Faculty Syllabus
EDUC-1300 Learning Framework: Effective Strategies for College Success
Emerald Crayton
Credit Spring 2026
Section(s)
EDUC-1300-047 (34021)
LEC MTuWTh 2:54pm - 3:42pm ELG ELG 501
EDUC-1300-108 (16301)
LEC MTuWTh 2:01pm - 2:49pm ELG ELG 501
EDUC-1300-136 (16318)
LEC MTuWTh 12:38pm - 1:26pm ELG ELG 501
Course Requirements
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 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.
Prerequisites
This course requires students to be TSI Complete in Reading and Writing.
Readings
This is a Zero Textbook Cost (ZTC) section. Students do NOT purchase a textbook. You do NOT need to create an account or login. The textbook is available at: https://www.oercommons.org/courseware/8434.
Textbook: Syrett, H., et al. Learning Framework: Strategies for College Success. Provided by: Austin Community College. Located at: OER Commons, https://www.oercommons.org/courseware/8434. License: CC BY-NC-SA-4.0
Student Learning Outcomes/Learning Objectives
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 Outcome
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.
Course Subjects
|
Weeks |
Course Topics & Focus |
Assignments / Major Due Items |
|
Weeks 1–2 |
Course Foundations & College Learning • Course expectations and policies • Introduction to college learning and success |
• Syllabus Quiz • Introductory in-class activities |
|
Weeks 3–4 |
Model of Strategic Learning • Skill, Will, Self-Regulation, Academic Environment • Understanding learning as a system |
• Discussion Board (Skill-Building Assignment) • Reflection(s) on the Model of Strategic Learning |
|
Weeks 5–6 |
Learning Styles & Learning Strategies • Learning approaches as tools, not labels • Strategy selection and adaptability |
• Discussion Board (Skill-Building Assignment) • Learning Styles / Learner Profile Paper assigned |
|
Weeks 7–8 |
Self-Regulation & Time Management • Goal setting • Time management • Stress and habit formation |
• SMART Goal Assignment • Time Management Project |
|
Weeks 9–10 |
Motivation, Will, & Mindset • Motivation and persistence • Growth mindset • Academic confidence |
• Reflection(s) on motivation and mindset |
|
Weeks 11–12 |
Academic Environment & Resources • Understanding college expectations • Using academic and campus resources • Communication and help-seeking behaviors |
• Discussion Board (Skill-building assignment) • Academic Environment activity (Padlet, reflection, or resource task) |
|
Weeks 13–14 |
Integrating the Model of Strategic Learning • Connecting Skill, Will, Self-Regulation, and Academic Environment |
• Strategic Learning Model Project / Final Reflection assigned |
|
Weeks 15–16 |
Reflection, Application, & Course Wrap-Up • Applying learning to future courses • Transfer of skills |
• Strategic Learning Model Project / Final Reflection due |
Office Hours
F 12:44 PM - 3:43 PM Elgin High School
NOTE Appointments can be requested through ACCmail.Published: 01/29/2026 21:48:28