Faculty Syllabus
EDUC-1300 Learning Framework: Effective Strategies for College Success
Marla Kincaid
Credit Spring 2026
Section(s)
EDUC-1300-026 (16248)
LEC TuTh 10:30am - 11:50am RRC RRC8 8302.00
EDUC-1300-123 (28685)
LEC TuTh 9:00am - 10:20am RRC RRC8 8302.00
EDUC-1300-124 (28686)
LEC TuTh 1:30pm - 2:50pm RRC RRC2 2318.00
Course Requirements
1. Participation-(100 points) Class Participation. This will also include attendance when we have guest speakers and when we do group activities in class. If you are on your cell phone, are doing other class work or chatting with classmates, it will impact these points. Respect and engagement are imperative.
2. Attendance-Attendance and participation in class are essential to success in this course. If you have no more than one (1) absence AND participate actively, you will receive a two (2)-point increase to your final grade average. If you have no more than two (2) absences AND participate actively will receive a one (1)-point increase to your final grade average. If attendance or compliance with other course policies is unsatisfactory, the instructor may withdraw students from the class. You must arrive and be seated by the class start time. After 10 minutes, you will be considered Tardy. Three tardies will count as an absence. If you arrive 30 minutes late, you will be counted absent, but you may sit at the back of class and take advantage of the lecture and discussion material.
In the event of an emergency or class cancellation, you are responsible for communicating with me professor during the closure and completing any assignments or other activities.
3. Misc-(80 points) Student Information Sheet-5, Syllabus Acknowledgement-5, Resource Hunt-30, Money Quiz-20 and Library Quiz-20.
4. Group Presentation-(80 points) Your group will be assigned two or more ACC resources to research. You will also be assigned to research one of the Associate’s degrees that we offer at ACC. Some groups will also be assigned a Bachelor’s degree to research. You will provide a presentation for the class that includes the services offered by your resource office and under what circumstances you might use those resources. The presentation will also include requirements, degree plans and careers options for your assigned degree plans. Detailed instructions will be provided in class.
5. Journals-(90 points) As one of the requirements for this class, you will submit journal entries as a reflection of your experiences, learning and application of new skills in this class. Your grade will be based on the extent of the effort and attention you devote to the process and the depth and detail that you demonstrate in your reflections on the classroom topics and activities. The journal is for your benefit and writing thoughtfully and with clarity will improve your grade. You will receive up to 30 points for each of the 3 journals for a maximum of 90 points towards your final grade average.
The journal assignment will require a minimum of one- and one-half pages in length for each entry during the semester. Use Times New Roman, 12-point font, double spaced. The journal entries will be submitted, as a docx or PDF document through Blackboard and will be due by 11:59 pm on Sunday. (See Session Schedule) The journal work will be treated confidentially. Journal entries should adhere to standard academic writing criteria and should be proofread carefully. Journal prompts will be provided.
6. Time monitoring project-(100 points) You will estimate your use of time and then monitor your use of time for a one-week period to gain a better understanding of your balance of school, work and home life. Details will be provided.
7. Career Exploration activity-(100 points) As part of long-term goal setting activities, you will complete the Focus 2 online career assessment and identify your top career options and related majors. Details will be provided.
8. Self-change Project– (150 points) A self-designed project for changing your behavior in some key aspect of your academic performance or personal life. We begin the project mid-semester and it will last for one month. You will write a paper and make a brief class presentation about your project.
9. Exams- (300 points) There will be three exams during the semester worth 100 points each. Exams will be taken during regular class time.
Readings
This is a ZTC-class (Zero Textbook Cost section). In place of required textbooks, all textbook materials needed for the class will be available digitally to students free of charge at https://www.oercommons.org/courseware/8434. Students may print copies of the resources (if applicable), but will be responsible for printing costs.
Learning Framework: Effective Strategies for College Success at Austin Community College, compiled and edited by Heather Syrett and Laura Lucas. These materials are Open Educational Resources; as such students do NOT purchase a textbook. Online Resources: http://www.austincc.edu/blackboard
Course Subjects
Session Schedule S2026
|
Wk |
Sess |
Date |
Topic |
Read before class |
Assignment due |
|
1 |
1 |
01/20 |
Introduction/ Manage the Transition/ Syllabus |
Ch 1/2 |
01/25-Student info, Syllabus Ack, Cal.
|
|
|
2 |
01/22 |
Success in College/ Growth Mindset/ Academic Integrity |
|
|
|
2 |
3 |
01/27 |
Strategic Learning Model/ Theories of Learning |
Ch 6 |
|
|
|
4 |
01/29 |
Resources/ Preferences Study guides |
Ch 8 |
|
|
3 |
5 |
02/03 |
Attitude/ Motivation
|
|
|
|
|
6 |
02/05 |
Group meeting |
|
02/08-Journal 1 (J1). |
|
4 |
7 |
02/10 |
Careers
|
|
|
|
|
8 |
02/12 |
Test review |
Ch 15 |
02/15-Resource Hunt. |
|
5 |
9 |
02/17 |
Exam 1 Accelerator |
|
|
|
|
10 |
02/19 |
Group meeting |
|
02/22-Library. 02/22-Money. |
|
6 |
11 |
02/24 |
Values/ Goals |
Ch 3 |
|
|
|
12 |
02/26 |
Time/ Procrastination |
Ch 4 |
03/01-Focus 2. |
|
7 |
13 |
03/03 |
Listening/ Note taking |
Ch 10/ 11 |
|
|
|
14 |
03/05 |
Groups 1 & 2 present |
|
03/08-J2. 03/08-Time. |
|
8 |
15 |
03/10 |
Groups 3 & 4 present |
|
|
|
|
16 |
03/12 |
Groups 5 & 6 present |
|
|
|
|
|
03/17 |
Spring Break |
|
|
|
|
|
03/19 |
Spring Break |
|
|
|
9 |
17 |
03/24 |
Stress/ Testing |
Ch 13/ 16 |
|
|
|
18 |
03/26 |
Test review |
|
|
|
10 |
19 |
03/31 |
Exam 2 Accelerator |
|
|
|
|
20 |
04/02 |
Student Money Management Office |
Ch 18 |
|
|
11 |
21 |
04/07 |
Bloom’s Taxonomy/ Critical Thinking |
Ch 7 |
|
|
|
22 |
04/09 |
Librarian |
|
|
|
12 |
23 |
04/14 |
Creative Thinking/ Practical Thinking |
|
04/19-J3. |
|
|
24 |
04/16 |
Memory/ Knowledge Acquisition |
|
|
|
13 |
25 |
04/21 |
Reading/ Writing |
Ch 12/ 14 |
04/26- Self-change paper. |
|
|
26 |
04/23 |
Project Workday |
|
|
|
14 |
27 |
04/28 |
Belonging |
Ch 17 |
05/03-Extra credit. No more assignments accepted. |
|
|
28 |
04/30 |
Test review |
|
|
|
15 |
29 |
05/05 |
Exam 3 Accelerator |
|
|
|
|
30 |
05/07 |
Presentations |
|
|
|
16 |
31 |
05/12 |
Presentations |
|
|
|
|
32 |
05/14 |
Presentations/ Wrap up |
|
|
Group 1 Admissions, Advising + Assoc Applied Science Automotive Tech, Honda PACT, Toyota T-Ten
Group 2 Financial Aid/ Veterans’ Affairs + Assoc Applied Science Construction Management
Group 3 Ascender/ BRASS/ NeuroBats of ACCess Autism + Assoc Applied Science Automation, Robotics, Semiconductor Tech and Bach of Manufacturing Engineering
Group 4 Accelerator/ Learning Lab + Assoc Applied Science Construction Management
Group 5 Student Accessibility Services/ CARES +Assoc Applied Science and Bach Cybersecurity
Group 6 Career Services, Transfer Services + Assoc Applied Science and Bach Software Development
Student Learning Outcomes/Learning Objectives
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:
a. Explain how theoretical models of learning, information processing, and memory influence the learning process.
b. Develop and apply critical and creative thinking skills to problem-solving, decision-making, and evaluating information.
c. Identify personal strengths and areas for growth related to the learning process.
d. 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
a. Reflect on previous educational experiences and how they influence current attitudes and beliefs toward college.
b. Assess personal patterns, habits, and potential barriers which affect learning.
c. Implement goal-setting strategies and goal-attainment behaviors.
d. Identify the characteristics of growth mindset and reflect on their own mindset.
e. 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:
a. Develop and practice sustainable time management and organizational skills.
b. Identify and practice executive skills to regulate cognition.
c. Demonstrate ability to monitor the learning progress and adjust as needed for success.
d. Develop skills to manage and cope with stress and anxiety that impact learning and goal attainment.
e. Identify when additional support is needed and utilize available resources to support their own success.
f. 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:
a. Determine how college and instructor policies define expected student behaviors.
b. Identify requirements and expectations for learning activities and managing responsibilities.
c. Identify and use services and resources to support learning and academic success.
d. 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:
1. 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.
2. Critical Thinking Gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
3. Personal Responsibility Identify and apply ethical principles and practices to decision-making by connecting choices, actions and consequences.
4. 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
M W 10:30 AM - 1:00 PM RRC 8214.06 Faculty Office
NOTE 03/23-05/14/2026T Th 12:00 PM - 1:15 PM RRC 8214.06 Faculty office
NOTET Th 8:30 AM - 9:00 AM RRC 8302 Classroom
NOTEM W 8:30 AM - 9:00 AM RRC 2313 Classroom
NOTEPublished: 01/11/2026 19:03:04