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EDU 203 Educational Psychology
Bannerman, Vickie C


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

F1EE 2009 MO

Faculty

Bannerman, Vickie C

Title

Instructor

Degrees/Certificates

BA English, BA African and African American Studies
MA Educational Administration, Ed.D. Educational Leadership (ABD)

Other Phone

520-203-2405

E-Mail

vickie.bannerman@park.edu

dovesupreme@hotmail.com

Semester Dates

August 17, 2009 - October 11, 2009

Class Days

--T-R--

Class Time

5:30 - 8:15 PM

Credit Hours

3


Textbook:
Ormrod, J. E. (2006). Educational psychology: Developing learners. Upper Saddle River, NJ: Pearson Prentice Hall.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

  • Additional course readings may be supplemented throughout the semester.

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

Educational Philosophy:
In order to create and maintain an environment conducive to teaching and learning it is imperative that there is a shared expectation for respect among all course participants, preparedness to participate and contribute to course discussions in a meaningful way, and an understanding that the point and purpose of the course is founded on the premise of preparing professionals to be student-centered in all aspects of education.

Learning Outcomes:
  Core Learning Outcomes

  • Analyze the importance of theories of child/adolescent development in creating effective teaching-learning environments.
    MoSTEP
    1.2.2.1 knows and identifies child/adolescent development;
    1.2.2.2 strengthens prior knowledge with new ideas;
    1.2.2.3 encourages student responsibility;
    1.2.2.4 knows theories of learning.
    1.2.9.1 applies a variety of self-assessment and problem-solving strategies for reflecting on practice, their influences on students' growth and learning, and the complex interactions between them;
    1.2.11.1 demonstrates an understanding of instructional technology concepts and operations;
    SPAs
    NAEYC Standards: 1; 4b
    ACEI Standards: 1; 3.2
    NMSA Standards: 1K1; 1K2; 1K7; 1D1; 1D2; 1D3; 1D4; 1D5; 1D6; 1D7; 1P5; 1P6; 1P7; 7K8; 7D6
    School for Education Conceptual Framework: Knowledge 2A
    Assessment
    All Course Assessments; Final Multimedia Teaching Demonstration with Analysis and Accompanying Researched Support
  • Apply important psychological concepts and theories of learning to the teaching-learning process
    MoSTEP
    1.2.2.4 knows theories of learning.
    SPAs
    NAEYC Standards: 1; 4b 
    ACEI Standards: 1; 3.2
    NMSA Standards: 1.K1; 1.K2; 1.K7; 1.P5; 1.P7; 5.K3; 5.K7; 5.D1; 5.D2; 5.P8
    School for Education Conceptual Framework: Knowledge 2A
    Assessment

    Final Multimedia Teaching Demonstration with Analysis

  • Evaluate how research contributes to an understanding of teaching and learning
    MoSTEP
    1.2.2.2 strengthens prior knowledge with new ideas;
    SPAs
    NAEYC Standards: 5
    ACEI Standards: 1
    NMSA Standards: 3.D3; 7.D6; 7.K8
    School for Education Conceptual Framework: Knowledge 3E, Skills 2A
    Assessment

    Accompanying Researched Support for Final Multimedia Teaching Demonstration with Analysis

  • Know and be able to apply important motivational and problem-solving strategies, including behavior management strategies
    MoSTEP
    1.2.5.2 engages students in active learning that promotes the development of critical thinking, problem solving, and performance capabilities.
    1.2.6.1 knows motivation theories and behavior management strategies and techniques;
    SPAs
    NAEYC Standards: 1; 4b
    ACEI Standards: 3.3
    NMSA Standards: 1.K1; 1.K2; 1.D1; 1.D2; 1.D3; 1.D4; 1.D5; 1.D6; 1.D7; 1.P7; 5.K3; 5.K7; 5.D1; 5.D2; 5.P2; 5.P6
    School for Education Conceptual Framework: Skills 2C, 2F, Dispositions 2C, 2F
    Assessment

    Course Unit Assessment; Final Multimedia Teaching Demonstration with Analysis

  • Appraise the creation, evaluation and role of assessment in the current educational climate
    MoSTEP
    1.2.8.1 employs a variety of formal and informal assessment techniques (e.g., observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, authentic assessments, and standardized tests) to enhance and monitor his/her knowledge of learning, to evaluate student progress and performances, and to modify instructional approaches and learning strategies;
    1.2.8.3 evaluates the effect of class activities on both individual and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work;
    SPAs
    NAEYC Standards: 4b
    ACEI Standards: 4
    NMSA Standards: 3.K7; 3.K8; 3.K10; 3.D3; 3.D4; 3.D5;
    School for Education Conceptual Framework: Knowledge 2C, Skills 1G
  • Examine how explicit and implicit beliefs about learning and human behavior affect the teaching process.
    MoSTEP
    1.2.2.3 encourages student responsibility;
    1.2.3.1 identifies prior experience, learning styles, strengths, and needs;
    SPAs
    NAEYC Standards: 1; 5
    ACEI Standards: 3.1
    NMSA Standards: 1.D1; 1.D2; 1.D3; 1.D4; 1.D5; 1.D6; 1.D7; 1.P7
    School for Education Conceptual Framework: Dispositions 2A, 2B
    Assessment
    Personal Essay on Learning Preferences
  • Demonstrate proficient communication skills in all aspects of coursework.
    MoSTEP
    1.2.7.1 models effective verbal/non-verbal communication skills;
    1.2.7.4 uses a variety of media communication tools.
    SPAs
    NAEYC Standards: 5
    ACEI Standards: 5.1
    NMSA Standards: 7K.3; 7D.1; 7D.2; 7D.4
    School for Education Conceptual Framework: Skills 3A
    Assessment

    All Course Assessments and Activities

    MoStep Requirements 1.2.1.1 standards for EDU203



    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, two exams (midterm and cumulative final), chapter summaries, practical application presentations, attendance, and active participation in activities and discussions.

    Grading:

    A = 360-400
    B = 320-359
    C = 280-319
    D = 240-279
    F = 239 and below
     
    Chapter Summaries               10 (80 pts)
     
    Practical Application Presentations (w/handout)               4 (40 pts)
     
    Midterm Exam   30 pts                                                             
     
    Final Exam         30 pts                                                                    
     
    Final Paper         120 pts 
                                                                         
    •    Prospectus      5 pts
    •    Final Paper     75 pts
    •    Presentation w/Visual Representation      40 pts

    Attendance and Participation   100 pts

     Total: 400 pts
     

    Late Submission of Course Materials:
    Late work will not be accepted. Please review the syllabus regularly in order to become and remain cognizant of assignments and due dates. See me prior to due dates for assignment clarification.

    Classroom Rules of Conduct:

    Please refrain from the following during class:
     
    • Texting and cell phone use
    • Use of disrespectful tone/comments during discussions
     
    Please adhere to the following:
    • Please contact me when you will miss class via phone or e-mail prior to the absence

     

     

    Course Topic/Dates/Assignments:

    Week Dates Topics Assignment Due Dates
    1 8/18, 8/20
    Introductions
    Syllabus/Course Expectations
    Learning Styles
    Cognitive Development
    Linguistic Development
     

    Read Ormrod Ch 2
    Chapter Summary (8/20) 

    2 8/25, 8/27 Development of Self, Social Skills, Morality
    Individual Differences/Special Needs
    Inclusion/IDEA

    Read Ormrod Ch 3-5 (8/25)
    Chapter Summaries (8/25)
    Practical Application Presentation (8/27)

    3 9/1, 9/3 Gender Differences
    Difference: From Theory to Practice
    Cognitive Psychology: How People Learn
    Read Ormrod Ch 6-7
    Chapter Summaries (9/1)
    4      9/8, 9/10        
    Cognitive Psychology Continued 
    Intelligence                                  
    Discuss Final Project
    Practical Application Presentation  (9/10)          
    5 9/15, 9/17 Motivation
    Anxiety
    Prospectus for Final Project (9/15)
    Midterm Exam (9/15)
    Read Ormrod Ch 11-12
    Chapter Summaries (9/17)
    6 9/22, 9/24

    Fear & Safety: Impact on learning
    Creating a Positive Learning Environment: Culture and Climate

    Read Ormrod Ch 13 and 14
    Chapter Summaries (9/22)
    Practical Application Presentation (9/24)
    7 9/29, 10/1
    APA
    Credible Research
    Citing Sources
    Final Paper Research
    8       10/6, 10/8   Finals Week                                          

    Submit Final Paper (10/6)
    Final Presentations (10/6)                        
    Final Exam (10/8)                      

    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.

    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:7/30/2009 10:14:39 PM