Texas A&M University Central Texas
PSY 303-115 Educational Psychology
Mon/Wed - 6:00-9:00
1/13/2014-3/9/2014
North Campus R- 210
Instructor: Genna P. Vivona, MEd, MS, LPC
Office: North Campus Psychology Dept.
Phone: 254-368- 4102
Email: Genna.Vivona@Killeenisd.org
Office Hours:
1.0
By appointment only
Course Overview:
Course Description:
This course is designed to provide the student with information about the application of
psychological theory to the learning processes and development of children and adolescents.
Principles and procedures of measurement and evaluation are also included. The primary
objective is to facilitate a clear understanding of the complex, dynamic processes of learning
and development.
2.0
Course Objectives:
Student Learning Outcomes: The student will be able to:

Distinguish age-appropriate behaviors as they relate to learning and teaching.

Apply information regarding the theories of the teaching-learning processes to how
people learn, what factors motivate them, and how they retain knowledge.

Distinguish between measurement and evaluation and the implication of each for
assessing student progress.

Find and use resources for answering questions or solving problems. Students will
identify resources and conduct research on self-selected topics in their reflection papers.
Students will identify resources and conduct research on their Eminent Person paper.

Demonstrate skill in expressing oneself in writing. Students will read and incorporate
the information in the APA style manual in their writing. Students will incorporate the
information from their research in their writing. Students will express ideas in writing on
the APA style of the Eminent Person papers and presentations.

Analyze and critically evaluate ideas, arguments, and points of view. Students will write
independent reflections of course materials. These reflections will require students to write
explanations that include comparing and contrasting theories, analyzing parts of theories,
and explaining one behavior from two perspectives and evaluating which theory provides
the best account of the behavior.
3.0 Required Reading and Textbook:
Woolfolk, A. E. (2010). Educational psychology, (12th ed.). New Jersey: Pearson. ISBN9780132900157
4.0 Course Requirements:
Regular class attendance is expected in this course, and attendance will be taken at every class
meeting. Students are responsible for meeting the course requirements on assigned dates as
outlined in the course calendar.
If a student must miss class, the student is still responsible for submitting assignments on time and
obtaining missed material from other students. Assignments turned in after the due date,
regardless of the nature of the absence, will be penalized. (see Academic Grades). Notification must
be made to the instructor within 24 hours of class time, and students must provide a written excuse
from the University. If a student misses an exam because of an unexcused absence, that student will
receive a score of zero for that exam. If a student comes to class tardy on the day of the exam, that
student will not be permitted to take the test if any class member has already completed the test
and left the room. ANY absence, excused or unexcused, will result in 2 point reduction in
participation points.
Academic Grades:
Class participation is required and will consist of open-ended, active discussion of course concepts.
Such discussion fosters an application of course material to personal experiences and exposure to
other’s viewpoints. Students must be in class to participate and must fully complete the in-class
activity to receive participation points each day.
Examinations - two tests worth 25 points each and a total of 50% of your grade will be given
during the semester (see Course Calendar for dates). Test items will be in essay format. Tests will
cover relevant content from the assigned chapters listed in the Course Calendar. Questions will be
drawn from textbook readings, lecture information, and class activities. All exams must be
completed independently without books or notes or other reference material.
In-Class Discussions- worth 20 points and 20% of your grade. It is expected that you attend
class and are prepared for class discussions. Reading the materials necessary for each class as
provided on the class calendar is required. Class activities and discussions will be centered on the
required readings.
Research and Reflection Papers -6 papers worth 5 points each and 30% of your grade. Five
research/reflections papers will be required for on-line work. Each paper will be 2 pages double
spaced and include comments, personal experience that is relevant to the assigned reading,
thoughts and observations of others. Please submit these papers on blackboard.
Quoting or paraphrasing that closely mirrors the source (textbook or other reference
material) is not tolerated and will receive no credit even if properly cited. Students
must write original sentences conveying the information they have learned to the
reader (i.e., paraphrasing) and properly cite the source of the information to receive
credit for writing.
5.0
Grading Criteria Rubric and Conversion:
Evaluation:
Activity POINTS
Class Participation (worth 2.5 points each) 20 points
Blackboard Assignments (6 worth 5 points each) 30 points
Exams (2 worth 25 points each) 50 points
Total points possible=100 points
Grades:
A = 90% and above
B = 80-89%
C = 70-79%
D = 60-69%
F = less than 60%
As fully described above, there is no possibility of earning a passing grade in this course
without participating in combination of activities (discussions, activities, exams, and research).
Texas A&M University—Central Texas
Paper Grading Rubric and APA Error Checklist1
CATEGORY
Introduction
0- Unacceptable
1– Acceptable
(below standards)
(met standards)
2- Good
(occasionally
exceeds standards)
Conveys topic, but Conveys topic and
Does not
adequately convey not key question(s) key question(s)
topic.
Does not describe
subtopics to be
reviewed.
Describes subtopics Clearly delineates
subtopics to be
to be reviewed.
reviewed.
3- Excellent
(exceeds standards)
Strong introduction of
topic’s key
question(s), terms.
Clearly delineates
subtopics to be
reviewed.
Specific
thesis.
General thesis.
General thesis.
2 article summaries
incomplete, unclear,
and/or improperly
ordered.
1 article summary All article summaries
are complete, clear,
incomplete,
and properly ordered
unclear, and/or
improperly
ordered.
Lacks adequate
thesis statement
Article Summary 3 article summaries
incomplete, unclear,
Completeness
and/or improperly
ordered.
Score
Conclusion
Merely restates
article summary
conclusions.
Does not
summarize
evidence with
respect to thesis
statement.
Review of key
conclusions.
Grammar &
Mechanics
Discusses impact
of the historical
article on topic.
Discusses of
impact of the
historical article on
topic.
0- Unacceptable
1– Acceptable
(below standards)
(met standards)
2- Good
(occasionally
exceeds standards)
Grammatical errors
or spelling &
punctuation
substantially detract
from the paper.
Grammatical errors
or spelling &
punctuation interfere
with reading the
paper.
APA Style and
Errors in APA style
Errors in APA style
Communication detract substantially are noticeable.
from the paper.
Word choice is
informal in tone.
Word choice
occasionally
informal in tone.
Writing is choppy,
Writing has a few
with many awkward awkward or unclear
or unclear passages. passages.
Cites/References Reference and
citation errors
detract significantly
from paper.
Strong review of
key conclusions.
Some integration Strong integration Strong integration
with thesis
with thesis
with thesis
statement.
statement.
statement.
Does not discuss
the impact of
historical article.
CATEGORY
Strong review of
key conclusions.
Two references or
citations missing or
incorrectly written.
Insightful discussion
of impact of the
historical article on
topic.
3- Excellent
(exceeds standards)
Grammatical errors
or spelling &
punctuation are
minimal and do not
detract from the
paper.
The paper is free of
grammatical errors
and spelling &
punctuation.
Minimal errors in
APA style that do
not detract from
the paper.
No errors in APA
style.
Scholarly style.
Scholarly style.
Writing is flowing and
easy to follow.
Writing has minimal
awkward of unclear
passages.
One reference or
citations missing or
incorrectly written.
All references and
citations are correctly
written and present.
Score
Total Points:
7 categories (3 points each) are evaluated for the final grade on project. The paper is worth 20 points.
The total points are multiplied by 5 for the project grade. Ex. 18 points x 5= 90%.
6.0
Complete Course Calendar
PROPOSED COURSE OUTLINE / CALENDAR
WEEK
DATE
Start - End
1
1/13 TO 1/19
2
3
4
MONDAY
*class
WEDNESDAY
*online
Course Review Chapter 2
and
Introductions
Learning
Outcomes
Chapter 1
1/20 TO 1/26
Chapter 3 Chapter 4
1/27 TO 2/2
2/3 TO 2/9
Chapter 5
Chapter 6
Exam 1
Submit online
Blackboard
Assignment 4
Blackboard
Assignment 5
Blackboard
Assignment 6
2/10 TO 2/16
Chapter 9
Chapter 10
6
2/17 TO 2/23
Chapter 11
Chapter 12
7
2/24 TO 3/2
Chapter 13
Chapter 14
3/3 TO 3/9
Blackboard
Assignment 2
Blackboard
Assignment 3
Chapter 7
5
8
SUNDAY
Assignment
DUE
Blackboard
Assignment 1
Chapter 15 Exam 2
Submit online
7.0
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for
the necessary paperwork. Professors cannot drop students; this is always the responsibility of
the student. The record’s office will provide a deadline for which the form must be returned,
completed and signed. Return the signed form to the records office, wait 24 hours, go into Duck
Trax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the
records office immediately. You are to attend class until the procedure is complete to avoid
penalty for absence. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course.
8.0
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of
personal and scholarly conduct. Students found responsible of academic dishonesty are
subject to disciplinary action. Academic dishonesty includes, but is not limited to, cheating
on an examination or other academic work, plagiarism, collusion, and the abuse of resource
materials. The faculty member is responsible for initiating action for each case of academic
dishonesty and report the incident to the Associate Director of Student Conduct. More
information can be found at
http://www.tamuct.edu/departments/studentconduct/facultyresources.php.
9.0
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by
providing documentation to the Disability Support Coordinator. Students are encouraged to
seek information about accommodations to help assure success in their courses. Please
contact Vanessa Snyder at (254) 501-5836 or visit Founder's Hall 114. Additional
information can be found at http://www.tamuct.edu/departments/disabilitysupport/index.php.
10.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored
include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are
available at the Tutoring Center in Founder's Hall, Room 204, and also in the Library in the
North Building. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for
tutor schedules and contact info. If you have questions, need to schedule a tutoring session, or
if you're interested in becoming a tutor, contact Academic Support Programs at 254-501-5830
or by emailing cecilia.morales@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring
and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing,
Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on
www.tutor.com/tamuct.
11.
Library Services
INFORMATION LITERACY focuses on research skills which prepare individuals to live and work in
an information-centered society. Librarians will work with students in the development of critical
reasoning, ethical use of information, and the appropriate use of secondary research techniques.
Help may include, yet is not limited to: exploration of information resources such as library
collections and services, identification of subject databases and scholarly journals, and execution of
effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
12. What you can expect from me:
*Return email within 24 hours except on weekends.
*I will be prepared for class, so I expect the same from you.
*Every rubric for assignment in this course has as part in the grade: writing, grammar, and
spelling.
* Hands on learning.
* Respect and professionalism.