Faculty

EDUC-1300 Learning Framework: Effective Strategies for College Success

Talisia McHugh

Credit Spring 2026

Section(s)

EDUC-1300-152 (28688)
LEC DIL ONL DIL

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 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.

Readings

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

This is a Zero Textbook Cost (ZTC) section. Students do NOT purchase a textbook. The textbook is available at: https://www.oercommons.org/courseware/8434

Course Subjects

The following elements will be used in calculating the course grade:

Reflective Journal Entries - Journals help you to connect personal experiences to course concepts, develop self-awareness, and practice critical thinking and clear communication—key skills for success in the first year of college.
The Time Management Project –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 includes your completed time monitor log and reflection paper.
Career Exploration Assignment – Students will complete the FOCUS2 online career assessment. You will submit your completed FOCUS2 Summary, your Handshake Profile screenshot, and reflection questions related to careers and majors.
Learning Profile Paper – A paper describing your purpose for being in college, your educational experience, motivation and attitudes toward learning, your strengths, weaknesses, and academic/career goals. A detailed description is included in the syllabus.
Exams –Three exams will be given over the course of the semester; covering material from the textbook, PowerPoint presentations and handouts and activities.

Extra Credit: 5 points of extra credit toward your final grade can be earned by completing a combination of the activities listed in the Extra Credit link on the course Blackboard site or in course announcements. Points are assigned based on thoroughness, quality, and depth of the work submitted. Students can earn up to 5 points on top of their final grade. Extra Credit work should be emailed to the Professor for credit.

Student Learning Outcomes/Learning Objectives

Course Student Learning Outcomes:

This class is based on the Model of Strategic Learning by Claire Ellen Weinstein. We will also review this model in Chapter 6: Theories of Learning.

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.

Instructional Methodology: This course will include the following teaching and learning strategies: reading assignments, individual activities, online group discussions, homework assignments, papers, and exams.