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EDU 203 Educational Psychology
Lunsford, Kathryn L.


COURSE SYMBOL AND NUMBER:  EDU203

COURSE TITLE:  Educational Psychology

COURSE DESCRIPTOR: 3FA HOA

TERM COURSE BEING TAUGHT:  Fall, 2005

NAME OF FACULTY MEMBER:  Kay Lunsford

TITLE OF FACULTY MEMBER:  Adjunct Instructor

FACULTY OFFICE LOCATION: 

FACULTY OFFICE HOURS:  By appointment

FACULTY OFFICE TELEPHONE NUMBER:

FACULTY PARK EMAIL ADDRESS:  TBA

OTHER FACULTY EMAIL ADDRESS:

FACULTY WEB PAGE ADDRESS:

DATES OF THE TERM:  August 22, 2005 - December 18, 2005

CLASS SESSIONS DAYS: Tuesday and Thursday

CLASS SESSION TIME:              11:30 a.m. - 12:50 p.m.

PREREQUISITE(S): none

CREDIT HOURS:  3

MISSION STATEMENT

The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: This course guides the student to apply the fundamental principles of psychology to the teaching-learning process.

 

FACULTY'S EDUCATIONAL PHILOSOPHY:  The instructor's educational philosophy centers on interactive teaching/learning based on varied teaching strategies using readings, quizzes, dialogues, presentations, tests, internet sources, and writings.  The instructor will encourage each learner in the lively exploration of ideas, issues, and contradictions.

 

COURSE OBJECTIVES:  On completion of this course, students should be able to:

  1. Understand how research contributes to an understanding of teaching and learning. (MOSTEP 1.2.1)
  2. Recall important psychological concepts and theories as they relate to the teaching/learning process(MOSTEP 1.2.2)

1.2.2.1. know and identify child/adolescent development

1.2.2.2. strengthen prior knowledge with new ideas

1.2.2.3. know theories of learning

  1. Better understand the creation, evaluation and role of assessment and testing in the current educational climate. (MOSTEP 1.2.8)
  2. Demonstrate reflective thinking in class discussions and written assignments.  (MOSTEP 1.2.9)

1.2.9.2. use recourses available for professional development

  1. Better understand how their own explicit and implicit beliefs about learning and human behavior affect the teaching process. (MOSTEP 1.2.3)

1.2.3.1. identify prior experience, learning styles, strengths, and needs

  1. Demonstrate computer literacy as it relates to classroom material. (MOSTEP 1.2.7)
  2. Understand and be able to recall important motivational and problem-solving strategies (MOSTEP 1.2.5 & 1.2.6)

1.2.6.1. know motivational theories and behavior management strategies and techniques

  1. understand theories and applications for technology in educational settings and have adequate technological skills to create meaningful learning opportunities for all students (MOSTEP 1.2.11)

1.2.11.5 use technology to enhance personal productivity and professional practice

 

 

COURSE TEXTBOOK(S):

Ormrod, Jeanne.  Educational Psychology. Fifth edition.  Upper Saddle River, NJ: Pearson Prentice Hall, 2006.

(including www.prenhall.com/ormrod support site and video CD accompanying printed text)

 

ACADEMIC HONESTY: "Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park."

 

PLAGIARISM: Plagiarism-the appropriation or imitation of the language or ideas of another person and presenting them as one's original work-sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors."

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of F grade (attendance or academic) resulting from excessive absence for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

LATE SUBMISSION OF COURSE MATERIALS:  Although the instructor accepts late assignments, she will deduct 10% of their value for each day past the due date that the assignment is received.

 

COURSE ASSESSMENT:  Student learning will be assessed by way of a final multimedia presentation with accompanying written support paper, Parts I, II, & III Tests, chapter quizzes, written summaries of online reading, written and oral participation in both classroom activities and out-of-class activities.  Computers make writing and revising much easier and more productive.  Students must recognize, though, that technology can also cause problems.  Printers run out of ink and hard drive crash.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.  Students may be asked to submit some work online, rather than as paper copy.

 

CLASSROOM RULES OF CONDUCT:  Enthusiastic, considered interaction among the members of this classroom learning community, and any guests who may come into it, is encouraged.  This interaction will be always with an attitude of respect and support.

 

DISABILITY GUIDELINES: Park University is committed to meeting the needs of all students who meet the criteria for special assistance.  These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal.  It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply.  Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: www.park.edu/disability

 

COURSE TOPICS/DATES/ASSIGNMENTS:

Week

Date

Topics/Assignments

1 

August 22

Introductions, class protocols, Chapter1,"Educational Psychology and Teacher Decision Making"-discussion/activities

Homework due 8/30:  from www.prenhall.com/ormrod Web article summary regarding Chapter 1; Chapter 1 quiz; read chapter 2

2 

August 29

Chapter 2,"Cognitive and Linguistic Development" -discussion/activities

Homework due 9/6:  from www.prenhall.com/ormrod--Chapter 2 quiz; read chapter 3

3 

September 5

Chapter 3, "Development of Self, Social Skill, and Morality"-discussion/activities

Homework due 9/13:  from www.prenhall.com/ormrod--Web article summary regarding Chapter 2 OR Chapter 3; Chapter 3 quiz; read chapter 4

4 

September 12

Chapter 4, "Group Differences"-discussion/activities

Homework due 9/20:  from www.prenhall.com/ormrod--Chapter 4 quiz; read chapter 5

5 

September 19

Chapter 5, "Individual Differences and Special Educational Needs"-discussion/activities

Homework due 9/27:  Write a summary of your personal inventories and discuss in writing what works best for you; from www.prenhall.com/ormrod --Chapter 5 quiz; review Chapters 1-5

6 

September 26

Essay/Short AnswerTest Part I (9/27), Chapter 6, "Learning and Cognitive Processes"-discussion/activities; Drawing for Final Presentation Topics

Homework due 10/4:  from www.prenhall.com/ormrod --Chapter 6 quiz; read Chapters 7 & 8

7 

October 3

Chapter 7, "Knowledge Construction" & Chapter 8, "Higher-Level Thinking Processes"-discussion/activities

Homework due 10/11:  from www.prenhall.com/ormrod Web article summary regarding Chapter 7 OR 8; Chapters 7 & 8 quizzes; read Chapter 9

8 

October 10

Chapter 9, "Behaviorist Views of Learning"-discussion/activities

Homework due 10/25:  from www.prenhall.com/ormrod -- Chapter 9 quiz; read chapter 10

9

October 17

FALL RECESS  Continue Research for your Final Presentation

10 

October 24

Chapter 10, "Social Cognitive Views of Learning"--discussion/activities

Homework due 11/1:  from www.prenhall.com/ormrod --Chapter 10 quiz; read Chapters 11 & 12

11 

October 31

Chapters 11, "Motivation and Affect" & Chapter 12, "Cognitive Factors in Motivation"-discussion/activities

Homework due 11/8:  from www.prenhall.com/ormrod --Web article summary regarding Chapter 10, 11 OR 12; Chapters 11& 12 quizzes; Review Chapters 6 - 12

12 

November 7

Test Part II (11/8); Chapter 13, "Instructional Strategies"-discussion/activities

No class Friday, November 11 (Veteran's Day)

Homework due 11/15:  from www.prenhall.com/ormrod --read Chapter 14; Chapter 13 quiz

13 

November 14

Chapter 14, "Creating a Productive Learning Environment"-discussion/activities

Homework due 11/22:  from www.prenhall.com/ormrod -- Web article summary regarding Chapter 13 OR 14; Chapter 14 quiz; read chapter 15; Support paper for Final Presentation

14 

November 21

Thanksgiving-No class Th/F

Chapters 15, "Classroom Assessment Strategies" & Chapter16, "Summarizing Student Achievement"-discussion/activities

Homework due 11/29:  from www.prenhall.com/ormrod Chapters 15 & 16 quizzes

15 

November 28

Chapters 15 & 16 continued -discussion./activities; Test Part III (12/1)

16 

December 5

Final Presentations

11:35-12:50

December 15

Final Presentations if needed 

 

GRADING PLAN

 

A = 100% - 90%                 C = 70% - 79%

B =   80% - 89%                 D = 60% - 69%

 

  • 35 % Final multimedia presentation with written support paper
  • 40% Activities/tests
  • 20% From www.prenhall.com/ormrod:
    • Chapter Quizzes
    • Web article summaries
  • 5% Attendance/participation: Students are expected to attend class, be on time and participate constructively.  Students exceeding two (2) allowed excused absences and two (2) allowed tardies will see this portion of their grades adversely affected.