Heartland Community College
Master Course Syllabus
Social and Business Sciences Division
Course Prefix and Number: EDUC 220
Course Title: Educational Psychology
DATE PREPARED: 2/15/95
DATE REVIEWED:
DATE REVISED: 12/3/04, 2/10/06, 10/7/11, 4/12/13
PCS/CIP/ID NO.: 11-421801
IAI NO. (if available):
EFFECTIVE DATE OF FIRST CLASS:
8/15/95
CREDIT HOURS: 3.0
CONTACT HOURS: 3.0
LECTURE HOURS: 3.0
LABORATORY HOURS: 0.0
Catalog Description:
Prerequisite: PSY 101 and EDUC 101 or CHLD 101 or equivalent education course with
grade of C or better, or permission of division dean.
This course provides an introduction to psychological principles underlying educational practice.
Theories concerning cognitive and psychological development, human learning, and motivation
are studied with emphasis on application for instruction, including assessment. Emphasis will
also be placed on learner-centered instruction and diversity.
Required Textbook:
Bohlin, L., Cisero Durwin, C. & Reese-Weber, M. (2013). EdPsych Modules (2nd ed.). New
York, NY: McGrawHill Higher Education.
Relationship to Academic Development Programs and Transferability:
EDUC 220 fulfills 3.0 semester hours of elective credit for the A.A. and A.S. degrees. It
should transfer to most colleges and universities as an elective course. However, since this
course is not part of either the General Education Core Curriculum or a baccalaureate major
program described in the Illinois Articulation Initiative, students should check with an
academic advisor for information about its transferability to other institutions.
Learning Outcomes/Course Objectives/Standards
Based on the Illinois Professional Teaching Standards (IPTS)
There are three levels that correspond to the standards/indicators identified below:
 Partially Introduced: Concepts/materials are partially covered at a beginning level
of knowledge and/or skill.
 Introduced: Concepts/materials are covered at a beginning level of knowledge and/or
skill.
 Met: Concepts/materials are covered at a proficient level of knowledge and/or skill.
Outcomes/Objectives/Standards
*GE
Code
DI 1
Understands the spectrum of student diversity
(e.g., race and ethnicity, socioeconomic status,
special education, gifted, English language
learners (ELL), sexual orientation, gender,
gender identity) and the assets that each
student brings to learning across the
curriculum
Understands how each student constructs
knowledge, acquires skills, and develops
effective and efficient critical thinking and
problem-solving capabilities
Understands how teaching and student
learning are influenced by development
(physical, social and emotional, cognitive,
linguistic), past experiences, talents, prior
knowledge, economic circumstances, and
diversity within the community
Understands the impact of cognitive,
emotional, physical, and sensory disabilities
on learning and communication pursuant to
the Individuals with Disabilities Education
Improvement Act (also referred to as “IDEA”)
(20 USC 1400 et seq.), its implementing
regulations (34 CFR 300; 2006), Article 14 of
the School Code [105 ILSC 5/Art. 14] and 23
Ill. Adm. Code 226 (Special Education)
Understands the impact of linguistic and
cultural diversity on learning and
communication
Understands his or her own personal
DI 3
perspectives and biases and their effects on
one’s teaching
Method of Assessment
**IPTS
Assignments (e.g.
educational autobiography,
article analysis, blog entries,
current events, philosophy
of education paper,
dispositions, lesson plans,
written papers); case
studies;
discussions (e.g. classroom,
online, etc.);
exams (e.g. quizzes, tests,
etc.);
guest speakers;
observations (and reporting
of this information);
portfolio submissions;
presentations (e.g.
individual, group, etc.);
projects; and/or
reflective journals / selfassessments (via face-toface and/or in online
platform or a combination
of the two)
Part.
Intro. –
1A
Intro. –
1B
Intro. –
1C
Part.
Intro. –
1D
Intro. –
1E
Part.
Intro. –
1F
Understands how to identify individual needs
and how to locate and access technology,
services, and resources to address those needs
Facilitates a learning community in which
individual differences are respected
Intro. –
1G
DI 5
Uses information about students’ individual
experiences, families, cultures, and
communities to create meaningful learning
opportunities and enrich instruction for all
students
Understands the theories and philosophies of
CT 1
learning and human development as they
relate to the range of students in the classroom
Understands the Illinois Learning Standards
(23 Ill. Adm. Code 1, Appendix D),
curriculum development process, content,
learning theory, assessment, and student
development and knows how to incorporate
this knowledge in planning differentiated
instruction
Understands how to develop short- and longrange plans, including transition plans,
consistent with curriculum goals, student
diversity, and learning theory
Understands the principles of and strategies
CT 1
for effective classroom and behavior
management
Understands how individual influence groups
and how groups function in society
Understands how to help students work
cooperatively and productively in groups
Understands factors (e.g., self-efficacy,
positive social interaction) that influence
motivation and engagement
Understands the cognitive processes
associated with various kinds of learning
Understands principles and techniques, along
with advantages and limitations, associated
with a wide range of evidence-based
instructional practices
Understands appropriate and varied
CT 1
instructional approaches used before, during,
and after reading, including those that develop
Part.
Intro. –
1K
Intro. –
1L
Intro. –
2A
Intro. –
3A
Part.
Intro. –
3B
Intro. –
4A
Intro. –
4B
Intro. –
4C
Intro. –
4D
Intro. –
5A
Intro. –
5B
Intro. –
6A
word knowledge, vocabulary, comprehension,
fluency, and strategy use in the content areas
Understands writing processes and their
importance to content learning
Understands the purposes, characteristics, and
limitations of different types of assessments,
including standardized assessments, universal
screening, curriculum-based assessments, and
progress monitoring tools
Understands measurement theory and
assessment-related issues, such as validity,
reliability, bias, and appropriate and accurate
scoring
Understands current terminology and
procedures necessary for the appropriate
analysis and interpretation of assessment data
Understands how to select, construct, and use
assessment strategies and instruments for
diagnosis and evaluation of learning and
instruction
Understands the collaborative process and the
skills necessary to initiate and carry out that
process
Understands the benefits, barriers, and
techniques involved in parent and family
collaborations
Understands school- and work-based learning
environments and the need for collaboration
with all organizations (e.g., business,
community agencies, nonprofit organizations)
to enhance student learning
Evaluates best practices and research-based
materials against benchmarks within the
disciplines
Identifies paths for continuous professional
growth and improvement, including the
design of a professional growth plan
Reflects on professional practice and resulting
outcomes; engages in self-assessment; and
adjusts practices to improve student
performance, school goals, and professional
growth
Intro. –
6D
Intro. –
7A
Intro. –
7C
Intro. –
7D
CT 2
Intro. –
7E
Part.
Intro. –
8B
Part.
Intro. –
8D
Part.
Intro. –
8E
Intro. –
9A
CT 3
*Heartland Community College General Learning Outcomes
Intro. –
9D
Intro. –
9K
**Illinois Professional Teaching Standards
Course Content/Topics:
1.
2.
3.
4.
5.
6.
7.
8.
Role of Educational Research
Personal Development (Context, Social, Emotional, Moral) Development
Learner Development (Brain, Cognitive, Language)
Learner Theories (Behavioral, Social Cognitive, Information Processing)
Motivation
Classroom Management and the Ecology of the Classroom
Classroom Instruction and Instructional Strategies
Learner Differences (Diversity, Intelligence, Gifted/Creative,
Emotional/Social/Behavioral Disorders)
9. Assessment (Construction, Use, Performance, Standardized Tests and Scores)
Assessment/Artifacts Used in EDUC 220:
These assessments / artifacts used in EDUC 220 may be presented via a face-to-face
environment, in an online platform or a combination of the two formats.
 Assignments (e.g. educational autobiography, article analysis, blog entries, current
events, philosophy of education paper, dispositions, lesson plans, written papers)
 Case studies
 Discussions (e.g. classroom, online, etc.)
 Exams (e.g. quizzes, tests, etc.)
 Guest speakers
 Observations (and reporting of this information)
 Portfolio submissions
 Presentations (e.g. individual, group, etc.)
 Projects
 Reflective journals / self-assessments
Methods of Evaluation:
Multiple means of assessing and evaluating student learning will be utilized throughout the
semester. These include, but are not limited to: attendance, participation, preparation, reflections,
individual and group projects, papers and written assignments, case studies, current events,
article analysis, quizzes, tests, self-assessment activities, journals, and a philosophy of education.
Each assignment will count toward one of the several components of the final grade, each of
which carries a different weight toward the point total in EDUC 220.
Letter grades will be assigned according to the following scale:
100% – 90% = A
89% - 80% = B
79% – 70% = C
69% – 60% = D
59% or below = F
Required Writing and Reading:
This course requires approximately 20-30 pages of reading per week. The majority of the reading
will come from the textbook but some additional materials (articles, journals, websites, etc.) may
be assigned. A minimum of 10 pages of college level writing is also required in this course.
Writing assignments may include papers of various lengths, some essay exams, several reflection
papers, summaries of articles and current events pertaining to education, a written philosophy of
education and various projects as deemed appropriate by the instructor. Estimates are based on a
16 week course schedule. Please note if your class is not a 16 week class your weekly reading
assignment will be increased. Throughout this course students will be required to collect and
post artifacts and assessments into a PowerPoint presentation that serves as the beginning of the
student’s educational portfolio.