Faculty

EDUC-1300 Learning Framework: Effective Strategies for College Success

Tatiana Sokolik

Credit Fall 2024

Section(s)

EDUC-1300-143 (12225)
LEC DIL ONL DIL

Course Requirements

Course Assignments

Detailed assignment instructions are given in class.

Discussion Boards – Students will participate in weekly discussion boards through Blackboard. These will be reflections and analysis of what was discussed during that class period. Students are required to respond to their peers' discussion board posts as well. Detailed assignment instructions and a grading rubric are on Blackboard.
Smart Goal Action Plan - Students will create SMART goals, then track a week of their time working toward their goal. Detailed assignment instructions and a grading rubric are on Blackboard.
Quizzes – There will be weekly quizzes relating to that week’s readings
Virtual Museum Project & Presentation – Students will 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 three 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.
Mid Semester Check In - Students will assess their grades and what strategies they need to use moving forward to reach the goals they hope to by the end of the semester. Detailed assignment instructions and a grading rubric are on Blackboard.
Career Planning Assignment - Students will create a slideshow and presentation about their future career path. Detailed assignment instructions and a grading rubric are on Blackboard.
Stress Management Plan - Students will identify their stressors and create a plan moving forward. Detailed assignment instructions and a grading rubric are on Blackboard.

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.

Grading Scale

90% -100% = A

80% – 89.9% = B

70% - 79.9% = C

60% – 69.9% = D

Below 60% = F

Participation and Attendance Policy
This class is an asynchronous online class, requiring respectful conversation and reflective, informed interaction via discussion board. You are expected to actively engage in the learning experience via online discussions and activities related to the content presented in the modules. Therefore, preparation (having read the material assigned) and participation are mandatory.

Assignment Due Dates and Late Work Policy

All assignments 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

EDUC 1300: Session Schedule


Week #	Dates	Topic / Unit	Weekly Activities
1	September 23 - 29	Orientation Chapter 1	Orientation Quiz Introduction Discussion Board Chapter 1 Quiz
2	September 30 - October 6	Chapter 2 & 3	Chapter 2 & 3 Discussion Board Chapter 2 & 3 Quiz SMART Goal Action Plan
3	October 7 - 13	Chapter 4 & 5	Chapter 4 & 5 Discussion Board Chapter 4 & 5 Quiz
4	October 14 - 20	Chapter 14	Chapter 14 Quiz Chapter 14 Discussion Board Anti Plagiarism Quiz Effective Learning Strategies Research Paper
5	October 21 - 27	Chapter 6 & 7	Chapter 6 & 7 Quiz Chapter 6 & 7 Discussion Board Mid Semester Check In
6	October 28 - November 3	Chapter 8 & 9	Chapter 8 & 9 Quiz Chapter 8 & 9 Discussion Board
7	November 4 - 10	Chapter 11	Chapter 11 Quiz Chapter 11 Discussion Board Virtual Museum Project and Presentation
8	November 11 - 17	Chapter 12 & 13	Chapter 12 & 13 Quiz Chapter 12 & 13 Discussion Board
9	November 18 - 24	Chapter 15	Chapter 15 Quiz Chapter 15 Discussion Board Career Exploration Project
10	November 25 - December 1	Chapter 16	Chapter 16 Quiz Chapter 16 Discussion Board
11	December 2 - 8	Chapter 17	Chapter 17 Quiz Chapter 17 Discussion Board Stress Management Plan
12	December 9 - 15	Chapter 18	Chapter 18 Quiz Chapter 18 Discussion

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.