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Educational Psychology Course Syllabus

This document provides the syllabus for an Educational Psychology course taught at Harford Community College. It outlines the course description, learning objectives, required text, grading breakdown, assignments including tests, projects and papers, attendance policy, late policy, important dates, and a schedule of topics to be covered each class. The course aims to help students understand learning processes and theories, development, diversity, instructional models, motivation, assessment and exceptional learners. Students will complete tests, short writings, a research project and paper, and be graded based on their performance on these assignments.

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Carolina Carcamo
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10 views5 pages

Educational Psychology Course Syllabus

This document provides the syllabus for an Educational Psychology course taught at Harford Community College. It outlines the course description, learning objectives, required text, grading breakdown, assignments including tests, projects and papers, attendance policy, late policy, important dates, and a schedule of topics to be covered each class. The course aims to help students understand learning processes and theories, development, diversity, instructional models, motivation, assessment and exceptional learners. Students will complete tests, short writings, a research project and paper, and be graded based on their performance on these assignments.

Uploaded by

Carolina Carcamo
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

HARFORD COMMUNITY COLLEGE SYLLABUS - EDUCATIONAL PSYCHOLOGY PSYCHOLOGY PSY20703(CRN#21002) T 7:00-9:50 Fallston 203 SPRING 2011 INSTRUCTOR: Mr.

Chuck Conjar OFFICE: Fallston 250 / OFFICE HOURS: T 6-6:50 PM and by appointment HOME PHONE: See Instructor FAX: See Instructor E-MAIL: cconjar@[Link] WORLD WIDE WEB: [Link] REQUIRED TEXT: Slavin, R. E. Educational Psychology, Ninth Edition. Allyn and Bacon, 2009. CATALOG COURSE DESCRIPTION: EducationalPsychologyfocusesonthelearningprocessand relatedideassuchasdevelopment,individualdifferences,cognition,effectivelearningenvironments, [Link] [Link] disciplinesarestressed,aswellaslinkstotherealworldbeyondtheclassroom.(3credits)

STUDENT LEARNING OBJECTIVES & ACADEMIC OUTCOMES: Uponsatisfactorycompletionofthecourse,thestudentwillbeableto: 1) Discuss the various developmental models and how they explain childrens learning processes. (Science and Technology, Communication, Critical Thinking) 2) Evaluate contextual conditions that impact and enhance learning. (Communication, Critical Thinking, Science and Technology) 3) Demonstrate how various models available for organizing instruction impact classroom management and student learning. (Communication, Critical Thinking) 4) Identify the exceptional student and propose various strategies for dealing with these students in the classroom setting. (Communication, Critical Thinking, Science and Technology

GRADING: Your final grade will be based on the number of points you earn during the semester. Grades will be determined as follows: A B C D F ASSIGNMENTS AND ASSESSMENT METHODS: 1. Tests - 400 Possible Points (100 points per test) There will be four unit tests during the semester. The first three will consist of 40 multiple-choice items and one essay question. Test 4 will consist of multiple-choice items based on Unit 4 and a cumulative review of Units 1-3. Tests will be administered during the first half of class on the dates listed in the schedule. Make up tests will be offered only if specific criteria are met. (See Make Up Test Policy) 2. Assignment 1: Brief Article - 40 Possible Points (See Brief Article Handout) Students will complete a 2-page homework paper based on material from one of the units. The paper must include in-text references and a list of works cited. The paper must be typed, double-spaced using a computer word processing application. 3. Assignment 2: Research Project -100 Possible Points (See Research Project Handout) Each student must complete a project due near the end of the semester. Students may either write an article (5-6 pages) or do an oral presentation (10-15 minutes). Some components will be submitted for feedback prior to completion of the project. The final project (or presentation outline if oral) must include an accurate list of all cited references that matches the in-text citations and must be typed, double-spaced, using a computer word-processing application. 4. Attendance and Participation - 50 Possible Points . Active participation in class will facilitate learning and improve grades. Students can earn points by arriving on time, being prepared, sharing ideas and questions, and participating in class demonstrations. Students who are absent more than once or do not participate constructively will lose points. (See Attendance Policy). Occasional in-class writing assignments will also count toward the class participation grade. 5. In-Class Brief Paper - 10 Possible Points Students will write a short assignment in two parts. The parts will be completed at the end of class on two consecutive weeks. Each part will take approximately 15 minutes to complete. 540-600 points. 480-539 points. 420-479 points. 360-419 points. 359 and below.

COURSE POLICIES: HCCstudentsareboundbytheacademicpoliciesoutlinedinthemostcurrentHCC [Link] isthestudentsresponsibilitytoreviewthesepoliciespriortothestartofeachsemester. A. Make-Up Test Policy 1. If you will not be able to attend class on the evening of a test, notify the instructor the week before the scheduled test date. The instructor will leave a copy of the test in the TEST CENTER and you will be permitted to take it anytime BEFORE the test is administered to the rest of the class. 2. If you intend to take a test in class, but are unable to attend due to illness, car trouble, etc., the instructor may make an exception and allow you to take the test under the following conditions: - You must have a valid excuse. - You must notify the instructor within two days following the test (Home Phone: 410-866-8218). - You must complete the test in the Test Center PRIOR to the beginning of the next class. - You will not be permitted to take any part of a make up test during class time. 3. All make up tests must be completed in the Test Center (443-412-2352). Test Center personnel have instructions to collect incomplete exams at 7:00 pm on the Tuesday after the test was administered in class. 4. If there are extreme circumstances (e.g., extended hospitalization), the instructor may allow you to take a special make up test. See the instructor before dropping the course. 5. test. Students who do not meet the above criteria for make up tests will receive a "0" for the missed

B. Attendance Policy Students can earn up to 50 points for attendance and participation. Over the semester, students may have one unexcused absence with no penalty, but points will be deducted at a rate of 1-4 points for missing part or all of a class after the first absence. See the class points breakdown for other factors that may impact the class participation grade. C. Policy on Late Assignments Assignments submitted late will be accepted, but points will be deducted by one letter grade per week. Assignments that are emailed or faxed within two days of the scheduled due date will not be counted late, however, it is the student's responsibility to contact the instructor within the two-day window to make sure that the assignment was received. Exceptions to this policy include tests (see separate make-up test policy) and the In-Class Brief Paper (see note at bottom of class schedule). D. Inclement Weather Policy If a test is scheduled for the day a class is cancelled, the test will be administered during the next scheduled class. If class is cancelled the week before a test, come to the next scheduled class prepared to take the missed test. All tests will be administered as scheduled unless an announcement is given in class or on the web site.

GENERAL STATEMENTS: A. Disability Support Services: HCC is committed to serving students who have documented physical, learning, psychological, or other disabilities. Students who have a disability are responsible for contacting Disability Support Services at 443-412-2402 to discuss their needs for accommodations. All information shared with Disability Support Services will be held in confidence. B. Academic Dishonesty: Students will be familiar with and adhere to the policy governing academic dishonesty and its sanctions as written in the HCC Catalog. C. Student Conduct: Students will be familiar with and adhere to the policies and sanctions governing student conduct as written in the HCC Catalog. D. Syllabus Modification Statement: The instructor reserves the right to modify and/or change the course syllabus with reasonable notification to students. E. Student Services: A list of hours and locations for Student Services is available in OwlNet, on the Academic Life tab, under Quick Links. IMPORTANT DATES: January 31 - Refund deadline for 15-week classes April 5 - Withdrawal Deadline for 15-week classes October 1 - Deadline for December 2011 Graduation Application May 14 - Semester Ends

Spring 2011 Educational Psychology Class Schedule - Mr. Conjar DATE 1/25 2/1 2/8 2/15 2/22 3/1 TOPIC Introduction Theories of Development Development During Childhood and Adolescence TEST 1///Student Diversity Behavioral Theories of Learning Information Processing and Cognitive Theories of Learning READING NONE Chapter 1, 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6
REVIEW UNIT 1 (Ch. 1-3) ASSIGNMENT 1: BRIEF ARTICLE DUE ASSIGNMENT 2a: RESEARCH PROJECT TOPIC AND PRELIMINARY REFERENCE LIST DUE

PREPARATION

3/8 3/15 3/22 3/29

Student-Centered and Constructivist Approaches to Instruction TEST 2///The Effective Lesson SPRING BREAK COLLEGE CLOSED Accommodating Instruction to Meet Individual Needs Motivating Students to Learn Effective Learning Environments TEST 3/// Assessing Student Learning Learners With Exceptionalities Special Education Final Exam

Chapter 8 Chapter 7
REVIEW UNIT 2 (Ch. 4,5,6,8)

Chapter 9 Chapter 10 Chapter 11 Chapter 13 Chapter 12 388-411 Chapter 12 411-437

ASSIGNMENT 2b: RESEARCH PROJECT SAMPLE DRAFT AND UPDATED REFERENCE LIST DUE* ASSIGNMENT 2c: FINAL RESEARCH PROJECT AND REFERENCE LIST DUE REVIEW UNIT 3 (Ch. 7,9,10,11)

4/5 4/12 4/19 4/26 5/3 5/10

REVIEW UNITS 1-4 (Ch. 1-13)

* Students who opt for oral presentations for the research project must submit a rough outline instead of a sample draft on March 29. An in-class brief paper will most likely be completed on April 5 and 12. Students who are absent on either date must make special arrangements either before or within 48 hours after each class in order to be eligible for full credit on the assignment. Students who miss one of the two parts of the assignment will only be eligible for half credit.

Common questions

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The course includes several assessment methods such as multiple-choice tests, essay questions, in-class brief papers, and a research project or presentation. This variety allows students to demonstrate their understanding through different formats, catering to varied learning styles and comprehensive measurement of knowledge .

The syllabus allows for make-up tests under specific conditions, such as illness or car trouble, requiring valid excuses and instructor notification. It also provides options for special make-up tests under extreme circumstances, ensuring students with disabilities or exceptional situations receive equitable assessment opportunities .

The syllabus plans to integrate real-world connections by emphasizing the application of educational psychology concepts in American schools and beyond the classroom. It encourages students to link theoretical knowledge with practical teaching experiences, fostering a deeper understanding of psychological principles and their real-world application .

Attendance and participation can earn students up to 50 points towards their final grade. Active participation involves arriving on time, being prepared, sharing ideas, and engaging in class activities. More than one unexcused absence results in point deductions, highlighting the importance of regular attendance for academic success .

Late assignments are accepted with a deduction of one letter grade per week past the due date. However, assignments emailed or faxed within two days of the due date are not considered late if the student confirms receipt. This policy enforces deadlines while allowing some flexibility for genuinely delayed submissions .

Strategies for managing students with exceptionalities include identifying student needs, personalizing instruction, and implementing behavioral theories of learning. The syllabus emphasizes understanding exceptionalities and applying practical strategies to enhance learning for all students in a classroom setting .

In-class writing assignments are an integral part of class participation. They require students to actively engage with the material during class, contributing to their participation score. These tasks measure understanding and engagement in real-time, with points awarded for completion and incorporation into the participation grade .

The syllabus for the Educational Psychology course stresses the importance of developing effective teaching-learning relationships through an understanding of developmental models, individual differences, and motivation. It emphasizes the science and technology behind learning processes, practical application in creating effective learning environments, and strategies for dealing with exceptional students .

Students are expected to discuss developmental models, evaluate learning conditions, apply instructional organization models, and propose strategies for exceptional students. These outcomes reflect the course's emphasis on communication, critical thinking, and understanding of educational psychology principles .

The course includes topics on accommodating individual needs, effective lesson planning, and student diversity. It prepares students by teaching various instructional models and strategies to adapt to different learning styles and needs, fostering inclusive education environments .

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