Spring 2017 - EDUC 904 G031
Fieldwork III (5)
Class Number: 7798
Delivery Method: In Person
Overview
Description
COURSE DETAILS:
This course is restricted to students in a Community M.Ed. cohort program.
Meeting Dates:
January 6, 7 and 20, 21
February 3, 4
March 3, 4 and 17, 18
April 7, 8 (comp exams)
Times:
Fridays: 4:30 – 9:00 pm
Saturdays: 8:30 – 4:30 pm
Location: Camosun College, Lansdowne Campus Victoria, BC ( Campus Centre (LACC) 320/321)
OVERVIEW Further to the topics explored during the MED Program’s prior coursework, EDUC 904: Fieldwork III will consider a range of research methods and tools that can assist cohort members as they inquire into aspects of their own areas of educational practice. EDUC 904-5 will support each student as he or she pursues an opportunity to complete the design, implementation, evaluation, and reporting on a practitioner research project that explores a topic for inquiry that is theoretically engaging, practically oriented, and applicable to his/her own professional work. Students will receive instructional support as they work through the various phases of their own research projects, including research design and proposal; research ethics; data (sourcing, collection, analysis, interpretation, and evaluation); and report writing.
COURSE-LEVEL EDUCATIONAL GOALS:
The broad goals for students enrolled in this course can be expressed as follows: To conceptualize and interpret relevant educational knowledge and theory To encounter, experience, experiment with, and critique relevant methods of educational research To encounter, conceptualize, reflect upon, design, and apply diverse educational and ethical practices pertaining to practitioner inquiry To communicate, in various modalities, in accord with the expectations of the disciplines involved in educational research To act ethically, responsibly, and with growing initiative as scholar-practitioners in both scholarly and professional capacities To examine and cultivate values of ethical educational engagement, including community engagement, international (and transdisciplinary) engagement, and/or engagement among diverse identities and within marginalized constituencies.
Grading
- BREAKDOWN: (Apply to the written assignments and the oral presentations)
- A+ Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of readings and discussions and lectures giving evidence of independent and consistent judgment; fluent and appropriate use of relevant concepts; careful attention to the ideas of others, and respect in addressing them; imaginative organization and presentation of written and oral work
- A As above, but at a somewhat lower level of quality.
- B+ Reasonably accurate grasp of key concepts and issues; analyses and discussions relevant and appropriate; adequately clear structure to written work; readings sensibly incorporated into arguments; evaluative discussions made accurately and sensibly; courtesy in dealing with others’ ideas and opinions. The organization and presentation of written and oral work is adequate.
- B As above, but at a somewhat lower level of quality.
- C+ Little evidence of required reading or little evidence that it has been adequately understood; limited grasp of the concepts being discussed; divergence from the main point to only peripherally or superficially related items; largely dealing with anecdotal or concrete instances rather than with the level of principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues. The organization and presentation of written and oral work is lacking.
- C As above, but at a somewhat lower level of quality.
- C- Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of what read; conceptual confusion, irrelevant and muddled material poorly organized.
- GRADING NOTES: Normally, it is expected that students will complete all elements of the coursework.
- Proof of Course Participation (eg. Notebook, Glossary of terms): 10%
- Participation in Small Group and Plenary Dialogue 10%
- Participation in Small Group Presentations 10%
- Midterm (Retrospective and Prospective Essay) 30%
- Presentation of Research Study Outline and Intentions 10%
- Final (Major Project: Research Study Draft) 30%
Materials
REQUIRED READING:
Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education (7th ed.). New York, NY: Routledge. ISBN 978-0-415-58336-7
Additional readings from peer reviewed journals will be assigned in the extended course outline.
RECOMMENDED READING:
Clandinin, D. J. (2013). Engaging in narrative inquiry. Walnut Creek, CA: Left Coast Press.
Koshy, V. (2010). Action research for improving educational practice (2nd ed.). Thousand Oaks, CA: Sage Publications.
Graduate Studies Notes:
Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.
Registrar Notes:
SFU’s Academic Integrity web site http://students.sfu.ca/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS