regulation and strategies, and self-change. Each part overlaps the other to form a strong framework to foster your understanding of the learning process and to help you maximize your learning potential. Course Competencies As a class participant you will assess your study and learning skills multiple intelligences personality development and how it relates to learning academic motivation self-discipline and self-management behaviors cognitive development As a class participant you will describe: characteristics of successful learners appropriate support programs Carr/PSYC 1300: Effective Learning Page 1

2 As a class participant you will demonstrate your comprehension of motivation theory self-regulation theory cognitive development & memory theory personality theory behavior modification theory As a class participant you will apply surface, deep, and achievement approaches to learning learning strategies appropriate for different learning content strategies for different learning instruction (lecture, discussion, problem solving, online, selfpaced, textbooks). test preparation and test-taking strategies implement and analyze a self-change project Learning Activities Learning activities include but are not limited to lectures, reading, journal writing, group experiential learning exercises, class discussions, written assignments, case studies, student presentations, literature review and critique, Internet resources, video presentations, and simulations and games. Grade Assessment Your grade is based on 600 points. Academic dishonesty will result in a grade of "F" for the course. A= B= C= D= F= below 359 Two examinations ( each) Exams (2) Learning Profile Paper Self-Change Project Attendance & Participation Weekly Journal Questions (10) 200 points 600 points Attendance There is a strong correlation between class attendance and college success. Your class involvement enables you to learn more actively and effectively; therefore, class attendance is essential. I do not distinguish between excused and unexcused absences even if you become ill or have family emergencies. Absences: 5 or more absences will result in 25 for attendance Once you have missed five classes, please make an appointment with me so we can try to determine if you can successfully pass the course. Class Decorum To reap the maximum benefits from this course, attend class regularly, keep up with assigned work, and come to class prepared to contribute your ideas and experiences. I expect courteous, college-level behavior, which includes silencing cell phones/computers/technology and putting away newspapers and assignments for other classes before class begins. Carr/PSYC 1300: Effective Learning Page 2

3 Textbooks Sellers, D., Dochen, C., & Hodges, R. (2005). Academic transformation: The road to college success. Upper River Saddle, NJ: Prentice Hall. Assessment Instruments Briggs, P. B. & Myers C. D, (1998). Myers-Briggs type indicator (free online assessment) Class Preparation and Participation The general format for this course is lecture/discussion. That means you should read the assigned textbook chapters before class and be prepared to discuss the major themes. Assessments: You will complete a Myers-Briggs Type Indicator. You will also complete learning styles assessments. Guided Journal Questions A typed journal is required for this course. I will assign you two guided journal questions during 10 of the weeks covered which will allow you to reflect on the major themes of our course and apply them to your own circumstances. You will critically analyze your thoughts and feelings on your skills, behaviors, and attitudes as a college student and on the course content. Reflecting on course content is a vital step in the learning process. Number and then type (single-space) each journal question. Double-space your response and use a standard font size (12 point Times is preferred). Each question will take several paragraphs to answer completely. I am looking for your ability to critically reflect on each question. While journal writing is more informal than other types of writing, correct grammar and spelling are expected. Four journal responses are collected each Friday. Turn in your journal responses in a folder and include a title page in the front of your folder. Each week s journal responses are worth 10 points. Textbook Exercises To help you process and master the course material, I strongly suggest that you complete as many textbook exercises as possible for each chapter assigned. Exams You will have three exams throughout the 16-week term. You will be allowed to drop your lowest exam score. I will test your recall, comprehension, application, analysis, synthesis, and evaluation of course material from the assigned readings, class lectures and activities. The exams will consist of multiple choice, matching, short answer and essay type questions. ACC Withdrawal Policy (for informational purposes): Students are responsible for withdrawing themselves from class if they are unable to complete the semester. Instructors have the right to withdraw students for excessive absences, failure to progress, and other reasons as appropriate. Students should consult with the instructor whenever there is concern about completing the course satisfactorily. See information on last page of this syllabus.

4 Incomplete Grade: Students are expected to complete the course within the session time frame. A grade of incomplete will only be given in very special circumstances. If you fail to complete the requirements of the incomplete grade agreement by the due date, you will receive a grade of F. Scholastic Honesty: Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework. (Student Handbook) The penalty for violation of this policy will be determined by the instructor and could result in an F in the course. Academic Freedom: Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions. Student Discipline: Students at the college have the rights accorded by the Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the College community and not to interfere with or disrupt the educational process. As willing partners in learning, students must comply with College rules and procedures (Student Handbook p. 31). Office for Students with Disabilities: Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students With Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of each semester. (Student Handbook)

5 Course Calendar/PSYC 1300: Effective Learning (Strategies for College Success) Week 1-3: Chapters 1, 3 Course Introduction / Weinstein s Strategic Learning Model Chapter 1: The Road to Autonomous Learning Chapter 3: Loading Up on Strategies for Learning Excellence Chapter 3 Continues / Review for Exam 1 Journal Questions Due /Exam One Week 4-7: Chapters 4, 11, 12 Chapter 4: Learning, Knowledge and Intellectual Performance Gardner s Multiple Intelligences Chapter 11: Neural Development, Attending, and Understanding Chapter 12: Storing, Retrieving and Achieving Maximum Performance Test Preparation / Test Taking Strategies Journal Questions Due / Exam Two Week 8-11: Chapters 8, 9/Library Research/Self-Change Baseline Begins Learning Profile Paper assigned Chapter 8: Establishing Direction in Your Life Chapter 9: Making Behaviors Work for You / Self-Change Baseline Begins Library Research for Self Change / Meet in Library Self-Change Treatment Begins/Discussion Behavior Modification Theory: Operant Conditioning Journal Questions Due / Exam Three Week 12-14: Chapters 9, 6, 7/Self-Change Begins Self-Change Treatment Continues Chapter 9 Continues Chapter 6 Patterns of Human Development Chapter 6 continues. Begin Chapter 7 Chapter 7: Exploring the Diversity of Individuality / Complete the Myers Briggs Type Indicator Journal Questions Due / Self-Change Treatment Ends/Discussion/Prepare presentations Week 15-16: Chapters 5, 2, 10 Self-Change Treatment Presentations / Read Chapter 5: Investing in Our College Lives Chapter 2: Stoking the Motivational Coals Chapter 10: Appropriate Stress Reduction Techniques / Course Evaluations

6 Acknowledgment of Syllabus: PSYC 1300/Spring 2010 I acknowledge having received the syllabus and having read it carefully. I understand and agree to the requirements and policies stated in the syllabus and will ask for clarification whenever I am not sure of what is expected of me in this class. My goal is to be successful in my studies and to support that goal I agree to maintain contact with my instructor during the semester and to contact her if I must be absent. I also agree to discuss my situation with her if complications arise or I am thinking about withdrawing. For students who are starting their college experience in the fall of 2007 or later, the Texas legislature has passed a law limiting the number of withdrawals from courses to no more than six in your entire undergraduate career. Please review the following information: "Students are responsible for understanding the impact withdrawing from a course may have on their financial aid, veterans benefits, international student status, and academic standing. Students are urged to consult with their instructor or an advisor before making schedule changes. Per state law, students enrolling for the first time in fall 2007 or later at any Texas college or university may not withdraw (receive a W) from more than six courses during their undergraduate college career. Some exemptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are encouraged to carefully select courses; contact an advisor or counselor for assistance." By signing below, you are signing both the Acknowledgment of Syllabus agreement as well as the acknowledgment of withdrawal information contained herein. Name Cell: Date