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EDU 203 Educational Psychology
Loepp, Kathryn Ann


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

F1T 2009 DL

Faculty

Loepp, Kathryn Ann

Title

Adjunct Faculty

Degrees/Certificates

BS in Education; MS in Mental Retardation; Certificatied in Language Arts, Library Science, Mental Retardation, Emotional Disturbance, Learning Disabilities, School Psychologist

Daytime Phone

816-420-0421

E-Mail

Kathryn.Loepp@park.edu

Semester Dates

Aug 17 - Oct. 11, 2009

Credit Hours

3


Textbook:

Ormrod, Jeanne (2006).  Educational Psychology. 6th Edition.  Upper Saddle River, NJ: Pearson Prentice Hall.

  • Additional course readings will be supplemented throughout the semester and will be found on the course website.

.

Textbooks can be purchased through the MBS bookstore

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/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
EDU203 Educational Psychology:Application is made of the fundamental principles of psychology to the teaching-learning process.3:0:3.

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:

Class Assessment:
E-Entries: E-entries are short essays to be completed weekly. In order to receive full credit for each week’s E-entry, you must respond to all of it’s components. More information about the E-entries can be found on the course website.

All E-entries MUST be submitted into the course website DROP BOX. Emailed and paper submissions will not be accepted. In addition, PLEASE do not submit your e-entry as an attachment! Simply type your submission directly into the Comment box within the drop box. If you are unfamiliar with the e-companion drop box, it is your responsibility to come see me for extra instruction. Waiting until the assignment is due to figure out that you need help will most likely be too late!

Threaded Discussions: Each week you will participate in a threaded discussion. As an active participant in the course, you must post an initial, one paragraph response or reflection to the topic or question posted. You must then respond at least two additional times throughout the week to comments made or questions posed by your professor or your classmates.

Homework Assignments: All homework assignments must be submitted into their proper drop box unless otherwise indicated.  Assignments that are improperly submitted will not be graded.

Exams and Edited Exams: This course requires the completion of two exams, both of which can be viewed on the course website. As these exams also serve as essays for your teaching portfolio which is required for teacher certification in the state of Missouri, you are also responsible for editing both exams once they are returned. All exams must be submitted via email attachment. Exams submitted through the drop box will not be accepted.

Prospectus: To ensure that the subject of your final paper project is appropriate, you are responsible for submitting, by email, a short paragraph describing your topic. Until your topic is approved, I advise you to check your email often, as I may have questions or concerns that must be addressed before your topic is suitable. The prospectus is worth 10% of your final project grade and will not be awarded until your topic is approved. 

Final Paper: Information on the final paper project can be found in Week 8 of the course website. Final papers and power point presentations must be submitted in the document sharing section of the course website.


  
                       

Grading:

Grades:

A = 90% or more       C = 70-79%

B = 80-89%                 D = 60-69%

E-Entries                                              5 at 20 points   = 100 points               %

Threaded Discussions                           8 at 15 points   = 120   points           

Homework Assignments                      3 at 20 points       = 60 points             
 
Quizzes                                                2 at 25 points   =   50 points                
 
Exams                                                 2 at 40 points      =  80 points               

Individual Handout                                1 at 40 points  =    40                

Final Project                                300 points          
 
            Prospectus                      30 points

            Final Paper                   180 points

            Presentation/Handout   90 points



Note: Assignments that are turned in incorrectly will not be accepted. Therefore, it is imperative that you learn to navigate the course website, that you complete assignments early, and that you reread the syllabus as necessary to ensure proper submission!

 

Late Submission of Course Materials:



Late Work:
I do not accept late work. Because of the amount of work required for this class, I highly recommend you attack each assignment as soon as it is posted, allowing time for any technological “glitches” that might arise. Most assignments will be submitted through email or E-companion, however exceptions may be made on occasion if necessary (e.g. If your computer dies, you are more than welcome to submit a paper copy to me – as long as it is received on time).
 
 

Classroom Rules of Conduct:

 

Course Topic/Dates/Assignments:
 

Week

Topic

Reading Assignments

Assignments

(Due Sunday of Week it is Assigned)

1

Expectations

Introductions

Learning Styles

Gregorc Style Delineator Information

Syllabus

  • E-Entry 1
  • Discussion #1
  • Introductions
  • Homework Assignment #1 – Gregorc Learning Style Delineator

2

Cognitive and Linguistic Development

Development of Self, Social Skills, and Morality

Ormrod, Chapters 2 & 3

  • E-Entry 2
  • Discussion #2
  • Exam #1

3

Individual Differences/Special Needs

Inclusion and Learning

Group Differences

Gender Difference

Ormrod, Chapters 4 & 5

  • E-Entry 3
  • Discussion #3
  • Prospectus of Final Project Due
  • Homework Assignment #2 - Individual Handout
  • Quiz #1

4

 Cognitive Psychology – How People Learn

Ormrod, Chapters 6 & 7

Skim Ormrod, Chapters 8, 9, & 10

  • E-Entry 4
  • Discussion #4
  • Edited Exam #1

5

Motivation

Anxiety

Ormrod, Chapters 11 & 12

  • E-Entry 5
  • Discussion #5
  • Initial Review of Research Due
  • Homework Assignment #3
  • Quiz #2

6

Intelligence

To be posted

  • E-Entry 6
  • Discussion #6
  • Exam #2

7

Fear and Safety and Learning

Bullying and Learning

To be posted

  • E-Entry 7
  • Discussion #7
  • Homework Assignment #4

8

Creating a Positive Learning Environment

Final Presentations/ Projects

Ormrod, Chapter 14

  • E-Entry 8
  • Discussion #8
  • Final Paper/ Presentation Due
  • Edited Exam #2

 

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 2008-2009 Undergraduate Catalog Page 87

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 2009-2010 Undergraduate Catalog Page 92

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 "F".
  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

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. 

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Last Updated:9/28/2009 9:15:03 PM