A study of the 1 research and theory in the psychology of learning, cognition, and motivation, 2 factors that impact learning, and 3 application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments e.g., learning inventories to help them identify their own 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 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. Only one of the cross-listed courses can be taken for credit. R

Grade Basis: L
Credit hours: 3.0
Lecture hours: 3.0

An enriched, integrated pre-service course and content experience that: (1) provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields; (2) provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations; (3) provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms; (4) course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Course includes 16 hours of field experience which must be in P-12 classrooms in public schools.

Grade Basis: L
Credit hours: 3.0
Lecture hours: 3.0
Lab hours: 1.0

Restrictions:

• Students must have met TSI Reading & Writing requirements prior to enrolling

An enriched, integrated pre-service course and content experience that: (1) provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning; (2) provides students with opportunities to participate in early field observations of P-12 special populations; (3) course content should be aligned as applicable with State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Sixteen hours of field experience which must be with special populations in P-12 classrooms with special populations.

Grade Basis: L
Credit hours: 3.0
Lecture hours: 3.0
Lab hours: 1.0