Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

EDU 203 Educational Psychology
Kasperbauer, Kimberly


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.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



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

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDU 203 Educational Psychology

Semester

FA 2007 HOA

Faculty

Kasperbauer, Kimberly

Title

Assistant Professor

Office Location

227 Copley Hall

Office Hours

Mondays 9-3; Tuesdays 10-12; Wednesdays 10:30-2:30; Thursdays 10-3; by appointment

Daytime Phone

Office: 584-6246

E-Mail

kkasperbauer@park.edu

Class Days

--T-R--

Class Time

3:50 - 5:05 PM

Credit Hours

3


Textbook:
  Required Course Textbook:

Ormrod, Jeanne (2006).  Educational Psychology. Fifth Edition.  Upper   Saddle River, NJ: Pearson Prentice Hall (including www.prenhall.com/ormrod support site and video CD accompanying printed text).

* Additional course readings will be supplemented throughout the semester. These readings will be on reserve at the McAfee Library.

Recommended Textbook:

Barton, Linda G. (1997). Quick Flip Questions for Critical Thinking. Dana Point, CA: Edupress, Inc.

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:
In a safe environment which fosters collaboration, critical thinking, group and individual problem-solving, and reflection, all students learn to apply newly learned theories and concepts to the practice of teaching in a practical, efficient way.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze the importance of theories of child/adolescent development in creating effective teaching-learning environments.
  2. Apply important psychological concepts and theories of learning to the teaching-learning process
  3. Evaluate how research contributes to an understanding of teaching and learning
  4. Know and be able to apply important motivational and problem-solving strategies, including behavior management strategies
  5. Appraise the creation, evaluation and role of assessment in the current educational climate
  6. Examine how explicit and implicit beliefs about learning and human behavior affect the teaching process.
  7. Demonstrate proficient communication skills in all aspects of coursework.


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 final paper project; exams which correlate with Park University's School for Education portfolio rubric and performance indicators, electronic essay assignments; and active participation in classroom activities. 

Grading:

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

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

20% = Final Paper Project
 
10% = Presentation of your Final Paper

15% = Exams

25% = Class participation

30% = Course Activities including E-Entries

Classroom Rules of Conduct:
Pair and group discussions are a crucial component of our class. In order for these conversations to be as fruitful as possible, you are expected to be respectful of one another, open to your colleagues' ideas and perspectives, and ready to talk about given topics in a professional manner

Course Topic/Dates/Assignments:
 

Week

Date

Topics

Assignments

1

8/20-8/25

Course Expectations/Syllabus

Introductions

Chapter 1

Learning Styles

Decision Making

Chapters 2 &3

E-Entry I: Learning Styles and Teaching

2

8/27-8/31

Cognitive and Linguistic Development

Due: E-Entry I

Chapter 4

Development of Self, Social Skills, and Morality

3

9/3-9/7

Group Differences

Chapter 5

4

9/10-9/14

Individual Differences/Special Needs

Prepare for Exam

E-Entry II: Diversity and Students with Special Needs

5

9/17-9/22

Differences – Tying it all together

Chapter 6

Due: E-Entry II

Due: Prospectus of Final Project

Exam – Development & Diversity (Draft of Portfolio Essay 1.2.2.1 – Knows and identifies child/adolescent development)

6

9/24-9/28

Learning and Cognitive Processes

Chapters 7,8

7

10/1-10/5

Knowledge Construction

Chapters 9,10

Edited 1.2.2.1 Essay Due

Higher-Level Thinking Processes

8

10/8-10/12

Behaviorist Views of Learning

Social Cognitive Views of Learning

Chapters 11,12

9

10/15-10/19

Motivation

E-Entry III: Learning and Motivation

10

10/22-10/26

Learning and Motivation - Tying it all together

Chapter 13

Exam – Learning and Motivation

(Draft of Portfolio Essay 1.2.2.2 – Strengthens Prior knowledge with new ideas

11

10/29-11/2

Instructional Strategies

Chapter 14

Due: E-Entry III

12

11/5-11/9

Instructional Strategies

Edited 1.2.2.2 essay due

Creating a Productive Learning Environment

13

11/13-11/16

Creating a Productive Learning Environment

Chapters 15, 16

E-Entry IV: Classroom Culture/Climate

14

11/19-11/23

Assessment and Student Achievement

Due: E-Entry IV

15

11/26-11/30

Assessment and Student Achievement

Exam – Classroom Strategies

(Draft of Portfolio Essay 1.2.2.3, 1.2.2.4)

16

12/3-12/7

Final Presentations

17

12/10-12/14

University Exam Week/ Final Presentations

All Final, edited portfolio essays due

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 2007-2008 Undergraduate Catalog Page 85-86

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 2007-2008 Undergraduate Catalog Page 85

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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 .
I wish to fully include persons with disabilities in this course.  If you have special circumstances that you believe may affect your performance in this course, please meet with me to make necessary accommodations that will enable you to fully participate. I will do my best to maintain complete confidentiality of nay information you share with me.



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:

This material is protected by copyright and can not be reused without author permission.

Last Updated:8/20/2007 9:21:49 AM