Faculty

EDUC-1300 Learning Framework: Effective Strategies for College Success

Glynis Christine

Credit Spring 2026

Section(s)

EDUC-1300-113 (48137)
LEC MW 3:00pm - 4:20pm EVC EVC2 2313

Course Requirements

Assignments and Exams – Due Dates and Points

Assignments Due-by Date/Time (no late work accepted) Points

Syllabus/Orientation Quiz Sunday, February 1, 11:59 p.m. 25 points

FOCUS2 Assessment Sunday, February 15, 11:59 p.m. 25 points

Exam #1 Wednesday, February 25 100 points

Time Management paper Sunday, March 15, 11:59 p.m. 50 points

Exam #2 Wednesday, April 2 100 points

Learning Profile Paper Sunday, April 19, 11:59 p.m. 50 points

Exam #3 Wednesday, April 29 100 points

Self-change Project Paper Thursday, May 14, 11:59 p.m. 50 points

TOTAL: 500 pts

Readings

FREE Textbook

Syrett, H., et al. Learning Framework: Strategies for College Success. Provided by: Austin Community College. Located at: OER Commons, https://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. You do NOT need to create an account or login. The textbook is available FREE at: https://oercommons.org/courseware/8434.

Course Subjects

Weekly Schedule

Week --- Dates --- Readings --- Lecture Topics

Week One:

1/21 Syllabus, Chapters 1 and 2 Syllabus, Welcome to college!

Week Two:

1/26 Chapter 7 What is Critical Thinking?

1/28 What is Learning?

Sunday 2/1 Orientation Quiz due 11:59 p.m.

Week Three:

2/2 Chapter 10 Active Listening Skills

2/4 Chapter 11 How to read a Textbook / Note-taking Skills

Week Four:

2/9 Chapters 4 and 5 Time Management / Organization Skills

2/11 Chapter 16 Self-care and Mental Illness

Sunday 2/15 FOCUS2 Assessment due 11:59 p.m.

Week Five:

2/16 and 2/18 Handout Self-care and Emotions

Week Six:

2/23 Chapter 13 Test-taking Skills

2/25 EXAM #1

Week Seven:

3/2 Socialization

3/4 Chapter 3 Goals and Goal-setting

Week Eight:

3/9 Values

3/11 Chapters 6 and 8 Learning Theories and Multiple Intelligences

Sunday 3/15 Time Management paper due 11:59 p.m.

3/16 and 3/18 SPRING BREAK!

Week Nine:

3/23 Handout MSLQ Assessment

3/25 Chapter 9 Memory

Week Ten:

3/30 Sleep/Nutrition and Memory

4/1 Exam #2

Week Eleven:

4/6 Chapter 12 Reading/Journal Articles

4/8 Chapter 14 Writing Skills

Sunday 4/12 Learning Profile Paper due 11:59 p.m.

Week Twelve:

4/13 Proof-reading

4/15 Chapters 15 and 17 Editing Skills

Week Thirteen:

4/20 Careers

4/22 Chapter 18 Understanding Money

Week Fourteen:

4/27 (Last day of Lectures) Paying for College

4/29 Exam #3

Week Fifteen:

5/4 Make-up Exams Only

5/6 Online Self-Change Presentations

Week Sixteen:

5/11 Online Self-Change Presentations

5/13 Online Self-Change Presentations

Friday 5/15 (Last day of Class) Self-Change Paper due 11:59 p.m.

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)