Simon Fraser University
Engaging the World

Course Outlines

Fall 2018 - EDUC 830 G031

Implementation of Educational Programs (5)

Class Number: 8244

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Milt McClaren
    mcclaren@sfu.ca
    604.980.0111 or 250.764.8781 cell 250.212.6735

Description

CALENDAR DESCRIPTION:

Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.

COURSE DETAILS:

Education 830: Implementation of Educational Programs is the penultimate course in the Eco Ed MEd program. The students will move from this course into the final semester which culminates in the portfolio presentations. Education 830 is based on the premise that the process of implementation involves moving ideas and visions into actuality. The process involves an understanding of the processes of human-centered design, and an appreciation of the roles and operations of organizations and communities, which are the contexts for most implementation processes. Implementation projects involve the effective use of effort, resources (human and physical), and time.   Such projects often have cultural or political contexts as well. The main goal of Education 830 will be to help students identify implementation projects that are relevant to their work and lives and develop skills and understandings that can increase the chance that projects will be successful. The class sessions will focus on developing skills and experience in collaboration, team work, generative dialogue, project marketing and communication, management and leadership. The class sessions will be supplemented by online discussions and resources. Classes will also involve some field experiences and visits by invited resource persons.


Meeting Days and Times:
Fridays, 4:30 - 8:00 pm
Saturdays, 8:30 am - 4:00 pm

Meeting Dates:
September 21, 22
October 5, 6
October 19, 20
November 2, 3
November 23, 24

Location:
SFU Surrey: Room 5320, Surrey Campus

The first in-class Session will be on Sept 21-22. The Friday class will typically begin at 4:30 and the Saturday Class at 0900 but we will discuss these times at the first session. I will be communicating further prior to the first session via the group email and I may set up some Zoom conference calls to begin our discussions prior to the first Surrey campus session.

COURSE-LEVEL EDUCATIONAL GOALS:

  1. Students will understand how to apply the principles of human-centered design to the development and implementation of projects.
  2. Students will develop skills in the use of processes to foster and sustain collaboration and communication in groups.
  3. Students will develop an appreciation of the resources available to support organization development, and communities and networks of practice.
  4. Students will gain an appreciation of concepts of leadership and management.
  5. Students will develop and present detailed implementation plans for a project of their own choosing and present their plans to a peer review.

Grading

NOTES:

This is a graduate-level course and the students are experienced adults with a variety of career backgrounds. It is expected that grades below B will be uncommon. The grading categories and process will be actively discussed with the class members at the first session.

GRADING (BREAKDOWN):  
The course will be graded on the university A+-----B scale. The weight of the grading categories on a percentage scale will be: A+ 95-100; A 85-94%; B 75-84%;  

REQUIREMENTS:

Grades will be based on student self-assessments, course participation, and the completion and presentation of a plan for the implementation of a personally relevant implementation project. Students will also choose one topic from the list of goals above and write a Review of current literature or other resources relevant to that goal area. Students may submit their Review in conventional written form or by means of other media. Course participation criteria will also be discussed at the first in-class session.

Materials

REQUIRED READING:

There is no required reading list.

The course will be supported by an extensive resource lists supported through the class WWW site.

RECOMMENDED READING:

The following publications may be of interest to you for consultation before or during EDUC 830.

This is NOT a list of REQURED readings—it is intended to be a good conversation starter and possible support for other work in which you may be involved.

A resource that I use a lot is the National Academies Press WWW site: http://www.nap.edu. I strongly recommend that you subscribe to it. (It is free). The National Academies are a major resource to the US Congress and agencies of Government. Their publications are up to date and report on major meetings, task forces, study groups, etc. Further you can download their publications as PDF at NO COST!! A fabulous resource for many areas of concern. In recent years they have paid a lot of attention to the problems of trying to educate and inform the larger public about issues in the environment, and especially those with a science and social science component.

The resources I’ve listed below (#1-4) are a good sample of some recent and very important reports. Check out the NAP WWW site to see a more complete list. In a time of disinformation or “truthiness” Reports 1-3 are very provocative. Report #4 was released quite recently. It seems quite different from the others listed but it is highly relevant to EE programs, especially alternative high school programs with a strong challenge, adventure, or work study component where the development of student character is often claimed as an important outcome. In BC, the new Curriculum includes 6 Core Competencies, including Critical and Creative Thinking, Positive Personal and Cultural Identity, and Social Responsibility—all have aspects of Character development, so check out #4 for a recent view on this.

  1. Communicating Science Effectively: A Research Agenda 2017
    ISBN: 978-0-309-45102-4 | DOI: 10.17226/23674
    Committee on the Science of Science Communication: A Research Agenda; Division of Behavioral and Social Sciences and Education; National Academies of Sciences, Engineering, and Medicine This PDF is available at: https://www.nap.edu/catalog/23674/communicating-science-effectively-a-research-agenda.
  2. The Science of Science Communication II: Summary of a Colloquium 2014 Arthur M. Sackler Colloquia of the National Academy of Sciences
    ISBN: 978-0-309-29200-9
    This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=18478.
  3. Climate Change Education: Goals, Audiences, and Strategies: A Workshop Summary Sherrie Forest and Michael A. Feder, Rapporteurs; National Research Council
    ISBN: 978-0-309-21845-0
    This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=13224.
  4. Approaches to the Development of Character: Proceedings of a Workshop. 2017.
    Board on Testing and Assessment Division of Behavioural and Social Sciences and Education.
    The National Academies Press Washington, DC. https://www.nap.edu/catalog/24684/approaches-to-the-development-of-character-proceedings-of-a-workshop.
  5. Climate Change Education in Formal Settings K-14. A Workshop Summary (2012.) Proceedings of a Workshop.
    You can download a PDF copy from: https://www.nap.edu/catalog/13435/climate-change-education-in-formal-settings-k-14-a-workshop.
  6. Climate Change Education—Goals Audiences and Strategies. A Workshop Summary—2011.
    You can download a PDF copy from: https://www.nap.edu/catalog/13224/climate-change-education-goals-audiences-and-strategies-a-workshop-summary.

I’ve included the following two papers because they are directly relevant to your EcoEd program, and are very well written and provocative. Enjoy. (I’m sure David will add to this sort of list.)

  1. Environmental literacy, ecological literacy, ecoliteracy: What do we mean and how did we get here?
    B.B.MCBRIDE, C.A.BREWER, A.R.BERKOWITZ, AND W.T.BORRIE Ecosphere. May 2013. Vol 4(5) Article 67. 
    The SFU Library has access to Ecosphere and you can download a pdf version of this paper from the library.
  2. Clarke, David A.G. (2017). Educating Beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education.
    Chapter 21, in Malone, K., Truong, S., and Gray, T. (eds.) Reimagining Sustainability in Precarious Times. London, Springer.
    ISBN: 978-9-811-02550-1

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