BRNG Basement_floor Emergency.pdfEmergency Instructions Basement.pdfEducational Psychology EDPS 530 Advanced Educational Psychology Fall 2008 Helen Patrick, Ph.D. Office: Room 5122, Beering Hall Office phone: (765) 496-2368 E-mail: [email protected] Fax: (765) 496-1228 Office hours: by arrangement Class meeting time & place: Wednesday 4.30 - 7.20 p.m., Room B260 Beering Hall. Course Description This course will provide a broad overview of theories and research within educational psychology, encompassing cognitive development, learning, instruction, and educational assessment. Required Readings 1. National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press: 2. Articles, in PDF format, that supplement and extend the text will be available on Vista Blackboard: http://www.itap.purdue.edu/tlt/blackboard/index.cfm Note: The readings reflect that this is an advanced graduate course. Students who wish to refresh their background in educational psychology are invited (and encouraged) to borrow undergraduate level educational psychology materials from me. Format of Course The format of this class will be varied, and will include brief lectures, whole-class and small-group discussions, student presentations, and videos. Students’ readiness to participate in scholarly discussions is assumed, including coming to class having read all assigned readings. Discussion will center around the readings and educational implications and related issues. Course Requirements 1. Three reflection papers (25% of final grade). 2. Presentation (10% of final grade) 3. Final integrative paper (35% of final grade). 4. Class participation (30% of final grade). Active involvement in class is an important part of the learning process. It is assumed that all students will be actively involved in their learning and exploration of issues in this class. Absences will adversely affect the participation grade. Written Papers It is expected that students’ writing skills will reflect exemplary scholarship. Assignments are graded for grammar, spelling, punctuation, capitalization, and usage in addition to content. Allpapers must be word-processed or typed (double spaced, 12 point font, reasonable margins). Late papers will not be accepted. Written papers must reflect your own work. Note that whenever you use information or ideas that someone else has written about, you must note where the information came from. See the APA publication manual (5th Ed.) for how to do this. Note, you should also paraphrase the text. Any time you take a phrase or sentence directly from text, you need to indicate this by the use of quote marks (“ ”) and give the page number (in addition to author and year of publication). Failure to do so is called plagiarism, and is viewed very negatively (as cheating or dishonesty) in the academic community. Papers that include plagiarism will earn a zero, and may incur harsher penalties. Grading Scale A: 90% - 100%; B: 80% - 89%; C: 70% - 79%; D: 60% - 69%; F: < 60% PURDUE AND COLLEGE OF EDUCATION POLICY STATEMENTS Academic Dishonesty Statement Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty" [Part 5, Section III-B-2-a, University Regulations]. Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972] Adaptive Programs Statement Students with disabilities must be registered with Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with me as soon as possible to discuss your needs. Emergency Statement In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. Here are ways to get information about changes in this course: email, Blackboard Vista web page, the Educational Psychology secretary’s phone: 494-7252, my email: [email protected], and my office phone: 496-2368. Students are required to visit http://www.education.purdue.edu/ODFD/resources.html to review the response procedures for emergencies in Beering Hall. It is necessary that you review these directions within the first week of your Beering classes. If you have any questions see me.Course Requirements Reflection Papers Paper 1: 5% of final grade; email to me by 9am August 30 This paper involves you reflecting on your own beliefs about learning; it does not involve additional reading. How do people learn? What influences learning? What is the role of teachers in the learning process? Papers 2 & 3: 10% of final grade each. Both papers will require you to reflect on the readings, related discussion, and your own relevant thoughts and experience; they will not require additional reading. Papers should be approximately 3-4 pages long. Paper 2 due October 8; Paper 3 due October 15. Class participation 30% of final grade. Active involvement in class is an important part of the learning process. It is assumed that all students will be actively involved in their learning and in exploration of issues in this class. Absences will adversely affect the participation grade. Quality participation is characterized by: • active, enthusiastic participation in class discussions and activities • demonstrating your understanding of class readings by using psychological concepts to help explain or justify comments • asking thoughtful questions • responding to other students’ comments in a responsible and constructive manner • contributing regularly without dominating • thoughtful and effortful completion of written tasks *** In preparation for class discussion each week, you are to email a