INSTITUTION: Dakota State University

INSTRUCTOR NAME, ADDRESS, PHONE NUMBER, AND EMAIL ADDRESS:

Dr. Mark Hawkes

College of Education

114 Kennedy Center

Office Phone: 256-5274

Home Phone: 256-2724

mark.hawkes@dsu.edu

Web site: http://www.homepages.dsu.edu/hawkesm

OFFICE HOURS: As posted on door or by appointment.

SEMESTER/YEAR: Fall, 2009

COURSE PREFIX, NUMBER, and TITLE: EPSY 302 EDUCATIONAL PSYCHOLOGY

PREREQUISITES: RECOMMENDED: PSYC 101, GENERAL PSYCHOLOGY

CREDIT HOURS: Three (3) Semester Hours

APPROVED COURSE DESCRIPTION: A comprehensive study of the fundamental psychological facts, principles and theories that apply to the nature of the learner and the learning process. Includes a Level I field experience.

TEXTBOOK:

Ormond, J. E. (2006). Essentials of Educational Psychology. Merrill Prentice Hall. Upper Saddle River, New Jersey and Columbus, Ohio.

POLICIES AND PROCEDURES:

1. Attendance: Regular class attendance is expected. Your participation grade will be lowered for absences. It is expected that you will complete assignments on time. Projects/assignments that are handed in late will not receive full credit.

2. Assignments: Assignments not completed on time will result in the following: 20 per cent reduction for the first day, and 10 per cent each day thereafter. Extra credit work is not accepted. Class and group participation will affect your final grade. Passing this course is contingent upon satisfactory completion of all assignments and field experiences.

3. Academic Honesty: Cheating and other forms of academic dishonesty run contrary to the purpose of higher education and will not be tolerated in this course. All forms of academic dishonesty will have consequences. Please be advised that, when the instructor suspects plagiarism, the Internet and other standard means of plagiarism detection will be used to resolve the instructor’s concerns. DSU’s policy on academic integrity (DSU Policy 04-05-00) is available online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm

4. Exams: Exams will cover the textbook, information presented in lectures and learning activities by the instructor or guest speakers, videos and/or other periodicals and discussed in class. The exams will consist of multiple choice, short-answer, problem solving and essay questions.

If, due to circumstances beyond your control, you are unable to take an exam at the scheduled time, YOU MUST CONTACT THE INSTRUCTOR PRIOR TO THE EXAM. Students will be asked to justify their absences; make-up exams must be taken within one week. Unexcused absences on the day of the exam (i.e., failure to notify the instructor prior to the exam period) will mean an automatic zero for the exam.

The Instructor reserves the right to change the syllabus and class location as needed to accomplish course goals.
Freedom in Learning Statement: Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.
Use of Tablets in the Classroom: The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors. However, inappropriate and distracting use will not be tolerated in the classroom. Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.

Writing Intensive Course: The South Dakota Board of Regent’s requires each academic major to designate an upper-level course with writing intensive requirements. This requirement is designed to build student writing and communication skills in an interdisciplinary way. The course designated by the College of Education is Educational Psychology 302—this course. To satisfy the writing intensive requirements, students will be assigned to write at least 15 word-processed pages. To fulfill the writing intensive requirement in this course, students will successfully write article reviews, lesson plans, a theorist paper, a field experience reflection paper, and team case studies. Students will be required to submit high-quality interdisciplinary writing. Students will be graded on the nature of their writing, and where necessary will be asked to re-do the assignment if the writing is not to standard.

Other Course Requirements:

All assigned work must be word-processed.

Concerns over a teacher candidate's performance will result in the submission of a Professional Performance Appraisal System form into the candidate's file.

All reading assignments are to be completed prior to the assigned class time.

ADA--STATEMENT: If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, test modifications) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/. You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.

COMPUTER SKILLS: All assignments are to be prepared making full use of the library and computer facilities available on this campus. You are expected to be able to effectively use the SD Board mandated course management system Desire2Learn. In addition to the applications contained there, you are required to use other applicable presentation and communication software (PowerPoint, email, etc.). It is also expected that mobile computing devices will be appropriately used. Be cautioned, the misuse of these devices in the classroom will be penalized.

LEARNING OBJECTIVES:

1. Understand the key concepts of Educational Psychology including the understanding of psychological and educational concepts dealing with the development of self-concept and with group communication, responsibilities and relationships.

· DSU/INTASC #1: Candidates understand the central concepts, tools of inquiry, and structures of the content/subject matter/disciplines they teach and can create learning experiences that make these aspects meaningful for learners.

· DSU/INTASC #6: Candidates use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

· NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions, 1b. Pedagogical content knowledge for teacher candidates, 1c. professional and pedagogical knowledge and skills for teacher candidates

Assessment: Candidates will be required to make summarizations of research studies and will take 2 objective exams employing multiple-choice, short and long essay items.

2. Apply educational psychology concepts to case studies, class presentations, lesson plans, and written journal reflections and reviews.

· DSU/INTASC #9: Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others, and who actively seek opportunities to grow professionally.

· NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions, 1c. professional and pedagogical knowledge and skills for teacher candidates

Assessment: Objective exams employing multiple-choice, short and long essay items; Instructor review of field experience journal entries.

3. Frame responses /situations that indicate an awareness and appreciation for diversity and inclusiveness.

· DSU/INTASC #3: Candidates understand how learners differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

· DSU/INTASC #6: Candidates plan instruction based upon knowledge of subject matter, the learners, the community, and curriculum goals.

· NCATE Standard 4: Diversity 4d. Experiences working with diverse students in P-12 schools.

Assessment: Candidates will develop curriculum plans to be assessed on criteria of including the ability to identify and address diversity. Course examination.

4. Identify, observe, and explain several instructional/learning models and their appropriateness in specific content areas.

· DSU/INTASC #4: Candidates understand and use a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving, and performance skills. DSU/INTASC #5: Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Assessment: Candidates will develop curriculum plans to be assessed on criteria of including the ability to identify and address diversity. Course examination. Micro lesson presentation evaluation.

5. Use technology successfully to improve student learning.

· DSU/INTASC #5: Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

· DSU/INTASC #11: Candidates understand the capabilities of technology, its impact on education and are able to integrate technology into the teaching and learning process.

Assessment: Candidates will develop curriculum plans to be assessed on criteria of appreciate of diversity. Course examination. Direct instruction lesson presentation evaluation. Concept overview evaluation based on technology application.

6. Understand formal and informal assessment and effectively apply assessment tools.

· DSU/INTASC #7: Candidates plan instruction based upon knowledge of subject matter, the learners, the community, and curriculum goals. DSU/INTASC #8: Candidates understand and use formal and informal classroom assessment strategies to evaluate and ensure the continuous intellectual. Social and physical development of the learner.

· NCATE Standard 1: Candidate Knowledge, Skills, and Professional Dispositions, 1d. Student Learning for teacher candidates.

Assessment: Candidates will develop curriculum plans with assessments to be assessed on criteria of appreciate of diversity. Course examination will cover assessment thoroughly. Direct instruction lesson presentation evaluation.

7. Work successfully in small groups while learning and practicing information literacy.

· DSU/INTASC #10: Candidates collaborate with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.

Assessment: Candidates will develop curriculum plans illustrating at what levels they can institute cooperative learning experiences for students. Team developed lesson plans will incorporate an element of peer review. Course examination will cover group and cooperative learning strategies thoroughly.

8. COMPLETE by April 22, a successful Level One field with Field Journal containing reflections.

· DSU/INTASC #4: Candidates understand and use a variety of instructional strategies to encourage learners’ development of critical thinking, problem solving, and performance skills. DSU/INTASC #9: Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others, and who actively seek opportunities to grow professionally. DSU/INTASC #12: Candidates will understand their legal, ethical, and professional responsibilities.

· NCATE Standard 3: Field Experiences and Clinical Practice, 3c. Candidates development and demonstration of knowledge skills and professional dispositions help all students learn.

· NCATE Standard 4: Diversity 4d. Experiences working with diverse students in P-12 schools.

Assessment: Candidates field experience journal entries will be evaluated and returned with relevance feedback. A field experience final reflection paper will also be submitted and evaluated on the same basis.

Secondary Objectives: Build on General Education Key Objectives: Problem-Solving and Critical Thinking, Equity in learning, Communication, Diversity, Wholistic Learning, Visual Literacy, Informational Literacy, Collaboration, Computer Application Skills, and Knowledge of the Disciplines.

Instructional Methodologies: the instructor will employ a variety of instructional methodologies and models: lecture, discussion, and small group discussions and presentations, cooperative learning, case study analysis, individual reflection, and demonstration.

COURSE OUTLINE:

See “Schedule” on web page.

EVALUATION PROCEDURES:

All class assignments need to be turned in on their assigned due dates. In all cases, you must complete all graded requirements in order to pass this course. There will be no exceptions.

Assignment	Point Value
Article Reviews (10 points each)	20
Micro Lesson Presentation (w/Assessments)	100
Micro Lesson Reflection and Self Assessment	25
Your score on mid-term exam	60
Your score on the final exam	60
Team Case Study Assignment	50
Field Experiences Reflection paper	50
Class Participation (includes peer assessments)	25
Theory Position paper 10% of grade based exclusively on writing structure	75
Total Possible Points	465

Grading: 91-100% of possible points A

81-90% of possible points B

71-80% of possible points C

61-70% of possible points D

60% or below of possible points F

FIELD/CLINICAL EXPERIENCES:

Level I Field Experience Requirements:

1. Your professor will brief all students on field experiences expectations and requirements in class.

Your field experience will take place at the Multi-Cultural Center (MCC) of Sioux Falls. There will be several after school programs for you to participate in the assistance of child, adolescent and adult students.

To supplement your field work at the MCC you may also attend up to three informational events sponsored by the Office of Diversity Services. The hours at Diversity Services events will count toward your 10 hour field experience requirement.

A weekly sign-up sheet will be available to indicate your intent to serve at the Multi-Cultural Center. That sign-up sheet will be faxed to the MCC on a weekly basis. When you sign-up for a particular time and program, you are obligated to that assignment.

You will contact the assigned Cooperating Teacher/Program Supervisor to discuss how you can assist during each of your field experience visits.

Keep a journal on the field experiences.

Complete the online Field Experience Time Sheet after each visit at http://www.departments.dsu.edu/educate/fieldexp/ . For your initial login, use your DSU assigned email login name for both the login name and password.

At the completion of your field experience, the Course Instructor will complete the online Level I Student Evaluation Form on your performance and verify your timesheet. Printouts will be on file in the College of Education office with copies available to students upon request.

The 10-hour experience is to be completed on the assigned deadline at which time Student Evaluation and Time Sheets are due to the College of Education Office.

Guidelines for Working at the Multi-Cultural Center:

Try to be helpful and encouraging to the students.

Maintain the confidentially of the teachers and students you observe and work with. In any reports you make, avoid using last names and don't identify specific people. You want to prevent even the most remote possibility of embarrassing someone.

Keep the information you gather as factual as possible and avoid making premature judgments. The purpose of your placement is to observe and practice the concepts you learn about in class, it is not to critique a teacher's performance. While you will certainly have some reactions to what the teacher does, try to report your experience as objectively as possible.

Be punctual and keep all scheduled appointments. If you are ill, please notify the MCC Program Director and the College of Education office in advance.

Please dress, talk, and act professionally at all times.

Be courteous to teachers, instructors, students, and staff.

At the end of your field experience, send a "thank-you" note to the Cooperating Teacher/Program Supervisor.

RELATION TO MISSION:

Empowering Educators – Standards-based Preparation

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"The mission of the College of Education is to guide undergraduate and graduate students through the process of acquiring and applying professional knowledge, skills and attitudes with emphasis on integrating technology in the teaching and learning process."

The College of Education is committed to the following core values:

the alignment of programs with professional standards,
exploring multiple perspectives,
sustaining community and university partnerships,
the continued professional growth of its faculty, staff and constituents,
the appropriate use of technology in the teaching and learning process, and
supporting the professional conduct of its students, faculty, and outside constituencies.

The DSU Teacher Education Standards identify the following knowledge, skills, and attitudes that candidates must know and be able to do:

1.	Knowledge of subject matter
2.	Knowledge of human development and learning
3.	Adapting instruction for diverse learners
4.	Multiple instructional strategies
5.	Classroom motivation and management skills
6.	Classroom interaction skills
7.	Instructional planning skills
8.	Assessment of student learning
9.	Professional reflection and growth
10.	Collaboration
11.	Using and integrating technology
12.	Professional expectations

Visit http://www.departments.dsu.edu/educate/pdf/Philosophy&Rationale.pdf to view the philosophy and rationale of the conceptual framework and the full text of the teacher education standards.

Disposition Statement: Students are responsible for demonstrating the knowledge, skills, and dispositions to become an effective K-12 educator prior to graduating from the teacher education program at DSU. Dispositions are often defined as the “personal qualities or characteristics that are possessed by individuals, including attitudes, beliefs, interests, appreciations, values, and modes of adjustment. Not surprisingly, there is a significant body of research indicating that teachers’ attitudes, values, and beliefs about students, about teaching, and about themselves, strongly influence the impact they will have on student learning and development” (Collinson, et. al., 1999 and Combs, 1974, Taylor & Wasicko, 2000). DSU education majors will be evaluated within the university and K-12 classroom on the demonstration of the following dispositions:

Dispositions for Interacting with Students: Caring, Patient, Empathetic, Open-Minded, Compassionate, Accepting of Others, Flexible, Creative

Dispositions for Interacting with Peers, Staff and Parents: Adaptable to Change, Enthusiastic, Effective Communicator, Responsible, Flexible, Competent, Reliable, Cooperative, Creative, Disciplined, Organized

Intrapersonal Dispositions: Integrity, Hardworking, Life-Long Learner

DIRECTIONS FOR CLASS ASSIGNMENTS

Assignment: Article Review

Write a one to two-page article review (double-spaced) summarizing and critiquing two (2) journal articles related to the field of educational psychology, student learning and technology. Such scholarly works might include: the Journal of Educational Psychology, Journal of Educational Research, Journal of Research on Computing in Education, Quarterly Review of Distance Education, Journal of Teaching and Teacher Education, etc. The dates of the journal article must be published after 1999. I prefer that you email the assignment to me. However, if you worked with a hard copy of the article, attach (staple) the printed copy of the article to your article review and submit it.

Your article review(s) should reflect your efforts at answering the following questions:

1. What is the author trying to say? Depending upon whether the paper is a review of an area in the literature, a theoretical piece, or an empirical report, you will answer this question by stating the topic, scope, or purpose of the review, by explaining the position of the author, or by describing the hypothesis and rationale of the experiment.

2. What evidence is advanced and what conclusions are drawn by the author?

3. What do you think of the author's position and presentation? This last section, your critique and evaluation should take up at least one third of your essay. In it you should give some idea of your opinion of the content of the paper in terms of its theoretical impact, educational applicability, credibility, cleverness, clarity, and what have you. As much as possible, you should relate the article to ideas discussed in class.

Assignment: Micro Lesson Presentation and Plan

Each student will conduct a 10 minute overview of a key class concept for their classmates. Using a Direct Instruction Approach, this overview will include an introduction to the concept, and class activities that define, illustrate, and reinforce the concept for the rest of us. You are expected to expand on the information given to you from the text by conferring with additional library or web resources. You will choose a concept and be prepared to present it when it arises in our curriculum. You will be graded on you’re ability to communicate to and meaningfully engage the class as learners. The extent to which you can use, apply, refer us to technological resources, the better. You will submit to the instructor, a lesson plan that includes instructional goals and objectives, instructional sequencing, instructional activities, materials, assessment strategies and audio-visual aids. You will be evaluated according to an assignment criteria sheet that will be handed out by your professor. Peer and self assessment on this assignment will also take place.

Assignment: Micro Lesson Reflection and Self-Assessment

Your direct instruction lesson plan will be video recorded and encoded as a video file. You are to review your presentation and apply pre-specified criteria to your performance as a teacher and presenter. This assignment will be electronically submitted.

Assignment: Team Case Study

With a team of 2-3 members, you will be given an educational scenario. You are to study the scenario, diagnose the problem and offer educational, curricular, and behavioral solutions toward resolving the case study. Your submission of the case study should be not more than three double spaced, type faced pages. You will also be evaluated by your team members on your contributions toward the case study.

Assignment: Field Experience Reflection Paper

Write a three-page reflection paper describing how their perspective on teaching and learning has changed as a result of their field experience interactions with diverse learners.

It is highly recommended that you keep a journal of your field work throughout the semester. This journal will consist of a notebook, which reflects your perceptions, feelings, and learning about field experiences as well as required topics. This journal will engage you in critical thought and reflection about your work with the kids at the MCC and their reaction to your and the activities they participate in. You can use the journal as an opportunity to respond in a personal way to ideas about education and field experiences. These journals will also provide a record of “raw data” that you can return to later to complete your final field experiences reflection paper. The reflection paper will largely be graded by how well you can connect the experiences you are a part of at the MCC, to various educational topics and issues we discuss in class.

The paper will be formatted using MLA or APA guidelines, including proper parenthetical or footnote documentation. Anything you copy, paraphrase, or rely on for ideas, facts, data must be clearly attributed to its source and documented.

Assignment: Theorist Paper

Write a four- to five-page paper describing a learning theory which describes your belief on how students learn best. Briefly define learning from that theoretical perspective and then describe how the learning theory is best applied in a classroom setting. Provide concrete examples with your description of classroom applications.

Be sure to include the following information on your paper:

a. Title

b. Student’s Name

c. Professor’s name

d. Course

e. Date

The paper will be formatted using APA guidelines, including proper parenthetical or footnote documentation. Anything you copy, paraphrase, or rely on for ideas, facts, data must be clearly attributed to its source and documented.

Class Participation

Your participation grade is determined by your level of involvement (speaking up on topics, offering ideas and insights, responding to questions, reacting to comments) in class discussions. Of course, to be involved, you have to be in class. Participation is also determined by your classmates on your Team Case Study analysis as they will be completing a short evaluation on t he level of your input in the project. Also, the quality of your reviews of your classmates Direct Instruction Lesson presentations are factors into your participation score.

Point Value