EDUC-1300 Learning Framework: Effective Strategies for College Success

Jennifer Dorsey

Credit Spring 2026

Section(s)

EDUC-1300-083 (28670)
LEC TuTh 1:05pm - 2:30pm DVE DE1 EC143

Course Requirements

GRADING
Attendance through active participation is essential to learning, especially in this course. Your participation will increase your own learning and contribute to that of others. Students who are not active in the course for two weeks may be withdrawn for excessive absences.

Grades are recorded in Blackboard. Your course grade is based on the following scale:

A 900-1000 points average 90-100

B 800-899 points average 80-89

C         700-799           points average 70-79
D         600-699           points average 60-69
F          599 & below   points average 0-59

ASSIGNMENTS	POSSIBLE POINTS	DUE DATE
Discussion Boards (4)	75 (3x25 pts. Each)	1/29 & 2/1, 4/2 & 4/5, 4/23 & 4/26
Journals (4)	100 (4x25 pts. Each)	2/15, 3/15, 4/19, 5/10
SMART Goal Write Up	25	2/12/26
Time Management Project	100	2/20/26
Mid-Term Exam	100	3/12/26
Learning Profile Paper	100	3/29/26
Career Exploration Assignment	100	4/28/26
Self-Change Presentations	100	5/12/26
Final Exam	100	5/14/26
In Class Assignments	200	Throughout semester
TOTAL POSSIBLE POINTS	1000

Journals Students will maintain an ongoing record of their classroom learning experience, personal learning, and application of new skills through weekly entries during the semester. See the description included in this syllabus for details on the journal requirements. A grading rubric for the journal work is provided on Blackboard. The journal work will require one entry every week (a minimum of 150-200 words for each weekly entry) and your submissions will be graded every four weeks. The journals will be worth up to 75 points (3x25 points per entry) toward the final grade average. All journal entries will be submitted on Blackboard.
Discussion Boards– There are four online discussions during the course. Each discussion requires a post and at least two peer responses. The in-class discussion will require students to write questions and discuss class topics with each other. Each discussion is worth 25 points (100 points total.)
SMART Goal Write Up— During class students will brainstorm a goal for themselves that they can accomplish in the next two years. Students will write up the goal using the SMART goal structure in two pages, giving detail for each section. This is worth 25 points.
The Time Management Project – This assignment will begin in the 3rd week of the class and be due at the end of Week 5. You will monitor your use of time over the course of a week and compare it to how you estimated you would be using your time. The completed assignment, including your time monitor log and completed reflection questions, are due by the end of Week 5. You will need to have calculated your results and be prepared to turn in your log and reflection questions. Each reflection question should have a response of at least 200 words. This project is worth 100 points toward your final grade average. See more detailed information on Blackboard Assignments section. A grading rubric is on Blackboard.
Career Exploration Assignment – Students will complete FOCUS2 online career assessment in class (50 points). A consultation with an advisor or counselor to discuss your results is advised but optional. You must also submit reflection questions (50 points) outlining your assessment results. Please give yourself time to complete these assessments and complete the reflection questions. See the description of this assignment on Blackboard under the Assignments section for details. This project is worth 100 points toward your final grade average.
Learning Profile Paper–A summary paper describing your purpose for being in college, your educational experience, motivation and attitudes toward learning, your strengths, weaknesses, and academic/career goals. See the description of this paper included in the syllabus for details. This assignment is worth 100 points toward your final grade average.
Self-change Project/Paper–A self-designed project for changing your behavior in some key aspect of your academic performance. Students will start by crafting a SMART goal that they would like to practice for the next four weeks. We will begin the project in mid-semester and it will last for five weeks. Students will write a paper (or another format) and a class presentation about their project. An overview of the project is included later in the syllabus. This project is worth 100 points toward your final grade average.
Exams–Two exams are given during the semester covering material from the textbook, PowerPoint presentations and handouts and activities. Each exam is worth up to 100 points (200 points total.
In Class Assignments—Students will be asked to complete additional assignments during class that are graded on a Pass/Fail basis. Completing these assignments results in full credit. Examples of these assignments are the Syllabus Quiz and the Scavenger Hunt. Additional assignments include group discussions, notetaking and reading activities, creative activities, and group presentations.

Readings

Textbook: EDUC 1300 Learning Framework: Effective Strategies for College Success

Open Educational Resources – Students do NOT purchase a textbook

Available on the course Blackboard site

16-Week Schedule, Fall 2026

This schedule may change in small ways based on unforeseeable events or class consensus.

Session Topics Assignments Due

Week #1 Course Orientation Read Syllabus

1/19-1/23 Orientation to Course; Syllabus Review Read Chapter 1

Week #2 Chapter 1: Manage the Transition to College DUE: Syllabus Quiz

1/26-1/30 The Rewards and Risks of College DUE: Discussion #1

Week #3 Chapter 2: Set Yourself Up for Success DUE: Scavenger Hunt

2/2-2/6 Self-efficacy, Growth Mindset, 7 keys to College Read Chapter 2

Success, Campus Resources Read Chapter 12

Chapter 12: Active Reading Strategies

Active Reading, SQ3R, Anatomy of a Textbook,

Special Texts

Week #4 Chapter 3: Values and Goals Read Chapter 3

2/9-2/13 Core Values, Goal Setting START: Time Monitor Log

SMART Goals, Action Plan DUE: Journal Set #1

DUE: Smart Goal Write-Up

Week #5 Chapter 4: Manage Your Time

2/23-2/27 Covey Quadrant, To-Do Lists, Read Chapter 4

Time Management Styles, Pomodoros, Time Monitor Log Check

Planners, Overcoming Procrastination

Week #6 Chapter 5: Getting and Staying Organized DUE: Time Monitor Log

2/16-2/20 Study Spaces, Multi-tasking, Managing Technology w/Questions 2/20/20

Chapter 11: Note-Taking Strategies Read Chapter 5

Note-taking systems, Study guides Read Chapter 11

Introduce: Learning Profile

Week #7 Chapter 6: Theories of Learning Read Chapter 6

3/2-3/6 Metacognition, Stages of Learning, Bloom’s Read Chapter 8

Strategic Learning, Successful Intelligence Due: Student Presentations

Emotional Intelligence.

Chapter 8: Ways of Knowing

Multiple Intelligences, Sensory Styles

Week #8 Chapter 13: Test-Taking Strategies DUE: Midterm Exam

3/9-3/13 Overcoming test anxiety, Study to Learn Read Chapter 13

3/30-4/3

Types of Tests, Test Strategies, Stress DUE: Journal Set #2

Exam Review Midterm Exam ( in Class on Thursday) Chapters 1-6, 8, 11-13

3/16-3/20 Spring Break for DVISD & ACC

Week #9 Chapter 7: Critical and Creative Thinking Read Chapter 7

3/23-3/27 Critical thinking and evaluating information Read Chapter 14

Problem solving, challenging assumptions. DUE: Learning Profile Paper

Week #10 Chapter 14: Writing Effectively Read Chapter 14

3/30-4/3 College writing, Writing Process Introduce: Self Change Project

3/30-4 Discussion #3

Week #11 Chapter 9: Memory and Information Processing Read Chapter 9

4/6-4/10 Memory Functions, Stages of Memory DUE: Self Change Contract

Week #12 Chapter 10: Active Listening Read Chapter 10

4/13-4/17 Stages of Listening, Effective Participation, Due: Journal Set #3

Teaching Styles, Active Listening

Week #13 Chapter 15: Planning for Your Career Read Chapter 15

4/20-4/24 Job vs. Career, Choosing a Major START: Career Project

and Career, Career Development Focus 2 Assignment

Discussion #3

Week #14 Chapter 18: Managing Your Money Read Chapter 18

4/27 -5/1 Office of Money Management Visit DUE: Career Project

Week #15 Chapter 16: Managing Your Health Read Chapter 16

5/4-5/8 Chapter 17: Diversity and Cultural Competency Read Chapter 17

Due: Journal Set #4

Week #16 Final Exam/Presentations and Wrap-Up DUE: Self Change

5/11-5/15 Exam Review, Class Presentations/ Presentations

Submit any late work and all extra credit DUE: Final Exam

Complete course evaluations DUE Course Evaluation

In Class Exam – 5/13/26

Please note that schedule changes may occur during the semester. Any changes will be announced in class and/or posted as a Blackboard Announcement.

Course Subjects

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.

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.

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, 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.

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.

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.

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.

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.