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EDU 203 Educational Psychology
Hayes, Alicia G.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

U1T 2013 DL

Faculty

Dr. Alicia G. Hayes

Title

Adjunct Faculty of Education; Course Developer

Degrees/Certificates

PhD Post Secondary and Adult Education
MEd  Secondary Education with specialization in Counseling Psychology
B.S. Social Sciences (Psychology, Political Science, Social Sciences)

Office Location

Virtual

Office Hours

I am in the course room daily and am happy to meet with you via chat, IM, or phone as needed. Please email me with your request so we can establish a mutually convenient date/time.

Daytime Phone

270-312-7022

E-Mail

Alicia.Hayes@park.edu

thehayes4@gmail.com

Semester Dates

June 3, 2013-July 28, 2013

Class Days

As an online course, you are able to log in as desired as long as you meet the due dates and deadlines for assignments.

Class Time

As an online course, there are no specific class times. The course is available 24/7

Credit Hours

3


Textbook:

Educational Psychology: Developing Learners, 7th Edition 
Author: Jeanne Ellis Ormrod, Emerita, University of Northern Colorado; 
University of New Hampshire 
ISBN-10: 0131381105
Additional course readings may be supplemented throughout the semester and will be found on the course website.
 
Please Note: All Park University School for Education candidates seeking a degree in Education (certification and non-certification tracks), must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions:
1. Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate; however some students purchase a contract extending one year beyond graduation. 

Contract Period      Contract Fee Per Student (Prepaid)      Cost BreakdownPer Student, Per Year

1 year                                $30.00                                                           $30.00                                                               2 years                              $59.00                                                            $29.50
3 years                              $87.00                                                            $29.00
4 years                            $112.00                                                            $28.00
5 years                            $120.00                                                            $24.00
6  years                           $125.00                                                            $20.83

2.  Send an email to SFEFoliotek@park.edu with the following information:
a. Your Name
b. The Contract Period you wish to purchase
c.  Your student identification number
d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

3.  Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.  Upon receipt of your payment, you will receive your login information. You must then send a final email to SFEFoliotek@park.edu, requesting access is provided to your current education professors and academic advisor (list them) access to view your portfolio. It is imperative you complete this final step.
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

 Any additional resources will be provided by instructor and posted within the course room.

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.

Educational Philosophy:

 My educational philosophy is focused in the Constructivist philosophy encouraging student learning through construction of knowledge. To accomplish this, I believe interaction in discussions, readings, lectures, quizzes, and writings are vital to construction of knowledge, application of knowledge to teaching, development of self-reflective skills, and critical thinking. I also believe that engagement and interaction contributes and advances effective teaching practices. I perceive my role as a guide and mentor rather than a direct instructor as learners construct knowledge and use Andragogical principles in learning.
 
As a former public education teacher, cooperating teacher for student teachers, and mentor to first year teachers, I embrace the role of a scholar-practitioner. I use research, best practices, professional development and continued participation in course work to enhance my professional knowledge while also applying scholarly elements to practical application in the classroom.

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:

Course assessments include a final project which includes a prospectus, final paper, presentation, and handout; an exam which correlate with Park University's School for Education portfolio rubric and performance indicators, e-entries, handout, homework assignments, and weekly active participation in activities and discussions.  
 
Your rubrics are available in the "rubric" tab under the "course room home" section in the course room. Please review the rubrics for all assignments before submitting your work and pay close attention to how you are asked to submit your assignments!
 
 
Class Assessment:

Final Project:
Information on the final paper project can be found in Weeks 1 and 8 of the course website. I will also post information and progress checks for you to assist you in completion of the final project.   The final project consists of a prospectus, final paper, presentation, and handout. 

Proctored Exam: This course requires the completion of a proctored exam. Additional information about this is located within the course room.  

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!

Handout: This course includes development of a handout for your peers on a special need or disability.  I will provide additional instructions for this assignment. The rubric located in the course room also details the criteria and scoring for this assignment.


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.

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. The initial response to the discussion question is due on Wed. of each week and a minimum of 2 responses are due by Sunday of each week. 



 



Grading:

Grading Scale:
A 824 - 915 points 90 - 100%
B 732 - 823 points 80 - 89%
C 641 - 731points 70 - 79%
D 549 - 640 points 60 - 69%
F below 549 points 0 - 59%

Final Project: 325 pts. total (34% of final grade) which includes the following:
      Prospectus      30 pts.
      Final Paper    200 pts.
      Presentation and Handout  95 pts.
 
Exam: 1 at 75 pt. or 8% of final grade
 
E-Entries: 7 at 25 pts. each (175 pts. total) or 19% of final grade
 
Handout and Discussions:  65 pts. or 7% of final grade
 
Homework:  3 at 50 pts. each (150 pts. total) or 16% of final grade
 
Discussion: 8 at 15 pts. each (120 pts. total) or 13% of final grade

Late Submission of Course Materials:

Latework is not accepted except in extreme circumstances and with required documentation. Because of the amount of work required for this class, I highly recommend you develop a schedule and work on each assignment as soon as it is posted. Please allow time for technical glitches as they do arise. Please contact me ASAP (the day of the occurrence and no more than 2 days afterwards) if you are experiencing an extenuating circumstance which affects your ability to abide by the due dates, and this policy will be reviewed on a case-by-case basis. However, only in extreme situations will reconsideration be granted.

Any actions for course work involving military TDY or deployments are to be documented in writing per Park University policy. Therefore, if you are a service member and experience a deployment or TDY which affects your ability to meet the course deadlines, please let me know ASAP and provide supporting documentation (TDY orders, letter from supervisor stating TDY, etc.).

Please be advised of the weekly due dates as our week is considered Monday thru Sunday. Each new week begins on Monday for our course and each week ends on Sunday at midnight CST.

Please be advised of the weekly due dates:

 All discussion responses are due by Wed. 11:59 p.m. CST of the week they are assigned.  Your two responses or replies are due by Sunday, 11:59 p.m. CST
 
All papers, presentations, homework, quizzes, e-entries, and the exam are due by Sunday, 11:59 p.m. CST of the week they are assigned. 

Classroom Rules of Conduct:

Class participation and discussion are a critical component of the course. It is expected that all learners will conduct themselves in a professional manner. Likewise, any discussions and dialogues are to be courteous and respectful. Online posting, like email, can be misconstrued. Please be mindful of how others may interpret your words or tone. Furthermore, please be open-minded of others' perspectives, opinions, and thoughts and use differing opinions and perspectives as a means to think outside our own experiences and understanding. We are learners in a diverse world and will teach diverse students. Learning from one another and with one another allows us to be teachers who are truly representative of our students' diversities, perspectives, opinions, and understandings. We may not all agree, but how we disagree matters greatly!

Please be respectful of others by responding to their questions and/or comments!


I will be in the discussion threads a minimum of 4 times a week, posting comments and questions to help delve deeper and/or more broadly in our discussion of specific content. I also focus on applicability and transference of learning to encourage you to apply the information to yourself as a learner or as a teacher as well as challenge you to consider why you think what you do and what contributes to your viewpoints.

Course Topic/Dates/Assignments:

 
Week 1: 
   Topics:  Expectations, Introductions, Learning Styles
   Readings:  Syllabus, Gregorc Style Delineator Information
   Assignments:  Introductions
                        E-entry
                        Discussion
                        Homework Assignment #1 – Gregorc Learning Style Delineator

Week 2: 
   Topic: Cognitive and Linguistic Development; Development of Self, Social Skills, and Morality 
   Readings:  Ormrod, Chapters 2 & 3    
   Assignments:    E-Entry Week 2
                          Discussion #2
                         

Week 3: 
   Topic: Individual Differences/Special Needs; Inclusion and Learning Group Differences; Gender Difference    
   Readings: Ormrod, Chapters 4 & 5 
   Asssignments: E-Entry Week 3
                         Discussion #3
                         Individual Handout
                         Prospectus for Final Project Due
                        

Week 4: 
   Topic: Cognitive Psychology – How People Learn   
   Reading: Ormrod, Chapters 6 & 7. 
   Assignments:  E-Entry Week 4
                        Discussion #4
                        Post Final Project Topics
                       
Week 5:
   Topics: Motivation; Anxiety    
   Readings: Ormrod, Chapters 11 & 12   
   Assignments: Discussion #5
                       Homework Assignment #2
                      

Week 6: 
   Topic: Intelligence    
   Readings: Ormrod text Chapter 5 - Individual Differences and Special Educaiton Needs, pages 147 - 159 ONLY
   Assignments: E-Entry Week 6
                       Discussion #6
                      
Week 7: 
   Topic:    Fear and Safety and Learning; Bullying and Learning    
   Readings: Posted in the course room
   Assignments: Discussion #7
                       Homework Assignment #3
                       E-entry Week 7
Week 8:
   Topic: Creating a Positive Learning Environment; Final Presentations/ Projects    
   Readings: Ormrod, Chapter 14   
   Assignments: Discussion #8
                       Final Paper/ Presentation Due
                       Proctored Exam 

 

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

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. from Park University 2012-2013 Undergraduate Catalog Page 95

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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98

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 .

Additional Information:

Email correspondence: Please check your email daily! If you send me an email, I will respond within 48 hours per Park University policy.  If you have not received a response within 48 hours, please resend the email as a non-response means that I did not receive your email. 

 

Course Announcements: Please check the course announcement area frequently; I recommend at least every other day! This is where I will post important information and/or updates for the course.  

 

Grading: 

 

Park University allows 48 hours FROM THE DUE DATE to grade and return e-entries, homework assignments, and quizzes.  I grade and return your items promptly so you can expect grading of your assignments to occur promptly but no later than 48 hours after the assignment due date. 

 

Park University allows 4-6 days FROM THE DUE DATE for grading of exams, final papers, and presentations.  I strive not to take that long, but will grade and return these assignments no later than policy guidelines.   

 

Discussions: Discussions are graded on Monday of the following week. For example, Discussions from week 1 will be graded on Monday of week 2.

 

I am here to assist you as we go through this learning journey. This is a very work intensive class and the grading is very stringent.  Please let me know how I can best assist you in this journey by posting questions in the "Instructor's Office" in the course room or by sending me an email. Frequent communication assists you in reaching your learning goals and assists me in helping you meet these goals!



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:4/26/2013 9:04:33 PM