Course Syllabus Learning Frameworks EDUC 1300

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P a g e 1 Spring Semester 2015 Course Reference EDUC 1300 0123 (CRN) 51154 Course Syllabus Learning Frameworks EDUC 1300 Professor contact: Dr. Christopher Atang email: nchifor2@yahoo.com Office Location and Hours Course Location/Times Course Semester Credit Hours (SCH) (lecture, lab) If applicable Total Course Contact Hours Continuing Education Units (CEU): if applicable Course Length (number of weeks) Type of Instruction Please feel free to contact me concerning any problems that you may be experiencing in this course. You do not need to wait until you receive a poor grade before asking for my assistance. Your performance in this class is very important to me. I am available to hear your concerns and/or just to discuss course topics. Feel free to meet me any time before or after class meeting. Learning Framework Room 219 Northline Campus 5:30-7:00pm T/TH Credit Hours 3.00 Lecture Hours 3.00 Lab Hrs. - Th 48 None 16 Lecture/lab 5:30-7:00 Course Description: EDUC 1300 is a study of the 1) research and theory in the psychology of learning, cognition, and motivation; and 2) 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

P a g e 2 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. Course Prerequisite(s) PREREQUISITE(S): College Level Writing Ability Academic Discipline/CTE Program Learning Outcomes Course Student Learning Outcomes (SLO): 4 to 7 Learning Objectives (Numbering system should be linked to SLO - e.g., 1.1, 1.2, 1.3, etc.) 1. Construct a personal learning system informed by the research and theory in the psychology of learning, cognition, and motivation. 2. Identify factors that impact learning and apply techniques and strategies to achieve personal, financial, academic, and career success. 3. Use technological tools and library resources to acquire information, solve problems and communicate effectively. 4. Develop an educational and career plan based on individual assessments and exploration of options. (SLO #1) Construct a personal learning system informed by the research and theory in the psychology of learning, cognition, and motivation. 1.1 Identify their personal learning style as well as strengths and weaknesses as a strategic learner and apply their knowledge to classroom learning. 1.2 Describe basic theories in the psychology of learning, memory, cognition, and motivation. 1.3 Demonstrate the use of learning strategies and study skills. (SLO #2) Identify factors that impact learning and apply techniques and strategies to achieve personal, financial, academic, and career success. 2.1 Explore strategies for adapting to different learning environments and delivery formats. 2.2 Identify college resources and their benefits. 2.3 Expand financial capabilities by gaining and exercising financial knowledge. 2.4 Acquire techniques and skills for personal and professional success. (SLO #3) Use technological tools and library resources to acquire information, solve problems and communicate effectively. 3.1 Access online college resources and services. 3.2 Complete a library orientation. 3.3 Use social networking and electronic communications appropriately. (SLO #4) Develop an educational and career plan based on individual assessments and exploration of options. 4.1 Identify and file the appropriate degree plan with proper advisement. 4.2 Write and prioritize short-term and long-term goals related to your time at Houston Community College. 4.3 Explore career options incorporating the use of related assessments and search tools.

P a g e 3 SCANS and/or Core Curriculum Competencies: If applicable (L) Student will demonstrate the ability to understand, analyze, and interpret various forms of spoken communication. (S) Students will demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. (W) Students will demonstrate the ability to produce clear, correct, and coherent prose adapted to a specific purpose, occasion, and audience. (CT) Students will demonstrate methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct and alternative strategies. HCCS Course Withdrawal Policy: If you are in danger of being dropped from this course: IMPORTANT, PLEASE NOTE. The State of Texas has begun to impose penalties on students who drop courses excessively. For example, if you repeat the same course more than twice, you have to pay extra tuition. In 2007, the Texas Legislature passed a law limiting students to no more than six total course withdrawals throughout their academic career in obtaining a baccalaureate degree. There may be future penalties imposed. To help students avoid having to drop/withdraw from any class, HCCS has instituted an Early Alert process by which your instructor will alert you and HCC Student Services of the chance you might fail a class because of excessive absences and/or poor academic performance. You should visit with your instructor, an HCC counselor, or HCC Online Student Services to learn about what, if any, HCC interventions might be offered to assist you tutoring, child care, financial aid, job placement, etc. to stay in class and improve your academic performance. Academic Honesty: Maintaining academic honesty means a student thinks and writes and completes assignments on his or her own. Plagiarism is a serious offense in college. Any act of plagiarism on an assignment receives a failing mark. Summarize in your own words, and be sure you give appropriate credit to sources you quote in essays and research papers. Your instructor will be using on-line resources to check your sources of information and whether or not the material has been copied. Students with Disabilities: HCCS does not discriminate on the basis of disability in the recruitment and admission of students or the operation of any of its programs and activities. The designated office for compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 is the HCCS Access and Equity Office. Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculty members are authorized to provide only the accommodations requested by the Disability Support Services Office. For questions, contact Donna Price at 713-718-5165 or the Disability Counselor at your college. Visit the ADA website at http://www.hccs.edu/students/disability/index.htm

P a g e 4 Cell Phones and Electronic Devices: Turn off all cell phones and electronic devices while in class or lab. Unless it is an emergency or part of your job requirements, please do not get up to take a call during class time. Textbook: EDUC 1300 Learning Frameworks, Student Success and Career Development by Robert M. Sherfield and Patricia G. Moody; Second Custom Edition for Houston Community College, 2013. It is advisable for you to purchase a textbook because it will be used for a number of student assignments in class, for quizzes and tests, etc. administered in class. You will not perform well in these assignments/quizzes if you do not own a copy of the textbook. Additionally, your textbook will provide the Access Code and other pertinent information you will need to use in order to access the on-line programs to complete the necessary course assignments. Instructional Methods Face to Face Web-enhanced (49% or less) A variety of instructional methods are used throughout the semester. Examples may include class discussions, lectures, readings, group projects, practicum assignments, video/dvd, internet searches, presentations, and lesson plans. As an instructor, I want my students to be successful. I feel that it is my responsibility to provide you with knowledge and opportunities for critical thinking and applications as appropriate. As a student wanting to succeed at your academic and career endeavors, it is your responsibility to do the assigned readings, submit assignments on time, participate in discussion forums and other activities, attend class (face-to-face, and online portions), and enjoy this learning experience as you learn how to use tools for success.

P a g e 5 Student Assignments Student Assessment(s) Instructor's Requirements Assignments have been developed that will enhance your learning. You will be required to successfully complete these assignments. Some of the projects that will be graded include: a. Career Project. b. Career Search c. Getting to know your Resources d. Figuring your Grade Point Average. Knowledge checks are given in most of the online topics sections. As your instructor, it is my responsibility to: Provide the grading scale and detailed grading formula explaining how student grades are to be derived. Facilitate an effective learning environment through class activities, discussions, and lectures or other forms of presenting materials. Provide the course outline and class calendar, which will include a description of any special projects or assignments. Arrange to meet with individual students before and after class as required. Inform students of policies, such as attendance, withdrawal, tardiness and make up. To be successful in this class, it is the student s responsibility to: Attend class and participate in class discussions and activities. Read and comprehend the textbook. Complete the required assignments and exams: Ask for help when there is a question or problem. Keep copies of all paperwork, including this syllabus, handouts, and all assignments. Complete the course with a passing score. HCC Grading Scale A = 100-90 4 points per semester hour B = 89-80: C = 79-70: 3 points per semester hour 2 points per semester hour D = 69-60: 1 point per semester hour 59 and below = F 0 points per semester hour IP (In Progress) W(Withdrawn) I (Incomplete) 0 points per semester hour 0 points per semester hour 0 points per semester hour AUD (Audit) 0 points per semester hour IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA.

P a g e 6 Instructor Grading Criteria Course grades determined as follows: Midterm and Final exams 40% Student assignments 30% Career Project 20% Online quizzes 10% Midterm and Final Exam: All students will be required to attend midterm and final exam in-class sessions. A student cannot pass this course without taking the final examination even with a course grade of 60 and above. If you encounter problems that may cause you to miss either the midterm or the final examination, notify me (your course Professor) immediately (at a time before the exam is administered in class). A student who does not show up for his/her midterm or final exam and does not contact the professor within 24 hours of the administered test will not be allowed to take a make-up test, and will receive a zero (0) for his/her midterm and final exam grade. Instructional Materials Handouts, PowerPoint presentations, computer applications, cooperative learning, direct instructional strategies, etc., are some of the instructional methodologies to be used in this class. EGLS3 Evaluation for Greater Learning Student Survey System At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term. HCC Policy Statement: Access Student Services Policies on their Web site: http://hccs.edu/student-rights COURSE SCHEDULE C o DUE DATE u r Week 1 s 1/20 e 1/22 C a Week 2 l 1/27 e 1/29 ACTIVITIES AND ASSIGNMENTS Introduction to the Course. Syllabus and More and Your College Resources Chapter 1 Creating Success, Guiding

P a g e 7 n Week 3 d 2/3 a 2/5 r Week 4 2/10 2/12 Introduce Career Project Handout. Chapter 2 Developing your Personal & academic motivation. Chapter 5 / Building Critical Thinking Week 5 2/17 2/19 Week 6 2/24 2/26 Week 7 3/3 3/5 Week 8 3/10 3/12 Week 9 3/17 3/19 Week 10 3/24 3/26 Week 11 3/31 4/2 Week 12 4/7 4/9 Week 13 4/14 4/16 Week 14 4/21 4/23 Week 15 4/28 4/30 Week 16 5/5 5/7 Week 17 5/12 5/14 Chapter 9 / Cultivating your listening skills Getting to Know Your Resources Handout. Chapter 11 / How to Manage Your Finances Bringing Positive Change in your Life Assignment Chapter 10 / How You Study Chapter 6 Planning Time and Reducing Stress Calculating your GPA Handout Give out Handouts. Chapter 3 Understanding the Culture of Your Collegege Chapter 14 Developing a Wellness Plan Turn in your GPA Assignment See Week 9. Chapter 12 Speaking with a Purpose Getting to know your Resources see Week 6. Chapter 8 Visit the HCC Library tour & orientation Chapter 7 Learning Styles Turn in Career Project (See Week 3) Chapter 13 Effective Communication Chapter 7 Discovering Your Learning Style Chapter 15 Focusing on your Future Career Search using the Internet. Chapter 4 Connecting with Technology Week 18 FINAL EXAM - Exact Date and Time TBA

P a g e 8