Educational Psychology 302
(Syllabus for those taking Educational Psychology 302 on campus at BHSU, in Fall, 2009)
Dr. Len Austin, Associate Professor (lenaustin@bhsu.edu) Office: Room 234 Russell Jonas Hall,
(605) 642-6329 (hours posted on door) Black Hills State University,
College of Education, Spearfish, SD 57799, 3 credit hour course
The Mission of the College of Education is to prepare competent, confident, and caring professionals.
Course Description: How do children learn? What theoretical ideas best explain how children
learn and how we should teach them? This survey course will investigate various theories of
learning and the latest research that impacts how children learn. Salient findings from such
perspectives as behaviorism, multiculturalism, cognitivism, social learning theory, psychosocial
ideas, value-orientation, humanistic and constructivist theories will be explored. This class studies
the fundamental psychological facts, principles, and theories that apply to the nature of the
learner and the learning process. EPSY 302 also encompasses the initial development of student
portfolios, personal and professional readiness to teach, and the characteristics possessed by
caring, competent, and confident teachers (“facilitators of learning”).
Prerequisites: Sophomore standing and completion of Psych 101, “General Psychology” are the
prerequisites. Concurrent enrollment in EDFN 395 (Pre-Admission Teaching Practicum course)
this semester is strongly recommended.
Brief Course Outline: The outline of topics to be covered includes the examination of
effective behaviorism, multiculturalism, cognitivism, social learning theory, psychosocial ideas,
value-orientation, humanistic and constructivist theories of learning.
Required Text: The text for the course is the instructor’s self-designed Education Psychology
Handbook, 11th Edition, which changes each semester and has a unique designer cover. It is
available only at the BHSU Bookstore. Phone: (605) 642-6636 or go online at
www.bhsubookstore.com. The instructor receives no remuneration from the sale of this Handbook.
Keep this book to help you study for the PRAXIS exam.
Learner Outcomes: As a result of taking this class, students are able to:
1. EPSY 302: Identify within theories the basic components, differences in approaches to
learning, and the stages of cognitive, affective, and psychosocial growth, as evidenced by selfassessment of their weekly involvement with a school child and a semester’s end written report,,
two exams, oral presentation to class. (D6)
2. EPSY 302: Understand how students’ learning is influenced by experience, social economics,
prior learning, talents, culture, family, and issues of diversity, etc, as evidenced by oral responses
to lecture, student presentations, 1 hour a week in public schools that is tied to class instruction.
(D4), and readings in class Handbook followed by oral discussion, two exams, formal paper at
semester’s end. (D5)
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3. EPSY 302: Positively affect student learning and behavior by identifying instruction
appropriate to a student’s developmental stages, strengths and needs; and by recognizing the role
and importance of peer learning.
4. EPSY 302: Identify and utilize multiple perspectives, practices, and points of view of the major
learning theories and their creators to write a “Principles of Learning” paper,, as evidenced three
media reviews/critiques, two exams, and a formal paper at semester’s end. (D1), and writing a
“Principles of Learning” paper, two exams, team group presentation, and volunteer service with a
child or organization that serves children. (D9)
5. EPSY 302: Compare and contrast learning paradigms, , as evidenced by readings in class
Handbook followed by oral discussion, two exams, formal paper at semester’s end.
6. EPSY 302: Understand the importance that students play in assisting each other’s learning, and
the importance that group/team work and peer relationships play in enhancing the learning
environment, as evidenced by students self-assess and evaluate other classmates on semester-long
team work, team class presentations, team critiquing of three media and their curricula vitae, and
a quiz. (D7)
7. EPSY 302: Draw on reflective practices to facilitate personal growth and increasing Caring
skills, as evidenced by involvement in a personal refinement project, Handbook readings, and two
exams. (D10)
8. EPSY 302: Affiliate with a professional organization or activity that fosters professional
growth diversity of thought so as to apply in-class theory with out-of-class application. This
involves a weekly involvement with a school child, as evidenced by the assessment of their weekly
involvement with a school child and a semester’s end written report, two exams, and an oral
presentation to the entire class. (D8)
Experiences That Lead To Learner Outcomes (learning/teaching methodologies): Since
learning is “the process of constructing knowledge-- not merely obtaining it” (Brooks & Brooks,
1993), students will engage in various individualized, group, and constructivist projects to gain a
“knowledge of human development and learning” (an NTASC Standard 2 for students’ portfolio).
The projects will include field experiences, creative teachings, written expression exercises, text
reading, oral discussion, PowerPoint presentations, volunteerism, taking self-assessment tests,
critiquing media and other’s ideas, engaging in professional activities, doing peer and selfassessments; and using the latest technologies to enhance personal and professional skills.
.
Attendance Policy: The following thoughts come from the syllabus of Dr. Roger Osche: “There
are two reasons you need to come to class. The first is that this course depends on participation, and
you will ultimately be responsible for the success of other students. The second is that you're
getting not only a grade but also college credit. In other words, when I turn a grade into the
registrar, I'm certifying not only a certain quality of work but a certain quantity—three college
credits' worth. Since 45 hours of that work is done in class, if you don't come to class, I can't
certify that you've done the work. At the same time, I believe that students should be allowed to
make their own decisions about how they live their lives and accomplish their goals.”
Students in this on-campus 302 course will be given a full week's worth of absences. So if
a student misses 3 classes (or more) for any reason, he or she can expect one full lower grade.
For interesting insights into not attending class read the conversation on pages 78-79 in
Stephen Covey’s important book, The 7 Habits of Highly Effective People.
Academic Freedom Statement: Students are responsible for learning the content of any
course of study in which they are enrolled. Under Board of Regents (Policy 1:11), student
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performance shall be evaluated solely on an academic basis. Students who take reasoned
exception to the data or views offered in a course of study, and who believe that an academic
evaluation is unrelated to academic standards but are related instead to judgment of their
personal opinion or conduct, should follow the General Appeals Process as stated in the BHSU
catalog.”
Grading Percentage:
A= 93-100%
B= 83-92%
C= 73-82%
D= 63-72%
F= 1-62
Special Needs: Reasonable accommodations, as arranged through the disabilities coordinator
will be provided for students with documented disabilities. Contact the BHSU Disabilities
Services Coordinator Larry Vrooman (642-6099) SU #223 as soon as possible. Further
information may be found at www.bhsu.edu/resources/disability
ADA Statement: Reasonable accommodations, as arranged through the Disabilities
Services Coordinator, will be provided students with documented disabilities. Contact
the BHSU Disabilities Services Coordinator at 642-6009 (room 123 in the Student
Union) for more information.
Policy on Make-ups, Re-tests, and Late Assignments: Because most assignments can be
turned in early, the class deadline for papers or projects is “due at the beginning of class on their
due date.” Papers or grading sheets that are late will receive only half the total points, at best.
Make-up exams or make-up work are allowed only through documentation of a personal
emergency or illness, or resulting from a university-sponsored activity. In fairness to other
students, and the integrity of the course schedule, please do not ask for exceptions (because
most projects can be submitted early). Do not ask to take tests early.
Performance Indicators: 50% of the course grade will be derived from projects that vary in
weight. The other 50% of the course grade will be derived from two exams (a mid-term, and a
final examination) to be held during class during midterm week and on the designated final exam
date. Exam questions will come from information experienced in class and the Handbook. One or
two students who get a high grade of A on the midterm exam may, at the instructor’s discretion,
be given an “individualized alternative learning experience” instead of the final exam.
9 Projects
Project assignments must be typed. The instructor will keep all projects
received. Proper spelling/punctuation does count! You may turn in projects early
to avoid the harsh “1/2 off for late assignments” policy.
PROJECT 1. CURRICULUM VITAE (RESUME) is worth 4 points:
Vitae, also known as curricula vitae or c.v., are documents that detail your
academic and professional accomplishments. Vitae are more comprehensive
documents than resumes. They are most often used for academic or research
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positions, whereas resumes are the preferred documents in business/industry.
Note: “vitae” (vee-tie) is the plural form, while “vita” (vee-tuh) is singular.
Use the example in the Appendix as your format to create a vitae that will
eventually be placed in your College of Education portfolio.
On ________________ bring to class (ready to be turned in) a formatted
vitae. Content will not be graded. However, the instructor will award 2 points for
completeness, especially items at the top, and your current references at the
bottom (include the position titles, i.e., “Manager,” “Elementary School Teacher,”
etc., the complete street mailing addresses, and the phone numbers of at least
three references). No P.O. Boxes allowed. For the proper format go to the
Appendix section and see Project 1 (there is a sample vita there too).
Get an additional 1 point if you staple or tape a photograph of yourself on
the front of the vita you hand in to the instructor. You can photocopy your
driver’s license picture if you choose, or add a regular glossy photo.
For even another 1 point: bring three hard copies of your vita to class on
that day (one for each person on your new team). You do not have to provide a
photo with the copies you give to your team. Project#1 is instructor graded.
PROJECT 2. THREE CURRENT MEDIA is worth 6 points:
Students will gather three new research findings during the course of this
semester on topics related to learning theories or recent research on schools or
teaching. The dates to bring hardcopies of a research finding are:
______________ (for a research article gathered off the Internet), then again on
______________ (for a research article gathered off the Internet) and on
______________ (for a research finding obtained from a newspaper, TV, or radio).
In order to receive the 2 points each time, you must lead a team discussion on
your article offering at least three questions for the group to ponder and
discuss. You must also make copies for each member of your team and present
your article to your cooperative learning team with “understanding and
forethought” Project#2 is graded by the team on a form that is enclosed in the
Appendix section under Project 2.
PROJECT 3. PROFESSIONAL AFFILIATION is worth 10 points:
The instructor must approve and signed off on this project in advance. By,
__________ you must have the instructor’s signature in the Appendix.
Below are examples of appropriate “professional education” activities that
are highly recommended:
1) Join Teammates (work with an elementary student or middle school student or high school
student one hour per week). A two semester commitment is expected. The one-time cost is
$40. for fingerprinting and police background check. You only pay $20. and the college will pay
the other $20. This background check is valid for four years and you will need it for student
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teaching and for your first teaching job in South Dakota. Otherwise, the average student will
pay the entire $40.00 on his or her own later.
2) Attend and participate (make a presentations) at a professional conference (i.e., TIE
Conference, a SPED conference, Systems Change Conference, Black Hills Research
Symposium, or NCUR- National Conference on Undergraduate Research.
3) Join two campus academic organizations and be active. These should require a time equivalent
be prevalent to a Teammate’s time. Those organizations include; BHSU Reading Council,
after-school gifted and talented program (see Dr. Mary Jones), tutoring, Math Club, SD
Education Association, AAMR, etc.). The instructor will assist those students who want to try
and do a conference presentation (oral session or poster session).
4) Or create an individually-approved “professional affiliation experience” that matches the
amount of involvement in the projects above.
Written verification of “proof of participation” may be required unless you
become a Teammate. Remember, most organizations take weeks to get new
membership cards mailed, so enroll early. All students will report their activity
using a form (see Project 3a, 3b, and 3c in the Appendix) in the back of this
Handbook. These are due at the beginning of class on ______________ when
students will turn in their appendix forms and give a brief in-class oral report to
the whole class. The instructor will grade this project #3.
PROJECT 4. SELF-ASSESSMENT is worth 5 points:
Choose option 4a or 4b below:
4a) Take the Myers Briggs Personality Inventory (MBTI). One place it is offered is the
BHSU Student Assistance Center and costs about $8.00. It is also offered
downtown in Spearfish at the Social Services agency and others places for free.
4b) Take the six fun on–line assessments listed below:
The Big Five Personality Test
http://www.outofservice.com/bigfive/
The Enneagram Person Test
http://similarminds.com/test.html
Mental Muscle Diagram Indicator http://www.teamtechnology.co.uk/mmdi-re/mmdi-re.htm
Psycho-Geometrics
http://www.psychometricshapes.co.uk/
BBC Home
http://www.bbc.co.uk/science/humanbody/mind/surveys/whatamilike/index.shtml
MI http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm
On ____________turn in at least a 2-4 page typed paper summarizing the
results of the assessments you took and make sure to include the name of each
assessment you took. In the separate summary paragraph you wrote for each test
taken, discuss what you learned about yourself from each test (especially as it
relates to being a potential teacher). Do not turn in the actual tests. If you take
the MBTI (option a) make sure to include your profile letters. Do not turn in the
actual MBTI test. See the Appendix section. Project 4 is Instructor graded.
PROJECT 5. PERSONAL REFINEMENT is worth 3 points:
Students will select an interpersonal or academic improvement goal to
pursue this semester. Students will attempt to develop a new
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characteristic/trait, or attempt to start a new habit, or attempt to stop an
existing behavior that will slow their ability to be an effective teacher.
A written summary of Project 5 is due on ______________________.
See the Appendix form (Project 5 ) which you should use to report what you were
working on. Give details of your efforts and accomplishments on this project.
Also, at the end of your paper give yourself a grade between 0-3 points on your
effort on this project. Be truthful, and explain why you deserve the points you
awarded yourself. Project #5 will be graded by the student.
PROJECT 6. CREATIVE TEACHING TEAMS is worth 6 points:
You and your team will teach the entire class about a theory from the
Handbook, or some topic the instructor suggests. All creative teaching
approaches are welcomed! We begin this activity on ___________________.
Afterwards, your own team will evaluate you on three criteria: your helpfulness
(0-2 points), your enthusiasm and creativity (0-2 points), and on your desire and
effort to ensure the team’s presentation is informative and fresh (0-2 points).
Use Appendix- Project 6 for this evaluation.
PROJECT 7. SELF/PEER ASSESSMENT is worth 3 points:
You and your peers (those people in your team group) will grade you at
semester’s end on your cooperation in the group (0-1 point), your effort to make
the group successful (0-1 point), and your appropriate verbal contributions during
class and in your group (0-1 point). The written evaluation is in the Handbook’s
Appendix, and will be turned in on ___________________________. Project
#7 is peer/team graded.
PROJECT 8. MY PRINCIPLES OF LEARNING paper is worth 10 points:
Having read the Handbook and done the various course activities, students
should be ready to review and express the depth of their learning from this
course. In this three-five and page essay students will mesh their own ideas
about how children learn with that of the great theorists and theories that have
just been studied. Students will write a paper that discusses how people learn, or
how children learn.
Students should proceed and discuss in this paper what pieces of Behaviorism,
Psychoanalytic, Constructivism, Rogers, Bandura, Vygotsky, Maslow, etc., will be
incorporated into their philosophy of education. What theories and ideas make the most
sense? What ideas will be avoided? Remember, this is a personal “thought piece” and will
obviously reflect the personality and beliefs of each individual student. Grading will not be
based on a student’s personal values, but on proper use of grammar/spelling, integration of the
student’s ideas with those that were studied, etc. You must read the rubric enclosed in the
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Appendix- Project 8. Sample papers may also be placed in the Appendix. Due date:
__________________________. Instructor graded.
PROJECT 9. HOMEWORK ASSIGNMENTS are worth 3 points: Throughout the semester,
as deemed important, you will have the opportunity to reflect on class discussions. The instructor will
require various written homework assignments which vary in length and importance. Project #5 is
instructor graded.
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