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1
Revised 8/27/21
Dear Students,
Welcome to EDE 3400 /EDU 352C/PSY 352C-170 Educational Psychology! This is a BLENDED
class in Fall 2021 Term 1 Class is scheduled to run from 08/25/2021-10/09/2021.
There will be four Class meetings on select Wednesday afternoons typically at 6 pm. Our first
meeting will be Wednesday August 25 at 6 pm in Class/Zoom in MIMI DOONER HALL, Room
202B. You can access Class/Zoom through this link. https://Class/Zoom.us/j/9818932417
Please introduce yourselves in the Discussion Board Student Background Questionnaire.
There are three assignments and five discussion boards. All students are expected to participate in
all five Discussion Boards. Note: The only exception is that for the week(s) of class, students who
attend a particular class can choose not to participate in the discussion board held that week and
still receive the points since they will have participated in the live discussion for that week. For
example, a student attending one class will be required to participate in 4 discussion boards, a
student attending two classes will be required to participate 3 discussion boards, a student
attending three classes will be required to participate 2 discussion boards, and a student attending
four classes will be required to participate 1 discussion board.
Please be sure to document your attendance under the discussion board you would like to replace.
Partial attendance will lead to partial credit in a pro-rated fashion. To receive credit or
partial credit for attendance, students must submit a short summary of the zoom meeting
attended under the discussion board that he or she wants to receive credit for.
Also, please remember to respond meaningfully to a classmate for each discussion board you
participate in for full consideration.
Please read your syllabus carefully and bring any questions about it to the first class or post your
questions on the Q&A in the Discussion Board.
I look forward to having you in class.
Sincerely,
Scott Gillig, Professor
Class Meetings Summary
• August 25 at 6 pm in Dooner 202B
• September 1 WORK ON ASSIGNMENTS
• September 8 at 6 pm in Dooner 202B
• September 15 WORK ON ASSIGNMENTS
• September 22 at 6 pm in Dooner 202B
• September 29 WORK ON ASSIGNMENTS
• October 6 at 6 pm in Dooner 202B
2
Syllabus
EDE 3400 /EDU 352C/PSY -170 Educational Psychology
Blended
Fall2021 Term 1 (08/25/2021-10/09/2021)
Class Meeting Times and Days: Wednesdays 6 pm
Class Location: MIMI DOONER HALL, Room 202B
Instructor: Scott E. Gillig, Ph.D., LMHC, CAP, NCC Approved Clinical Supervisor (NBCC)
Office Location and Hours: Dooner 217K TBA
Phone: (305) 628-6539 (St. Thomas)
Wen Chang – For Canvas Technical Assistance
305-474-6839/ wchang@stu.edu
OIT Help Desk
305-628-6610/ helpdesk@stu.edu
MON-FRI, 9am-5pm
Course Description
A study of the psychological principles and the research underlying educational practice in the classroom.
Areas considered are; the child and his/her development; the teaching-learning process; individual
differences, measurements and evaluation; guidance and adjustment.
Course Objectives
1. To define educational psychology as a discipline with a body of literature.
2. To present the concept of the teaching/learning process.
3. To present the challenges, laws, indicators. and methods of teaching students with abilities,
learning problems, and limited English Proficiency
4. To present the student with an overview of learning theory.
5. To explore motivational theory in its relationship.
6. To assist the student in identifying causes of classroom misbehavior and formulating standards for
appropriate behavior and strategies to help monolingual and bilingual students meet them.
7. To present to the student the growing body of research on classroom instruction for all students.
8. To document the appropriate knowledge and skills related to selected Florida Educator
Accomplished Practices.
To develop an appreciation for the relationship between educational psychology and selected issues related
to the Roman Catholic Church.
Student Learning Outcomes
Institutional Outcome(s)
Catholic Identity Course Component (More Information)
1. Students will demonstrate an appreciation of the relationship between education psychology and selected
concepts used by the Roman Catholic Church. They will select from a list of possible topics. They will
prepare a written report and oral presentation. These two items will be scored using a rubric.
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This course fulfills The Catholic Identity Requirement of the General Education Requirements (GER).
The purpose of this requirement is to promote an understanding of and appreciation for the Catholic
intellectual and artistic heritage (see Appendix 3).
Program Outcome(s) for Professional Education Courses
2. Students will demonstrate an appreciation for the Florida Educators Accomplished Practice #4,
Continuous Improvement. They will complete Task 04C (see Appendix 1). This task will be scored using a
rubric.
3. Students will demonstrate an appreciation for the Florida Educators Accomplished Practice #5,
Diversity. They will complete Task 05B (see Appendix 2). This task will be scored using a rubric.
Required Texts and Computer Access (see relevant course materials in Appendix 6))
Cisero Durwin, C. and Reese-Weber, M. (2017). EdPsych Modules 3rd Edition. SAGE
Publications.
ISBN-13: 978-1506310756
Instructional Techniques
The course will be conducted using textbook reading, student presentations, group discussions and online
learning using Canvas.
Course Topics & Schedule (see relevant course materials in Appendix 4)
Week 01
Class Meeting
Chapter 1 Teachers, Teaching And Educational Psychology
“Discussion Board Assignment Assignment 1”- Due September 1
Week 02
Class Meeting
Chapter 2 Cognitive Development And Language
Chapter 3 Personal, Social And Moral Development
Assignment #1 Task 04C (Due September 15)
“Discussion Board Assignment Assignment 2 - Due September 8
Week 03
No Class Meeting
Chapter 6 Behavioral Views Of Learning
Chapter 7 Cognitive Views Of Learning
“Discussion Board Assignment Assignment 3” - Due September 15
Week 04
Class Meeting
Chapter 8 Complex Cognitive Processes
Assignment #2 Task 05B (Due September 22)
Chapter 9 Social Cognitive And Constructivist Views Of Learning
Chapter 4 Learner Differences And Learning Needs
“Discussion Board Assignment Assignment 4” - Due September 22
Week 05
No Class Meeting
Chapter 5 Culture And Community
Chapter 14 Evaluation, Measurement And Assessment
Assignment #3 Catholic Identity Project (Due September 28)
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Chapter 10 Motivation In Learning And Teaching
Week 06
Class Meeting
Chapter 11 Engaged Learning: Cooperation And Communication
“Discussion Board Assignment Assignment 5” – Due October 6)
Week 07
No Class Meeting
Chapter 12 Creating Learning Environments
Chapter 13 Teaching For Academic Learning
The instructor reserves the right to make any syllabus changes needed for the benefit of the class.
Grading
Assessment
Points
5 Discussion Board Assignments
25 points (5 points each)
Task 04C
20 points
Task 05B
20 points
Catholic Identity Project
35 points
*Total
100 points
A = 93%-100%; A- = 90%-92%; B+ = 87%-89%; B = 83%-86%; B- = 80%-82%; C+ = 77%-
79%; C = 73%-76%; C- = 70%-72%; D+ = 67%-69%; D = 60%-66%;F = 0%-59%
COURSE REQUIREMENTS
Access to the STU Canvas site is required in this course. STU Canvas can be accessed at
http://Canvas.stu.edu or from the http://www.stu.edu home page. All students will need a STU username
and password, which can be obtained from the Office of Information Technology at STU. OIT can be
reached at (305) 628-6610 and HelpDesk@stu.edu
All students must have both an E-mail account as well as an Internet account set up by the second
class. Students are encouraged to check their E-mail minimally once a week. For help in getting
your own E-mail and Internet account, contact the St. Thomas University Division of OIT help desk
at KEN-110 in person to have your STU email account created. Within 24 hours after your account
is created, you will be able to access Canvas.
Guidelines for Participating in all Online Course Activities:
All class activities are to be completed according to the specific due dates indicated on the course syllabus
and instructions described in relevant areas of Canvas such as “ASSIGNMENTS”,
“ANNOUNCEMENTS” or “DISCUSSION” sections. Students are expected to participate fully in all
online discussions and to submit postings on time. Students will be assessed by the level and quality of
their participation (postings) in the discussions on the Discussion Board. For this online course, all
assignments will be submitted via Canvas.
Five DISCUSSION BOARD Discussion Board Assignments
Please submit all Discussion Board Assignments in Canvas under in the Discussion Board. Do
not submit as attachments, just submit responses. All responses should be substantial.
II. Canvas “Discussion Board” Assignments:
All students are expected to complete five Discussion Board Assignments.
Note: The only exception is that for the week(s) of class meetings, students who attend a
particular class can choose not to participate in the discussion board held that week and still
receive the points since they will have participated in the live discussion for that week. For
example, a student attending one class will be required to participate in 4 discussion boards,
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a student attending two classes will be required to participate in 3 discussion boards, a
student attending three classes will be required to participate in 2 discussion boards, a
student attending four classes will be required to participate in 1 discussion board, a student
attending five classes will be required to participate in 0 discussion boards.
To answer questions, go to “Discussion Board” in Canvas. All responses should be
substantial. Class discussion of the chapters assigned for each week in the Discussion Board
is a significant component of this course. The class, as a learning community, relies on this
asynchronous communication to engage in collective and individual knowledge construction.
For each Canvas Discussion Board Assignment, all students should respond at least once
weekly to the discussion board in addition to your response to the main thread questions: 1)
Please copy all the questions for the week, answer them and paste your responses into the
discussion board. 2) In addition to your response to the main thread questions, please
respond substantially at least once for the week in addition to your main thread posting to at
least one classmate in your response. All responses will be made on the discussion board.
Spelling and grammar will be factored into your grade. The instructor will provide you with
feedback under Assignments. Substantive postings are those that respond to a question in a
way that clearly supports a position, offers a contrasting or divergent point of view, begins a
new topic, clarifies a point already made, or adds to the existing discussion by critically
reflecting on what’s been said or moves the discussion in another direction. Agreeing with
someone else is not a substantive posting. Students need to first post a response to all of the
questions from the main stem, then post in response to other students' postings. Early
postings lay the ground work for others to follow. Therefore, early postings receive more
weight than later postings. Students with sustained activity throughout the discussion forum
will receive more credit than those who post everything on one date.
Note: Given this is a blended course, discussion board activity is vital to the class flow.
Students are expected to post discussion board thread and responses by the due dates listed
on this syllabus. Each Discussion Board Forum will close on the deadline listed.
*Do not submit as attachments, just submit responses.
“Discussion Board Assignment Assignment 1”- Due September 1
1. Do you believe teachers make a difference? What examples from your own education might
support this view? Examples should be different than your classmates who posted before you.
2. Why is it important for teachers to develop the habit of making decisions that are research-
based and data-driven? Provide an example to support your response. Example should be different
than your classmates who posted before you.
3. How does language develop during the school years and what happens if children are learning
two languages at once? Provide an example of a child that you observed who was learning two
languages at once and describe your observations. Example should be different than your
classmates who posted before you.
4. What are the similarities and differences between Piaget's and Vygotsky's theories of cognitive
development? Give a brief example of how an aspect of your development fit one of these two
theories. Example should be different than your classmates who posted before you.
“Discussion Board Assignment Assignment 2 - Due September 8
1. What are the Erickson’s stages of development? What are the implications of his theory of
teaching?
2. What are Kohlberg’s states of moral reasoning? Provide a brief example that demonstrates your
understanding of at least one of Kohlberg's stages. Example should be different than your
classmates who posted before you.
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3. What are similarities and differences between classical conditioning, and operant conditioning?
Provide an example of an individual learning something that involves one of these two theories.
Example should be different than your classmates who posted before you.
4. What is cognitive behavior modification? Give an example for it's use in the classroom.
Example should be different than your classmates who posted before you.
“Discussion Board Assignment Assignment 3” - Due September 15
1. What is the human information process model of memory? Give a personal example. Example
should be different than your classmates who posted before you.
2.What is reciprocal determinism and what role does it play in social cognitive theory? Which one
is most fitting for you and why? Your reason should be different than your classmates who posted
before you.
3. What are the three constructivist perspectives on learning? Who developed each of these
perspectives? Which perspective is most meaningful to you and why? Your perspective should be
different than your classmates who posted before you.
“Discussion Board Assignment Assignment 4” - Due September 22
1. What are the potential problems in categorizing and labeling students? What are the potential
benefits in categorizing and labeling students? Provide an example where you observed a student
being labeled and what happened. Example should be different than your classmates who posted
before you.
2.How is motivation conceptualized in the behavioral, humanistic, cognitive, and sociocultural
perspectives? Who is the major thinker behind each of these conceptualizations? Which of these
forms of motivation have you experienced inside the classroom and during extra-curricular
activities? Which of these four forms of motivation do you prefer? Your reasoning should be
different than your classmates who posted before you.
3. What are percentile ranks, standard deviations, z scores, T scores, and stanine scores? What
standardized tests have you taken during your career as a student? How have your scores on these
tests impacted your academic career?
“Discussion Board Assignment Assignment 5” – Due October 6
After reading “Teaching students to question assumptions about gender and sexuality” (2018)
by B.V. Blackburn and S.M. Pennell, Kappan, October 2018 V100 N2, please tell whether you
agree or disagree with the following statements and tell why.
1. If public schools are to promote a just and equitable society, they have an obligation to teach all
students about the concept of heteronormativity — the assumption that “heterosexuality is the only
normal and natural expression of sexuality.
2. Gender is binary (that is, 100% male or 100% female, with nothing in between).
3. One’s gender is fixed and unchanging.
4. The “no promo homo laws,” enacted by eight states which “expressly forbid teachers from
discussing lesbian, gay, or bisexual people or topics in a positive light” is a move in the right
direction for education.
5. If we want students to question and confront heteronormative biases in their own schools and
communities, we must question and confront it in all its forms.
The following Feedback Rubric will be used to review and grade all updates.
Point
Value
Quality
Indicators
5
Distinguished/
The responses integrate multiple perspectives and show
Substantive
value as a seed for reflection by including other discussants’
views.
3
Proficient
The responses build on the ideas of another one or two
participants and dig deeper into guiding questions or issues.
2
Acceptable
Participated; no interaction with other discussants’ postings
is evident.
0
Failed
No participation.
Note: Substantive postings are those that respond to a question in a way that clearly
supports a position, offers a contrasting or divergent point of view, begins a new topic,
clarifies a point already made, or adds to the existing discussion by critically reflecting on
what’s been said or moves the discussion in another direction. Agreeing with someone else
is not a substantive posting.
*Note: a score of 9 is used as the cut score for the two SACS Student Learning Outcomes.
The rubric is adapted from George Collison, Bonnie Elbaum, Sarah Haavind, & Robert Tinker
(2000). Facilitating Online Learning: Effective Strategies for Moderators (p.79). Madison:
Atwood.
Three Assignments
Assignment #1 Task 04C (Due September 15)
Assignment #2 Task 05B (Due September 22)
Assignment #3 Catholic Identity Project (Due September 29)
*See Appendices 1-3 for full descriptions of the three tasks.
*For a complete description of each of these tasks including task description, directions, and scoring rubric,
please see Appendices at the end of this syllabus.
SUBMISSION GUIDELINES FOR THREE ASSIGNMENTS (not including Canvas Assignments)
