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The University of Mississippi Online

COUN 307 sec 3, Educational Psychology

University of Mississippi
3 credit hours

Instructor Information:

Philip Cooker

Instructor: Philip G. Cooker, Ph.D.

Dr. Cooker is Professor Emeritus of Counselor Education at the University of Mississippi, where he served as Program Coordinator and Director of Training of the CACREP doctoral program in Counselor Education.

He has experience in public schools as a teacher and elementary school counselor and at Florida State University teaching, consulting, and counseling. Dr. Cooker has served as an officer in various state and national organizations, and has served on the Executive Council of the Mississippi Psychology Association. He has completed a five-year term as an appointee to the Mississippi Board of Psychology and during that time receive the 2016 Service Award from the Association of State and Provincial Psychology Boards.

As a licensed psychologist, he maintains a private practice, providing services to individuals, couples, and families, as well as engaging in consulting, forensic work, and training on a variety of topics. In addition to presenting at national and international meetings, he has published in a number of professional journals.

Contact Information:

If you have questions concerning the content of the course, you may contact the instructor directly using the Email Your Instructor link in the Lessons or Content page. NOTE: Whenever sending email, please be sure to indicate your course title and number in the subject line.

For lesson or test administration issues, please contact the iStudy department:

The University of Mississippi, Department of Outreach and Continuing Education
iStudy
P.O. Box 1848
University, MS 38677

Phone: (662) 915-7313, toll-free (877) 915-7313
Fax: (662) 915-8826
E-mail: istudy@olemiss.edu

Course Description

This course is designed to provide an introductory overview of the psychological principles and research findings applied to the educational process. A total of 15 lessons comprise this three credit-hour undergraduate course.

Considering a traditional classroom course, a typical 15-week semester would require approximately 42 contact hours. Beyond classroom time, the typical expectation for students enrolled in a three-credit hour courese is to spend seven or more additional hours/week preparing and reviewing. Allocate time for completing this course with these considerations in mind.

Textbook Information:

COUN 307 TEXTBOOK

Woolfolk, A. E. (2019). Educational psychology (14th ed.). Boston, MA: Pearson. This course requires use of the eText + MyLab version; a loose-leaf version can be obtained as an addition.

The eText can be accessed with a computer and a variety of mobile devices. More information is available at: www.pearsonhighered.com/etextbooks.

Be sure that you obtain the eText + MyLab version:

ISBN-13: 978-0-13-480042-4

MyLab Education with Pearson eText for Educational Psychology, 14th Edition

Your instructor will email shortly after registration with more information.

Use the ISBN number to make sure you are ordering the exact book required in this syllabus.

Semester Midpoint Requirements:

Requirements for semester students: (Note: this does not apply to Flex (asynchronous) students. If you are unsure of your status, the information appears in your gradebook.)

  1. Complete the syllabus quiz as soon as you have access to your Blackboard course. This is mandatory to verify your attendance.
  2. Reach the midpoint of your course by the date specified in your orientation information. Any lesson assignment or exam needed to reach the midpoint but not completed by the midpoint deadline will receive a grade of zero.
  3. The last day to submit lessons and complete course exams (other than the final) is the last day of class per the UM RegistrarĂ­s academic calendar.
  4. The final exam must be taken by the last day of finals week.

Course Objectives:

General objectives include (but are not limited to):

  • examining and applying theories and principles that impact the educational process.
  • understanding how factors such as culture, family, learning environments, cognitive development, and motivation affect learning.
  • describing how educators can examine and utilize research findings relevant to education.
  • providing an introduction to classroom assessment, testing.
  • providing an introduction to standardized and high stakes testing.
  • providing case studies and examples of the typical challenges and problems faced by today's teachers.

Course Outline:

This course consists of 15 instructional modules (or lessons).

Lesson
Reading Assignments
Due for Grades
Pacing Guide
to complete the course in a traditional semester
Start Here

*You MUST complete the syllabus quiz as soon as you have access to your Blackboard course. This is mandatory to verify your attendance.*NOTE: you must pass the Syllabus and Orientation Quiz for the course materials to appear on the Lessons page.

Syllabus Quiz
Week 1
0 Preface course materials Introduce Yourself Discussion Board Week 1
1

Chapter 1: Learning, Teaching, and Educational Psychology

Topics and Quiz
Week 1
2

Chapter 2: Cognitive Development

Topics and Quiz
Week 2
3
Chapter 3: The Self, Social, and Moral Development
Topics and Quiz
Week 3
4
Chapter 4 Learner Differences and Learning Needs
Topics and Quiz
Week 4
5

Chapter 5: Language Development, Language Diversity, and Immigrant Education

Topics and Quiz
Week 5
6

Chapter 6: Culture & Diversity

Topics and Quiz
Week 6
7

Chapter 7: Behavioral Views of Learning

Topics and Quiz
Week 7
Test #1 (midterm)
Covers chapters 1-7
To be scheduled
and completed
before proceeding
Week 8
MIDPOINT OF COURSE

If you are a semester student, you must reach the midpoint of your course by the date specified in your orientation information.

If you are a Flex UM student, you CANNOT WITHDRAW from this course after the lesson has been submitted.

All lesson assignments or exams needed to reach the midpoint of the course The exact date semester students are required to reach the midpoint is specified in your orientation information.
8
Chapter 8: Cognitive Views of Learning
Topics and Quiz
Week 9
9

Chapter 9: Complex Cognitive Processes

Topics and Quiz
Week 10
10

Chapter 10: Constructivism and Designing Learning Environments

Topics and Quiz
Week 11
11

Chapter 11: Social Cognitive Views of Learning and Motivation

Topics and Quiz
Week 12
12

Chapter 12: Motivation in Learning and Teaching

Topics and Quiz
Week 13
13

Chapter 13:Managing Learning Environments

Topics and Quiz
Week 14
14

Chapter 14: Teaching Every Student

Topics and Quiz
Week 15
15

Chapter 15: Classroom Assessment, Grading, and Standardized Testing

Topics and Quiz
Week 16
Test #2 Covers chapters 8-15
To be scheduled
and completed
before proceeding
Week 17
Final Exam
Comprehensive exam from all chapters (ensure all work is completed and graded prior to scheduling this exam)
To be scheduled
and completed
to finalize credit
Week 18

Grading:

Lessons will be graded by assigning points as follows:

91 - 100% = A
81 - 90% = B
71 - 80% = C
61 - 70% = D
Below 61% = F

GRADING INFORMATION:

The grading format is as follows:

Lesson Assignments: Topics 2.5%, Quizzes 22.5%
Test #1 25%
Test #2 25%
Final Exam 25%

FAILURE TO TAKE THE FINAL EXAM WILL RESULT IN FAILURE OF THE COURSE.

You must submit the lessons required to take the course tests and final exam. Lessons required but not submitted will receive a grade of zero. For the final exam, all coursework must be submitted and graded!

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