Psych of Learning/Smith/ Fall 2015 Page 1 of 8 Instructor: Stephanie R. Smith, Ed.D., LPC-S, LSSP Virtual Office Hours: By appointment only Email: srsmith@tamuct.edu Texas A&M University Central Texas PSYK 301.110 Psychology of Learning Fall 2014 INSTRUCTOR AND CONTACT INFORMATION Mode of instruction and course access: This course is a 100% online course and uses TAMUCT Blackboard Learn system (http://tamuct.blackboard.com). You will use the Blackboard username and password communicated to you separately to logon to this system. Since this is an online course, you are expected to have frequent and reliable access to an internet connection. You will also need speakers to be able to listen to online resources and conduct other activities in the course. If you do not have a computer with an internet connection, please consider dropping this course. If you are concerned about your readiness to be an online student, you can gauge your readiness by reviewing the resources available at: http://www.tamuct.edu/departments/online/new.php Online courses require that students have a reliable internet connection. Coursework and exams will be assigned and submitted in an online environment. Technology requirements for online learning are available on Blackboard Learn at http://www.tamuct.edu/departments/online/blackboard.php. Check your browser for compatibility with Blackboard before beginning this course, http://www.tamuct.edu/departments/online/new.php. Technology problems are not an excuse for missing a course requirement. Students are required to conduct a Browser Check and address computer issues before the start of class. For technological or computer issues, students should contact the TAMU-CT Blackboard Support Services. Technology Support. For technology issues, students should contact Help Desk Central. 24 hours a day, 7 days a week: Email: helpdesk@tamu.edu Phone: (254) 519-5466 Web Chat: http://hdc.tamu.edu Student-Instructor Interaction: I monitor class discussions throughout the week from Monday to Friday. Blackboard is where instructions for our course can be accessed. Students are encouraged to frequently check Blackboard for class interactions/discussions. If you have a course related question, I would urge you to ask your question in the Q&A discussion board (unless the matter is pertaining to a personal issue). A classmate in your class may know the answer to your question or have the same dilemma as you. We can discuss the question together. I will attempt to answer questions within 48 hours during weekdays, with the exception of holidays and weekends. If
Psych of Learning/Smith/ Fall 2015 Page 2 of 8 you need to contact me directly, please use my TAMUCT email, srsmith@tamuct.edu. For most assignments, students can expect a seven day turn-around for grades time for all assignments. The Blackboard Announcement tool will be used to communicate with students on related and important course matters. Please check the announcements each time you logon to Blackboard. Students are expected to be aware of what is going on in the course and submit work on time through Blackboard. UNILERT: UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the ability to communicate health and safety emergency information quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass on safety-related information, regardless of your location. Please enroll today at http://www.tamuct.edu/departments/news/unilert.php. COURSE INFORMATION Course Overview and description: The official course description states the Psychology of Learning course is an investigation into the major theoretical approaches, concepts and principles, and experimental methods of learning. My goal for you by the end of this course will be to not just understand the basic perspectives on learning, but to be able to apply those perspectives and theories into practical application. You should be able to utilize those theories and perspectives to bring about positive changes and outcomes in your practice. Course Objectives: 1. Define learning and the principles of learning. 2. Describe the basic structure of the brain, nervous system, and their relevance to learning. 3. Understand the factors that may influence brain development. 4. Distinguish between each major learning theory and identify the major principles within each. 5. Describe the impact of basic needs and affect have upon motivation. Course Expectations: On-line classes allow for flexibility regarding when students complete course requirements; however this is not a self- paced course. On-line courses require as much time and effort, if not more than, a traditional face- to- face course. We will follow a 16 week course schedule divided into sequenced weekly learning modules. Learning module objectives, displayed on learning module title pages, align with course level objectives. Students will be responsible for completion of ALL assignments by the timelines specified in the Course Outline/Calendar. Course Requirements: Syllabus Review Quiz: 10 pts. Review the course syllabus and complete the quiz prepared on Blackboard. The purpose of this assignment is to ensure you are familiar with the course expectations and you have a clear understanding of the role of your facilitator and your responsibilities for this course. Due by Sunday, August 30 th at 11:55pm. Weekly discussions with classmates on Blackboard: 42 pts. After the first week (beginning 08/31/2014, Mon-Sun.) you will be expected to participate in an online discussion stemming from a stimulus question or writing prompt based upon your weekly reading requirements or assigned tasks. You will be expected to respond to the question/prompt and read your classmates/assigned
Psych of Learning/Smith/ Fall 2015 Page 3 of 8 group responses and have at least two thoughtful responses that ties to the weekly reading and reflects upon your classmates response (aka resulting in an online professional discussion based upon your readings and/or tasks for each week). A thoughtful response should utilize the ABC response model. Acknowledge the content you have read. Build upon the content you have read and/or relate it to a real life experience, Conclude with a thoughtful reflection or pose an additional question to continue to the discussion. If you cite sources, reference with APA format. Since this is structured to be a weeklong discussion, do not post all three of your posts on the last day of the week. (Each week is worth a maximum of 3pts per week. 14 x 3= 42). Last post is due each Sunday by 11:00pm. New stimulus questions/prompts will be up each Monday by 10:00pm. Theories of Learning Chart: 20 pts. This chart will be created by you and be a cumulative assignment that will demonstrate the learning you have gained from the class. This chart will become a useful reference for you to utilize in future coursework. You will be expected to discuss this chart in detail. Further guidelines and a template for the chart will be provided to you prior to completion. Due by 11:55 pm Sunday, 11/15/2015. Padlet Research Activity: 15 pts. This activity will involve locating a multi-media resources that reflect the theories and the principals reviewed in our course. You will share your findings with classmates, reflect upon your findings, and discuss those findings with the group. Further details will be provided regarding this assignment when it is assigned. Due by 11:55 pm Sunday, 11/29/2015. Personal Philosophy of Learning/Pedagogic Creed: 13 pts. Develop a personal philosophy of Learning or a Pedagogic Creed. Your submission should reflect your current beliefs regarding learning. References are required if you are referencing another author (APA format). Since this paper is a reflection of your personal beliefs, it should be in first person. Your paper should be between 500-2000 words. Double-spaced. This will represent your final reflection of the course. Your paper should be between 500-2000 words. Double-spaced. Due by 11:55pm Sunday, 12/06/2015. Total: 100 pts. *Late assignment submissions will result in zero points for each assignment that is late or not submitted. While each assignment/task is a small increment of points, a missed assignment or task can greatly impact your final grade average. Grading Criteria Rubric and Conversion: Grade Scale: A= 90 to 100; B= 80 to 89; C= 70 to 79; D= 60 to 69; F= 0 to 59 * It should also be noted: In addition to the writing rubric, you are also responsible for adjusting when provided specific feedback to enhance your writing and/or future assignments to avoid future point deductions.
Psych of Learning/Smith/ Fall 2015 Page 4 of 8 Writing Assignment Rubric: Participation/Discussion Posts & Personal Philosophy Rubric: Criteria: Content Possible Percentage Earned: All key elements of the assignment are covered in a substantive way. Major points are stated clearly; are supported by specific details, examples, or analysis. o Insert criteria, as outlined in the assignment instructions. o Insert required word count. The paper links theory to relevant examples and uses the vocabulary of the theory correctly. Organization & Style The tone is professional and neutral/factual to the content and assignment. The introduction provides a sufficient background on the topic and previews major points. The ABC response model is utilized in discussion/participation. Paragraph transitions are present, logical, and maintain the flow throughout the paper. The conclusion is logical, flows from the body of the paper, and reviews the major points. Mechanics 50% 20% The assignment represents academic integrity. APA formatting including tables and graphs, headings, title page, and reference page is consistent with APA formatting guidelines and meets course-level requirements. Intellectual property is recognized with in-text citations and a reference page. Rules of spelling, grammar, usage, and punctuation are followed. Sentences are complete, clear, concise, and varied. Required Readings and Textbook: Required Textbook: Ormrod, J.E. (2012). Human Learning (6 th edition). Upper Saddle River, N.J.: Pearson Education. ISBN 13: 978-0-13-259518-6 Additional readings for this course are available free online: Additional Readings for this course: Dewey, J. (1897). My Pedagogic Creed. School Journal, 54, 77-80. Retrieved: http://dewey.pragmatism.org/creed.htm Additional resources, videos, and articles for this course will be included throughout the course via Blackboard. This course will have some activities that will require you to access sites and resources outside of Blackboard. Since the course expectation is for you to have reliable internet access, this should not be a problem. *A student of this institution is not under any obligation to purchase a textbook from a university affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer. 30%
Psych of Learning/Smith/ Fall 2015 Page 5 of 8 COURSE OUTLINE/CALENDAR Week/Date Topic(s) Readings/Assignments 08/24/2015- Review of Course: Order/purchase your required textbook. 08/30/2015 Syllabus Quiz Review your syllabus Complete the Syllabus Quiz. Syllabus Quiz is 08/31/2015-09/06/2015 09/07/2015-09/13/2015 09/14/2015-09/20/2015 09/21/2015-09/27/2015 09/28/2015-10/04/2015 A Philosophy of Learning Perspectives on Course Obj #1 Learning and the Brain: Course Obj #2 & 3 Learning and the Brain: Course Obj #2 & 3 The Behaviorists due by Sunday, August 30 th by 11:55pm. Read John Dewey s Pedagogic Creed: http://dewey.pragmatism.org/creed.htm Blackboard Discussion begins. See Blackboard for question/prompt. Last post is due by 11:00pm on Sunday the 6 th Read Chapter 1 of Human Learning by Ormrod New Blackboard Discussion. See Blackboard for question/prompt. Last post is due by 9:00pm on Sunday the 13 th Read Chapter 2 of Human Learning by Ormrod due by 11:00pm on Sunday the 20 th Building upon your reading from Chapter 2. Receive your template for the Theories of Learning Chart New Blackboard Discussion. See Blackboard for question/prompt. Last post is due by 11:00pm on Sunday the 27 th Read Chapter 3: Behaviorism and Classical Conditioning Begin your Theories of Learning Chart. New Blackboard Discussion. See Blackboard for question/prompt. Last post is due by 11:00pm on Sunday the 4 th 10/05/2015-10/11/2015 10/12/2015-10/18/2015 The Behaviorists The Behaviorists Read Chapter 4: Instrumental Conditioning due by 11:00pm on Sunday the 11 th Read Chapter 5: Applications of Instrumental Conditioning due by 9:00pm on Sunday the 18 th
10/19/2015-10/25/2015 10/26/2015-11/01/2015 11/02/2015-11/08/2015 Social Cognitive Theory Cognitivism Cognitive- Development Theory Psych of Learning/Smith/ Fall 2015 Page 6 of 8 Read Chapter 6: Social Cognitive Theory due by 11:00pm on Sunday the 25 th Read Chapter 7: Introduction to Cognitivism due by 11:00pm on Sunday the 1 st Read Chapter 12: Cognitive-Development Perspectives. due by 11:00pm on Sunday the 8 th 11/09/2015-11/15/2015 11/16/2015-11/22/2015 11/23/2015-11/29/2015 11/30/2015-12/06/2014 Sociocultural and Contextual Theories Motivation Course Obj #5 Read Chapter 13: Sociocultural Theory & Other Contextual Perspectives Complete your Theories of Learning Chart. Due by 11:55 pm Sunday, 11/15/2015. due by 11:00pm on Sunday the 15 th Read Chapter 16: Motivation and Affect and Review Table 17.3 on p. 499 due by 11:00pm on Sunday the 22 nd Learning Application Complete the Padlet Research Activity. Last post is due by 11:55 pm Sunday, 11/29/2015. due by 11:00pm on Sunday the 29 th Have a wonderful Thanksgiving. Reflection upon our Learning Submit your Personal Philosophy of Learning/Pedagogic Creed. Due by 11:55 pm Sunday, 12/06/2015. due by 11:00pm on Sunday the 6 th *The Course Outline/Calendar is subject to changes by instructor.
Psych of Learning/Smith/ Fall 2015 Page 7 of 8 Instructor Policies: Students are expected to logon to the course each Monday to access weekly assignments and several other times during the week. Students are expected to post assignments, original discussions, and at least two responses to peers by due dates. Discussion forums are public, students are expected to use netiquette and respect the opinions of others. This is not a self-paced course. Any discussions, assignments and/or activities posted after the due date will not be accepted and student s will receive a zero for the late assignment. Since each student will know the assignment for each week, there will be a week-long window to participate, and you are expected to maintain a reliable internet connection and access, late assignments should not occur. All assignments will go through Blackboard, assignment submitted by other means will not be acknowledged. Plagiarism is a form of academic dishonesty. It is my expectation you will submit assignments and complete tasks that contain your original work. If you utilizing a resource, even if you paraphrase the content, you will be expected to cite that resource and provide a reference using APA format. If you are unfamiliar or struggle with APA formatting our university has several resources and tutoring support to assist you. Another excellent reference for APA is: https://owl.english.purdue.edu/owl/resource/560/01/. Your lack of understanding in APA formatting is not a valid excuse for plagiarism. I should also note the use of a friend s assignment is also a form of academic dishonesty. Academic dishonesty could result in any of the following: a zero for the assignment, failure for the course, dismissal from the university. As an adult student, you are responsible for your own learning. I do not give you a grade. You earn it based upon the effort you put forth, your academic integrity, and the accuracy of the content within your assignments. It is the expectation of you to participate in the course, meet timelines, and meet the course requirements and expectations outlined in this syllabus. I believe you are on a personal path to become an exceptional leader in your field of study. The exceptions you plan to hold for your students and/or your clients should be one of success and self-initiative. You need to practice what you will be and should be expecting of others. I look forward to getting to know you through this course. Remember to maintain your integrity and personal excellence throughout your journey. Do your best to be the best you can be. COURSE AND UNIVERSITY PROCEDURES AND POLICIES Drop Policy. If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Warrior Web and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office immediately. You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course. Academic Integrity. Texas A&M University -Central Texas values the integrity of the academic enterprise and strives for the highest standards of academic conduct. A&M-Central Texas expects its students, faculty, and staff to support the adherence to high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Academic integrity is defined as a commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by students from this expectation may result in a failing grade for the assignment and potentially a failing grade for the course. Academic misconduct is any act that improperly affects a true and honest evaluation of a student s academic performance and includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student s work, collusion, and the abuse of resource materials. All academic misconduct concerns will be reported to the university s Office of Student Conduct. Ignorance of the university s standards and expectations
Psych of Learning/Smith/ Fall 2015 Page 8 of 8 is never an excuse to act with a lack of integrity. When in doubt on collaboration, citation, or any issue, please contact your instructor before taking a course of action. Disability Support and Access Services. At Texas A&M University Central Texas, we value an inclusive learning environment where every student has an equal chance to succeed and has the right to an education that is barrier-free. The Office of Disability Support and Access is responsible for ensuring that students with a disability enjoy equal access to the University's programs, services and activities. Some aspects of this course or the way the course is taught may present barriers to learning due to a disability. If you feel this is the case, please contact Disability Support and Access at (254) 501-5831 in Warrior Hall, Ste. 212. For more information, please visit their website at www.tamuct/disabilitysupport. Any information you provide is private and confidential and will be treated as such. Tutoring. Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing, and APA formatting. Tutors are available at the Tutoring Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/academicsupport and click "Tutoring Support" for tutor schedules and contact information. If you have questions, need to schedule a tutoring session, or if you are interested in becoming a tutor, contact Academic Support Programs at 254-501-5830/5836 or by emailing Cecilia.morales@tamuct.edu Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard account and click "Online Tutoring." University Library. The University Library provides many services in support of research across campus and at a distance. We offer over 200 electronic databases containing approximately 250,000 ebooks and 82,000 journals, in addition to the 72,000 items in our print collection, which can be mailed to students who live more than 50 miles from campus. Research guides for each subject taught at TAMUCT are available through our website to help students navigate these resources. On-campus, the library offers technology including cameras, laptops, microphones, webcams, and digital sound recorders. Research assistance from a librarian is also available twenty-four hours a day through our online chat service, and at the reference desk when the library is open. Research sessions can be scheduled for more comprehensive assistance, and may take place on Skype or in-person at the library. Assistance may cover many topics, including how to find articles in peer-reviewed journals, how to cite resources, and how to piece together research for written assignments. Our 27,000-square-foot facility on the TAMUCT main campus includes student lounges, private study rooms, group work spaces, computer labs, family areas suitable for all ages, and many other features. Services such as interlibrary loan, TexShare, binding, and laminating are available. The library frequently offers workshops, tours, readings, and other events. For more information, please visit our homepage: http://www.tamuct.edu/departments/library/index.php