House Bill 2504

Spring 2012 Course Syllabus

PSYC-1300-03 - Learning Framework

Faculty Information
SemesterSpring 2012
InstructorClark, Jamie Lee
Phone(409) 984-6317
Business, Math, and Science
Chair:Percy Jordan
Phone:(409) 984-6335
Hours:M 11-11:50, 2:30-3:30; T 8:30-9:15, 2-3; W 11-11:50, 2:30-3:30; R 9-10:45; F 9-12
Building:Student Center (SC)
MyLamarPA Be sure to check your campus E-mail and Course Homepage using MyLamarPA campus web portal ( When you’ve logged in, click the email icon in the upper right-hand corner to check email, or click on the “My Courses” tab to get to your Course Homepage. Click the link to your course and review the information presented. It is important that you check your email and Course Homepage regularly. You can also access your grades, transcripts, and determine who your academic advisor is by using MyLamarPA.
Course Information
Course Number10770
Course Description The Learning Framework course is a study of the 1) research and theory in the psychology of learning, cognition, and motivation; 2) factors that impact learning; and 3) application of learning strategies. Students will use assessment instruments (learning inventories) to help them identify their own strengths and weaknesses as learners. The course helps develop skills and techniques necessary for success in college including memory development, note taking, preparing for exams, study skills, and time management. It stresses the importance of creativity, health, relationships and the effective use of resources in achieving collegiate success.
Course Prerequisites This course is mandated for all students on academic probation and those who have failed any developmental course.
Required Textbooks Keys to Effective Learning, 6th edition. Carol Carter, Joyce Bishop, and Sarah Kravits, Pearson.
Attendance Policy Research has shown a cause and effect relationship between attendance and college success. FOUR unexcused absences will result in a grade of "F", regardless of the student's performance in class to that time. Excused absences include hospitalization of you or an immediate family member, participation in a college event, or a religious holy day. Prior notification to me for pending absences due to college events or religious holy days is required. Documentation of hospitalization is required. Late work is unacceptable.
Course Grading Scale  90 - 100 = A     80 - 89 = B     70 - 79 = C     60 - 69 = D     Below 59 = F
Determination of Final Grade Final grade is the average of two grades. One grade is the total of points based on attendance, participation and assignments. Attendance is one point per day with late arrival and early departure equal to one absence. Participation is one point per day. Assignments are one point each. The other grade is the test/quiz average, including the quizzes, final exam and essay. With the prior approval of your instructor, you may also earn extra credit for campus events. Disturbance in class is a one point deduction from the final grade, per incidence, and includes but is not limited to: cell phones ringing, text messages, talking without permission and other disrespectful behavior.
Final Exam Date May 15, 2012 - 11:00 AM
Major Assignments Week 1: Course introduction, syllabus review, pre course essay, pre course assessment, syllabus quiz

Week 2: Library Tour & Chapter 1 Habits for Success

Week 3: Chapter 2 Learning Styles

Week 4: Chapter 3 Time and Money

Week 5: Chapter 4 Setting and Reaching Goals

Week 6: Diversity Project

Week 7: Chapter 5 Critical and Creative Thinking

Week 8: Chapter 6 Memory

Week 9: Chapter 7 Reading and Studying

Week 10: Chapter 8 Reading Across the Disciplines

Week 11: Chapter 9 Active Listening and Note Taking

Week 12: Chapter 10 Test Taking I

Week 13: Chapter 11 Test Taking II

Week 14: Critical Thinking Essay

Week 15: Chapter 12 Moving Toward Success

Week 16: Final Exam
Calendar of Lecture Topics and Major Assignment Due Dates Beginning week 2, text book assignments are due at beginning of class

Week 1

T 1/17 Course Introduction and syllabus review

R 1/19 Pre course essay, pre course assessment

Week 2

T 1/24 Syllabus Quiz, Library tour and assignment

R 1/26 Chapter 1 Habits for Success, Take Action, Building Skills, Critical Thinking Assignments are due

Week 3

T 1/31 Chapter 1 Quiz, Chapter 1 Essay Worksheet is due

Chapter 2 Learning Styles

R 2/2 Chapter 2 Take Action, Building Skills, Critical Thinking Assignments are due

Week 4

T 2/7 Chapter 2 Quiz, Chapter 2 Essay Worksheet is due

Chapter 3 Time and Money

R 2/9 Chapter 3Take Action, Building Skills, Critical Thinking Assignments are due

Week 5

T 2/14 Chapter 3 Quiz, Chapter 3 Essay Worksheet is due

Chapter 4 Setting and Reaching Goals

R 2/16 Chapter 4 Take Action, Building Skills, Critical Thinking Assignments are due

Week 6

T 2/21 Chapter 4 Quiz, Chapter 4 Essay Worksheet is due

Diversity Project

R 2/23 Diversity Project

Week 7

T 2/28 Chapter 5 Critical and Creative Thinking

R 3/1 Chapter 5 Take Action, Building Skills, Critical Thinking Assignments are due

Week 8

T 3/6 Chapter 5 Quiz, Chapter 5 Essay Worksheet is due

Chapter 6 Memory

R 3/8 Chapter 6 Take Action, Building Skills, Critical Thinking Assignments are due

Week 9

T 3/20 Chapter 6 Quiz, Chapter 6 Essay Worksheet is due

Chapter 7 Reading and Studying

R 3/22 Chapter 7 Take Action, Building Skills, Critical Thinking Assignments are due

Week 10

T 3/27 Chapter 7 Quiz, Chapter 7 Essay Worksheet is due

Chapter 8 Reading Across the Disciplines

R 3/29 Chapter 8 Take Action, Building Skills, Critical Thinking Assignments are due

Week 11

T 4/3 Chapter 8 Quiz, Chapter 8 Essay Worksheet is due

Chapter 9 Active Listening and Note Taking

R 4/5 Chapter 9 Take Action, Building Skills, Critical Thinking Assignments are due

Week 12

T 4/10 Chapter 9 Quiz, Chapter 9 Essay Worksheet is due

Chapter 10 Test Taking I

R 4/12 Chapter 10 Take Action, Building Skills, Critical Thinking Exercises are due

Week 13

T 4/17 Chapter 10 Quiz, Chapter 10 Essay Worksheet is due

Chapter 11 Test Taking II

R 4/19 Chapter 11 Take Action, Building Skills, Critical Thinking Assignments are due

Week 14

T 4/24 Chapter 11 Quiz, Chapter 11 Essay Worksheet is due

Critical Thinking Essay

R 4/26 Critical Thinking Essay

Week 15

T 5/1 Chapter 12 Moving Toward Success

Habits (pages 337-342)

R 5/3 Chapter 12 Moving Toward Success

Habits (pages 343-347

Week 16

T 5/8 Chapter 12 Quiz and Final Review

General Education/Core Curriculum Student Learning Outcomes
Reading:Demonstrates the ability to analyze and interpret a variety of printed materials.

Writing:Produces clear, correct, and coherent prose adapted to purpose, occasion, and audience.

Speaking:Communicates orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience.

Listening:Demonstrates the ability to analyze and interpret various forms of spoken language.

Critical Thinking 1:Applies qualitative and/or quantitative skills analytically and creatively to subject matter.

Critical Thinking 2:Demonstrates the ability to evaluate arguments and construct alternative strategies.

Computer Literacy 1:Uses computer-based technology to communicate, solve problems, and acquire information.

Computer Literacy 2:Demonstrates an understanding of the limits, problems, and possibilities associated with the use of technology.

Intercultural Competence 1:Demonstrates awareness of similarities and differences between cultural groups.

Intercultural Competence 2:Demonstrates the ability to recognize global interconnectedness.

Intercultural Competence 3:Demonstrates a general knowledge of cultural evolution.

Program Student Learning Outcomes 1. Communicates with appropriate modes of expression to individuals or groups.

A. Demonstrates thesis clarity

B. Organizes information

C. Uses support

D. Presents ideas in appropriate mode of expression

2. Demonstrates awareness of cultural differences and similarities.

A. Identifies cultural characteristics (beliefs, values, perspectives or practices)

B. Interprets works of human expression within cultural context

C. Shows awareness of one’s own culture in relation to others

3. Uses critical thinking skills

A. Identifies problem, argument, or issue (to determine extent of information needed)

B. Differentiates the facts from opinions as relates to situation

C. Constructs possible solutions or prediction or consequences

D. Uses logical, sound reasoning to justify conclusion

4. Demonstrates technology literacy

A. Locates needed information using the appropriate technological tool or device

B. Displays organizational skills with the use of technology

C. Presents information using the appropriate technological tool or device

5. Transfers to a baccalaureate program

A. Exhibits student contact hours completed at LSC-PA

B. Number of AA majors who graduate

C. Number of AA graduates who request transcripts sent to other universities

6. Applies mathematical and scientific principles

A. Identifies mathematical or scientific principles needed to complete task

B. Uses mathematical or scientific principles needed to complete task

C. Applies problem-solving skills in mathematical or

scientific principles needed to complete task

Course Student Learning Outcomes 1. Demonstrate the ability to analyze and interpret assigned reading materials and written instructions from both the textbook and instructor. (PSLO 1, PSLO 2)

2. Demonstrate the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. (PSLO 1, PSLO 4)

3. Demonstrate the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. (PSLO 1, PSLO 4)

4. Demonstrate the ability to analyze and interpret forms of spoken language. (PSLO 2, PSLO 3)

5. Identify and demonstrate the ability to apply standards and elements of critical thinking. (PSLO 2, PSLO 3)

6. Demonstrate the ability to use computer-based technology in communicating, solving problems, and acquiring information. (PSLO 1, PSLO 4)

7. Demonstrate awareness of cultural differences and similarities. (PSLO 2, PSLO 3)
Academic Honesty Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSC-PA policies (Section IX, subsection A, in the Faculty Handbook) for consequences of academic dishonesty.
Facility Policies
  • No food or tobacco products are allowed in the classroom.

  • Only students enrolled in the course are allowed in the classroom, except by special instructor permission.

  • Electronic devices (including but not restricted to cell phones, MP3 players, and laptop computers) shall not be used during examinations unless specifically allowed by the instructor.

  • Use of electronic devices during normal class hours distracts other students, disrupts the class, and wastes valuable time. Instructors have an obligation to reduce such disruptions.

  • Turn your cellphones to vibrate when you enter the classroom.
Additional Information Psychology 1300 Quiz, Assignment, and Essay Guidelines

Spring 2012


Quizzes will be given on the first class day of each week. These will be given at the beginning of the class period. The quizzes will take approximately 15 to 20 minutes to complete.


You will be required to complete chapter assignments that will include Take Action, Building Skills, and Critical Thinking exercises located in your textbook. These textbook assignments must be turned in at the beginning of each class. In addition to these exercises, I will provide several assignments from outside resources that you will be required to complete. You must complete your assignments from outside resources and submit these to me at the end of each class.

Essay Worksheet

The essay worksheet must be completed at the end of each chapter. You will use this worksheet to detail your thoughts on how you will apply or will apply the techniques and the course concepts. Select the study skill presented in the chapter and answer the questions, Why, What, How, and What If. These worksheets must be submitted to me by the end of the week in which the chapter was covered.

Critical Thinking Essay

As a final course project, you will be required to write a Critical Thinking Essay. The essay should include a summary of course strategies and techniques that you found to be most beneficial to you by using the Essay Worksheet question format, Why, What, How, and What If. The worksheets are tools you should use to build the foundation for writing your Critical Thinking Essay. Your essay should describe how you apply or plan to apply the strategies to your academic, work place, or personal environment.

Your essay should contain:

1. Introductory paragraph – this paragraph should be short listing at least three skills you found most helpful. Example: “I learned many helpful things in Learning Frameworks, but the three skills that were most helpful to me were Time Management, Reading, and Note Taking.”

The next four paragraphs should be supporting paragraphs that will focus on the following questions:

2. Question Why paragraph will answer why you feel these three skills are important to you. Discuss past problems (issues) you’ve encountered with each of these three skills and any questions you asked yourself as you addressed the three skills.

3. Question What paragraph will describe what important facts you learned about the three skills. You should use the three concepts you listed on previous Essay Worksheet to answer the What question. This question may require several sentences to detail in length the three concepts with examples and personal references.

4. Question How paragraph will list specific examples of how you plan to use what you have learned about each of your three skills. This paragraph should be very personal and specifically detail how you will use or plan to use the techniques.

5. Question What If paragraph will show how you will apply the three skills outside of the classroom. Discuss specific ways you plan to do things differently now because of what you learned about each of the three skills.

The last paragraph will be the conclusion that will tie all your thoughts together showing how a combination of these skills impact or will impact your life. Be sure to tie the contents of this paragraph to the three skills in the introductory paragraph.

6. Conclusion paragraph will summarize all five paragraphs and neatly tie together all the ways you use or plan to use what you have learned in Learning Frameworks.

The essay must be typed in 12 point font, double spaced, and a minimum of three pages in length.

Important Information
ADA Considerations The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Special Populations Coordinator, Room 231, in the Madison Monroe Building. The phone number is (409) 984-6241.
Copyright Violations Some material in this course may be copyrighted. They may be used only for instructional purposes this semester, by students enrolled in this course. These materials are being used fairly and legally. No one may distribute or share these copyrighted materials in any medium or format with anyone outside this class, including publishing essays with copyrighted material, uploading copyrighted material to Facebook or YouTube, or painting or performing copyrighted material for public display.

Copyright violation is not the same thing as plagiarism. Plagiarism is intellectual dishonesty. Offenses of plagiarism result in lower grades or failing scores, and professors and the college strictly enforce plagiarism rules. There is never any acceptable use of plagiarism. Copyright violation is a legal offense, punishable by large fines and penalties.

Copyrighted material can be used if permission from the material’s creator is obtained, or if its use meets the standards of fair use in an educational setting. For example, a student can quote a line from Shakespeare’s Hamlet in a report without violating copyright but still be guilty of plagiarism if the quotation is not properly documented.

If you are in doubt about what material can be freely used, ask your professor or contact the Dean of Library Services, at (409) 984-6216.
Assessment Statement Assessment is a process by which LSCPA can help you learn better and gauge the level of progress you have made to attain knowledge, skills, beliefs, and values. It also helps your professors understand how to improve teaching and testing methods in your classes, and it helps each department understand and improve degree and certificate programs.

Periodically LSC-PA will collect assessment data for research and reporting purposes, including statistical data and sometimes copies of your work. Be assured that all material the college uses for assessment purposes will be kept confidential. To ensure anonymity, your name will be removed from any material we use for assessment purposes, including video-recorded performances, speeches, and projects.

If you object to allowing LSC-PA to use your material for assessment purposes, submit a letter stating so to your professor by the 12th class day. You will still be required to participate in whatever assessments are being done; we just won’t use your data.

What’s the difference between assessment and grades? The grades you get on papers, projects, speeches, and assignments are specific types of focused assessment. LSC-PA’s assessment efforts include class grades, surveys, standardized tests, and other tools.
Privacy Notice Federal privacy laws apply to college students. This means that college employees, including instructors, cannot divulge information to third parties, including parents and legal guardians of students. Even if the students are minors, information about their college work cannot be shared with anyone except in very limited circumstances.

Anyone requesting information about a student should be referred to the Registrar. Instructors will be notified in writing by that Office about what information may be released and to whom.

Please remember that releasing private information about a student, however innocuous it may seem, can be a violation of federal law, with very serious consequences.

Circumstances under which information may be released:

An adult student may submit, to the Registrar, a handwritten, signed note granting permission for release of information. The note must specify what information may be divulged, and it must specify the name of the person to whom the information may be given.

A parent or guardian may be given access to information about a student by providing a copy of a filed tax return that shows that the student was listed as a dependent of that parent or guardian. The tax return must be for last complete tax year. Again, this documentation must be submitted to the Registrar’s Office.

A parent or guardian may be given access to information about a student if the student logs on to and sends an email to the Registrar granting permission. The email must specify what information may be given and the name of the person to whom it may be given.

Co-enrollment students are protected by the same privacy laws as adult students.

The Registrar’s office is located in the Student Center room 303B, and can be reached at (409) 984-6165.

College-Level Perspectives This course helps add to the students’ overall collegiate experience in the following ways:

  • Establishing broad and multiple perspectives on the individual in relationship to the larger society and world in which s/he lives, and to understand the responsibilities of living in a culturally and ethnically diversified world.

  • Stimulating a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society.

  • Developing a capacity to use knowledge of how technology and science affect their lives.

  • Developing personal values for ethical behavior.

  • Developing the ability to make aesthetic judgments.

  • Using logical reasoning in problem solving.

  • Integrating knowledge and understand the interrelationships of the scholarly disciplines.

Degree Plan Evaluation A Degree Plan Evaluation will help you determine which classes you need to complete your program.

  1. Sign in to your account.

  2. Click on the “My Services” tab.

  3. Click on the “Student” tab.

  4. Click on Student Records.

  5. Click on Degree Evaluation.

  6. Select the term you are planning on registering for (i.e. Summer I, Summer II, Fall, or Spring)

  7. Verify that the Curriculum Information (your MAJOR) is correct

  8. Click on “Generate New Evaluation” at the bottom of the screen.

  9. Click the radio button next to Program

  10. Click on the Generate Request button.

All of the classes that you have taken that apply to your declared major will be listed on the right. If you have a class that still needs to be completed, a “NO” will be listed on the right next to the required class.

HB 2504 This syllabus is part of LSC-PA’s efforts to comply with Texas House Bill 2504.

Lamar State College - Port Arthur


Lamar State College - Port Arthur, a member of The Texas State University System, is an open-access, comprehensive public two-year college offering quality and affordable instruction leading to associate degrees and a variety of certificates. The College embraces the premise that education is an ongoing process that enhances career potential, broadens intellectual horizons, and enriches life.

Core Values

  • Shared commitment by faculty, staff and administration to a mission characterized by student learning, diversity, and community involvement

  • General education/core curriculum that develops the values and concepts that allow the student to make a meaningful contribution in the workplace or community

  • Academic and technical programs designed to fulfill our commitment to accommodate students with diverse goals and backgrounds, using a variety of delivery methods, on and off campus

  • Technical education programs that provide for the acquisition of the knowledge, skills and behavior necessary for initial and continued employment

  • Student achievement characterized by attainment of individual goals and measured by successful accomplishments and completion of curriculum

  • Co-curricular opportunities that develop social, financial and civic acuity


Lamar State College - Port Arthur operates in the belief that all individuals should be:

  • treated with dignity and respect;

  • afforded equal opportunity to acquire a complete educational experience;

  • given an opportunity to discover and develop their special aptitudes and insights; and,

  • provided an opportunity to equip themselves for a fulfilling life and responsible citizenship in a world characterized by change.

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