Faculty Syllabus
EDUC-1300 Learning Framework: Effective Strategies for College Success
Tatiana Sokolik
Credit Fall 2024
Section(s)
EDUC-1300-120 (89960)
LEC MW 3:00pm - 4:20pm DIL DLS DIL
Course Requirements
Course Assignments
Detailed assignment instructions are given in class.
-
Exit Tickets – Students will submit exit tickets through Blackboard at the end of most class periods. These will be reflections and analysis of what was discussed during that class period. Detailed assignment instructions and a grading rubric are on Blackboard.
-
How I earned a 4.0 Activity – Students will visualize getting a 4.0, and plan backwards the steps needed to be taken to get there. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Smart Goal Action Plan - Students will create SMART goals based on their 4.0 Activity, then track a week of their time working toward their goal. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Unit Tests & Quizzes – There are two unit tests and one quiz throughout the semester.
-
Creative Problem Solving Reflection – Students will test their creative problem solving skills and then write a reflection based on their findings. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Virtual Museum Project & Presentation – Students will work in groups to create a virtual museum, presenting 5 key things they have learned so far in the semester. Students will present their findings to their classmates. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Effective Learning Research Paper – Students will write a 750-word minimum paper, with at least two academic sources, using MLA style addressing effective learning strategies, and what changes they will make to their own strategies based upon what they have learned. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Career Planning Assignment - Students will write a reflection about the career they hope to have one day, and the educational path they need to take in order to arrive there. Detailed assignment instructions and a grading rubric are on Blackboard.
-
In class activities, discussion, and reflections - There will be a variety of in class activities, discussions, and written reflections students will be required to participate in.
-
What’s the Big Idea Presentation - In groups of two, students will create a presentation including ten key takeaways from the semester, and reflect upon how the things they have learned will impact their choices and plans moving forward. Students will present to their classmates. Detailed assignment instructions and a grading rubric are on Blackboard.
-
Pathway Discovery Extra Credit (Optional) - Students will attend a Pathway Discovery Presentation and submit a written reflection.
Grades are recorded in Blackboard. Blackboard grades are NOT your official grades. ACC uses a straight letter grade on your transcript. Your course grade is based on the following scale:
A 89.5 – 100%
B 79.5 – 89.4%
C 69.5 – 79.4%
D 59.5 – 69.4%
F 59% and below
Participation and Attendance Policy
This class is an synchronous online *(DIL DLS) class, and class discussion and participation is a requirement for student success.
Students are expected to:
- Arrive on time for class to begin promptly at 3 pm, attendance is taken in the first 5 minutes of class
- Attend full class period and not leave until class debrief is complete
- Be engaged during the class and not on phones, computers, sleeping, etc.
Class participation in discussions and completion of work is expected of all students. If attendance or compliance with other course policies is unsatisfactory (5 or more absences), the instructor may withdraw students from the class. The student is responsible for communicating with their professor about any absences and completing any assignments or other activities designated by their professor. Arriving to class more than 15 minutes late, or leaving more than 15 minutes early, without notifying the professor ahead of class, will be considered an absence.
Assignment Due Dates and Late Work Policy
All assignments, including exit tickets, papers, and projects have their due dates and times clearly outlined in Blackboard.
Late assignments will be accepted but 5% of the final assignment grade will be deducted for EACH DAY an assignment is late. For example, an assignment submitted on Tuesday after a Monday due date will be worth a maximum of 95%. An assignment submitted a full week late is worth a maximum of 65%.
I do not accept assignments that are more than ONE WEEK late
Readings
Textbook: Syrett, Heather, et al. Learning Framework: Strategies for College Success. OER Commons, https://www.oercommons.org/courseware/8434. License: CC BY-NC-SA 4.0
The textbook is an Open Educational Resources (OER); students do NOT purchase a textbook. The textbook is available at: https://www.oercommons.org/courseware/8434
Course Subjects
|
Class # |
Date & Time |
Topic / Unit |
In Class Activities |
|
1 |
August 26th 3 - 4:20 pm |
Unit 1 Introduction to College Success |
Syllabus review Introductions Exit Ticket |
|
2 |
August 28th 3 - 4:20 pm |
Unit 1 Introduction to College Success |
Chapter 2 How I earned a 4.0 Activity Exit Ticket |
|
3 |
September 4th 3 - 4:20 pm |
Unit 2 Know Your "Why" |
Chapter 3 Smart Goal Action Plan Activity Pathway Discover Assignment Exit Ticket |
|
4 |
September 9th 3 - 4:20 pm |
Unit 2 Know Your "Why" |
Chapter 4 & 5 Class Discussion Exit Ticket |
|
5 |
September 11th 3 - 4:20 pm |
Unit 2 Know Your "Why" |
The Myth of Multitasking activity Exit Ticket |
|
6 |
September 16th 3 - 4:20 pm |
Unit 2 Know Your "Why" |
Review & study day Exit Ticket |
|
7 |
September 18th 3 - 4:20 pm |
Unit 2 Know Your "Why" |
Unit 1 & 2 Test |
|
8 |
September 23rd 3 - 4:20 pm |
Unit 3 Learning about Learning |
Library Info Day Test Review Exit Ticket |
|
9 |
September 25th 3 - 4:20 pm |
Unit 3 Learning about Learning |
Chapter 6 & 7 Creative Problem Solving Reflection Exit Ticket |
|
10 |
September 30th 3 - 4:20 pm |
Unit 3 Learning about Learning |
Chapter 8 & 9 Reflection Exit Ticket |
|
11 |
October 2nd 3 - 4:20 pm |
Unit 3 Learning about Learning |
Virtual Museum Group Project Exit Ticket |
|
12 |
October 7th 3 - 4:20 pm |
Unit 3 Learning about Learning |
Virtual Museum Group Project |
|
13 |
October 9th 3 - 4:20 pm |
Unit 3 Learning about Learning |
Virtual Museum Presentations |
|
14 |
October 14th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Chapter 10 & 11 Cornell Practice Notes Assignment Exit Ticket |
|
15 |
October 16th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Mid Semester Check In Chapter 12 Exit Ticket |
|
16 |
October 21st 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Chapter 13 Anti Plagiarism Quiz |
|
17 |
October 23rd 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Chapter 14 Slides Effective Learning Strategies Research Paper Exit Ticket |
|
18 |
October 28th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Research Paper Work Period Exit Ticket |
|
19 |
October 30th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Research Paper Due Short Presentations |
|
20 |
November 4th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Review and Study Day Exit Ticket |
|
21 |
November 6th 3 - 4:20 pm |
Unit 4 Strategies for Academic Success |
Unit 4 Test |
|
22 |
November 11th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Review Test Chapter 15 Career Planning Assignment Exit Ticket |
|
23 |
November 13th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Chapter 16 Exit Ticket |
|
24 |
November 18th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Chapter 17 Exit Ticket |
|
25 |
November 20th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Chapter 18 Exit Ticket |
|
26 |
November 25th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Money Management Presentation Final Project - What's the Big Idea Exit Ticket |
|
27 |
December 2nd 3 - 4:20 pm |
Unit 5 Beyond Academics |
Work Period Exit Ticket |
|
28 |
December 4th 3 - 4:20 pm |
Unit 5 Beyond Academics |
Work Period Exit Ticket |
|
29 |
December 9th 3 - 4:20 pm |
Final Projects |
Final Project Presentations |
|
30 |
December 11th 3 - 4:20 pm |
Final Projects |
Final Project Presentations Reflections |
Student Learning Outcomes/Learning Objectives
Course Student Learning 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.
1. 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.
Identify and apply effective learning strategies and skills:
- Explain how theoretical models of learning including metacognition, Bloom’s Taxonomy, and the Model of Strategic Learning 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 including the theory of multiple intelligences, successful intelligence, and multimodal learning.
- Explore and implement specific learning strategies for student success.
2. 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.
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 a 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.
3. 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.
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 success.
- Identify and implement effective motivational strategies to achieve goals.
4. 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.
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 for the purpose of 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.
The Student Learning Outcomes are based on the Model of Strategic Learning. (Weinstein, C.E. (1994)
General Education Student Learning Outcomes: As a Core Curriculum course, students completing this course will demonstrate competence in:
-
Personal Responsibility
Identify and apply ethical principles and practices to decision-making by connecting choices, actions, and consequences.
-
Critical Thinking Skills
Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
-
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.
-
Communication Skills
Develop, interpret, and express ideas and information through written, oral and visual communication that is adapted to purpose, structure, audience, and medium.
Office Hours
T 3:00 PM - 4:00 PM Zoom
NOTE Other times can be arranged by appointment, just send me an email to schedule.Published: 08/23/2024 11:42:50