Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Delivery
This course will be delivered online in an asynchronous format.
Course Prerequisites
There are no prerequisites for this course, and we assume no prior knowledge in the main topics this course covers (development, motivation, and learning). Therefore, no preparation is needed or expected, but interested students are welcome to review the following resources:
- Anderman, E. M., & Anderman, L. H. (2021). Classroom motivation: Linking research to teacher practice (3rd ed.). Routledge.
- McDevitt, T. M., & Ormrod, J. E. (2019). Child development and education (7th ed.). Pearson.
Course Materials
Grolnick, W. S., Heddy, B. C., & Worrell, F. C. (2024). Motivation myth busters: Science-based strategies to boost motivation in yourself and others. American Psychological Association.
Note: I try to avoid requiring that students purchase books whenever possible. This one is required because it will serve as an excellent resource not only during the class but also after completing the program. Importantly, it is also much more affordable than most textbooks (less than $20 on Amazon).
Program Learning Outcomes (PLO)
- Describe how beliefs and values influence the experience of education.
- Analyze how social and political movements shape and influence schooling.
- Apply knowledge of development and motivation to educational settings to promote learning for all students.
- Develop appropriate goals for student learning informed by standards, learning objectives, student development, and learning needs.
- Analyze and describe models of instruction and research-based practices and their impact on student learning.
- Respond appropriately to the diverse needs of student learners in the design of learning experiences and student assessment.
- Exhibit a critical consciousness of teaching and learning related to the intersection of culture and education.
- Plan learning experiences using a variety of approaches.
- Articulate the purpose of education and the intersection of sociocultural experience and education.
Course Learning Outcomes (CLO) Alignment
| CLO | Description | Evidence-Assessment | PLO |
|---|---|---|---|
| A | Explain and apply how children and adolescents grow and develop. | Weekly writing assignments, quizzes, case study paper | 3,4, 6 |
| B | Explain and apply how academic motivation is conceptualized and what motivates students. | Weekly writing assignments, quizzes, case study paper |
3, 6 |
| C | Explain and apply how students learn. | Weekly writing assignments, quizzes, case study paper | 5, 6 |
| D | Explain the dynamic interplay between (a) child and adolescent development, motivation, and learning and (b) the classroom and broader environment. | Weekly writing assignments, quizzes, case study paper |
1, 2, 7, 9 |
| E | Practically apply this knowledge to education settings, especially K-12 classrooms, to promote optimal development, motivation, and learning in all students. | Weekly writing assignments, quizzes, case study paper | 3, 4, 6, 7, 8 |
Grades
Breakdown
| Activity | Description | Points | Points/Percentage |
|---|---|---|---|
| Weekly Writing Assignment (Writing Reflection and Discussion Assignment) |
Bi-weekly writing reflections will be completed in Modules 1, 3, 5, and 7; Discussions will be completed in Units 2, 4, 6, and 8. |
Four writing reflections @ 10 points each Four discussion post assignments @ 10 points each |
30% |
| Weekly Quizzes |
Quizzes will be completed each week |
Eight quizzes @ 7 points each |
30% |
| Peer Review Case Study Paper | Students will complete a peer review of another student’s partial case study draft in Module 4. | One peer review @ 5 points | 5% |
| Final Case Study Paper |
The final case study Paper will be completed in Module 8 |
One case study final paper @ 35 points |
35% |
| Total | 176 | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Weekly Quizzes
There will be brief, weekly quizzes given in this course (i.e., one quiz for each module). The format of each quiz will consist of multiple-choice and short-answer questions based on material covered in lectures, video clips, and readings. These quizzes are non-cumulative in nature; however, it’s important to remember that much of the content builds upon what was covered earlier in the course. Although quizzes were developed to be quite brief (i.e., designed to take about 15-30 minutes to complete), you are welcome to take as much time as you would like to complete them. A quiz for a given module must be completed before advancing to the next module. All quizzes will be open book, meaning that you are welcome to access your notes and any other materials during the exam. However, despite the open book nature of the exam, it will be essential to devote a significant amount of time to engaging with the material, developing a deep understanding of it, and studying beforehand (just as much as you would for a timed, closed-book exam!). Finally, communicating with anyone except for the instructor (including and especially other students in the class) about the exam during the entire exam window is *not allowed* and would be treated as a form of cheating. Additional details about the exams are provided on Canvas.
Weekly Writing Assignments
You will complete one writing assignment each week (i.e., one writing assignment per module). These assignments will alternate between two different formats (please see Canvas for additional details):
Format 1: Writing Reflections
For Modules 1, 3, 5, and 7, you will complete a weekly writing reflection. In this reflection, you will have the opportunity to identify any material covered within the module that is of particular interest and/or relevance to you. You will be asked to briefly summarize the content of the material you select and apply it to your own personal experiences.
Format 2: Discussion Board Posts
For Modules 2, 4, 6, and 8, you will post on the class discussion board by choosing material from the module to discuss, briefly summarizing it, and responding to one of several prompts (posted on Canvas). To foster engagement with your peers and deepen your understanding of the material, you will also respond to at least one other student’s discussion post.
Case Study Paper
This assignment will facilitate and deepen your understanding of the connections between (a) the three pillars of course material (development, motivation, and learning) and (b) a child or adolescent from your own life. To this end, students will choose a child or adolescent to study, conduct a thorough interview with them, and submit a paper that relates the concepts we are studying to the child's or adolescent’s responses. The individual you are studying must be at least four years old and no older than 19 years old.
Guided by many of the motivation and learning principles that you will learn about in this course, there are two components of the case study paper:
-
Peer Review Draft
To facilitate engagement with your peers, deepen your understanding of the material, and strengthen the final product of your paper, you will all engage in a peer review process. In doing so, you will all provide and receive feedback on one peer’s paper outline. A partial paper outline will be due to your assigned peer at the beginning of Week 4; your peer will provide feedback by the beginning of Week 6.
-
Final Paper
Based on the results of your interview and feedback from your peer reviewer, you will produce a final paper that will be due at the end of the eight-week term. This paper should be between five and six pages, double-spaced.
Course Policies
Late Policy
It is your responsibility to maintain personal communication with your instructors regarding late work. If you are going to be delayed in submitting assignments due to work, religious observances, or scheduled medical procedures, you should make all efforts to contact your faculty members in advance to let them know about your situation and make arrangements to work ahead whenever possible. Keep in mind that in most cases it is at the discretion of the instructor whether to grant an extension or apply late penalties to an assignment received after the posted deadline. Late work will be graded as soon as possible, but preference will be given to grading on-time submissions in the current week of the course.
Faculty members are not obligated to initiate contact with you before giving assignments or final grades. If you have several outstanding/late assignments, your grade may be seriously impacted. Students are expected to abide by the guidelines in the OU Student Handbook. Failure to abide by these guidelines can lead to sanctions as outlined in the OU Student Rights and Responsibilities Code.
Additional Support for Learning
The College of Professional and Continuing Studies provides links to writing resources. If you have questions about assignment requirements or would like to request feedback on a rough draft, you are encouraged to communicate with your course instructors while giving them enough lead time to respond before assignments are due.
The OU Writing Center is a wonderful resource available to all students and is funded in part by your student course fees. The Writing Center is equipped to help students both online and in person.
OU Libraries resources are available to all PACS students, including the ability to live chat, e-mail, and/or call a reference librarian with questions you may have about finding and evaluating sources for research papers. Students also have access to PACS Library Guides.
Technical Support
Offered through Canvas Student Support and OU IT.
College of Professional and Continuing Studies Teaching Philosophy
We in the College of Professional and Continuing Studies (PACS) believe that higher education is a crucial ingredient in becoming a successful, personally fulfilled human being and an actively engaged citizen of the state, nation, and world. Further, we operate with the foundational assumption that a University of Oklahoma education should be available to all qualified students regardless of their age, geographic location, or life circumstances.
Acting on these assumptions, PACS strives to create significant and meaningful learning experiences through online and accelerated course delivery methods. All PACS courses incorporate interdisciplinary perspectives and provide students with a well-rounded, life-enriching liberal education combined with specialized study in selected program areas, thus preparing them for ever higher levels of learning. PACS faculty members provide instruction, encouragement, timely response, and constructive feedback to broaden and deepen the student's understanding of course materials.
We understand that adult learners prefer and have the best achievement within a collaborative and interactive learning environment while functioning on their own personal schedules. We also believe that all students are capable of learning, and we aspire to enable students' self-agency in attaining their personal learning goals.
College of Professional and Continuing Studies Expectations and Policies
You can expect instructors to:
- Challenge you to think about and understand the material in this course.
- Encourage you to learn the material in the course and become a lifelong learner.
- Be available to return e-mails in a timely fashion, within 48 hours.
- Engage you in discussions.
- Provide feedback.
As the student, you are expected to:
- Accept responsibility for your learning.
- Have all textbooks and course materials before the class starts.
- Be engaged in the course by logging in early each week, checking online discussions for replies and questions related to your postings, reading course announcements, knowing when assignments are due, and turning in all assignments on time.
Many PACS courses are offered in compressed formats, so the time devoted to each class per week should be adjusted accordingly. Set aside enough time to read and understand assigned course materials early in the week, actively participate in class discussions, and successfully complete assessments such as quizzes, projects, written assignments, and research papers.
Read and apply feedback from your instructor. Reach out to ask your instructor any questions you have about the feedback.
Use only your OU email address for all OU correspondence and assignments.
Ask your advisor if you have questions about your degree program or other questions not related to a specific course.
Have a reliable computer and a reliable Internet connection. Do some pre-planning and have a backup plan ready in the event you should have computer or Internet problems.
Submit all assignments and communications related to your coursework in the Canvas online class; do not email assignments to the professor.
Practice your writing skills. Use tools to edit and proofread your papers prior to submission for grading.
Instructor Academic Integrity Policy (Optional)
Insert your academic integrity policy here. Delete this section if it is not applicable.
Instructor Teaching Philosophy (Optional)
Insert your teaching philosophy here. Delete this section if it is not applicable.
Assignment Completion Policies
The College of Professional and Continuing Studies expects students to complete all assignments to earn a final grade in a given course.
Syllabus Updates
This syllabus is subject to change. The instructor will post any substantive changes to the syllabus in an announcement in Canvas.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|