Master of Arts Degree

in Psychology /
School Counseling
Fall 2017

SC 510 COURSE READER / SYLLABUS

Learning Theory and Educational Psychology
Semester: 3
Units: 2

Course Chair/Instructor:
Karen Fattal
Office No.: 145a / Phone: 818.415.1300/ E-mail: karenfattal@aol.com

Copyright 2017, Pat Valentine. All rights reserved. This material may not be reproduced, displayed, modified or distributed without the
express prior written permission of the copyright holder. For permission, contact: peterson7130@sbcglobal.net.
 SC 510: Learning Theory and Educational Psychology Table of Contents
Page
Assigned Reading; Schedule of Classes, Assignments, and Reading 3
Overview
Course Description; Course Overview; Student Learning Outcomes; Course Methodology 4
Instructor Availability; Policy on Assignment Due Dates; APA Style/Professional Writing;
5
Plagiarism/Academic Honesty; Attendance/ Participation/ Professionalism
Copyright Compliance; Statement of Concern; Repeating a Course; Referral to SERC;
6
Request for Reasonable Accommodation; Grade of Incomplete
Evaluation Criteria; Grading Scale; Phillips Institutional Catalog 7
Student Course/Instructor Evaluation 8
Course Assignments
Assignment #1: Attendance and Participation 9
Attendance and Participation Rubric 10
Assignment #2: Chapter Papers 11
Chapter Papers Rubric 12
Assignment #3: Homework Questions 13
Assignment #4: Vignettes 14
Assignment #5: Observation 15
Observation Rubric 16
Assignment #6: Final Exam 17
Final Exam Rubric 18
Appendices
None --

2
 Assigned Reading
Required Textbook
Sternberg, R. J. (2010). Educational psychology (2nd ed.). Upper Saddle River, NY: Pearson.
Required Reading
Dominici, J. & Kleeman, A. (2009). The California standards for the school counseling profession
Duarte, CA: The California Association of School Counselors. (Handout.)
Supplemental handouts will be provided by the instructor.

SC 510: Schedule of Classes, Assignments, and Reading

Classes are scheduled to meet on Mondays, 8:00 PM 10:00 PM.
Week Date Topic/Assignments Due Reading / Assignments
Class #1: Introduction: Discuss Classes,
1. 8/28/2017
Assignments, and Readings
9/4/2017 No Class Labor Day
Read Ch. 1
Class #2: Chapter #1 Becoming an Expert
2. 9/11/2017 Choose a Question and Problem
p. 33 Discuss
Read Ch. 2
Class #3: Chapter #2 Development of
3. 9/18/2017 Choose a Question and Problem
Cognitive Learning and Language Skills
p. 73 Discuss Vignette
Read Ch. 3
4. 9/25/2017 Class #4: Chapter #3 Personal Gender Choose a Question and Problem
p. 117 Discuss Vignette
Read Ch. 4
5. 10/2/2017 Class #5: Chapter #4 Individual Differences Choose a Question and Problem
p. 155 Discuss Vignette
Read Ch. 5
6. 10/9/2017 Class #6: Chapter #5 Exceptional Children Choose a Question and Problem
p. 193 Discuss Vignette
Read Ch. 6
7. 10/16/2017 Class #7: Chapter #6 Group Differences Choose a Question and Problem
p. 232 Observation
Read Ch. 7
8. 10/23/2017 Class #8: Chapter #7 Behavioral Approaches Choose a Question and Problem
p. 266 Discuss Vignette
Read Ch. 8
Class #9: Chapter #8 Cognitive Approaches to
9. 10/30/2017 Choose a Question and Problem
Learning
p. 309 Discuss Vignette
Read Ch. 9
10. 11/6/2017 Class #10: Chapter # 9 Concept Information Choose a Question and Problem
p. 344 Observation
Read Ch. 10
11. 11/13/2017 Class #11: Chapter #10 Motivating Students Choose a Question and Problem
p. 388 Discuss Vignette
Read Ch. 13
12. 11/20/2017 Class #12: Chapter #13 Standardized Testing Choose a Question and Problem
p. 504 Observation
Class #13:
13. 11/27/2017
Class #14
14. 12/4/2017
Class #15: Final Exam
15. 12/11/2017
NOTE: Save all of your syllabi and the catalog from the year you began the program in the
event that verification of your education will be needed by an out-of-state licensing board.

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 SC 510: Learning Theory and Educational Psychology

Course Description This course focuses on major theories of learning and the impact of cultural and
linguistic differences on the design of learning environments and curriculum. Students learn to
recognize instructional elements that support or impede pupil learning and explore the role of school
counselors in developing effective instructional interventions.

Course Overview
This course gives students a detailed view of what the field of educational psychology should
and can accomplish. It also gives the students an understanding of both the art and science of
educational psychology.

Program Student Learning Outcomes Addressed in SC 510: Learning Theory and Educational
Psychology
Students will be able to:
1. Identify the major factors and domains of development and describe how these factors
and domains interact to influence overall pupil development. (Generic Standard 2:
Growth and Development)
2. Evaluate classroom management and instructional techniques that can be used to design
strategies for delivering information in an efficient and effective manner. (PPSC Standard
24: Learning, Achievement, and Instruction)
3. Demonstrate the ability to build pupil assets and assist them in overcoming barriers in
todays society that inhibit pupils social, intellectual, and emotional development.
(Generic Standard 5: Comprehensive Prevention and Early Intervention for
Achievement)
4. Explain socio-cultural, economic, and other societal influences on the educational
process in order to prepare pupils from diverse backgrounds attain success and
achievement in academic, personal, social, and career domains. (Generic Standard 3:
Socio-Cultural Competence)
5. Prepare to support the academic development and learning success of pupils, while
cultivating contributing members of society through the selection of effective methods for
planning and implementing support systems based on sound principles. (PPSC
Standard 19: Academic Development)

Student Learning Outcomes. The following outcomes will be introduced or developed:

Students engage in collaborative activities with all stakeholders.
Students identify and analyze legal and ethical issues in school counseling.
Students synthesize their knowledge of individual and family issues related to cultural,
ethnicity, socioeconomic status and gender differences with learning theory.
Students identify and appraise the influence of their own cultural beliefs and biases in their
work as school counselors.
Students identify and apply theoretical models in their recommendations in the
development and implementation of classroom behavioral interventions.
Students use relevant research, new knowledge and technology to address school and
individual pupil needs to enhance their practice as school counselors.

Course Methodology
Students receive a detailed view of what the field of educational psychology should and can
accomplish. Questions integrated into the course encourage students to think analytically, creatively
and practically about what they are learning.

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Instructor Availability
Instructors are available to meet with students throughout the semester. Instructors provide
students with information on how they can be contacted by phone or e-mail. Students communicate
directly with the course instructor; do not leave messages with the department for your instructor.

Policy on Assignment Due Dates

Assignments are due the week indicated by the class schedule. Assignments submitted after
the due date may be subject to a grade reduction of one-third grade point [ex: A to A-]. The
assignment may be subject to additional grade reductions for each week after the initial due date.
Due date extensions on assignments may be granted by the Course Chair when there is clear
justification. Approval for extensions is granted very rarely. For extension requests, students
complete the Academic/Administrative Petition form located in Student Services. See the current
Phillips Graduate University Institutional Catalog for further details.

APA Style
While some APA style guidelines will be provided in class, it is the students responsibility to
independently learn how to use the APA format. A helpful website for APA style is:
http://owl.english.purdue.edu/owl/resource/560/08/
Professional writing. In addition, the following are recommended handouts to help with
professional writing:
Common Writing Errors (2010). (Phillips Graduate University orientation handout).
APA 6th Edition Helpful Tips (Phillips Graduate University orientation handout).
APA Style: Examples and Guidelines (Alonzo, Phillips Graduate University).

Plagiarism and Academic Honesty/Ethical Conduct

Plagiarizing material from other sources or students is a serious academic offense. See the
current Phillips Graduate University Institutional Catalog for a full discussion of this issue and the policy
at Phillips Graduate University. The Code of Conduct for Examinations at Phillips strives to uphold the
principles of academic honesty and personal and professional ethics.
Useful resources for understanding plagiarism:
http://wps.prenhall.com/hss_understand_plagiarism_1/0,6622,427064-,00.html
http://owl.english.purdue.edu/owl/resource/589/01/
Web Resources: Writing links on the Phillips Library webpage: http://www.pgu.edu/web-
resources.html
All written assignments must be submitted via Turnitin.
Instructions on how to use Turnitin will be reviewed in class prior to the due date for the
first written assignment.
In addition, Academic Resource Center (ARC) personnel can walk you through the
submission process.
To receive ARC support for Turnitin, contact ARC Director Casey Jones at
cjones@pgu.edu or 818-386-5613.

Policy on Submitting Written Assignments

Phillips Graduate University is using Turnitin to support students with their written
assignments and to prevent unintentional plagiarism. At the discretion of the course faculty any
relevant assignments for this course will be submitted through Turnitin.

Attendance, Participation, and Professionalism

Attendance. In accordance with the Phillips model of a high touch, experientially-based
education, attendance in the classroom is highly valued. Significant learning takes place in the class
discussions and presentations; therefore, attendance, participation, and professionalism are
essential. Each course has a specific attendance policy outlined in the syllabus. However, for all
Phillips courses, students may miss no more than 25% of the course meetings in order to receive a
passing grade.
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 Participation and professionalism. Students are expected to actively participate in a
professional manner in the activities of the class. These include:
1. Being on time to class with assignments; being organized and prepared.
2. No use of cell phones or laptop computers in class. Students who need to use a laptop
should consult first with the instructor. Emergency phone calls may be taken outside the
classroom.
3. Actively engaging in the learning activities of the class and course.
4. Managing paperwork effectively and in a timely manner.
5. Sharing of professional experiences and insights in a respectful and ethical manner.
6. Informal case presentation of professional experiences and issues (i.e., ethical or legal
concerns, conflicts with clinical supervisors, questions of appropriate fit with their
agencies, and adherence to contractual agreement with the agencies).
7. All students are expected to adhere to the guidelines in:
a. Course syllabus as instructed by the instructor.
b. The current Phillips Course Catalog (http://www.pgu.edu/phillips-institutional-course-
catalog.html)

Copyright Compliance
Phillips Graduate University expects all students to understand the lawful use of copyright-
protected materials. Copyright law provides creators and distributors to be compensated when
others use their creative works and users must obtain copyright permission prior to reusing or
reproducing the work. Certain specific exceptions to copyright use are described in the schools
Copyright Compliance Policy, which was distributed at student orientation. The written policy is also
available on the Phillips website. Assistance with this issue can also be obtained from library
personnel.

Statement of Concern
A faculty member completes the Statement of Concern for a candidate when there are
issues regarding the candidates academic progress or professional conduct. This review provides
time for a candidate to receive feedback and advisement as well as assistance for improvement by
the end of the semester. More serious issues or failure to improve may lead to an additional
Statement of Concern and a referral to the Student Evaluation and Review Committee (SERC). See
the Phillips Institutional Catalog for further information.

Repeating a Course with Grade of C- or Lower

Candidates may be required to repeat a course in order to demonstrate mastery of course
material. Retaking a course may delay program completion and graduation. Candidates who receive
a grade of C- or lower in the course will be required to take the course again. See the Phillips
Institutional Catalog, available at www.pgu.edu, for further information.

Referral to SERC (Student Evaluation and Review Committee)

The purpose of SERC is to review the progress of a student at the request of a faculty
member or department chair when a candidates progress is determined to be unsatisfactory or
problematic. The review includes grades, written evaluations, professional behavior, clinical skills,
and faculty observation concerning the candidates fitness for the profession.
SERC will develop a remediation plan to assist the candidate in achieving and maintaining
satisfactory progress. See the Phillips Institutional Catalog for further information.

Request for Reasonable Accommodation

Candidates should request accommodations by completing a petition and providing
supporting documentation from professionals identifying the nature of the disability and including
recommendations for accommodations. The forms are available through the Registrars Office.
Candidates are responsible for informing the instructor of any needed accommodations at the
beginning of the semester or on the first night of class if the disability has been previously diagnosed

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or as soon as the need for accommodation becomes evident. See the Phillips Institutional Catalog
for further information.
Grade of Incomplete
An incomplete grade is assigned by the instructor or course chair in cases where the student
has not fulfilled course requirements by the end of an academic term, due to exceptional
circumstances, such as family crisis, medical emergency or health-related matters. The student
must request an incomplete form from the instructor or course chair prior to the end of the semester,
and if it is approved, specific arrangements are then establish by the instructor or course chair
regarding the completion of any outstanding course work. See the Phillips Graduate University for
further information.
Evaluation Criteria
Students are evaluated throughout the semester. Instructors follow standardized criteria
provided for each assignment to assure consistent grading. The instructors preview these standards
with students.
Assignment Page Due Date Grade %
1. Attendance and Participation p. 9 Weekly 20%
2. Chapter Papers p. 11 Weekly 20%
3. Homework Questions p. 12 Weekly 20%
4. Vignettes p. 13 See p. 3 15%
5. Observation p. 14 See p. 3 15%
6. Final Examination p. 15 12/11/17 10%
Total 100%

Students are required to submit both a typed (hard) copy and electronic version of
every written assignment. The hard copy and e-mailed document must be
submitted to your instructor by the end of your class day. The electronic version
must be e-mailed to the instructor as an attached Microsoft Word document that
includes your e-mail address. Both versions must be received by your instructor
before any assignment will be given a grade.

Grading Scale
Grading will be based on the accuracy, thoroughness, and quality of all course work. A rubric
for each assignment or exam is included in this syllabus. Course work must be prepared and
submitted in a scholarly manner. Assignments submitted for grading that are poorly prepared will be
returned without a grade and may be resubmitted with a late penalty of 10% of the total possible
points. Late assignments will carry a penalty of 10% of the total possible points. No assignments will
be accepted later than two weeks after due date.

Grade Percentage
A 93100%
A- 9092%
B+ 8789%
B 8386%
B- 8082%
C+ 7779%
C 7376%
C- 7072%

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Phillips Institutional Catalog
See the current Phillips Graduate University Institutional Catalog for information about the
following:

Academic Freedom
Academic Proficiency
Independent Study
Repeating a Course
Statement of Concern
Test and Exam Policy

Student Course and Instructor Evaluation

During the last week of class you will receive an e-mail outlining the procedures for
accessing online course evaluations. Please keep in mind:
Course evaluations will be accessible during the last week of class and
one week afterward.
Those who complete course evaluations of all of their classes will
become eligible for a drawing for one of three gift cards in various
amounts.

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 SC 510 Course Assignments

Assignment #1: Attendance and Participation

Description
Students are expected to arrive to class on time and prepared. They must send an e-mail to
the instructor in a timely manner if they will not be attending.

Objectives
See p. 3 course objectives.

Directions
Students are expected to come to class prepared. Students are expected to engage in class
activities and lectures. No cell phone or Internet use during class.

Evaluation Criteria
See next page for assignment/grading rubric.

Assignment Weight: Attendance is 10% and Participation is 10% for a total of 20% of the total
grade.

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 Attendance and Participation Rubric

Criteria Needing Developing Mastering Total

Assistance (2211) (2523) Points
(100)

Attendance Occasional Attendance at most Attendance at all 50

absences; classes; classes; necessary
absences not professional absences are
handled handling of an professionally
professionally; absence handled.
more than two
absences.
Willingness to Student rarely Student seems Willingness is 50
contribute to shows willingness mostly willing to immediately apparent;
discussions and to contribute; or contribute in every contributions are
take part in group contributions are class; contributions completely
activities jarring, sarcastic, are mostly professional and
critical or thoughtful & thoughtful in tone.
inappropriate. professional.
Total Points 100

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 Assignment #2: Chapter Papers

Description
Read chapters assigned.

Objectives
Identify and understand basic principles of educational psychology.

Directions
Sentence outline or summary of chapters assigned.

Assignment Criteria
Format. Sentence outline or summary
Length. 400 words

Required Reading (Textbook)

Sternberg, R. J. (2010). Educational psychology, 2nd ed. Upper Saddle River, NY: Pearson.

Due Date:
See Schedule of Classes, Assignments, and Readings on p. 3 of syllabus.

Evaluation Criteria
See next page for assignment/grading rubric.

Assignment Weight: 20% of the total grade.

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 Chapter Papers Rubric

Student Learning Outcomes

o Students engage in collaborative activities with all stakeholders.

o Students summarize and synthesize knowledge of appropriate theories for the development of
education plans for students success.

Criteria Needing Emerging Developing Mastering Points

Assistance
(0) (1/2) (3/4) (5)
Collaboration:
Presentation Information is Work is Style is Purpose and
read directly from unfocused and mechanical, but focus are clear
printed material. poorly organized. informative. and consistent.
Errors are Organization is
distracting and purposeful,
create confusion. effective and
appropriate.
Discussion No discussion Minimal Factual and Insightful and
was inspired or discussion was appropriate academic
generated. generated and discussion discussion was
quickly aborted. clarified inspired and
concepts. explored in
depth.
Theory:
Format Did not submit All written work Written work was Final product
written work was submitted in submitted in an reflects graduate
product. the form of notes organized, level work that
and outlines. coherent and addresses all
appropriate aspects of
format with assignment and
minimal errors. was submitted in
APA format
correctly.
Content Material was Material outlined Work product Information and
minimalistic, basic communicated evidence are
lacked clarity, information, and accurate and
focus and was introducing the demonstrated appropriate.
without topic. adequate data. Ideas are
substance. supported and
effectively
integrated.
Accuracy Theoretical Aspects of An adequate Theoretical
perspectives theoretical amount of theory perspectives
were absent from perspectives was presented were explored
material. were minimally with minimal extensively and
addressed. confusion and in depth, with
error. accuracy.
Total:

Student Name _____________________________ Chapter ___________ Grade ____________

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 Assignment #3: Homework Questions

Description
Choose a question and problem from each chapter and respond in writing.

Objectives
Apply the concepts learned in each chapter to the problems of classroom practices.

Discussion
Student presenting a chapter will select various questions from their chapter to be discussed
in small groups during class.

Assignment Criteria
Format. Sentence outline
Length. 200 words

Required Reading (Textbook)

Sternberg, R. J. (2010). Educational psychology, 2nd ed. Upper Saddle River, NY: Pearson.

Due Date:
See Schedule of Classes, Assignments, and Readings on p. 3 of syllabus.

Evaluation Criteria
Instructor will provide.

Assignment Weight: 20% of the total grade.

13
 Assignment #4: Vignettes

Description
Create a scenario from a school setting with a partner.

Objectives
To illustrate a strategy for dealing with issues in the school setting.

Directions
Students will discuss questions chosen by the presenter to their group. They will then
present their findings to the class.

Discussion
Solicit feedback from the class.

Assignment Criteria
Format. Two (2) students
Length. 20 minutes

Required Reading (Textbook)

Sternberg, R. J. (2010). Educational psychology, 2nd ed. Upper Saddle River, NY: Pearson.

Due Date:
See Schedule of Classes, Assignments, and Readings on p. 3 of syllabus.

Evaluation Criteria
Instructor will provide.

Assignment Weight: 15% of the total grade.

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 Assignment #5: Observation

Description
Observe a classroom or counselor's conference.

Objectives
To apply principles on techniques of the text in real settings.

Directions
Describe observations to the class and relate the issues to the text.

Discussion
Discuss observations with the class.

Assignment Criteria
Format. Presentations from students to the class on the interactions observed.
Length. 10 minutes

Required Reading (Textbook)

Sternberg, R. J. (2010). Educational psychology, 2nd ed. Upper Saddle River, NY: Pearson.

Due Date:
See Schedule of Classes, Assignments, and Readings on p. 3 of syllabus.

Evaluation Criteria
Instructor will provide.

Assignment Weight: 15% of the total grade.

15
 Observation Grading Rubric

Student Learning Outcomes

o Students use Counseling Skills/Interventions relevant to the field of School Counseling.
o Students engage in collaborative activities with all stakeholders.
o Students use ethical frameworks in decision making in their professional role as school counselors.
o Students identify and appraise the influence of their own cultural beliefs and biases in their work as
school counselors.
o Students use relevant research to enhance their practice as school counselors.
o Students demonstrate professional behavior in all interactions with counselees, peers, faculty, staff,
administrators, and other professionals.
o Students demonstrate self-awareness in the assessment of their own strengths and areas for
growth in the practice of school counseling.

Criteria Needing Emerging Developing Mastering Points

Assistance
(0) (1/2) (3/4) (5/6)
Ethics Demonstrates no Briefly Adequately Completely and
awareness of addressed addressed appropriately
ethical ethical behavior ethical needs addressed all
standards. or standards. and standards. necessary
aspects of
ethical
standards.
Counseling Did not provide Attempted Applied minimal Fully utilized and
Skills counseling counseling but appropriate professionally
services. without the use amount of valid executed the use
of valid counseling of valid
techniques or techniques. counseling
materials. techniques.
Consultation/ Does not Identifies Identifies Identifies
Collaboration mention consultation, consultation, consultation,
consultation, collaboration collaboration collaboration
collaboration with at least one with at least two with three or
with other stakeholder or stakeholders or more
professionals professional. professionals. stakeholders and
professionals.
Treatment Did not submit All written work Written work was Final product
Plan/ written work was submitted in submitted in an reflects graduate
Summary product. the form of notes organized, level work that
and outlines. coherent and addresses all
appropriate aspects of
format with assignment and
minimal errors. was submitted
correctly in APA
format.
Presentation Information is Work is Style is Purpose and
read directly unfocused and mechanical, but focus are clear
from printed poorly informative. and consistent.
material. organized. Errors Organization is
are distracting purposeful,
and create effective and
confusion. appropriate.
Total:

Student Name ____________________________________ Grade___________

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 Assignment #6: Final Examination

Description
Students summarize and synthesize knowledge of what the field of educational psychology
should and can accomplish.

Objectives
To understand both the art and science of education.

Directions
Complete five (5) questions pertaining to the principles of educational psychology found in
the textbook and discussions.

Assignment Criteria
Format. Five (5) questions
Length. 50 words or more per question

Due Date:
See Schedule of Classes, Assignments, and Readings on p. 3 of syllabus.

Evaluation Criteria
Instructor will provide.

Assignment Weight: 10% of the total grade.

17
 Final Examination Grading Rubric

Student Learning Outcomes

o Students summarize and synthesize knowledge of appropriate theories for the development
of education plans for students success.

Criteria Needing Emerging Developing Mastering Points

Assistance
(1) (2) (3) (4)
Question #1
Question #2
Question #3

Question #4
Question #5

Total:

Student Name ____________________________________ Grade____________

Comments:
________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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