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EDU 203 Educational Psychology
Lunsford, Kathryn L.


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

EDU 203 Educational Psychology

Semester

SP 2007 HOA

Faculty

Lunsford, Kathryn L.

Title

Adjunct Faculty

Degrees/Certificates

B. A.
M. Ed.

Office Location

Copley 211

Office Hours

By appointment

Daytime Phone

Education Office--816-584-6335

E-Mail

kathryn.lunsford@park.edu

Semester Dates

January 16 -

Class Days

--T-R--

Class Time

3:50 - 5:05 PM

Prerequisites

none

Credit Hours

3


Textbook:

  • 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)
  • Optional, but highly recommended:  Barton, Linda G.  Quick Flip Questions for Critical Thinking. Dana Point, CA: Edupress, Inc., 1997.

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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

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 exploration of ideas, issues, and their application to teaching-learning environments.

Learning Outcomes:
  Core Learning Outcomes

  1. Review important psychological concepts and theories and apply to the teaching/learning process as measured by classroom discussion, assignments, tests and the term paper. (MoStep 1.2.2)
  2. Evaluate how research contributes to an understanding of teaching and learning as evidenced by classroom discussion and tests/assignments . (MoStep 1.2.1)
  3. Appraise the creation, evaluation and role of assessment and testing in the current educational climate. (MoStep 1.2.8)
  4. Demonstrate reflective thinking in class discussions and written assignments. (MoStep 1.2.9)
  5. Examine how explicit and implicit beliefs about learning and human behavior affect the teaching process. (MoStep 1.2.3)
  6. Demonstrate proficient communication skills in writing as it relates to classroom material and
  7. Identify important motivational and problem-solving strategies as measured by classroom
  8. Evaluate the importance of long-range planning and state performance standards. (MoStep 1.2.4)


Core Assessment:

"Core Assessment"

All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes.  The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.   The core assessment for this course is the Term Paper and will account for 25% of the total grade.  This 8-10 page (not including the title and reference page) double-spaced paper should be done in APA format and should include at least 8 professional references.   The topic for this paper is at the student's discretion as long as it is mentioned somewhere in the course textbook.  It must be approved by the instructor (e.g. to insure that it is neither too broad not too narrow) so will need to be submitted by a date specified by the instructor.  The paper should be divided into two sections but still double-spaced throughout.  The first part should be labeled "Research" and will provide a review of pertinent professional discourse related to the chosen topic.  The second section should be labeled "Critique" and must include only the students own perspectives and/or experiences related to the topic.  This section should not include any reference to particular sources but will only include the student's own point of view.  The other forms of assessment in this course will include tests and participation.  See the "Learning Outcomes" and "Grading Plan" for more information.

Link to Class Rubric

Class Assessment:

Student learning will be assessed by way of a summary of research on an issue relevant to educational psychology, Multimedia Presentation, tests & written assignments; and daily in-class interaction.  A cautionary:  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, hard drives crash, flash drives and disks refuse to perform and email attachments do not arrive.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk and hard drive, and print out paper copies and/or email documents to your Pirate mail account for backup purposes. 

 

Grading:

GRADING PLAN

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

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

 

  • 32%  ACTIVITIES: including, but not limited to the following:  Daily in-class interaction; Learning Preferences Essay;  Essay relevant to School for Education Portfolio Rubric, Indicator #1.2.2.1.  The expectation is that students will be present and on time for class.  Two (2) absences are allowed, and makeups for those 2 absences may be arranged.
  • 32% TESTS:  Students’ lowest of 5 test scores will be dropped automatically at semesters’ end.  No makeup tests will be available.  
  • 36% MIDTERM & FINAL:
    •  Written summary of research on an issue relevant to the course content
    •  Multimedia teaching demonstration and analysis 

 

 

Late Submission of Course Materials:

Students may hand in missed work for the two excused absences within the term of enrollment by student-initiated arrangement with the instructor.  Work missed for absences beyond 2 instructor-excused must also be made up within the term of enrollment, but the grade drops by one letter grade per day received beyond date due.  No makeup tests will be available.

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.

Course Topic/Dates/Assignments:

Week

Date

Topics/Assignments

1

August 22

Introductions, Teacher Decision Making and Teacher Development; Learning Preference Inventories.

2

Aug 29

Aug 31

Counseling Office Staff, Guest Speaker, results of MBTI

DUE: Essay on Your Personal Learning Preferences

3

Sept 7

Test #1 Chapters 1 – 4 Human Development: Cognitive, Linguistic, Self, Social and Moral; Group differences

4

Sept 12

5

Sept 19

Sept 21

Kick-off Research for Final Multimedia Presentation

DUE: Deconstructed E.Q. to begin Research

6-7

Oct 5

Test #2 Chapters 6 –8 Learning Process

Oct 10 & 12 Fall Break - No Classes

8-9

Oct 26

Test #3 Chapters 9 & 10 Learning Theory

10

Oct 31 & Nov 2

Final Presentation Conferences (schedule appointment)

11

Nov 9

Test #4 Chapters 5; 13-14 Instructional Strategies

12

Nov 14

DUE: Summary of Research + Annotated Bibliography & Works Cited

13

Nov 23

Test #5 Chapter 11 & 12 Motivation Theory

14

Nov 28

Chapters 15-16 Assessment Strategies

15

Dec 5 & 7

Final Presentations

16

Finals Schedule

Final Presentations

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
The first two student absences will be excused.

Disability Guidelines:
Park University is committed to meeting the needs of all students that 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 Americans with Disabilities Act of 1990, regarding students with disabilities. In the case 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: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of  more than 9 professional references. The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of  8-9 professional references. The artifact demonstrates the student's ability to synthesize pertinent literature from educational research/professional discourse related to the term paper under investigation through the use of less than 8 professional references. The artifact fails to demonstrate the student's ability to synthesize information related to educational psychology in the term paper. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 4, 5,6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                         
The artifact demonstrates the student's ability to correctly identify and analyze more than 4 key issues as they pertain to the topic of choice in the "Research" section. The artifact demonstrates the student's ability to correctly identify and analyze 3-4 key issues as they pertain to the topic of choice in the "Research" section. The artifact demonstrates the student's ability to correctly identify and analyze less than 3 key issues as they pertain to the topic of choice in the "Research" section. The artifact fails to demonstrate the student's ability to effectively analyze professional discourse is educational psychology as it relates to the term paper. 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 4, 5, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating more than 4 distinct interpretations in the "Critique." The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating 3-4 distinct interpretations in the "Critique." The artifact demonstrates the student's ability to evaluate professional discourse in terms of personal experience/perspective by narrating less than 3 distinct interpretations in the "Critique." The artifact fails to demonstrate the student's ability to evaluate professional discourse in educational psychology as it relates to the term paper. 
Terminology                                                                                                                                                                                                                                                
Outcomes
1, 2, 4, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
The artifact demonstrates a consistent use  (more than 8) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact demonstrates a consistent use  (6-8 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact demonstrates a consistent use  (less than 6 words) of terminology associated with educational psychology as it relates to the chosen topic (e.g. see letters and numbers in outline - A. and 1.). The artifact fails to demonstrate the student's ability to use terminology in educational psychology as it relates to the term paper. 
Concepts                                                                                                                                                                                                                                                   
Outcomes
1, 2, 4, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
The artifact demonstrates a consistent comprehension of more than 4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact demonstrates a consistent comprehension of 3-4 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact demonstrates a consistent comprehension of less than 3 concepts as they relate to the chosen topic (e.g. see I. - VII. in course outline) throughout both sections of the paper. The artifact fails to demonstrate the student's ability to appropriate concepts in educational psychology as it relates to the term paper. 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
The artifact demonstrates the student's ability to effectively apply more than 4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact demonstrates the student's ability to effectively apply 3-4 educational psychology principles (e.g. see Concepts in Outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact demonstrates the student's ability to effectively apply less than 3 educational psychology principles (e.g. see Concepts in outline above) through their perspectives and/or experiences discussed in the  'Critique' The artifact fails to demonstrate the student's ability to apply professional discourse in educational psychology as it relates to the term paper. 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (less than 5 errors) The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (5-7 errors) The artifact as a whole demonstrates the ability to effectively communicate educational psychology principles through the use of correct writing structures and document organization, which includes a logical sequencing of artifact components.  (more than 7 errors) The artifact fails to demonstrate the student's ability to develop a whole artifact from professional discourse in educational psychology as it relates to the term paper. 
Component                                                                                                                                                                                                                                                  
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (less than 3 errors) Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (3-5 errors) Various components of the artifact demonstrate the ability to effectively present "Research" and a relevant "Critique" concerning the topic chosen by the student through the use correct writing structures and internal structures. (more than 5 errors) The artifact fails to demonstrate the student's ability to effectively communicate professional discourse in educational psychology as it relates to the term paper. 
M/LL                                                                                                                                                                                                                                                       
Outcomes
1, 2, 4, 5, 6, 7                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing more than 4 common terms or concepts. The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing 3-4 common terms or concepts. The artifact demonstrates a logical  relationship between the "Research" and "Critique" by discussing less than  3 common terms or concepts. The artifact fails to demonstrate the logical relationship between the "Research" and "Critique" sections in the term paper. 

Copyright:

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Last Updated:1/20/2007 1:54:23 PM