MASTER SYLLABUS
A.
Academic Division: Liberal Arts, Education, Professional and Public Services
B.
Department: Humanities/Education
Discipline: Psychology/Early Childhood Education
C.
Course Number and Title: PSYC2150/EDUT2150 Educational Psychology
D.
Course Coordinator: Michelle Slattery
Department Chair: Janny Nauman/Gina Kamwithi
E.
Credit Hours: 3
F.
Prerequisite(s): PSYC1010
G.
Syllabus Effective: Fall 2012
H.
Textbook(s):
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Title: Educational Psychology
Author(s): John W. Santrock
Copyright Year: 2011
Edition: 5th
ISBN #: 978-0-07-337878-7
Optional Text:
What Every Student Should Know About CitingSources w/APA Documentation
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Author(s): Anderson/Carrell/Widdifield
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Copyright Year: 2009
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Edition: 6th
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ISBN #: 9780205795819
I.
Workbook(s) and/or Lab Manual: None
J.
Course Description:
Educational psychology examines theories of development, learning, and motivation, and
similarities and differences in learners and learner populations. Effective instructional
strategies and assessment techniques will be examined.
PSYC2150/EDUT2150 Educational Psychology
Master Syllabus
Page 2
K.
Core Learning Outcomes:
Core Learning Outcomes
Communication – Written
Communication – Speech
Intercultural Knowledge
and Competence
Critical Thinking
Assessments - - How it is met & When it is met
All listed assignments will be graded
Written assignments, class activities – Bi-weekly
Written assignments, class activities and exams – Biweekly
Written assignments, class activities, and exams –
Weekly
Information Literacy
Computation
L.
Course Outcomes and Assessment Methods:
Upon successful completion of this course, the student shall:
Outcomes
Examine the major theories of
development and learning across the
lifespan.
Analyze the different ways in which
students learn.
Identify the role of language in learning
and the cultural influences on the
development of language.
Examine areas of exceptionality in
students’ learning.
Compare and contrast major theories and
concepts in motivation and their relation
to classroom instruction.
Analyze factors in students’ school, home,
community, and culture that may
influence development, learning, and
motivation.
Assess various instructional strategies.
Identify principles of assessment.
Examine topics in educational psychology
Analyze human development, motivation,
learning and instruction principles in case
studies.
Express the importance of understanding
diversity while teaching.
Assessments – How it is met
& When it is met
Class activities and exams – Weeks 1, 2,
3, 6, 7, 8, & 9
Class activities, written assignments, and
exams – Weeks 3, 4, 5, 10, 12, 14 & 15
Class activities and exams – Weeks 1, 2,
3, & 4
Written assignments – Week 5
Written assignments and exams – Weeks
6, 7, 8, 9, 11, & 12
Written assignments and exams – Weeks
1, 2, 3, 4, 9, & 12
Class activities, written assignments, and
exams – Weeks 10, 11, 12, & 13
Class activities written assignments and
exams– Weeks 14 & 15
Written assignments and class activities –
Weeks 2, 3, 7, 9, & 12
Class activities, written assignments, and
exams – Weeks 1, 2, 3, 4, 5, 10, & 12
Class activities, written assignments and
exams – Weeks 3, 4, 5, 10, 11, 12 & 13
PSYC2150/EDUT2150 Educational Psychology
Master Syllabus
Page 3
Outcomes
Demonstrate the belief that students can
learn.
M.
Assessments – How it is met
& When it is met
Class activities and written assignments –
Weeks 1, 10, 11, 12, 13 & 14
Course Topical Outline:
Topics
Educational Psychology: A Tool for Effective Teaching
Cognitive and Language Development
Social Contexts and Socioemotional Development
Individual Variations
Sociocultural Diversity
Learners Who Are Exceptional
Behavioral and Social Cognitive Approaches
The Information-Processing Approach
Complex Cognitive Processes
Social Constructivist Approaches
Learning and Cognition in the Content Areas
Planning, Instruction, and Technology
Motivation, Teaching, and Learning
Managing the Classroom
Standardized Tests and Teaching
Classroom Assessment and Grading
N.
Week(s) Covered
Week 1
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Weeks 14 & 15
Course Assignments:
 Assigned Readings
 Class Activities – Students shall be assigned class activities such as
worksheets, discussion groups and role play scenarios. These activities are
designed to provide exposure to several techniques addressed in the course
readings and also to assist students in exploring the implementation of
teaching tools in a class environment.
 Written Assignments – A minimum of 4 written assignments will be required
during the semester. Students shall submit a total of at least 8 pages of
written work in this course.
o Teacher Interview: One of these written assignments shall be a
Teacher Interview during which the student shall interview a teacher
(any level of education is acceptable). Examples of items that would
be appropriate to address are: classroom management, dealing with
different types of learners, motivating learners, effective and
ineffective assessment techniques, and dealing with diversity.
o Case Study Analysis: One of these written assignments shall be a
Case Study Analysis. Students will be given descriptive information
about a student and his/her learning needs, classroom struggles and
developmental background. From this case study, students will
determine effective educational techniques to engage this
PSYC2150/EDUT2150 Educational Psychology
Master Syllabus
Page 4
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O.
hypothetical learner. A written assignment based upon the case study
analysis shall be submitted at the end of the term.
Exams – There will be a minimum of 4 exams during the semester. These
exams will be of varying format which may include multiple choice,
matching, short answer, and/or essay questions and will cover material from
the text as well as from class lectures and discussions.
Recommended Grading Scale:
100-95
94-92
91-89
88-86
85-83
82-80
A
AB+
B
BC+
79-77
76-74
73-71
70-68
67-65
64-Below
C
CD+
D
DF