MACC Catalog #EDU 245
CIP #42.1801
Revised/Effective: January 2012
(Updates: July 2014 aligned to Missouri Teacher Standards-AP April 2015)
Moberly Area Community College
Common Syllabus
EDU 245: Educational Psychology
Common Syllabus
Instructor:
Office Number:
Office Hours:
Contact Information:
Classroom Number:
Class days and time:
Catalog Description: EDU 245 Educational Psychology
(3-0-3)
This course is designed to help students relate the application of psychological principles to teaching,
learning, and assessment and the educational practice in P-12 classrooms. It will focus on the learner
and the learning process, teacher characteristics, and classroom processes that increase student
motivation. Student diversity and appropriate instructional strategies for students with special needs
will also be introduced. (FA, SP)
Prerequisite: PSY101 General Psychology and LAL101 Composition I
Text(s):
Title:
Author:
Edition:
Publisher:
ISBN:
Educational Psychology
Santrock
5th Edition 2011
McGraw-Hill
978-0-07-337878-7
Other Required Materials: Computer labs will be utilized at least three times during the semester as
a class meeting. Students will need regular access to computer labs throughout the semester.
Purpose of Course: This course is intended to introduce students to the psychological theories of
learning, development, and motivation which will become a basis for their individual theories about
teaching and learning which will in turn drive their decision-making in the classroom.
Course Objectives: Upon successful completion of this course, students should be able demonstrate
the objectives listed below. Acquisition and retention of these objectives are dependant on the student
being a reflective participant in the course. Appropriate objectives are linked to the Missouri Teacher
Standards and the Missouri Standards for the Preparation of Educators (MoSPE).
The students will:
1.
2.
3.
Identify the major theories of learning. (Missouri Teacher Standards 1-7; MoSPE 1)
State the basic principles underlying human development. (Missouri Teacher Standards 2, 8;
MoSPE 1)
Describe ways that students differ in their approaches to learning. (Missouri Teacher Standards
2, 3, 4, 6; MoSPE 1)
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MACC Catalog #EDU 245
CIP #42.1801
Revised/Effective: January 2012
(Updates: July 2014 aligned to Missouri Teacher Standards-AP April 2015)
4.
5.
6.
7.
8.
9.
10.
11.
Articulate theories of motivation. (Missouri Teacher Standards 1, 2, 3, 4, 6; MoSPE 1)
Explain the major categories of special education. (Missouri Teacher Standards 1, 2, 3, 4, 6, 8;
MoSPE 1
Illustrate different approaches to classroom and behavior management. (Missouri Teacher
Standards 1-7; MoSPE 1)
Distinguish between formal and informal assessment activities. (Missouri Teacher Standards
1, 3, 7; MoSPE 1)
Identify aspects of classroom environment conducive to learning. (Missouri Teacher Standards
1, 3, 4, 5, 6; MoSPE 1
Design plans for short-term instruction and management strategies. (Missouri Teacher
Standards 1, 3, 4, 6, 8; MoSPE 1)
Identify strategies and resources to meet diverse student needs. (Missouri Teacher Standards
1, 3, 5, 6; MoSPE 1)
Describe the purposes of assessment. (Missouri Teacher Standards 1, 2, 4, 6, 7; MoSPE 1)
Course Content:
I.
Principles of development
A. Piaget’s theory of intellectual development
B. Vygotsky’s socio-cultural view of development
C. Language development
D. Personal development
E. Erikson’s theory of psychosocial development
F. Kohlberg’s theory of moral development
II.
Learner differences
A. Intelligence
B. Socioeconomic status
C. Culture
D. Gender
E. At-risk students
F. Exceptionalities
III.
Learning theories
A. Behaviorist
B. Social cognitive
C. Information processing
D. Constructivism
IV.
Motivation
A. Theories of motivation
B. Motivation in the classroom
V.
Classroom management
A. Planning
B. Communication
C. Dealing with misbehavior (interventions)
D. Violence and aggression
VI.
Principles of instruction
VII.
A Lesson planning
B Essential skills
Assessment
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MACC Catalog #EDU 245
CIP #42.1801
Revised/Effective: January 2012
(Updates: July 2014 aligned to Missouri Teacher Standards-AP April 2015)
A. Formal and informal assessment
B. Alternative assessment
C. Standardized testing
Assessment of Student Learning: Students will be provided opportunities to demonstrate their
understanding of and ability to meet course objectives in a variety of assessments experiences. Many
of these experiences will be performance-based, some will have timed components. These experiences
will allow students to communicate not only what they have learned from the readings and from the
classroom experience, but also what they can DO with that information related to teaching.
Description of Major Assignments: Required Assignments: Detailed handouts will be provided in
class. One copy of each assignment completed should be turned into the instructor for grading.
STUDENTS MUST RETAIN A DUPLICATE COPY OF MAJOR PROJECTS FOR THEMSELVES
AS POSSIBLE ARTIFACTS TO INCLUDE IN THEIR PRELIMINARY CANDIDACY
PORTFOLIO. The following provides a brief description of each category.
Reflection/Analysis/Writing
40%
A. Homework and in Class Activities
B. Reactions to Readings -as assigned
C. Reflection Papers -1 to 2 pages on specific concepts.
D. Position Papers
II.
Assessment
20%
A. Quizzes (Some of which will be announced.)
B. Tests
C. Final Exam
III.
Projects
40%
A. Subject Area Lesson/Unit/Semester Plans
B. Classroom Organization and Management Plans
C. Annotated Bibliographies -organized around major theories and concepts
Statement to Connect Course with General Education Outcomes or Technical Program Outcome
Statement: In compliance with MACC’s General Education outcomes, the student who successfully
completes this course will be able to:


Demonstrate effective written and oral communication skills.
Demonstrate knowledge of how history has shaped society and culture, understand how the
individual relates to society and culture, appreciate cultural diversity, understand human
behavior and mental processes, and understand human development. (as it relates to the field of
education)
Instructor Policies:
Academic Dishonesty: MACC board policy is as follows: “Academic dishonesty by students
damages institutional credibility and unfairly jeopardizes honest students; therefore, it will not be
tolerated in any form.” Forms of academic dishonesty include but are not limited to the following:
violations of copyright law, plagiarism, fabrication, cheating, collusion, and other academic
misconduct. Incidents of dishonesty regarding assignments, examinations, classroom/laboratory
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MACC Catalog #EDU 245
CIP #42.1801
Revised/Effective: January 2012
(Updates: July 2014 aligned to Missouri Teacher Standards-AP April 2015)
activities, and/or the submission of misleading or false information to the College will be treated
seriously. The procedure for handling academic dishonesty is outlined in the Student Handbook
(Policy Handbook M.010). In cases of alleged academic dishonesty, the burden of proof is on the
student, not on the instructor.
Attendance Policy: Any student who misses two consecutive weeks of class during a regular sixteenweek semester or the equivalent proportion of class time during a shorter session will be dropped from
the class by the instructor unless acceptable justification is supplied. An instructor must complete and
file the appropriate forms to drop the student within one week following the student’s violation of the
attendance policy. Additionally, any student who misses more than one-fourth of the entire number of
in-seat class meetings in a regular 16-week semester or the equivalent proportion of class time during a
shorter session, may be dropped from that class by the instructor if, in the opinion of the instructor, the
student does not have reasonable opportunity to succeed in the class. A student’s attendance rate will
be calculated based upon the first day of the semester (not the student’s date of enrollment in the
course.)
Student attendance must be defined in a different manner for online, hybrid, and virtual courses.
Student attendance in these courses is defined as active participation in the course. Online, hybrid, and
virtual courses will, at a minimum, have weekly mechanisms for student participation, such as any or
all of the following methods:
a. Completion of quizzes or exams
b. Submission of assignments
c. Participation in threaded discussions
d. Communication with the instructor
A student who does not participate in an online, hybrid, or virtual course for two consecutive weeks
will be dropped by the instructor unless acceptable justification is supplied. An instructor must
complete and file the appropriate forms to drop the student within one week following the student’s
violation of the attendance policy. As with ground courses, a student’s attendance rate in online
courses will also be calculated based upon the first day of the semester. If a student does not
demonstrate active participation in the online course within the first two weeks (or the equivalent
proportion of class time during a short session), the student will be dropped as “never attended.”
Simply logging into an online class does not constitute active participation.
Students should be aware that their dropping a course and their last date of attendance in the course
may impact their financial aid. (Policy Handbook I.090 and M.095)
Tardiness:
per instructor policy
Make up and late work: per instructor policy
Extra credit work: per instructor policy
Schedule of Student Assignments/Activities: per instructor policy
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MACC Catalog #EDU 245
CIP #42.1801
Revised/Effective: January 2012
(Updates: July 2014 aligned to Missouri Teacher Standards-AP April 2015)
ADA Statement
Students who have disabilities that qualify under the Americans with Disabilities Act may register for
assistance through the Office of Access and ADA Services. Students are invited to contact the Access
Office to confidentially discuss disability information, academic accommodations, appropriate
documentation and procedures. For more information, please call either the Moberly office at (660)
263-4100 x11240 or the Columbia office at (573) 234-1067 x12120, or visit our web page at
http://www.macc.edu/index.php/services/access-office.
Title IX Statement
MACC maintains a strict policy prohibiting sexual misconduct in any form, including sexual
harassment, sexual discrimination, and sexual violence. All MACC employees, including faculty
members, are considered mandated reporters of sexual misconduct and as such are expected to contact
the Title IX Coordinator when they become aware, in conversation or in writing, of an incident of
sexual misconduct. For more information on this policy or to learn about support resources, please see
http://www.macc.edu/sexual-misconduct-policy or contact Dr. Jackie Fischer, MACC’s Title IX
Coordinator, at 660-263-4110, ext. 11236 or jackief@macc.edu.
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