Faculty Syllabus

EDUC-1300 Learning Framework: Effective Strategies for College Success

Marcus Jackson


Credit Spring 2026

Section(s)

EDUC-1300-024 (16246)
LEC TuTh 4:30pm - 5:50pm SGC SGC1 1223

EDUC-1300-068 (34358)
LEC MW 12:00pm - 1:20pm RRC RRC8 8303.00

EDUC-1300-092 (28673)
LEC TuTh 1:15pm - 2:45pm MNR MNR1 C102

EDUC-1300-164 (16322)
LEC MW 9:00am - 10:20am RRC RRC8 8302.00

EDUC-1300-165 (16323)
LEC MW 1:30pm - 2:50pm RRC RRC8 8302.00

Course Requirements

1. Attendance & Participation – Attendance and participation in class are essential to this course. Students who have NO more than one (1) absence AND participate actively will receive a five (5)-point increase to their final grade. Those students who have 5 absences will lose 1 point from their final grade.  

Each subsequent absence after the fifth absence will result in an additional 1-point deduction from their final grade. 

  • Students must participate in at least one co-curricular activity and submit evidence of participation. You may attend a Student Life-sponsored event or any campus-based workshop. Failure to complete this is equivalent to two absences. 

2. Self-Change Contract: Students will develop a SMART goal contract to practice and identify goal attainment and goal attainment behaviors. In the Learning Journey assignment, you will be asked about your progress and attainment toward your SMART goal. (50 points)

3. Learning Journey – These two projects invite you to think about the role your background, culture, learning, and education have played in your life by answering reflection questions and creating a visual representation that will include a typed index of contents. You will find detailed instructions on Blackboard. Do have fun and be creative with these projects. (200 total points)

4. The Time Management Project –You will monitor your use of time for 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, is to be submitted to Blackboard. (100 total points)

5. Quizzes – There is One (1) Syllabus Quiz (25 points). There are Seven (7) online multiple-choice Chapter Quizzes covering material from the textbook and lectures.  

  • Quizzes are worth 50 points each and contain 25 multiple-choice questions for most quizzes. Some quizzes also have a few short answer questions at the end. (400 total points)
  • Once you start, you have 60 minutes to complete each quiz. 
  • You have TWO attempts per quiz, and I will keep your higher grade.  
  • There are NO make-ups scheduled for the quizzes. 
  • You have the entire week (beginning Monday at 12:00 a.m. and ending Sunday at 11:59 p.m.) to complete each quiz. That means you may take the quiz any time during those days, but it must be completed by 11:59 p.m. on Sunday.  
  • You will access the quizzes through Blackboard and are NOT required to use the Testing Center.

6. Pop Quizzes & In-Class Activities – There will be (appproximately) 4 or 5 pop quizzes this semester to check preparedness for class sessions. There will also be 3 or 4 in-class activities through which you will be able to demonstrate preparedness and gain points toward your overall total. (250 total points)

*All material covered in the lectures and textbook has the potential to be on the quizzes*

 

The EDUC 1300 Effective Learning course grade for each student is determined by averaging the scores earned in each of the areas above. The final grade is based on the scale below: 

A = 1000 - 900 points - 90% - 100%

B = 800 - 899 points - 80%-89%

C = 700 - 799  points - 70%-79%  

D = 600 - 699 points - 60%-69%

F = 599 & below points - 59%  

*All Assignments and Exams are submitted and completed through Blackboard. NO late work accepted.*

 

Spring 2026 - Grading Calendar - Due Dates & Points .png

 

Withdrawal: Students are responsible for withdrawing themselves from class if they are unable to complete the semester. Withdrawal may affect financial aid status, veterans’ benefits, international student status, and/or academic standing and students are advised to consult with their instructor and/or a counselor prior to withdrawal. Instructors have the right to withdraw students for excessive absences, failure to progress, and other reasons as appropriate. The last day to withdraw is Monday, April 27th, 2026.

Readings

Textbook:  Learning Framework: Effective Strategies for College Success, compiled and edited by Heather Syrett and Laura Lucas.

Course Subjects

A study of 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 introducing college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their 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.

Student Learning Outcomes/Learning Objectives

Course Student Learning Outcomes: 

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 life. Upon successful completion of this course, students will explore the relationship between their skill, will, self-regulation, and academic environment and their interconnected impact on academic achievement and learning.  

  1. 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. 
    1. Understand and analyze the academic environment
    2. Determine how college and instructor policies define expected student behaviors.
    3. Identify requirements and expectations for learning activities and managing responsibilities.
    4. Identify and utilize services and resources to support learning and academic success. 
    5. Identify and develop social support networks that encourage and strengthen academic achievement. 
  2. 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. 
    1. Identify and apply effective learning strategies and skills
    2. Explain how theoretical models of learning, information processing, and memory influence the learning process.
    3. Develop and apply critical and creative thinking skills to problem-solving, decision-making, and evaluating information.
    4. Identify personal strengths and areas for growth related to the learning process.
    5. Explore and implement specific learning strategies for student success.
  3. 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 towards learning. 
    1. Demonstrate knowledge and application of the following factors that affect learning
    2. Reflect on previous educational experiences and how they influence current attitudes and beliefs toward college.
    3. Assess personal patterns, habits, and potential barriers that affect learning.
    4. Implement goal-setting strategies and goal-attainment behaviors.
    5. Identify the characteristics of a growth mindset and reflect on their mindset.
    6. Reflect on personal behaviors and choices related to increasing self-efficacy and strengthening emotional regulation. 
  4. 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. 
    1. Develop awareness of and practice strategies for effective self-regulation
    2. Develop and practice sustainable time management and organizational skills.
    3. Identify and practice executive skills to regulate cognition.
    4. Demonstrate ability to monitor the learning progress and adjust as needed for success.
    5. Develop skills to manage and cope with stress and anxiety that impact learning and goal attainment.
    6. Identify when additional support is needed and utilize available resources to support their success.
    7. Identify and implement effective motivational strategies to achieve goals.

The Student Learning Outcomes are based on the Model of Strategic Learning. (Weinstein,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 innovation, inquiry, and creative thinking.
  • Social Responsibility: Analyze differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices, including 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 adapted to purpose, structure, audience, and medium.

Office Hours

Office Hours

Published: 01/21/2026 00:05:44