1 VICTORY UNIVERSITY SYLLABUS ED , Educational Psychology Online, 16-weeks Mission Statement: Victory University educates students in a Christ-centered liberal arts community to think critically, grow spiritually, and change our world. Course Description: Applies psychological principles to school settings. Areas of study include principles of learning and intelligence, cognitive development theories, motivation, assessment, teaching for transfer, student diversity, and teaching as a Christian. Task Stream is required. Course Textbook(s) and Materials: Classrooms (9 th ed.). Upper Saddle Course Learning Outcomes: At the end of this course, the learner will be able to: Apply Christian principles to educational psychology. Differentiate between educational psychology and the behavioral science. Articulate the importance of research to the teaching profession. Compare and contrast the major behavioral learning models Write objectives in behavioral terms that address at least two learning models Evaluate learning in terms of cognitive theory, and demonstrate how social cognitive theory is incorporated into the learning environment for elementary, middle, and high school students. Ascertain how each of the cognitive developmental theories and constructivism is used in the class to facilitate learning. Discuss how transference is relevant to learning and give examples Analyze various instructional designs that are used in the classroom Discuss the various constructs of intelligence and exceptionality and how to maximize learning for all levels of ability and how factors outside of the learning environment have a positive and negative influence on the learner s ability to learn. Conceptual Framework The Victory University Department of Education seeks to enable both traditional and non-traditional students to become competent beginning teachers, developing professionals, and effective decision makers within the context of a Christian worldview. The conceptual framework for the Department of Education is Competent Beginning Teachers. This framework serves as the foundation for the philosophy, purpose, outcomes, and knowledge base of the unit s education programs. The primary elements of the conceptual framework are:
2 Think Critically: Effective Decision Makers who make rational, data-based decision to address educational issues and positively impact students. Grow Spiritually: Moral and Ethical Practitioners who act according to their moral and ethical values to serve students and others in a principled manner to positively impact the human condition. Change our World: Developing Professionals who continuously monitor student learning and their own growth to ensure optimum performance, model professionalism and facilitate positive life outcomes. Candidates in the baccalaureate program, in addition to coursework, are required to complete a variety of field and clinical experiences, as well as simulated teaching experiences. At the completion of the preprofessional and professional education courses (and the required major courses for those seeking licensure in Middle Grades or High School), successful completion of the Praxis I and Praxis II Teacher Licensure Tests, and the successful completion of student teaching, candidates will be eligible to obtain a license to teach in Tennessee. Use of Technology: Candidates will have various assignments using technology. Candidates will be required to upload artifacts/assignments to TaskStream. Diversity: Candidates are to read the sections on diversity at the end of each of the chapters. Candidates are also to examine and note differences in learning styles and development in the assignment "Theorists Chart". Praxis II Topics Mapped to Course: Theories of learning and cognitive development; professional knowledge (content and pedagogy); brain development; language development; motivation and moral development; overview of the work of Piaget, Vygotsky, Kohlberg, Erikson, and Bronfenbrenner (Mapped to PLT). Field Experience Requirements: NONE Standards Mapped to Course: INTASC Standards: 2,3,5,6, 8, 9, and 10 NAEYC Standard 1 (1a and 1b) TN Standards: 2-6, and 8-11 : Outcomes 1-4 and 6-8 Teacher Education Program Outcomes: Competent beginning teachers/decision-makers: The role of competent beginning teachers as decision-makersis to use their content knowledge, pedagogical skills, and understanding of student needs to make informed, ethical classroom decisions that foster their students' learning. To be effective decision-makers competent beginning teachers must think critically and reflectively. Specifically the following outcomes and indicators that prepare competent beginning teachers as decision-makers are identified as academic content, communication, principles of teaching, diverse learners, and teaching methods. Outcome Two - Communication: Candidates use knowledge of effective, verbal, non-verbal, and media communication techniques.
3 2.1 - use, interpret, and respond to verbal and nonverbal communication. techniques to foster active inquiry and collaboration use effective verbal, nonverbal, and media communication interaction in the classroom use technology as a tool to enhance teaching and learning ensure equitable and effective student access to available technology resources. Outcome Three -Diverse Learners: Candidates establish instructional opportunities that demonstrate the value of diverse learning adapt their teaching and classroom setting based on students multiple intelligences, learning styles, and areas of exceptionality use technology and other resources to provide active and equitable engagement of diverse students in productive tasks use knowledge of students unique cultures, experiences, and communities to sustain a culturally responsive classroom. Outcome Four - Principles of Teaching: Candidates support the intellectual, social, physical, and personal development of all students comprehend how learning occurs-how students construct knowledge, acquire skills, and develop thinking skills. Know student development (physical, social, emotional, moral, and cognitive) comprehend how internal and external factors in school environments influence the lives and learning of students organize the value of and behavior to develop strategies for organizing and supporting student learning. Outcome Six - Reflective Practitioner: Candidates practice reflectionas part of their educational experiences and commit to providing learning experiences that equip their students with the knowledge and the experience to be reflective decision makers reflect on teaching and learning to improve their own practice exhibit the ability to think critically about teaching and learning modify instruction based on reflection. Developing Professionals As developing professionals, competent beginning teachers are committed to changing their world of teaching. They recognize, participate in, and contribute to teaching as a profession. Outcome Seven - Professional Growth:Candidates initiate and maintain an ongoing plan of reflection, continued learning and professional development Identify areas of strength and plan for future professional development continue to examine and extend their knowledge of the history, ethics, politics, organization, and practices of education initiate and maintain active involvement in the school, local community, and the profession follow established codes of professional conduct, including school and district policies. Moral and Ethical Practitioners
4 Competent beginning teachers taking on the role of moral and ethical practitioners accept a great deal of responsibility. They are morally and ethically obligated to be good role models and to be sensitive enough to know the boundaries of student-teacher relationships. In essence, moral and ethical practitioners must be considerate in words and actions to other professionals, families, and other community members to increase the quality of their students education. The role of moral and ethical practitioner provides the opportunities for the candidates to grow spiritually. Outcome Eight - Morals and Ethics: Candidates demonstrate professional demeanor, ethical behavior, and accountability in all activities establish respectful and productive relationships with families and seek to develop partnerships in support of student learning and well-being apply pro-social values to teaching that promote respect and support cooperation Understand laws related to rights and responsibilities of students, educators, and families. Department Learning Outcomes 1. State, accurately describe, and interpret the mission of the Department of Education. 2. State, accurately describe, and interpret the intended student outcomes - knowledge, skills, and dispositions of Teacher Education Candidates at Victory University. Course Outcomes At the end of this course, the learner will be able to: Apply Christian principles to educational psychology. Differentiate between educational psychology and the behavioral science. Articulate the importance of research to the teaching profession. Compare and contrast the major behavioral learning models Write objectives in behavioral terms that address at least two learning models Evaluate learning in terms of cognitive theory, and demonstrate how social cognitive theory is incorporated into the learning environment for elementary, middle, and high school students. Ascertain how each of the cognitive developmental theories and constructivism is used in the class to facilitate learning. Discuss how transference is relevant to learning and give examples Analyze various instructional designs that are used in the classroom Discuss the various constructs of intelligence and exceptionality and how to maximize learning for all levels of ability and how factors outside of the learning environment have a positive and negative influence on the learner s ability to learn. Class Schedule Mod. Title Module 1 - Module 1 Student Learning Outcomes Activities Week 1 Homework Week 1 Required Readings and Materials
5 Mod. Title Student Learning Outcomes Activities Discussion: Introduction Discussion: Chapter 1 Quiz: Chapter 1 Quiz Week 2 Discussion: Chapter 2 Assignment: Part 1 of the Educational Psychology Project Quiz: Chapter 2 Quiz Homework Read the contents of the course homepage, located on the left Read Chapter 1 from the textbook, Review the Chapter 1 PowerPoint Pesentation, for this week, located Week 2 Required Readings and Materials Read Chapter 2 from the textbook, Classrooms(8th ed.). Upper Saddle Review the Chapter 2 PowerPoint Presentation, for this week, located Module 2 - Module 2 Week 3 Discussion: Chapter 3 Assignment: Part 2 of Education Psychology Project for feedback Exam: Chapter 3 Quiz Week 4 Discussion: Chapter 4 Assignment: Part 3 of Education Psychology Project for feedback Exam: Chapter 4 Quiz Week 3 Required Readings and Materials Read Chapter 3 from the textbook, Review the Chapter 3 PowerPoint Presentations, for this week, located Week 4 Required Readings and Materials Read Chapter 4 from the textbook, Review the Chapter 4 PowerPoint
6 Mod. Title Student Learning Outcomes Activities Homework Presentations, for this week, located Module 3 - Module 3 Week 5 Discussion: Chapter 5 Quiz: Chapter 5 Quiz A & B Week 6 Discussion: Chapter 6 Assignment: Part 4 of Education Psychology Project Quiz: Chapter 6 Quiz Week 5 Required Readings and Materials Read Chapter 5 from the textbook, Classrooms(8th ed.). Upper Saddle Review the Chapter 5 PowerPoint Presentation, for this week, located Week 6 Required Readings and Materials Read Chapter 6 from the textbook, Review the Chapter 6 PowerPoint Presentation, for this week, located Module 4 - Module 4 Week 7 Discussion: Chapter 7 Assignment: Part 5 of Education Psychology Project Quiz: Chapter 7 Week 8 Discussion: Chapter 8 Exam: Chapter 8 Quiz Week 7 Required Readings and Materials Read Chapter 7 from the textbook, Review the Chapter 7 PowerPoint Presentation, for this week, located Week 8 Required Readings and Materials Read Chapter 8 from the textbook,
7 Mod. Title Student Learning Outcomes Activities Homework Review the Chapter 8 PowerPoint Presentation, for this week, located Module 5 - Module 5 Week 9 Discussion: Chapter 9 Assignment: Part 6 of Education Psychology Project Quiz: Chapter 9 Quiz Week 10 Discussion: Chapter 10 Quiz: Chapter 10 Quiz Week 9 Required Readings and Materials Read Chapter 9 from the textbook, Review the Chapter 9 PowerPoint Presentation, for this week, located Week 10 Required Readings and Materials Read Chapter 10 from the textbook, Review the Chapter 10 PowerPoint Presentation, for this week, located Module 6 - Moduld 6 Week 11 Discussion: Chapter 11 Assignment: Part 8 of Education Psychology Project Exam: Chapter 11 Quiz Week 12 ONLINE Research for Week 11 Required Readings and Materials Read Chapter 11 from the textbook, Review the Chapter 11 PowerPoint Presentation, for this week, located
8 Mod. Title Student Learning Outcomes Activities Educational Psychology Project/Review chapters for PLT Homework Review the website titled, the KU Center for Reseach on Learning (http://www.kucrl.org/) Week 12 Readings ONLINE Research for Educational Psychology Project/Review chapters for PLT Module 7 - Module 7 Week 13 Discussion: Chapter 12 Quiz: Chapter 12 Quiz Week 14 Discussion: Chapter 13 Assignment: Educational Psychology Project Quiz: Chapter 13 Quiz Week 13 Required Readings and Materials Read Chapter 12 from the textbook, Review the Chapter 12 PowerPoint Presentations, for this week, located Week 14 Required Readings and Materials Read Chapter 13 from the textbook, Review the Chapter 13 PowerPoint Presentations, for this week, located Module 8 - Module 8 Week 15 Discussion: Chapter 14 Discussion: Chapter 15 Quiz: Chapter 14 Quiz Quiz: Chapter 15 Quiz Week 15 Required Readings and Materials Read the following chapters from the textbook, Eggen, P., and Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (8th ed.). Upper Saddle o Chapter 14
9 Mod. Title Student Learning Outcomes Activities Week 16 Exam: Final Exam Homework o Chapter 15 Review the chapters 14 and 15 powerpoint presentations, for this week, located under the Presentation link, on the left Regular and Routine Expectations: 1. Students are expected to have read the assigned material and come to class prepared to participate in class discussions and other activities. 2. All work that is turned in must be word processed and printed on CLEAN paper (proper grammar, spelling, punctuation, word choice, organization, and logic are expected and count in grading of all assignments) 3. Late work submissions earn a 5% penalty if not submitted by the deadline and an additional 10% for every day the assignment is not submitted. Missed exams receive a score of zero. Make-up exams are only permitted at the professor s discretion with a documented medical excuse or death/severe illness in the student s immediate family. Evaluation 150 points - Participation (questions, discussion, reading of posts) 150 points - Quizzes/FINAL 200 points - Educational Psychology Project* Actual grade is percentage of points earned. Course Grading: The grading scale for this course will be as follows: A A B B B C C C D D D F
10 Late Policy: Late submissions without a documented medical excuse will be subject to the Blueprint for Success penalties found below. Per the Victory Catalog, incompletes are only awarded in cases of dire necessity. They are not to be awarded simply to give students extra time to catch up on late work. Victory University Policies Plagiarism: According to the Academic Dishonesty Section of the Victory University Academic Catalog: Plagiarism: representing another person s work or ideas as one s own; failing to acknowledge sources used in a research project; inventing or falsifying citations; failing to delimit quotations with quotation marks; may include failure to identify paraphrasing with an accepted for of citation. Plagiarized material can be written, spoken, drawn, painted or photographed and can come from any source, including the internet. The Faculty and Administration of the University regard academic dishonesty as an extremely serious academic offense and will deal with it accordingly. Work, any part of which is the product of academic dishonesty, will receive a grade of zero, and at the instructor s option, in accordance with the class syllabus, may also result in a student s failure of the course, removal from the class (without tuition refund), or referral to the Vice President for Academic Affairs for possible further discipline. All instances of academic dishonesty shall be reported in writing to the Vice-President for Academic Affairs. Since academic dishonesty constitutes not simply an offense to the instructor, but also to a student s peers and the entire academic community, the Vice President for Academic Affairs (if circumstances warrant and with the concurrence of the Academic Council) also may expel the student from Victory University, either permanently or for a specified term. In the event of a student s second offense, consideration by the Academic Council of the suspension or expulsion sanction shall be automatic and not subject to appeal. (Bold added) Late Policy: Late submissions without a documented medical excuse will be subject to the Blueprint for Success penalties found below. Per the Victory Catalog, incompletes are only awarded in cases of dire necessity. They are not to be awarded simply to give students extra time to catch up on late work. Course Attendance:
11 At Victory University, class attendance is an important component of academic achievement and the pursuit of academic excellence. Therefore, class absences are not to be taken lightly. Student Engagement and Initial Attendance requirements for online courses are as follows: Students are expected to engage in courses in an active and timely fashion. Student engagement includes completing assigned readings, preparing and presenting quality assignments, and participating substantively in discussion. Time spent in reading, studying, and preparing written assignments is as important to learning as is participation in the Discussion areas and submission of written assignments. Initial student attendance in online courses will be documented by a check-in posting within the first three (3) calendar days of the course. Student Attendance for the rest of the course time will be determined as follows: Active course participation is defined as fulfilling all assignment requirements within the published timeline. Absence is defined as not fulfilling all assignment requirements within the published timeline. Excused absences are to be kept to a minimum. The course instructor must approve all excused absences. Missed work will be accepted within the agreed terms of the instructor and the student. Just as in a face-to-face course, the nature of some discussions may not be made up due to an absence. The following table shows the maximum number of absences permitted for classes meeting on the listed schedules. The table may be listed in its entirety or modified to include only the information relating to the course. Class meetings Day Absences permitted (20% unexcused) 16 Week Day MWF 9 Tu/Th 7 MW 7 1/wk-lab 3 16 Week Night 1/wk 3 8 Week Night 1/wk 2 SUMMER: 5 Week 1/wk 1 8 Week (1 cr.) 2/wk 1 8 Week (3 cr.) 2/wk 3 If a student is late for class by fifteen minutes or more without a documentable excuse, he/she earns half an absence. Two such late arrivals earn the student a full absence. The same rule applies for early departures. A student who departs more than 15-minutes early from class earns half an absence. Two such early departures earn the student a full absence.
12 Consistent late arrivals or early departures of less than fifteen minutes are subject to penalty based upon the professor s discretion. Academic Integrity: Students are expected to strictly uphold the Victory University, Academic Dishonesty Policy. Academic dishonesty in any form will result in penalties. Violations of the Academic Dishonesty Policy, as stated in the Academic Catalog, and the Student Handbook, will not be tolerated, in particular, plagiarism and cheating. In keeping with the Academic Dishonesty Policy, the instructor reserves the right to assess penalties for actual violations of the Academic Dishonesty Policy. Penalties may include a failing grade on the assignment in which the violation occurred, a failing grade for the entire course, or expulsion, depending on the severity of the violation. Disabilities: Victory University is committed to providing reasonable accommodations to all students who properly disclose and document disabilities. We are equally committed to upholding all applicable provisions of Title III of the Americans with Disabilities Act (1990) and Section 504 of the Vocational Rehabilitation Act (1973), which mandates equal access for students with disabilities to private, postsecondary institutions. It is the student s responsibility to voluntarily and confidentially disclose information regarding the nature of the disability. Students who desire accommodation under the ADA must demonstrate their eligibility for accommodation by completing the following two steps: 1) Register with the Student Success Center and 2) Provide current, approved documentation of the qualified disability. More information, is available at the Student Success Center website titled, Students with Disabilities. Student Success Center: Tutorial assistance with specific course writing assignments is available at the Student Success Center. Students can also make appointments to receive general writing instruction. Additional information and hours of operation can be found at the Math and Writing Lab Student Success Center. Online learners may submit assignments, for advising (in formats compatible with Word) to the Student Success Center at Allow 2-3 days for responses to online submissions. Your instructor may require you to use the Writing Center services. Online Writing Center: The Victory University, Online Writing Center, houses an assortment of tools that will help students write essays, learn how to format academic papers, improve grammar, and learn how to recognize and easily correct common errors. Computer Use Policy: Students using any University-owned computer in connection with completing work for this course should first read and understand the "Computer Use Policy" published in the current Academic Catalog. Ignorance of this policy shall not be deemed an excuse for failure to comply. New Hybrid Course Model for all 8-week courses: The following hybrid format will start in T3, 2013.
13 Victory University's 8-week courses are accelerated, academically intensive, hybrid learning experiences. In the 8-week format, students at Victory can expect to be challenged intellectually and practically as they strive to meet the demands of a rigorous workload in a condensed period of time. To meet certain accreditation standards, all 8 week classes at Victory are comprised of but not necessarily limited to: in-class contact time, faculty involved online learning, collaborative group work with peers under faculty supervision, or any institutionally approved assignment that constitutes a direct extension of the course's learning outcomes. Students should note that these hours do not include any time spent on homework, which also requires a significant commitment on the student's part beyond actual time spent in class. Because the model for the 8 week course is hybrid, students must be prepared to engage the course's subject matter through Victory's online Learning Management System as well as other online tools required by the class. Above all, the goal of each 8 week accelerated hybrid course at Victory is to provide students with the highest level of academic preparedness through the most optimal forms of learning.
14 Victory University: Blueprint for Student Excellence I. Student Punctuality Being in class on time and engaged throughout the course is central to student performance, student achievement, and success. If a student is late for class by fifteen minutes or more without a documentable excuse, he/she earns half an absence. Two such late arrivals earn the student a full absence when tallied against the Victory policy for failure due to absence. The same rule applies for early departures. A student who departs more than 15-minutes early from class earns half an absence. Two such early departures earn the student a full absence when tallied against the Victory policy for failure due to absence. Late arrival and early departure are interchangeable when calculating failure due to absence. Consistent late arrivals or early departures of less than fifteen minutes are subject to penalty based upon the professor s discretion. Tardy arrivals, early departures, and absences are unexcused by default and modified with documented evidence from the student. II. On-Time Submission of Work The college experience transcends the subject matter of a student s particular major. A college experience with integrity teaches students life skills of punctuality and accountability. Permitting late submissions of work with zero accountability enables student incompetence and degrades the image and reputation of the university in the community when graduates fail to possess a level of integrity that is central to productive employment. Deadlines should be clearly posted in the syllabus. Late submissions without a documented medical excuse will be subject to a standardized penalty. 16-week day classes: Late work submissions earn a 5% penalty if not submitted by the deadline and an additional 10% for every additional day the assignment is late. 8-week day, evening, and online courses: Late work submissions earn a 5% penalty if not submitted by the deadline and an additional 10% for every day the assignment is not submitted. Missed exams receive a score of zero. Make-up exams are only permitted at the professor s discretion with a documented medical excuse or death/severe illness in the student s immediate family. III. Unsolicited Requests for Extra Credit Extending unique extra credit to individual students is unfair and unethical when not offered to the entire class. Such extra credit enables student incompetence, degrades the academic integrity of the institution,
15 fails to instill in the student college-level life and career skills, and artificially inflates a student s score contributing to the problem of grade inflation. Unsolicited requests from the student for special treatment are forbidden and will be rejected. Granting such requests on an individual student basis is unfair to the remainder of the class and contributes to the problem of grade inflation. Extra credit opportunities must be granted during the eight or sixteen week session and made equally available to all students in the course. IV. Unsolicited Requests for Grade Modification Responding to a student s last minute appeal for extra credit, assignment retakes, and grade modification enables student incompetence, is unfair and unethical when not extended to the entire class, and degrades the university culture and academic integrity of Victory University. Last-minute requests for inflated grades beyond what the student actually earned in the course will be denied. Such requests often come in the form of requests for last-minute extra credit, retakes on assignments or exams, and even veiled threats of a grade appeal. The granting of such requests enables student incompetence, degrades the academic integrity of the institution, and is unfair when not granted to every member of the class. V. Incompletes Allowing a student extra time to complete work and assignments beyond the scope of the course when there are no serious extenuating circumstances is unfair to other students in the course, promotes bad habits of poor time management, and is against Victory University policy. Per the Victory catalog, incompletes are only awarded in cases of dire necessity. Incompletes are not to be awarded simply to give students extra time to catch up on late work and are only available for missed work beyond the course withdrawal deadline. VI. Plagiarism Cheating in any form is fundamentally at odds with the integrity of a Christian University. Plagiarism in particular meets the definition of [intellectual] theft and can be subject to legal prosecution. Allowing plagiarism to go unchecked without consequence decays the academic and institutional integrity of Victory university. The definition of plagiarism, and methods for the proper citation of intellectual property should be clearly articulated to students in every course, and made widely available through the college library, the Student Success Center, and through the academic advisers. A faculty member should not assume that students come prepared with a definition of plagiarism or its perils. If properly explained, Victory faculty should adhere to the Victory policy of closely monitoring student assignments for dishonesty, taking a zero tolerance attitude towards plagiarism, and reporting all cases to the office of the Vice President of Academic Affairs. The use of anti-plagiarism programs will be in use across-the-board by every full and part-time faculty member in every course.
16 VII. Document Formatting Student assignments should be submitted in proper college format and with integrity. Allowing students to submit sloppy and unformatted assignments enables student incompetence, contributes to unprepared graduates, and degrades the image and integrity of Victory University internally and externally. A consistent document format (MLA, APA, Chicago Style) should be selected by the professor and clearly posted in the course syllabus. The formatting style should adequately explained by the professor in every course. Rules and guidelines for individual formatting methods should be readily available in the college library, online, and through the Student Success Center. Improperly formatted student submissions should consistently receive a minimum 10% grade deduction in Victory courses.
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