MASTER SYLLABUS
2014-2015
A.
Academic Division: Education, Professional and Public Services
B.
Department: Humanities/Education
Discipline: Psychology/Early Childhood Education
C.
Course Number and Title: EDUT2150/PSYC2150 Educational Psychology
D.
Course Coordinator: Michelle Slattery
Department Chair: Craig Ali
Instructor Information:
 Name:
 Office Location:
 Office Hours:
 Phone Number:
 E-Mail Address:
E.
Credit Hours: 3
F.
Prerequisite(s): PSYC1010
G.
Syllabus Effective: Fall 2012
H.
Textbook(s):





Title: Educational Psychology
Author(s): John W. Santrock
Copyright Year: 2011
Edition: 5th
ISBN #: 978-0073-3787-87
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.
K.
Core Learning Outcomes:
Core Learning Outcomes
Communication – Written
Communication – Speech
Intercultural Knowledge and
Competence
Critical Thinking
Information Literacy
Computation
L.
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 – Bi-weekly
Written assignments, class activities, and exams – Weekly
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.
Demonstrate the belief that students can learn.
M.
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
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.
Course Assignments:

Assigned Readings
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



O.
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 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