EDUC-1300 Learning Framework: Effective Strategies for College Success
Eva Thomsen
Credit Spring 2023
Section(s)
EDUC-1300-010 (55394)
LEC TuTh 9:00am - 10:20am HLC HLC1 2102
EDUC-1300-054 (55432)
LEC TuTh 1:30pm - 2:50pm HLC HLC1 2216
EDUC-1300-126 (65209)
LEC TuTh 10:30am - 11:50am HLC HLC1 2102
Our Learning Partnership and Mindfulness
Hello! I am glad you are here. This EDUC-1300 section includes a unique focus on the use of research-based mindfulness approaches to support student success and well-being. Among other benefits, mindfulness has been shown to decrease stress and anxiety; increase focus, attentional control, memory, cognition and creativity; and improve mood, emotional regulation, and self-regulation. Throughout the course, you will be invited to experience and experiment with formal and informal mindfulness practices as you work through the course content and assignments. This class may present you with new information and challenges. In fact, I hope it does! Moreover, I believe you are capable of succeeding in this class while maintaining or even improving your personal wellness. I’m here to help you do that.
“Mindfulness is the awareness that arises from paying attention, on purpose, in the present moment, non-judgmentally, to things as they are.” - Dr. Jon Kabat-Zinn
We will discuss and co-create a learning partnership this semester. This framework is a starting point!
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What you can expect from me:
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What I will expect from you:
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The learning partnership is adapted from the work of Zaretta Hammond, (2015). Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students. Corwin Publishers.
Student Learning Outcomes/Learning Objectives
Course Description: A study of the 1) research and theory in the psychology of learning, cognition, and motivation, 2) factors that impact learning, and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.
Course Rationale/Purpose: The purpose of this course is to provide all interested students with an opportunity to learn and adopt the knowledge, skills, motivation and behaviors that will enhance their success in learning and in life.
Course Student Learing Outcomes: Upon successfully completing this course, students will have explored the relationship between their own skill, will, self-regulation, and academic environment and the interconnected impact of these elements on academic achievement and learning. The Student Learning Outcomes are based on the Model of Strategic Learning. (Weinstein, C.E., 1994).
Skill: Refers to the learner’s knowledge of and ability to utilize effective learning strategies and skills in order to learn information effectively, efficiently, and actively. It also includes knowledge of oneself as a learner, including strengths, weaknesses, and previous content knowledge.
1. Identify and apply effective learning strategies and skills:
- Explain how theoretical models of learning, information processing, and memory influence the learning process.
- Develop and apply critical and creative thinking skills to problem-solving, decision-making, and evaluating information.
- Identify personal strengths and areas for growth related to the learning process
- Explore and implement specific learning strategies for student success.
Will: Refers to the learner’s beliefs, attitudes, and emotions about learning. This includes motivation, beliefs about abilities, level of commitment to goals, and a range of emotions from fear and anxiety to excitement and joy toward learning.
2. Demonstrate knowledge and application of the beliefs, attitudes, motivations, and emotions that affect learning:
- Reflect on previous educational experiences and how they influence current attitudes and beliefs toward college.
- Assess personal patterns, habits, and potential barriers which affect learning.
- Implement goal-setting strategies and goal-attainment behaviors.
- Identify the characteristics of growth mindset and reflect on their own mindset.
- Reflect on personal behaviors and choices as they relate to increasing self-efficacy and strengthening emotional regulation.
Self-Regulation: Refers to the learner's ability to combine skill and will to self-manage, be self-aware, and hold themselves accountable within the learning environment.
3. Develop awareness of and practice strategies for effective self-regulation:
- Develop and practice sustainable time management and organizational skills.
- Identify and practice executive skills to regulate cognition.
- Demonstrate ability to monitor the learning progress and adjust as needed for success.
- Develop skills to manage and cope with stress and anxiety that impact learning and goal attainment.
- Identify when additional support is needed and utilize available resources to support their own success.
- Identify and implement effective motivational strategies to achieve goals.
Academic Environment: Refers to the learning contexts and the learner’s understanding of the expectations for successful performance, as well as the types of resources available.
4. Understand, analyze, and use resources to manage the academic environment:
- Determine how college and instructor policies define expected student behaviors.
- Identify requirements and expectations for learning activities and managing responsibilities.
- Identify and use services and resources to support learning and academic success.
- Identify and develop social support networks that encourage and strengthen academic achievement.
General Education Student Learning Outcomes: As a Core Curriculum course, students completing this course will demonstrate competence in:
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Personal Responsibility: Identify and apply ethical principles and practices to decision-making by connecting choices, actions, and consequences.
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Critical Thinking Skills: Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
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Social Responsibility: Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.
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Communication Skills: Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.
Readings
Textbook: Syrett, H., et al. Learning Framework: Strategies for College Success. Located at OER Commons, https://www.oercommons.org/courseware/8434. License: CC BY-NC-SA-4.0. This is a Zero Textbook Cost (ZTC) section. Students do NOT purchase a textbook.
Additional readings will be provided on Blackboard at no cost to the student.
Course Requirements
Projects will be started during class meetings. Instructions and supplemental materials will be provided during class and/or on Blackboard. All assignments, projects, quizzes, and exams are submitted through Blackboard.
- Attendance and In-Class Participation (12%) – Your presence makes a difference! You will receive a grade for each class meeting based on your attendance and participation in the class activities (discussions, mindfulness practices, small group work, etc.). The two lowest grades are dropped. You are responsible for course content missed due to any absences.
- Orientation Quiz (2%) – This is a short quiz on Blackboard to build your Bb skills and check your understanding of the course and the basic syllabus information.
- Time Management Project (12%) – This project includes tracking your use of time for one week, comparing your estimated time use to your actual time spent, thoughtfully responding in writing to reflection questions, and generating an ideal weekly schedule for yourself.
- Career Exploration Project (15%) – This project includes completing FOCUS-2 career assessments online and submitting your completed FOCUS-2 Portfolio, responding to Exploration Questions related to career choices, majors, and competencies, and writing a two-to-four-page Reflection Paper on your career decision-making process and development.
- Research-in-Action Project (24%) – This project includes working toward a meaningful behavioral change that is supported by research. It starts with researching and choosing a behavioral goal. This is followed by writing and implementing your plan, and tracking your progress. It concludes with a recorded video presentation on your research, implementation experience, results, and learning. Grading for this project is divided into three parts: a goal setting plan with relevant and credible sources/research (8%), a presentation outline with project data (8%), and a recorded video presentation supported by slides (8%).
- Chapter Quizzes (25%) – There are five quizzes covering material from the textbook, PowerPoints, videos, lectures, presentations, handouts, and activities. Each quiz is worth 5% of your final grade. Quizzes are taken on Blackboard and are closed book with a time limit. You have THREE days to take each quiz and TWO attempts per quiz. Your higher grade will be used. Extensions are only given for extenuating circumstances or unavoidable emergencies. Students must request an extension before the quiz. Late quizzes are not accepted without a granted extension.
- Final Exam (10%) – This cumulative exam will be taken on Blackboard. It is a closed-book exam with a time-limit. You have THREE days to take the exam and TWO attempts. Your higher grade will be used. Exam extensions are only given for extenuating circumstances or unavoidable emergencies. Students must request an extension before the exam. Late exams are not accepted without a granted extension.
Extra Credit: You can earn five points toward your final course grade by completing extra credit activities listed in the Chapter Modules on Blackboard or by special announcement.
Course Subjects
EDUC 1300: Weekly Session Schedule
This is the expected schedule. If changes occur, they will be announced in class.
- Keep this schedule visible and regularly refer to it.
- Be MINDFUL of the DUE DATES!
- Assigned work is due by 11:59 pm on the due date. Completed work can be submitted early.
- Quizzes and the Final Exam will be available on Blackboard for 3 days (Friday - Sunday).
- Optional Extra Credit Work is due by 11:59 pm Sunday for the modules covered during that week. Extra credit for event attendance is accepted within one week of the event.
- Plan to spend 9-12 hours per week on this course.
- There will be 3 hours of class time each week and you will need about 6-9 hours outside of class time to complete course work.
- To maximize your learning and minimize your stress, DISTRIBUTE this time throughout each week.
Reading, watching videos and other class preparation: As with most college classes, you are expected to complete the assigned readings, video watching and other class preparation BEFORE coming to our class meetings. Our time together will be more productive and enjoyable when you are prepared.
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Week Dates |
Tuesday Please do this BEFORE class Class Topics |
Thursday Please do this BEFORE class Class Topics |
DUE Sunday by 11:59 pm |
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1 1/17 – 1/22 |
Hello! Introductions to each other and the courses, syllabus review, navigating Blackboard, and asking all the questions. |
Chapter 1 Module: Manage the Transition to College Expectations, risks and rewards of college, success and wellbeing, retrieval practice. |
DUE: Student Information Form. This is a Google Form linked in a Bb Announcement. DUE: Orientation Quiz |
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2 1/23 – 1/29 |
Chapter 2 Module: Set Yourself Up for Success Student Life visit, campus resources, 7 keys, attribution theory. |
Review Chapter 2 before class. Academic Coaching visit, growth mindset, self-efficacy, metacognition, formal and informal mindfulness practices, intrinsic and extrinsic motivation. |
Nothing is due this week.
Recommendations: Read, attend events, explore campus, complete extra credit, experiment with mindfulness. |
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3 1/30 – 2/5 |
Chapter 3 Module: Values and Goals Core values and goal setting. |
Review Chapter 3 before class. SMART Goal Practice We START the Time Management Project (TMP) in class today. |
Nothing is due this week. Continue tracking your time use until you have logged a full week. |
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4 2/6 – 2/12 |
Chapter 4 Module: Manage Your Time *Bring your Time Log to class today* Eisenhower box, time traps, single tasking. |
Chapter 5 Module: Getting and Staying Organized. *Please take a photo of your study space(s) and bring it to class* Chapter 13 Module: Test-Taking Strategies (Focus on Strategies for Multiple Choice Exams) Study environments, managing procrastination, test-taking strategies. |
DUE: Quiz #1 Chapters 1-5 Continue tracking your time use until you have logged one full week. |
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5 2/13 – 2/19 |
Chapter 14 Module: Writing Effectively Writing process & resources, making timely connections. |
Chapter 16 Module: Managing Your Mental & Physical Health (Focus on the Mental Health section) Mental health |
DUE: Time Management Project |
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6 2/20 – 2/26 |
Procrastination, Motivation and Celebration |
Gallery 2000: We will meet in this art gallery today Gallery 2000 for a mindfulness activity. |
Nothing is due this week. Recommendations: Read, attend events, explore campus, complete extra credit, practice mindfulness. |
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7 2/27 – 3/5
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Chapter 16 Module: Managing Your Mental & Physical Health (Focus on the Physical Health section) Physical health |
Bae-B-Safe visit, Mindfulness and Digital Media. |
DUE: Quiz #2 Chapter 16 |
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8 3/6 – 3/12 |
Chapter 6 Module: Theories of Learning Bloom’s Taxonomy and the Model of Strategic Learning |
Chapter 7 Module: Critical and Creative Thinking Applying critical & creative thinking. We START The Research-in-Action Project (RAP) during class. You will begin generating ideas for your project. |
Nothing is due this week. Work on your RAP Plan; think critically and creatively about your options. |
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SPRING BREAK: 3/13 – 3/19 |
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9 3/20 - 3/26 |
Chapter 8 Module: Ways of Knowing Multiple intelligences, self-regulation and emotional regulation, multimodal learning, successful intelligence. |
Chapter 12 Module: Active Reading Strategies Library Instruction: We will meet in the Library to focus on information literacy and finding SOURCES for your Research-in-Action Project. |
DUE: Research in Action PLAN and SOURCES. Identify and explore possible sources, then finish and submit your RAP PLAN and SOURCES as soon as possible. |
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10 3/27 – 4/2
Week 1 of RAP data collection |
Chapter 9 Module: Memory and Information Processing. Memory, forgetting, retrieving and information processing. |
Modules for Chapter 10: Active Listening and Chapter 11: Note-Taking Strategies Effective Note-taking session with Academic Coaching. |
DUE: Quiz #3 Chapters 6-9
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11 4/3 – 4/9
Week 2 of RAP data collection |
Review Chapters 10-14 Putting the strategies for academic success together. |
Chapter 15 Module: Planning for Your Career *Read the first 2/3 of this chapter. Supplemental Material is not required. We START the Career Exploration Project (CEP) in class today. |
DUE: Quiz #4 Chapters 10-14
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12 4/10 – 4/16
Week 3 of RAP data collection |
Complete all FOCUS-2 Assessments BEFORE class. FOCUS-2 interpretation and application. Career and Transfer resources. |
Complete your responses for the Career Exploration Questions BEFORE class. Career development, decision-making & planning. Writing your Career Reflection Paper. |
DUE: Career Exploration Project
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13 4/17 – 4/23
Final week of RAP data collection |
Chapter 17 Module: Diversity and Cultural Competence Connecting conversations, surface and deep diversity, cultural competence, and stereotype threat. Truth, Racial Healing and Transformation Center visit. |
Chapter 18 Module: Managing Your Money *See the recommended extra credit activities to complete BEFORE this class. Student Money Management Office Visit. |
DUE: Quiz #5 Chapters 15, 17 and 18
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14 4/24 – 4/30 |
Module for Presentation Skills *Please bring your RAP Data to class.* Presenting and recording, managing performance anxiety. Analyzing and reflecting on RAP data. |
*Bring your RAP Data and a Draft of your Presentation Outline to class.* Preparing for RAP presentation recordings by working on slides, data & presentation outline. Reflecting on RAP project. |
DUE: Research-in-Action OUTLINE and DATA |
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15 5/1 – 5/7 |
Review for Final Exam (Part I) Prepare for Class Presentation (slides, data & outline) |
Review for Final Exam (Part 2) Prepare for Class Presentation (slides, data & outline) |
DUE: Research-in-Action RECORDED PRESENTATION with SLIDES DUE: Final Exam |
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16 5/8 – 5/14 |
Watch and Discuss Recorded Presentations for Research-in-Action Projects
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Watch and Discuss Recorded Presentations for Research-in-Action Projects Semester Reflection, Wrap-Up and Celebration. |
Just Breathe… |
Office Hours
Published: 01/15/2023 21:19:52