EDCI 5319 - Adv Theories for Learning
Spring 2025 Syllabus, Section 682, CRN 27269
Instructor Information
Elsa Reyna-Barron
Adjunct Faculty
Email: elsa.barron@tamiu.edu
Office Hours:
By appointment
Office Phone: 956-326-2430
Times and Location
Does Not Meet Face-to-Face
Course Description
Additional Course Information
Instructional Approaches/Methodologies Utilized in this Course include: Instructional methodologies utilized in this course typically reflect a “working seminar” format. Candidates are expected to synthesize, apply, and construct information and knowledge from the following array of strategies: texts, technology, (i.e. websites), discussion, modeling, scaffolding, critical thinking questions, independent practice, and case studies.
Artificial Intelligence Platforms:
Honor Council will treat cases of AI generated language in papers, projects, exams and
assignments as plagiarism unless such use of AI text has been expressly approved by the Faculty member in the course syllabus. By copying and pasting AI generated text into a university level assignment for a grade without approval, students are using text not
written by them in order to progress their university career. The unapproved use of AI generated text in university coursework will be reported as plagiarism to the TAMIU Honor Council, investigated as such and subject to grade penalty.
Program Learning Outcomes
- PSLO 1: Synthesize and analyze current research issues to promote curriculum and instruction models.
- PSLO 2: Utilize evidence-based practices, methodologies and teaching theories.
- PSLO 3: Enhance instruction based on the synthesis, analysis, assessment, and evaluation of data to impact the academic needs of diverse learners at a school or district.
Student Learning Outcomes
- CSLO1: Analyze how language, culture, and instructional support influence development.
- CSLO2: Evaluate the differences in student learning and development.
- CSLO3: Utilize evidence-based practices, methodologies and teaching theories.
- CSLO4: Describe the processes involved in knowledge construction.
- CSLO5: Compare different theoretical explanations for learner motivation.
- CSLO6: Synthesize and analyze learning theories.
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Required | Using Educational Psychology in Teaching 11th edition | Eggen, P., & Kauchak, D. | 9780135246320 |
Other Course Materials
To go to the bookstore, click here.
- Power Points for each Chapter of the Eggen & Kauchak textbook will be available each week. The Power Points will be used to supplement the chapter readings. They may also be used to complete required assignments in the course.
- Videos for each Chapter of the Eggen & Kauchak textbook will be available each week. The videos will be used to enhance instruction and provide concrete examples.
Grading Criteria
GRADE | PERCENTAGE |
A | 90-100 |
B | 80-89 |
C | 70-79 |
D | 60-69 |
F | Below 60 |
Open Boilerplate
ASSIGNMENT | VALUE |
Meet & Greet Discussion | 15 points/1.5% |
Weekly Chapter Discussions (20 @ 25 points each) | 500 points/50% |
Research Project Proposal | 100 points/10% |
Research Paper | 385 points/38.5% |
Total Points for Course | 1000 points/100% |
Schedule of Topics and Assignments
Week of | Agenda/Topic | Reading(s) | Due |
---|---|---|---|
1/20 | Educational Psychology: Understanding Learning and Teaching Cognitive and Language Development | Chapter 1: Educational Psychology: Understanding Learning and Teaching Chapter 2: Cognitive and Language Development | Read Course Syllabus, Review Week 1 Message, Post Your Introduction to the Class Wednesday, 1/22 DUE: Your Introduction to the Class Friday, 1/24 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 1/26 DUE: Peer responses by 11:59 pm (CST) |
1/27 | Personal, Social, and Moral Development Learner Diversity Learners with Exceptionalities | Chapter 3: Personal, Social- Emotional and Moral Development Chapter 4: Learner Diversity Chapter 5: Learners with Exceptionalities | Friday, 1/31 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 2/2 DUE: Peer responses by 11:59 pm (CST) ENRICHMENT: Creating Classroom Behavioral Expectations (Classroom Management Simulation) |
2/3 | Behaviorism and Social Cognitive Theory Cognitive Views of Learning Complex Cognitive Processes |
Chapter 6: Behaviorism and Social Cognitive Theory Chapter 7: Cognitive Views of Learning Chapter 8: Complex Cognitive Processes | Friday, 2/7 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 2/9 DUE: Peer responses by 11:59 pm (CST) ENRICHMENT: Developing Positive Teacher Student Relationships with All Students (Classroom Management Simulation) Sunday, 2/9 DUE: Research Project Proposal TurnItIn Drop Box Submission Required |
2/10 | Knowledge Construction and the Learning Sciences Motivation and Learning |
Chapter 9: Knowledge Construction and the Learning Sciences Chapter 10: Motivation and Learning | Friday, 2/14 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 2/16 DUE: Peer responses by 11:59 pm (CST) ENRICHMENT: Effectively Handling Transitions (Classroom Management Simulation) Responding to Students’ Failure to Follow Classroom Expectations (Classroom Management Simulation) |
2/17 | A Classroom Model for Promoting Student Motivation Classroom Management: Developing Self- Regulated Learners | Chapter 11: A Classroom Model for Promoting Student Motivation Chapter 12: Classroom Management: Developing Self- Regulated Learners | Friday, 2/21 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 2/23 DUE: Peer responses by 11:59 pm (CST) ENRICHMENT: Dealing with Situations Where Students Are Being Bullied/Harassed (Classroom Management Simulation) Creating an Effective Classroom “Discipline” Policy (Classroom Management Policy) |
2/24 | Learning and Effective Teaching Increasing Learning with Assessment Standardized Testing and Learning |
Chapter 13: Learning and Effective Teaching Chapter 14: Increasing Learning with Assessment Chapter 15: Standardized Testing and Learning |
Friday, 2/28 DUE: Responses to Online Discussion Questions by 11:59 pm (CST) Sunday, 3/2 DUE: Peer responses by 11:59 pm (CST) ENRICHMENT: Understanding “Triggers” for Unproductive Student Behavior, and Preventing this Behavior (Classroom Management Simulation) Developing Behavior Change Plans for Students Who Demonstrate Serious and /or Persistent Disruptive Behaviors (Classroom Management Simulation) |
3/3 | Work on Research Project Saturday, 3/8 DUE: Research Project TurnItIn Drop Box Submission Required |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at https://www.tamiu.edu/scce/studenthandbook.shtml.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to https://www.tamiu.edu/adminis/police/safezone/index.shtml for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Student Counseling and Disability Services located in Student Center 126. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Student Counseling and Disability Services office.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student’s physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student’s status beyond what would be required for other medical conditions. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU’s anonymous electronic reporting site: https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student’s completion of missed coursework or assignments. The Office of Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook (https://www.tamiu.edu/scce/studenthandbook.shtml).
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation or gender identity in admissions, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt, at https://www.tamiu.edu/reportit, and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.
Distance Education Courses
Online Courses and On-Campus Meetings
Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):
- Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
- 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.
Course Structure
As your professor, I see myself as the facilitator, here to help students succeed. People succeed when they know what is expected of them and are provided with proper resources and support. The information below is intended to help you succeed in this course. I suggest printing out this information so that you can refer to it throughout the semester. If you require any clarification, please post your question to the "Ask Your Instructor" discussion thread under the Lessons Tab. There may be several students who can benefit from the question and answer. If your question is personal, please e-mail me directly.
WEEKLY DISCUSSIONS – 500 points (50%)
Participating in the weekly discussions is a requirement of this class. Discussion topics may include the following:
- Your response to specific questions
- Summary of a news report or current article you have found (such as on the Internet, in professional journals, or newspapers) pertaining to the course topics
Online courses require more of a student than just completing assignments. If the class is to be effective, then you must participate in the discussions.
If you have a question about the material, post it in the discussion area. Using the discussions gives everyone an opportunity to gain knowledge from the question and possibly provide assistance to each other. If someone else posts a question and you know the answer or have a suggestion, feel free to respond. However, I do insist on respect between students. So, when you respond, please be respectful.
Students are expected to contribute meaningful (quality) and respectful comments, while participating in class discussions in an adult and scholarly manner. Respect for others will be maintained at all times. Differences of opinion may be discussed but must be presented in a responsible fashion. Anonymous postings and postings deemed inappropriate by the professor will be removed from the discussion board.
Earning Full Credit for Weekly Discussions
To receive full credit for discussions each week, your active participation in the Course room is a major component of your learning experience and your grade in EDCI 5319. You are expected to participate in the discussion by posting one detailed response of 350-400 words to EACH of the discussion questions. In addition, post at least one response of at least 100 words to someone else's response on EACH question; compare, contrast, challenge, explore. Focus on quality over quantity and concise, well-organized postings. The first postings responding to the discussion questions are due by Wednesday at 11:59 p.m. CST; the next postings, responding to other students' postings, are due by Saturday at 11:59 p.m. CST.
RESEARCH PROJECT PROPOSAL – 100 points (10%)
In this assignment, you will create a proposal for your Research Project using the following guidelines.
- Briefly describe your project topic or the idea for your research project.
- Briefly describe the main points you intend to include in your research project.
- Your proposal should be brief but enable the professor to assess its appropriateness.
- Include any questions or concerns you might have.
RESEARCH PROJECT – 385 points (38.5%)
This course examines the learning and development of individuals, the variables that influence learning and development, and the ways in which learning and development in classrooms have been described and studied. For this project, we will be concentrating on learning rather than development. In this project, the main objective is to make you become aware of the complexity of influences that emerge when learning is taking place. This is not a controlled experiment where only one variable is considered. Instead, I am interested in a systematic, albeit informal, observation of what learning is like. The guidelines that follow may help you accomplish this task:
- Select a learning situation. This could be your own learning in this course or your child's as he/she learns to walk, learns to write his/her name, or learns to ride a bike. In order to provide the rich description required, it will be necessary to select a situation in which you will be able to perform daily, systematic observations.
- Describe the learning episodes. This description should include as much as possible about the physical, emotional, and intellectual context in which the learning is occurring. It may be helpful to keep a learning diary in which you jot down your observations and what you believe are important influences on the learning.
- Report your observations. I envision two main sections. In part one, report your observations of the learning. In part two, explain the learning in terms of some theory or construct you have read about and/or discussed in the classroom postings.
The final project will be turned in as a formal report, written in APA format, and will include a works cited page, and any appropriate charts, graphs, and appendices. The final project should be approximately ten pages in length (not including your reference page).
Student-Instructor Communication Policy and Response Time
Course Messages/Emails
Any blackboard course messages or emails sent to the instructor from the student will be answered within a 24-48 hour period.
Assignments and Assessments
Assignments and assessments will be graded within one week from the assignment’s or assessment’s due date.
Course Communication Guidelines (Netiquette)
There are course expectations concerning etiquette or how we should treat each other online. It is vital that we consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.
Your posts should be substantive and insightful. Posts that simply say "hello" or "I agree" are not considered a substantive contribution. A substantive post should support your position, begin a new topic, or add insight or another viewpoint to a current discussion topic. In addition, consider the following netiquette guidelines:
- If you are posting a long message, warn readers at the beginning that a lengthy post will follow.
- Your post should focus on one topic. Save additional topics for other posts.
- Use the subject line to properly label your post.
- When presenting supporting evidence, properly cite all quotes, references, and source material.
- Only capitalize words when you wish to highlight a specific point, or in titles. Too much capitalizing can be construed as "shouting."
- Respect the viewpoints of your fellow learners, and make sure your posts areprofessional, courteous, and well thought out.
- You should never forward another learner's post without their permission. This is considered rude and unprofessional.
- Humor should be used carefully, as it can sometimes be misconstrued. Consider using emoticons to further flesh out your feelings about a topic. For example ":-)" or ";-)."
Accommodations/Accessibility Policy
Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.
Student Support Resources
The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.
Computer/Technology Requirements
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.
It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.
Additional Software. You will need the following additional software: Microsoft PowerPoint for viewing lesson presentations and Microsoft Word for viewing course files and submitting assignments. TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.
Note: Students if you do not own the required hardware, software or do not have access to internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you to find solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, computer labs, and classrooms. In addition, you may also purchase any of these items at any electronic store.
Learning Management System (Blackboard)
Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.
Minimum Technical Skills Expected
When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage. Additional skills required for this course include knowing how to use Turnitin.
Technical Support Services
Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.
Grading Scale/Schema (after Grade Breakdown section)
In determining the final course grade, the following scale is used in percentage or point value.
• 90-100 = A
• 80-89 = B
• 70-79 = C
• 60-69 = D
• Below 60 = F
Rubrics are included in the course and will provide an understanding of how they will be assessed on the course's assignments.
Late Work Policy
No credit will be given for posting to the discussion after the "due date" for postings. This would defeat the purpose of learning by dialog when you post to a site that is no longer being accessed.
Course Evaluation
At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.
Turnitin Policy Or Other Types of Assignments in Other Systems
Candidates may be required to submit work to TurnItIn. Candidates are encouraged to submit their work to TurnItIn before they submit the assignment for a grade in order to view the similarity index. To do this, candidates, go to “Optional Settings”; select “No-repository” and submit.
Accessibility and Privacy Statements on Course Technologies
At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.