Faculty Syllabus
EDUC-1300 Learning Framework: Effective Strategies for College Success
Deborah Gilmore
Credit Spring 2026
Section(s)
EDUC-1300-069 (34359)
LEC TuTh 12:00pm - 1:20pm RRC RRC2 2313.00
Course Requirements
- The course requires that faculty cover all Student Learning Outcomes (SLOs) via a combination of assignments, activities, and classroom discussions
- The course requires at least one writing assignment with a minimum of 750 words. Professors will provide specific written guidelines for this (and other) writing assignments.
- The course requires one or more assignments where students can develop, interpret, and express ideas and information through visual communication that is adapted to purpose, structure, audience, and medium.
- The course requires one or more assignments where students can develop, interpret, and express ideas and information through oral communication that is adapted to purpose, structure, audience, and medium.
- The course requires low-stakes reflection assignments such as journals, self-reflection, and reading responses to allow students to experience writing as a means of thinking, learning, and discovery.
- The course requires one or more assignments about Social Responsibility. This assignment will provide an opportunity to 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.
- The course requires one or more assignments about Personal Responsibility. This assignment will provide an opportunity to identify and apply ethical principles and practices to decision-making by connecting choices, actions, and consequences.
- The course requires one or more assignments about Critical Thinking. This assignment will provide an opportunity to gather, analyze, synthesize, evaluate and apply information for the purposes of innovation, inquiry, and creative thinking.
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 Grades are given and monitored through Blackboard. Most assignments will be given a numeric grade. Some grades are classified as “complete” or “incomplete”. At the end of the semester, the numeric grades will be converted to letter grades.
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69
F = 59 and below
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Discussion Boards |
20% |
Four Discussion Boards, each requires 1 post and 2 peer responses. |
|
Time Management Project |
10% |
You will monitor your time for 1 week and then complete a time log and reflection questions. |
|
Assignments |
20% |
Includes career goals, SMART goal, success, Intelligence Theories, Voice Threads, |
|
Self-Change Paper/Presentation |
20% |
See specific instructions below. |
|
Chapter Quizzes/Unit Tests |
30% |
3 unit tests, chapter quizzes |
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 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.
Office Hours
T Th 11:30 AM - 12:00 PM Round Rock Campus
NOTE I am available before and after class in the adjunct suite on the 3rd floor of Building 2. I am also available via Zoom.M W 8:45 AM - 9:00 AM Online
NOTE I am available before and after class on Mondays and Wednesdays on Zoom. Other times by appointment.Published: 01/16/2026 12:37:24