Grading:    The following elements are used in calculating the course grade:

1. Attendance & Participation – Attendance and participation in class are essential to this course.

Since this is an online course, attendance is measured by posting the required number of entries per week to online discussion groups and submission of journals.  18 pts. 

Students participate in at least one co-curricular activity and submit evidence of participation. 2 pts.

 2.  Journals – Students will maintain an ongoing record of their learning experience and application of new skills through four journal entries during the semester. A detailed description is included later in the syllabus. A grading rubric for the journal work is provided on Blackboard.  20 pts.

3. The Time Management Project – This assignment begins in in the 2^nd week of the class and is due in Week 4. You will monitor your use of time over the course of a week and compare it to how you estimated you would be using your time. The completed assignment, including your time monitor log and completed reflection questions, are due in Week 5.  10 pts.

4. Career Exploration Assignment – Students will complete two sections (Career Readiness and Self Assessment) of the FOCUS2 online career assessment and identify your top career options. A consultation with an advisor or counselor to discuss your results is required. You must also submit reflection questions outlining your assessment results and your counselor meeting. Please give yourself time to complete these assessments and schedule a counselor appointment. 10 pts.

5. Learning Profile Paper – A summary paper describing your purpose for being in college, your educational experience, motivation and attitudes toward learning, your strengths, weaknesses, and academic/career goals. See the description of this paper included in the syllabus for details. 10 pts.

6. Self-change Project/Paper – A self-designed project for changing your behavior in some key aspect of your academic performance. We begin the project in mid-semester and it will last for several weeks. Students will write a paper (or another format) and make a brief class presentation about their project. An overview of the project is included later in the syllabus. 15 pts.

7. Take-Home Exam - 15 pts.

Final Grade Is Based on:

A         90-100  points       

B         80-89   points            

C         70-79   points              

D         60-69   points 

F          0 - 59  points

There may be occasional additional extra credit opportunities but do not count on extra credit to pass the course.

Text: Effective Learning Strategies at Austin Community College, an open educational resource compiled by Syrett and Lucas. These materials – readings, videos, exercises, are available at zero cost to you and is available on Blackboard.

Additional Readings and Multimedia Resources as posted on Blackboard.  It is your responsibility to access the resources and, if desired, print a copy for your use.

The following topics will be addressed:

• ·      Writing and Research/activity and library database presentation
• ·      Procrastination
• ·      Counseling Visit/Focus 2 (Career Exploration)
• ·      Panel Discussions
• ·      Self-Change Project
• ·      Time Management
• ·      Model of a Strategic Learner
• ·      Values and Goals
• ·      Critical, Practical, and Creative Thinking
• ·      Student Life
• ·      High School vs. College
• ·      Study Skills
• ·      Metacognition, Stages of Learning, Bloom’s
• ·      Learning Profile paper
• ·      4 Journals
• ·      4 Discussions in Blackboard
• ·      Take-home Exam and questions

Course Description: A study of the 1) research and theory in the psychology of learning, cognition, and motivation, 2) factors that impact learning, and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned.

Course Rationale/Purpose: The purpose of this course is to provide all interested students with an opportunity to learn and adopt the knowledge, skills, motivation, and behaviors that will enhance their success in learning and in life.

Course Student Learning Outcomes: Upon successful completion of this course students will:

1.   Demonstrate their level of knowledge and active use of the following factors that affect learning:

a.      A model of effective learning

b.      Past experiences and attitudes in educational settings

c.      Learning modalities and types of intelligence

d.      Personal patterns and habits

e.      Goal-setting process and practices

f.      Motivational strategies

2.   Demonstrate their abilities and actions in the following learning and study strategy areas:

            a.     Critical and creative thinking

b.     Reading textbooks actively

c.     Effective note taking

d.     Memory and knowledge acquisition

e.     Research and writing skills

f.     Test preparation and test-taking skills

3.   Demonstrate their application of the following self-regulation skills:

a.     Locating and using resources

b.     Managing time effectively

c.     Managing goals, motivation, concentration

d.     Exercising executive control over their learning (metacognition)

e.     Monitoring self-esteem and self-talk

f.     Completing a self-change/learning project

General Education Student Learning Outcomes: As a Core Curriculum course, students completing this course will demonstrate competence in:

• Civic and Cultural Awareness
• Analyzing and critiquing competing perspectives in a democratic society; comparing, contrasting, and interpreting differences and commonalities among peoples, ideas, aesthetic traditions, and cultural practices
• Critical Thinking
• Gathering, analyzing, synthesizing, evaluating and applying information.
• Personal Responsibility
• Identifying and applying ethical principles and practices; demonstrating effective learning, creative thinking, and personal responsibility.
• Written, Oral and Visual Communication
• Communicating effectively, adapting to purpose, structure, audience, and medium.