Faculty

EDUC-1300 Learning Framework: Effective Strategies for College Success

Rubi Medina

Credit Spring 2026

Section(s)

EDUC-1300-086 (16289)
LEC TuTh 9:00am - 10:20am SAC SAC1 1304

EDUC-1300-087 (28671)
LEC MW 11:15am - 12:45pm CHS CHS1 207

EDUC-1300-098 (28677)
LEC MW 3:05pm - 4:35pm AKN AKN1 172

EDUC-1300-117 (28681)
LEC MW 1:25pm - 2:55pm AKN AKN1 172

Course Requirements

Announcements: A new announcement is posted every Monday, as well as reminders and updates throughout the week if needed.

Assignments: You must adhere to the guidelines stated in the syllabus, read the assignments carefully. GET THEM DONE EARLY!
Assignment Due Dates: All other assignments, including Discussion Board peer responses, journals, and papers are due by Sunday by 11:59pm. All unless otherwise noted in the week indicated in the session schedule.
Attendance Policy: Physical roll call will be done each class period.
Campus Resources: Links to campus services that support you being a successful student!
Chapter Lessons: The backbone of the course. There is a Learning Module for each chapter that contains what you need to read and review, what you need to watch, and what you need to do.
Communication: My preferred manner ACC email, text or call me at 956-655-7419. I will respond as soon as I can usually within 24 hours.
Communication Policy: Students are expected to login to the class portal on Blackboard. All communication must take place via ACC email. Do not email me from a non-ACC email address. All assignments are submitted through Blackboard, as Discussion Board Posts, Journals, Assignments, and Exams.
Discussion Board: This is where you will participate with your classmates in assigned discussion topics and post, read and reply. Post 250 words and write a reply with 100 words. Discussion Board Posts are due on Thursday by 11:59pm and your reply should be done by Sunday by 11:59pm.
Extra Credit: You will find in the Discussion Boards two different extra credit assignments. These will be posted towards the end of the semester. You can earn up to 25 points for each extra credit toward your final grade.
Community Guidelines & FAQs: Frequently asked questions about the course, Blackboard etc.
Incomplete Grade: Students are expected to complete the course within the session time frame. A grade of incomplete will only be given in very special circumstances and only if the student has a passing grade at the time of the request. Agreement between the instructor and student MUST take place before the end of the semester in order for an Incomplete grade to be entered. If you fail to complete the requirements of the incomplete grade agreement by the due date, you will receive a grade of F.
Late Assignment: All assignments are due each Sunday of the Fall semester except the last week of the semester. Unforeseen circumstances happen in life. Please reach out and call me, text me or email let me know if we need to discuss how I can support in your assignments.
Make-up, Exams, and Quizzes: If the student misses an exam or quiz, he/she must contact the instructor by phone or email before the next scheduled class time to arrange for a make-up exam to be taken. Makeup exams may be different in form and content from the original. There are no provisions made to make-up missed presentations.
Check your Grades: I will read and grade your submitted post from assignments, discussion forum, journals etc. within a week of the due date. Check your grades earned for each assignment. Your current course grade is updated automatically.
Office Hours: You may contact me by e-mail, text or call me for a set appointment. I am also available to you during the office hours listed below at the school or campus or on Zoom upon request.

You may contact me by e-mail, text or call me for a set appointment. I am also available to you by appointment during the office hours listed below and at the campus designated or Zoom. If you need my support during the weekend please reach out.

Office Hours:

Tuesday & Thursday 10:30am - 12:00pm (South Austin Campus)

Monday & Wednesday 9:45am - 11:15am (Crockett High School)

Monday & Wednesday 4:30pm - 5:30pm (Akins High School)

Journals: 300 word minimum for each Journal. Write about what you have learned in the Unit that we discussed, the discussion boards, videos you viewed etc. I would like to write about what you have applied from the knowledge you have gained.
Withdrawals: Students are responsible for withdrawing themselves if they are unable to complete the course. Withdrawal may affect financial aid, veterans’ benefits, international student status, and/or academic standing and students are advised to consult with an advisor prior to withdrawal. Instructors have the right to request a student to withdraw for excessive absences, failure to progress, and other reasons as appropriate. The last day to withdraw from this class will be on Monday, April 27, 2026.

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

Course Subjects

Course Subjects
Chapter 1: Manage the Transition to College
Chapter 2: Set Yourself Up for Success
Chapter 3: Values, Goals, and Motivations
Chapter 4: Manage Your Time
Chapter 5: Getting and Staying Organized
Chapter 6: Theories of Learning
Chapter 7: Critical and Creative Thinking
Chapter 8: Ways of Knowing
Chapter 9: Memory and Information Processing
Chapter 10: Active Listening in the Classroom
Chapter 11: Note-Taking Strategies
Chapter 12: Active Reading Strategies
Chapter 13: Test Taking Strategies
Chapter 14: Effective Writing
Chapter 15: Planning for Your Career
Chapter 16: Managing Your Mental (and Physical) Health
Chapter 17: Diversity and Cultural Competency
Chapter 18: Managing Your Money

Student Learning Outcomes/Learning Objectives

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.

Prerequisites: This course requires students to be TSI Complete in Reading and Writing.

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 that 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.

Course Schedule

EDUC1300 - Spring 2026 - Learning Frameworks for Effective Strategies for College Success

This course schedule can be changed at the instructor’s discretion

Course Schedule

Week

Chapter(s)

Assignments/Assessments

Due Dates

Some Assignments will be

due in Class.

UNIT 1: INTRODUCTION TO COLLEGE SUCCESS

Welcome

Orientation

Syllabus Quiz In Class after Review

Discussion Board: Introduce yourself: Who are You in 100 words. (In Class)

Start: Learning Profile Project due date Sunday, April 5, 2026

Sunday 1/25/26

Chapter 1: Manage the Transition to College

Chapter 2: Set Yourself Up for Success

Discussion Board Growth Mindset (25 points)

Journal 1 (50 points)

3-2-1 Reflection Video: Ch 2 Self Efficacy (In Class)

Grit Score Activity (In Class)

Sunday 2/1/26

UNIT 2: KNOW YOUR “WHY”

Chapter 3: Discover Your Values and Goals

Start Time Management Project due date Sunday, February 22, 2026

Assessing Your Use of Time & Time Log Sheet Activity (50 points)

Core Values & Essential Worksheet Activity (In Class )

SMART Goals Activity (In Class)

Sunday 2/8/26

Chapter 4: Manage Your Time

Time Log Sheet for 7 days (168 hours)

Time Traps & Time Management Style Activity (In Class)

3 -2-1 Form Video Overcome Procrastination (In Class)

Sunday 2/15/26

Chapter 5: Getting and Staying Organized

Due: Reflection Questions: Time Management Project (50 points)

Exam #1 (Units 1 and 2) (100 points)

Journal # 2 (50 points)

Sunday 2/22/26

UNIT 3: LEARNING ABOUT LEARNING

Chapter 6: Theories of Learning

Start: Self Change Project due date Sunday, April 12, 2026

Discussion Board Strategic Learning Model (25 points)

3-2-1 Form Video Metacognition (In Class)

Sunday 3/1/26

Chapter 7: Critical and Creative Thinking

3-2-1 Form Video Where good ideas come From Chapter 7 (In Class)

Sunday 3/8/26

Chapter 8: Ways of Knowing

Discussion Board Multiple Intelligence (25 points)

Sunday 3/15/26

SPRING BREAK

MARCH 16 -20TH

Chapter 9: Memory and Information Processing

Journal # 3 (50 points)

Exam #2 Unit 3 (100 points)

Sunday 3/29/26

UNIT 4: STRATEGIES FOR ACADEMIC SUCCESS

Chapter 10: Active Listening

Chapter 11: Note-Taking Strategies

Due: Learning Profile Paper (100 points) Submit in Unit 1 Ch 1

Sunday 4/5/26

Chapter 12: Active Reading Strategies

Chapter 13: Test Taking

Chapter 14: Effective Writing

Extra Credit Optional: Discussion Board Student Toolbar SQ3R (25 points)

Due: Self Change Project (100 points) Submit in Unit 3 Ch 6

Monday, April 27th is the last day to withdraw. You must initiate the withdrawal process.

Journal # 4 (50 points) (In Week 14)

Sunday 4/12/26

UNIT 5: BEYOND ACADEMICS

Chapter 15: Planning your Career

Start Career Exploration due date Sunday, May 3, 2026

Monday, April 27th is the last day to withdraw. You must initiate the withdrawal process.

Sunday 4/19/26

Chapter 16: Managing Your Health

Monday, April 27th last day to withdraw. You must initiate the withdrawal process.

Self Change Project Presentations

Discussion Board Stress Management (25 points)

Sunday 4/26/26

Self-Change Presentation

During Class Time

Monday & Wednesday or

Tuesday & Thursday

Chapter 17: Diversity and Cultural Competency

Self Change Project Presentations

Extra Credit Optional: Discussion Board Diversity and Cultural Competency (25 points)

Due: Career Exploration (100 points) Submit in Unit 5 Ch 15

Sunday 5/3/26

Self Change Presentation Continue

During Class Time

Monday & Wednesday or

Tuesday & Thursday

Chapter 18: Managing Your Money

Self Change Project Presentations

Sunday 5/10/26

Self Change Presentations Continue

During Class Time

Monday & Wednesday or

Tuesday & Thursday

Self Change Project Presentations

Exam #3 Units 4 & 5 (100 points)

Sunday 5/14/26

Self Change Presentations Continue

During Class Time

Monday & Wednesday or

Tuesday & Thursday

Community Guidelines

The following are some guidelines to help you get the most benefit from this course.

Treat each other with respect. Take the time to read and respond to each other in such a way that a learning environment can continue to develop. Format your post so that everyone can learn from your knowledge, skills, and experience.
Be encouraging. Not everyone may be familiar with the discussion board format; be wary of making any assumptions about computer/internet literacy. Provide encouragement for creative and critical conversation.
Be considerate. Even a well-presented and structured course may create some confusion. It is very easy to lose your place or miss reading information on certain links or pages.
Be open to differences. We all have had different life experiences. Be aware that your written word is the only form of communication in an asynchronous learning environment. Use your words carefully. Ask yourself if your comment could possibly be interpreted as insulting, disrespectful, discriminating, mocking, or rude. How would you feel if this comment were directed toward you?
“SHOUTING” online should be avoided. Using all capital letters when communicating in an online environment is known as shouting. This usage is considered a rude method of communicating. Avoid using all capital letters in your online communications.
Write a brief and concise description of the content of your e-mail in the subject line.
Always proofread your writing. Remember to use spell check and proper grammar.
Begin your e-mail by stating the name of the receiver. Finish your e-mail by typing your and the course name.
Keep it brief. You need to plan what you want to communicate and express it in the most concise way possible.
All assignments, discussion posts, and quizzes should be completed within Blackboard.

FAQs (Frequently Asked Questions)

1. Are the books required, and if so, may I use an older edition?

Textbook: Effective Learning Strategies at Austin Community College, compiled and edited by Heather Syrett and Laura Lucas.

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

The free e-textbook is required, newer versions are released from time to time and are easily updated with a click of the button. I will try to maintain updated URLs for the e-textbook links - if it opens and states "newer version available", please do click the update.

2. May I work ahead in this class?

Yes, you may certainly work ahead and are encouraged to do so. Also, sometimes it is easy to fall behind what with other homework, work, and families, so yes, by all means, work ahead! All material typically is available on the first day of class.

3. What happens if I am going to be out-of-town on vacation or work?

Assignments are all due on the set dates. See the course time line on the syllabus or in the practice learning module for important due dates. Print this document, so you always know what is due when. You may also view the course calendar. Additionally, the material will be open in advance, so if you see that you are going to be out of town, you need to make arrangements to complete the work in advance. Moreover, since the class is an Internet course, you may make arrangements to submit the work online even if you are not in the Austin vicinity.

4. What happens if my Internet goes down?

Don’t wait until the last minute to start your assignments, as sometimes computers have issues. Thus, start the assignments as they become available that you do not miss a deadline because of unforeseen circumstances If for some reason, you cannot access Blackboard, you may always email me the assignment to my regular email at rubi.medina@austincc.edu

5. What about late assignments? May I submit assignments late?

While I would certainly not encourage or recommend the submitting of late work, you may submit late work (excluding the Final Power Point Presentation). Submitting an assignment late is certainly better than not submitting at all. It is imperative that you make every effort to submit assignments on time so that you do not get too far behind and get discouraged.

6. What if I want some extra help with my papers?

If you should desire extra assistance on assignments, you may always email me or text and I will help clarify and elaborate what I am looking for in your response. If you feel it is necessary, we can set up a phone, video, or traditional conference. Furthermore, you may take advantage of the Brainfuse online tutoring services. Through these programs, you may submit multiple drafts, and a tutor will review the paper for you and send you suggested revisions. This service is extremely helpful and the tutors typically offer similar suggestions as I would give you. Additionally, they are available 24 hours, and the typical turnaround time is 24-48 hours, so if you prefer more immediate feedback, consider this service as well.

7. What if I have questions on an assignment or something?

Sometimes students have questions on an assignment or the material but are hesitant to contact me. Remember that I am here to help you, and furthermore, I don’t know if you have questions unless you ask me. Don’t worry about contacting me anytime you have questions. I am available by phone or email. You will not be “bothering” me at all if you ask questions!

8. What if I experience technical difficulties – can’t open a document, view the notes, etc.?

If you have a technical question, please contact the Help Desk at 512-223-4636 or email blackboard@austincc.edu. You may also find that you run into fewer problems if you use Firefox or Google Chrome instead of Internet Explorer. And of course you can email me and I can try to help you as well.

Netiquette

Netiquette is a set of rules for behaving properly online. You are expected to follow the rules listed below when posting to the discussion area, completing online assignments, and when sending an email:

Rule #1: Avoid ALL CAPS. Typing in all caps is interpreted as yelling.

Rule #2: Write a brief and concise description of the content of your e-mail in the subject line. Include your Course Section Number. Example: EDUC 1300 91458 147

Rule #3: Always proofread your writing. Use proper grammar and punctuation. Avoid text slang.

Rule #4: All assignments, discussion posts, exams, and journals should be completed within Blackboard.

Rule #5: Treat others in the class with respect and courtesy. Your virtual classroom—and academia as a whole—should be, without question, a safe space for people of all races, genders, sexes, ages, sexual orientations, religions, disabilities, and socioeconomic statuses.

AI (Student use of Artificial Intelligence based Tools)

AI (Student use of Artificial Intelligence based tools)

All work submitted for this course must be your own work. The assignments in this class have been designed to challenge you and to develop your own critical-thinking skills within the topics in Learning Frameworks: Effective Strategies for College Success. Using AI technology (i.e. generative AI tools like ChatGPT, Midjourney etc) will limit your capacity to develop these skills. Therefore, AI tools are not to be used for this course. If you have any questions or concerns please email me at rubi.medina@austincc.edu

Office Hours

M W 9:45 AM - 11:15 AM Crockett High School

NOTE You may contact me by e-mail, text or call me for a set appointment. I am also available to you by appointment during the office hours listed below and at the campus designated or Zoom. If you need my support during the weekend please reach out.

T Th 10:30 AM - 12:00 PM South Austin Campus

M W 4:30 PM - 5:30 PM Akins High School

M W 8:00 AM - 9:00 AM South Austin Campus