EDUC 1300 - CRN 76674 -Fall 2015

SYLLABUS

Student Success Department

EDUC 1300 Learning Frameworks

CRN 76674– Semester Fall 2015

3 hour lecture course / 48 hours per semester/ 16 weeks

Class Time: 6pm – 7:30pm Location:  West Loop C205

Instructor:   Dr. Carolyn A. Davis

Instructor Contact Information:  (713) 718-7715

Office location and hours (30 minutes before class and 30 minutes after each class)

Please feel free to contact me concerning any problems that you are experiencing in this course.  You do not need to wait until you have received a poor grade before asking for my assistance.  Your performance in my class is very important to me.  I am available to hear your concerns and just to discuss course topics. Feel free to come by my office anytime during these hours.

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 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.

 

Prerequisites

You must be placed in INRW 0410 or higher to be eligible to take a student success course. Students below this reading level will be deferred from the Student Success course requirement until their reading level has improved.

Course Goal
Assist you in acquiring skills needed to have a successful college experience.

Student Learning Outcomes
The student will be able to:

 

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.

Learning Objectives Students will:

(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.

SCANS or Core Curriculum Statement and Other Standards

Credit: 3 (3 lecture)

(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.

Discrimination

Students should be aware that discrimination and/or other harassment based on race, sex, gender identity and gender expression, national origin, religion, age, disability, sexual orientation, color or veteran status is prohibited by HCC Policy G.1 Discrimination and Harassment and D.1.1 Equal Educational Opportunities. Any student who feels they have been discriminated against or harassed on the basis of race, sex, gender identity, gender expression, national origin, religion, age, disability, sexual orientation, color or veteran status including sexual harassment, has the opportunity to seek informal or formal resolution of the matter. All complaints/concerns should be directed to the Office of Institutional Equity, 713 718-8271 or [email protected]. Additional information may be obtained online.

Visit http://www.hccs.edu/district/departments/institutionalequity/

Complaints involving sexual misconduct to include but not limited to: sexual assault, stalking, dating violence, sexual harassment or domestic violence should be directed to the HCC Title IX Coordinator, Renée Mack at 713 718-8272 or [email protected]

16 WEEK CALENDAR

ASSIGNMENTS

Reading Assignments/Application of Bloom’s Taxonomy:

Step 1: Read the chapter

Step 2: Join in discussion on how this chapter relates to your experiences; your current perspective; how it changed or did not change your perspective

Step 3: How can you use this information in your day-to-day activities/decisions/actions? Step 4: What are the overt/hidden messages in the reading?; What are the truths?;Assumptions?; Facts?; or Opinions you discovered?

Step 5: Justify/argue your beliefs, decisions, ideas

Step 6: What new ideas, plans, solutions can you identify, implement, create?

 

WRITING ASSIGNMENTS: MUST BE UPLOADED (ONLINE) NO LATER THAN 11:59pm on Tuesday FOLLOWING THE Friday CLASS. NO EMAIL ASSIGNMENTS WILL BE ACCEPTED OR GRADED.


WEEKLY ASSIGNMENT CALENDAR

August 28, 2014

Week 1: Introduction; Syllabus Overview; Class Format; Blooms Taxonomy; Career Portfolio Introduction; Computer Lab Orientation

 

Online Assignment: Complete Career Assessment (www.typefocus.com);  Complete Locus of Control Assessment

View one video on Motivation

 

Reading Assignment: Chapter 1 – Change; Chapter 2: Engage

Writing Assignment: No more than three paragraphs: Discuss the chapter and videos using the Bloom model for thinking and learning: Some questions for thought: How did the reading support what was said in the videos?  What are some new and fresh ideas you identified in the reading and videos?  What ideas were similar to your current viewpoint?  How can you improve on your internal LOC and decrease your external LOC?

Develop your personal and academic motivation statement. What will your T-Shirt say?

September 4, 2015

Week 2: Discussion of Chapter 1: Change & Chapter 2 Engage:  Career Assessment, Locus of Control Assessment, and reading assignments (Please submit for grading)

Online Assignment:  Identify at least three different note-taking methods

Complete Career Assessment

 

Writing: Decide on the note-taking method that you like best. How can you incorporate the SQ3R Design (p. 188)

Reading Assignment: Chapter 8: Read

 

 

September 11, 2015

Week 3: Discussion of Assignments; Chapter 8: Read

Reading Assignment: Chapter 7: Learn; Complete assessments on Pages 164, 165, 168, 171, and 172

Online Assignment: Research online at least one other philosopher who supports your learning style (also see page 168)

Writing: Write no more than two paragraphs discuss how your personality and career assessment outcomes match; or do not match your learning style

 

September 18, 2015

Week 4: Discussion of Chapter 7: Learn; Library Orientation…Introduce Chapter 5: Think

 

Reading Assignment: Chapter 5: Think; and Chapter 9: Record

Online Assignment: Locate an online article, video, or blog about a current event of personal interest to you. Read or view the online entry.  Bring article, link to video or blog to class

Writing Assignment: Write no more than eight paragraphs describing the 8

steps to critical thinking as it applies to the online entry.

 

September 25, 2015

Week 5: Discussion of Chapter 5: Think; and Chapter 9: Record; Review of assignments

Reading Assignment:  Chapter 11: Prosper/Financial Literacy & Capabilities; Complete Knowledge In Bloom

Online Assignment:  Review Financial Aid Websites (See Figure 11.3, page 257

Writing Assignment: Write no more than two paragraphs describing which of

the websites appealed to your financial needs and why.

 

October 2, 2015

Week 6: Chapter 11: Prosper/Financial Literacy & Capabilities (Guest Speaker) (Do not miss this class!)

Reading/Online Assignment: Financial Sections of: USA Today; Wall Street Journal; or Other business journal’s financial section Chapter 10: Study; Complete Knowledge In Bloom

Writing Assignment: Using Bloom’s Taxonomy, write no more than five paragraphs on what you found, how it changed or did not change your perspective on finances.  How did it relate to the class speaker?

 

October 9, 2015

Week 7: Chapter 10: Study Mid-Term Exam Review; Career Portfolio Review;

Group Assignments: Chapter 14: Live (Mind, Body, Soul)

Reading Assignment: Review the above chapters for definitions, understanding, and application of knowledge;

Online Assignment: Study! Study! Study!

 

October 16, 2015

Week 8: MIDTERM EXAM

Reading Assignment: Chapter 3 Persist; Chapter 14 Live; Complete Knowledge

In Bloom

Online Assignment: Based on your personality profile, career assessment, and

readings, identify your next step(s) after completing your first semester at HCC; Achieving your education goals at HCC?  If your chosen career requires a bachelor or higher degree, what are your options for 4-year institutions? Or what are your job possibilities for your chosen major upon completion of your HCC training?

Writing Assignment: Describe your online assignment findings in 4 paragraphs or less—submit

 

October 23, 2015

Week 9: Discussion: Chapter 3 Persist; Group Discussions/Presentations on Chapter 14: Live (Mind, Body, Soul)

Reading Assignment: Chapter 15: Plan; Complete Knowledge In Bloom

Online Assignment: Complete the Reality Check Assessment; Print and Bring to

Class; research careers/jobs based on your career assessment, personality assessment, and other related

Writing Assignment: Develop an Academic and Career Plan.  The

format will be provided…

 

October 30, 2015

Week 10: Discussion - Chapter 15: Plan; Review of Academic and Career Plan Reading Assignment: Chapter 12: Present; Complete Knowledge In Bloom Online Assignment: Submit Career Portfolio Outline

Community Service: Volunteer for Safe Holloween

November 6, 2015

Week 11: Discussion: Chapter 12: Present; Review Academic and Career Plan

Reading Assignment: Chapter 4: Connect; Complete Knowledge In Bloom

 

Online Assignment: Identify at least two organizations on HCC campus and at least two professional organizations that supports your career decision.

Writing Assignment: Regarding the above organizations, answer the following questions: What is their mission? Goals? Purpose? Membership requirements? Develop or revise your resume, cover letter, thank you letter.

 

November 13, 2015

Week 12: Discussion: Chapter 4: Connect; organizations, involvement, thoughts

Reading Assignment: Chapter 13: Communicate; Complete Knowledge In Bloom

Online Assignment: Join Linked-In and other social media: Study interview questions online @:

http://www.hccs.edu/hccs/current-students/career-planning-and-resources

Writing Assignment: Complete developing/revising your Resume, Cover Letter, and Thank You Letter.


 

 

November 20, 2015

Week 13: Discussion Chapter 13: Discuss Communicate

Assignment: Proof and revise Resume, Cover Letter, and Thank You Letter; Complete Career Portfolio

 

November 26, 2015  THANKSGIVING BREAK

Week 14: Submit Career Development Plan Online by Tuesday December 1, 2015

 

December 4, 2015

Week 15: Career Portfolio and Plan Presentations; Final Exam Review

 

December 11, 2015

Week 16: FINAL EXAM

NOTE: Instructor reserves the right to change calendar.

Instructional Methods

A variety of instructional methods are used throughout the semester. Examples may include class discussions, lectures, readings, group projects, research, assessments, video/DVD, internet searches, and presentations.

 

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 discussions 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.

 

Student Assignments

Assignments have been developed that will enhance your learning. You will be required to successfully complete the below assignments as well as others determined by your professor.

  • Midterm and Final Exams: Each student is required to take departmental midterm and final exams. The exams will cover a variety of materials discussed in class and found in your readings. A study guide for each exam may be provided by your instructor. You will be given at least one week’s notice before an exam. You will have 2 hours to take the final exam. Exam dates are posted in the course calendar.
  • Regular Quizzes/Tests: To ensure that each student is mastering the materials assigned for reading and discussion in class, quizzes/tests will be administered following select chapters.
  • Projects and Exercises: During the course of the semester, each student will be asked to complete a variety of projects that support lecture and reading materials. Projects/Exercises may include: library orientation, online assignments, critical thinking exercises, collaborative work/presentations, career research and reporting, journaling, oral presentations, and other projects assigned by your professor.
  • Career Portfolio: Students are required to assemble a career portfolio that showcases his or her chosen career and includes various professional artifacts, including a cover letter and resume. The specific format and required elements of the portfolio will be explained in class and/or posted electronically.

 

Student Assessments

Knowledge checks may occur in the format of quizzes, projects, assignments, papers, or exams.

 

Instructor Requirements

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
  • Description of any special projects or assignments
  • Inform students of policies such as attendance, withdrawal, tardiness and make up
  • 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

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

 

Program/Discipline Requirements

You will be required to complete the Financial Literacy & Capabilities Survey, declare your major, populate your student planner with the appropriate courses, and meet with your assigned advisor during this course.

HCC Grading Scale

A = 100 – 90:……………………………………4 points per semester hour

B = 89 – 80: …………………………………….3 points per semester hour

C = 79 – 70: …………………………………….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) …………………………………0 points per semester hour

W(Withdrawn)…………………………………..0 points per semester hour

I (Incomplete)……………………………………0 points per semester hour

AUD (Audit) …………………………………...0 points per semester hour

FX(Stopped attending)………………………… 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.

 

FX is given is a student stopped attending class and fails to withdraw prior to the last official day for withdrawals for the semester.  Instructor will note last day student attended the class for record.  The grade of FX cannot be changed once assigned.

 

Grading Criteria

Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you are at achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus. If you find you are not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class. Your instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that will improve your performance.

Grading Percentages

20%

Instructor’s Choice (Daily Work, Homework, Activities, etc.)

20%

Tests and Quizzes

20%

Midterm Exam

20%

Career Research Essay/Portfolio

20%

Final Exam

TOTAL: 100%

Instructional Materials

  • Textbook:

Sherfield, R. M., & Moody, P. G. (2014). Learning Frameworks: Student success and career development: 2nd custom edition for Houston Community College. Boston: Pearson. (Available at HCC campus Bookstores)

 

Or

 

Sherfield, R. M. & Moody, P.G. (2014). Cornerstones for college success.

(7th ed.). Boston: Pearson.

 

  • Access Code for MyStudentSuccessLab (packaged with textbook purchased at bookstore)

HCC Policy Statements

Access Student Services Policies on their Web site:

http://digital.turn-page.com/title/7027

ACADEMIC HONESTY: Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against a student accused of scholastic dishonesty. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion.

Cheating on a test includes:

• Copying from another student’s test paper;

• Using materials during a test that are not authorized by the person giving the test;

• Collaborating with another student during a test without authority;

• Knowingly using, buying, selling, stealing, transporting, or soliciting in whole or part the contents of an un-administered test;

• Bribing another person to obtain a test that is to be administered.

 

Plagiarism means the appropriation of anther’s work and the unacknowledged incorporation of that work in one’s own written work offered for credit.

Collusion means the unauthorized collaboration with another person in preparing written work offered for credit.

Because an important part of being a college student is academic honesty, it is the expectation in this course that you will complete all academic work without cheating, plagiarism, lying and/or bribery, and collusion. Penalties for academic dishonesty (as outlined in the student handbook) could include receiving a failing grade for this course and/or being suspended from school.

ATTENDANCE: You are expected to attend all lecture classes regularly and are responsible for materials covered during your absence. Instructors may be willing to consult with you for make-up assignments, but it is your responsibility to contact the instructor.

Attendance is required and checked daily. Students who have no record of attendance before the Census Date (the Official Date of Record) will be automatically dropped from the course by the Registrar’s department.  Students who are dropped for nonattendance will not be reinstated.

The instructor has the authority to drop you from the class for excessive absences. You may be dropped from a course after accumulating absences in excess of 12.5 percent of the total hours of instruction (lecture and lab). For example: For a three credit-hour lecture class meeting three hours per week (48 hours of instruction), you can be dropped after six hours of absence.

Departments and programs governed by accreditation or certification standards may have different attendance policies. Administrative drops are at the discretion of the instructor. Failure to withdraw officially by the deadline may result in a grade of “F” or “FX” in the course.

WITHDRAWALS: Students may withdraw from courses prior to the deadline established by the institution.  Before withdrawing from a course, students should meet with the instructor to discuss the decision.  Be sure you adhere to the rules and deadlines in order to receive a ‘W’ otherwise a grade of ‘F’ will be given in the course by the instructor.

**FALL 2015 – LAST DAY TO WITHDRAW – OCTOBER 30TH, 4:30PM**

CLASSROOM CONDUCT: You are in college. You will be treated and respected as an adult. Because of the nature of discussion involved in this class, it is imperative that we respect each other’s opinions and values. Discipline problems are not tolerated. Any student failing to abide by appropriate standards of conduct during scheduled College activities may be asked to leave that day’s class or activity by the instructor or another College official. (The student has the right to return to the next class/activity.) If a student refuses a request to voluntarily leave the classroom, security may be summoned to remove the student so that the scheduled activity may resume without further disruption. In cases of serious problems, the faculty member will document and report the incident to his/her supervisor. Further disciplinary action may be pursued according to System guidelines, presented in the HCCS Student Handbook.

  • Get handouts and returned work before class begins or after the class ends.  DO NOT walk up to the instructor’s desk during the class.
  • Turn off cell phones and other electronic devices prior to entering class (unless approved by instructor).  No calls, text messages, photographs, or any other electronic communication should be sent or received during class.  If your phone rings, you make calls in class or you send text messages, 1st occurrence - you will get a verbal warning.  2ND occurrence - you will be dismissed from the class for the rest of the day.  3rd occurrence - you will be dropped from the class.
  • Obtain the instructor’s approval before using a laptop or other electronic device during class
  • If you sleep in class, 1ST occurrence - you will receive a verbal warning.  2ND occurrence - you will be dismissed from the class for the rest of the day.  3rd occurrence - you will be dropped from the class.

Access DE Policies on their Web site:

All students are responsible for reading and understanding the DE Student Handbook, which contains policies, information about conduct, and other important information. For the DE Student Handbook click on the link below or go to the DE page on the HCC website.

The Distance Education Student Handbook contains policies and procedures unique to the DE student. Students should have reviewed the handbook as part of the mandatory orientation. It is the student's responsibility to be familiar with the handbook's contents. The handbook contains valuable information, answers, and resources, such as DE contacts, policies and procedures (how to drop, attendance requirements, etc.), student services (ADA, financial aid, degree planning, etc.), course information, testing procedures, technical support, and academic calendars. Refer to the DE Student Handbook by visiting this link:

http://de.hccs.edu/de/de-student-handbook

Access CE Policies on their Web site:

http://hccs.edu/CE-student-guidelines

Advising:

A Sr. Advisor is connected to this class section and will meet with the class within the first two weeks of class. The Sr. Advisor will review the advising syllabus and the ways in which you can communicate with them. Students are required to meet with their advisor at least twice within the semester. The first meeting will take place during a class visit.  Participation in these advising sessions is required and will be a part of the grade in this success 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 near the end of the term, 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 department chairs for continual improvement of instruction.  Go to www.hccs.edu/egls3 for more information.

Southwest College Writing Centers:

The Southwest College Writing Centers provide a student-centered environment where professional tutors support student success for all HCC students. The primary goal of the Writing Centers is to offer convenient, personalized assistance to help students improve their writing at any stage of the writing process required in any courses at HCC. Tutors will also assist students with their job application letters, resumes, and scholarship/transfer essays. In one-on-one consultations lasting about thirty minutes, tutors collaborate with students in understanding a writing assignment, developing ideas, shaping content, writing a thesis, drafting, revising, self-editing, and learning to proofread. Tutors will also assist students with learning about research and using sources. Furthermore, the Writing Centers offer access to computers and interactive websites for improving grammar skills. At the Southwest College Writing Centers, each tutoring session becomes a learning experience.

The Southwest College Writing Centers are located in Room LH 304 (Learning Hub) at the Stafford Campus, Room C-230 at the West Loop Campus, and Room 116 at Missouri City Campus. A schedule of all Southwest College Writing Center locations, days, and hours will be made available during the second week of classes.

Useful Web Resources:

—  Information: www.hccs.edu ; http://learning.hccs.edu

—  Eagle Online 2: https://eo2.hccs.edu

—  Career Information http://bls.gov/OCO ; www.acinet.org ; www.careerbuilder.com www.monster.com ; www.careerpath.com

—  Career Assessment: www.typefocus.com

—  Tutoring & Support: www.hccs.askonline.net ; http://mystudentsuccesslab.com