Instructor: Dr. Ella Williams

Email:williamsev@Lamarpa.edu

Phone: (409) 984 - 6505

Office Hours: 11:00 - 11:30

Additional Contact Information:

Study of research and theory in the psychology of learning, cognition and motivation; factors that impact learning; and application of learning strategies.

Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction to college-level student academic strategies.

Students use assessment instruments (e.g., learning inventories) to identify their strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become more effective and efficient learners.

Students developing these skills should be able to continually draw from the theoretical models they have learned. (Cross-listed as PSYC 1300).

Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from independent retailer, including an online retailer.

Textbook Title: On Course: Strategies for Success in College, Career, and Life.

Ninth Edition, Cengage publishing.

Authors: Skip Downing and Jonathan Brennan

For students taking EDUC 1300-the book is available through e-book format on Blackboard. If you prefer not to have an electronic version, you must opt-out of the first day book materials program.

For students taking EDUC 1100-purchasing the textbook is optional.



Textbook Purchasing Statement: A student attending Lamar State College Port Arthur is not under any obligation to purchase a textbook from the college-affiliated bookstore. The same textbook may also be available from an independent retailer, including an online retailer.

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Students may be supplied with Journal Articles and other sources of literature to enhance their learning.

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Critical Thinking Skills - Students will engage in creative and/or innovative thinking and and/or inquiry analysis, evaluation, synthesis of information, organizing concepts and constructing solutions.

Communication Skills - Students will demonstrate effective written, oral, and visual communication.

Empirical and Quantitative Skills - Students will demonstrate applications of scientific and mathematical concepts.

Social Responsibility Skills - Students will demonstrate intercultural competency and civic knowledge by engaging effectively in logical, regional, national, and/or global communities.

PSLO 1: Critical Thinking Skills - Uses creative thinking, innovation, inquiry and analysis, evaluation and synthesis of information.

PSLO 2: Communication Skills - Demonstrates effective development, interpretation and expression of ideas through written, oral and/or visual communication.

PSLO 3: Empirical and Quantitative Skills - Applies the manipulation and/or analysis of numerical data or observable facts resulting in informed conclusion.

PSLO 4: Social Responsibility Skills - Expresses intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities.

Getting On Course to Your Success - Chapter 1

Concept

By offering students an opportunity to understand the culture of higher education, understand the expectations of college and university educators, and (perhaps most important) understand their strength and weaknesses, we empower them with information that is essential to their success in higher education. Additionally, when we help students begin their academic journeys in an engaging and purposeful way, we motivate them to give their best effort. Students are more likely to commit to working hard in a course when they understand.

Accepting Personal Responsibility - Chapter 2

Concept

There is great value in perceiving ourselves as the primary creators of the outcomes and experiences of our lives. At the very least, we are responsible for how we respond to any event, whether the event is of our creation or not. When academic outcomes and experiences are negative, many students blame others, often teachers. When academic outcomes and experiences are positive, many students credit others. Because the cause of their results is seen as existing outside of themselves, these students have no reason to evaluate and possibly change their own behaviors. Students like this typically wait for the world to change while they complain, blame, make excuses, and repeat ineffective behaviors. They may even blame themselves, all the while thinking there is nothing, they can do to change their fate. By offering students the opportunity to see how their own choices contribute to their past, present, and future outcomes, we empower them to approach life with the beliefs and behaviors of a Creator mindset, thus giving up the passivity and bitterness of a victim mindset.

Discovering Self-Motivation - Chapter 3

Concept

Choosing a meaningful purpose gives our lives a direction and creates inner motivation. Many students have not defined a personally meaningful purpose for being in college, let alone for being in a particular course. Unfocused, these students are more likely to drift from rather than to academic success. By offering them the opportunity to choose personally meaningful outcomes that they would like to achieve in college or in life, we assist students to create internal motivation and thus positively impact their persistence in the face of life's inevitable obstacles.

Mastering Self-Management - Chapter 4

Concept

Most major life goals, such as earning a college degree, are achieved by taking purposeful actions consistently over time. Raised in a culture that relishes instant gratification, many students have not learned the rewards of taking persistent, small steps toward a distant personal goal. Without an effective action plan, many students fail to initiate the steps they are perfectly capable of taking to achieve their goals. By regularly offering them an opportunity to identify, record, and take their next-action steps, and by acknowledging them for taking these actions (regardless of the outcome), we help students develop effective self-management and reap the benefits of taking persistent, purposeful actions.

Employing Interdependence - Chapter 5

Concept

The world provides valuable resources for those who choose interdependence over independence, dependence, or codependence. Many students, however, do not utilize the abundant human resources available to assist them to achieve their goals more easily and enjoyably. Worse, many students are entangled in a web of toxic relationships. Without positive assistance, many students find the achievement of personal, academic, and professional goals to be difficult, even impossible. By offering students the skills to build and nurture mutually supportive relationships, we empower them to benefit from resources that might otherwise go untapped, to experience the benefits of giving and receiving assistance, and to achieve goals that otherwise might be difficult or even impossible.

Gaining Self-Awareness - Chapter 6

Concept

When discussing self-awareness, the thoughts that usually pops most quickly to the mind is awareness of one's strengths and weaknesses, inclinations and disinclinations. However, there is another realm of self-awareness that may play an even bigger role than these characteristics in determining one's outcomes and experiences. Many people, despite their conscious intentions, make choices that sabotage their success. As a result of their self-defeating habit patterns (including behaviors, thoughts, emotions) and unconscious limiting beliefs, students with great potential can thwart the achievement of their most cherished goals and dreams. As a result, these students are their own greatest obstacle. By assisting students to become aware of their unconscious self-defeating habit patterns and limiting beliefs, we empower them to rewrite outdated life scrips and change their lives for the better.

Adopting Lifelong Learning - Chapter 7

Concept

Many students have lost the insatiable curiosity and effective learning strategies that serve them so well as young children. For them, exciting forays into the mysteries of the unknown have been replaced by boredom, anxiety, and/or self-doubt. By (re)familiarizing struggling students with the skills of effective learners, we offer them the opportunity to replace their ineffective choices with more effective choices that can enable them to reach their potential. Additionally, by helping struggling students replace a fixed mindset (in which they believe there's little they can do to improve their academic success), we empower them to make choices that improve their learning and academic success. In other words, in addition to teaching academic content, we need to help struggling students regain a learner's mindset and master the study skills they need to be a success in college...and a lifelong learner in the years beyond graduation.

Developing Emotional Intelligence - Chapter 8

Concept

People in the grip of overwhelming emotions are seldom effective. Consequently, one of the most essential components of success by some accounts more important than academic intelligence is emotional intelligence. Emotional intelligence is the ability to manage emotions-our own and those of others and stay on course even when navigating life's most challenging storms. Just as we are responsible for the quality of our outer lives, we are responsible for the quality of our inner lives as well. In fact, cognitive psychologist suggest that we can only perceive what is going on outside of us through the lens of what is going on inside of us. Belief systems and inner conversations create our interpretation of the event going on around us, and in this way, our thoughts actually create our "reality."

People who are emotionally intelligent are skilled at controlling the content of their consciousness. This skill allows them to make wise choices during emotional storms while others struggle merely to survive. When we assist students to gain greater emotional intelligence, we empower them not only to be more effective in the pursuit of their dreams but also to experience happiness, joy, and peace of mind on their journey.

Staying On Course to Your Success - Chapter 9

Concept

Staying on course to a rich, personally fulfilling life is one of a human being's greatest challenges. Forces both outside of us and inside of us seemingly conspire to divert us from this achievement. By assisting students to plan and take their next steps, we not only remind them of the changes they have made to empower themselves and better their lives, but we also help them keep their sights on both a positive future and the wise choices that will guide them there. As we bid our students farewell for now, we give them the momentum to head off into great lives of their own creation.

Week 1: Read "Syllabus"

Assignment complete the Chapter 1 Study Guide, "Getting on Course to Your Success"

Read "College Smart Guide" in Chapter 1

Read "Understanding the Culture of Higher Education" in chapter 1

Do Journal Entry 1 and turn in next week

Complete the "Smart Start Guide

View video "Jar of Life", and do a Quick Write

Do the Chapter 1 Self-Assessment will make a comparison at the end of the semester

Class Discussion & journal Writing

Week 2: Assignment continue the Chapter 1 Study Guide

Read "Understanding the Expectations of College and University Educators in Chapter 1

Complete Journal Entry 2 and turn in next week

Chapter 1 Quiz

Read "What Does Success Mean to You?" and "Fork in the Road"

Read "Soft Skills at Work" and watch video "Soft Skills"

Read "Money Matters" - Chapter 1

Chapter 1 Test next week

Class Discussion & Journal Writing

Week 3: Work on Study Guide for Chapter 2 Accepting Personal Responsibility"

Read Poem "Road Not Taken" - by Robert Frost and compare how it relates to personal responsibility

Reading Chapter 2

View Video - "Broken Escalator" and do a Quick Write

Read and discuss "Making Wise Choices" and do Wise Choice activity to turn in next week

Chapter 2 Quiz

Class Discussion & Journal Writing

Week 4: Chapter 2 "Accepting Personal Responsibility"

Reading Changing Your Inner Conversation & Healthy Choices: Alcohol

Chapter 2 Test next week

Class Discussion & Journal Writing

Week 5: Work on Study Guide for Chapter 3 Discovering Self-Motivation

Design your "Compelling Life Plan"

View Video - "The Power to Staying Committed to Your Goals

Chapter 3 Quiz

Class Discussion

Week 6: Write "Your Personal Affirmation" after viewing video "10 Most Powerful Affirmations"

Class Discussion & Journal Writing

Chapter 3 Test

Week 7: Work on Chapter 4 Study Guide Mastering Self-Management

Read "Developing Grit" and a 32 Day Commitment Plan

You will do your personal 32 Day Commitment Plan and turn it in 32 days

Video - "How to Get More Done & Waste Less Time" and do a Quick Write

Chapter 4 Quiz

Class Discussion & Journal Writing

Week 8: Chapter 4 Read "Healthy Choice: "Smoking & Vaping"

Chapter 4 Test

Week 9: Study Guide Chapter 5 "Employing Interdependence"

Read "Employing Interdependence" and "Strengthening Relationships with Active Listening"

View Video - "Active Listening Skills" and do a Quick Write

Chapter 5 Quiz

Class Discussion & Journal Writing

Week 10: Chapter 5 "Employing Interdependence"

Read "Respecting Cultural Differences" & "Being Assertive"

Read "Healthy Choices: "Food"

Activity - Do a healthy menu for breakfast, lunch & dinner and turn it in next week

Chapter 5 Test

Class Discussion & Journal Writing

Work on "Career Research Project" - What Career are You Interested In? Why did you choose this career?, etc., details for project will be outlined in

class

Week 11: Chapter 6 "Gaining Self-Awareness" Study Guide

Reading "Rewriting Your Outdated Scripts" & "Self-Awareness at Work"

Video - "What is Self-Awareness Plus 5 Reasons it's Important?"

Chapter 6 Quiz

Class Discussion & Journal Writing

Week 12: Healthy Choices: Drinks (Non-Alcoholic)

Chapter 6 Test

Week 13: Chapter 7 "Adopting Lifelong Learning" Study Guide

Read "Discovering Your Preferred Ways of Learning"

Video - "Lifelong Learning - The Life Formula and do a Quick Write

Writing Activity - "Your Most Challenging Course this Semester or Any time in Your Education", turn in next week

Class Discussion & Journal Writing

Chapter 7 Quiz

Week 14: Chapter 7 "Healthy Choices: Physical Activity"

Chapter 7 Test

Chapter 8 "Developing Emotional Intelligence" Read the Chapter and complete the Study Guide

Roll Play situations that will allow students to make Emotional Intelligent decisions

Class Discussion & Journal Writing

Week 15: Chapter 9 "Staying On Course to Your Success"

Complete the Complete the Self-Assessment & compare this score to the Self-Assessment score at the beginning of the semester

Final Exam

Final Exam Date - December 4, 2026

Grading Scale:

90 - 100 = A

80 - 89 = B

70 - 79 = C

60 - 69 = D

Below 59 = F

Exam - 25%

Assignments - 25%

Journal - 10%

Discussion - 15%

Career Research Project - 25%

Do not wear ear buds in the classroom.

Do not have your cell phone out during class time.

Be respectful of other students and the instructor.

Do not bring food or drink into the classroom.

Be attentive and participate in class.

Research has shown a cause and effect relationship between class attendance and college success. Make it your responsibility to be in class and on time so that you don't miss important information. If you are out due to illness it is your responsibility, upon returning, to find out what you missed and do the make-up work.

Be sure to check your campus email and Course Homepage using MyLSCPA campus web portal. You can also access your grades, transcripts, academic advisors, degree progress, and other services through MyLSCPA.

Academic honesty is expected from all students, and dishonesty in any form will not be tolerated. Please consult the LSCPA policies (Academic Dishonesty section in the Student Handbook) for consequences of academic dishonesty.

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 Accessibility Services Coordinator, Room 119, in the Ruby Fuller Building. The phone number is (409) 984-6241.

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. Use of electronic devices is prohibited.

This syllabus is part of LSCPA's efforts to comply with Texas House Bill 2504.

As per Texas law and LSCPA policy, all LSCPA employees, including faculty, are required to report allegations or disclosures of child abuse or neglect to the designated authorities, which may include a local or state law enforcement agency or the Texas Department of Family Protective Services. For more information about mandatory reporting requirements, see LSCPA's Policy and Procedure Manual.

LSCPA is committed to establishing and maintaining an environment that is free from all forms of sex discrimination, including sexual harassment, sexual violence, and other forms of sexual misconduct. All LSCPA employees, including faculty, have the responsibility to report disclosures of sexual misconduct, including sexual harassment, sexual assault (including rape and acquaintance rape), domestic violence, dating violence, relationship violence, or stalking, to LSCPA's Title IX Coordinator, whose role is to coordinate the college's response to sexual misconduct. For more information about Title IX protections, faculty reporting responsibilities, options for confidential reporting, and the resources available for support visit LSCPA's Title IX website.

For more information about the Clery Act and crime reporting, see the Annual Security & Fire Safety Report and the Campus Security website.

If you have a grievance, complaint, or concern about this course that has not been resolved through discussion with the Instructor, please consult the Department Chair.