Faculty

EDUC-1300 Learning Framework: Effective Strategies for College Success

Natalia Almanza

Credit Spring 2026

Section(s)

EDUC-1300-048 (34022)
LEC TuTh 12:23pm - 2:04pm LKH LK1 A127

EDUC-1300-053 (34023)
LEC TuTh 9:53am - 11:41am LKH LK1 A127

EDUC-1300-109 (16302)
LEC TuTh 2:09pm - 3:50pm LKH LK1 A127

EDUC-1300-155 (28690)
LEC DIL ONL DIL

Course Requirements

The course grade will be determined by totaling the scores earned in each of the areas above and extra points (if available) as appropriate. Grades may be rounded up based on student’s attendance and effort in the course. The instructor may adjust as needed during the semester. A conventional grading scale is used to determine your final grade:

A: 90-100%

B: 80-89%

C: 70-79%

D: 60-69%

F: below 60%

Grades are available on Blackboard for student review. It is strongly recommended the student reviews their grade for accuracy.

The final grade will be based on the points of the following items:

Assessment Component	Weight
Participation Activities/Attendance (10 x 10 points each)	100
Career Project Presentation (25/25/50/100)	200
Unit Journal Reflections (3 x 100 points each)	300
Individual meetings (2x100)	200
Time Management Project (25/50/125)	200
Total	1000

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.

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 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.

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)