Summer 2019 - EDUC 471 D100

Curriculum Development: Theory and Practice (4)

Class Number: 4203

Delivery Method: In Person


  • Course Times + Location:

    Th 8:30 AM – 12:20 PM
    SUR 3200, Surrey

  • Prerequisites:

    60 units.



Explorations of curriculum theory and processes of development with applications at different levels and in several subject areas.


This course is an attempt to provide a scientific understanding of curriculum by investigating prominent curriculum theories. It facilitates introduction and identification of vital elements influencing curriculum decisions leading to targeted meaningful learning. The class will aim at finding about the role of curriculum in concepts such as social justice, learners’ needs and expectation, interest, and implementation of curricular design for practical outcomes in education.

Focusing on BC curriculum elements, the course will concentrate on the role of and the significance of essential content and concepts in course design and assessment. How to identify the core competencies of thinking, communication, and personal and social proficiencies are required for profound learning. Moving from theory to practice and implementation of thought for assisting learners with their learning and engagement through well designed pattern is as significant.

In this this course research findings, theoretical thought, and practice will provide an opportunity for class members to develop a deeper understanding of their own potentials and learners’ needs towards a better learning output. Collaboration and participation of students in class will promote our goal. As the instructor of the course, I support creative and helpful engagement of all members to have a beautiful and safe environment of learning through students’ reflection and engagement. All students are required to participate and have active engagement in class activities.


By the end of this course, active students will be able to

  • Reconstruct the logic of concept development in their field;
  • Discover new definitions, new connections, and new ideas through reading, getting engaged, thinking and reflecting the thought;
  • Analyze and evaluate curriculum design through theories, ideologies and culture;
  • Being engaged in thought provoking activities to develop teaching and learning policies and exploring individual goals in learning and teaching;
  • Core competencies of thinking, communication, and personal and social proficiencies


  • Class Participation 20%
  • Individual Project (learning goal) 10% + 10%
  • Group Project 15%
  • Weekly Reflections on Readings 25%
  • Engagement as a Facilitator 20%


I respond to all e-mails within 24 hours of receipt. It should be kept in mind that email is notoriously inefficient and ineffective for dealing with questions that require more than a sentence or two to answer. I can’t teach by e-mail. Bring up questions in office hours or during lectures. If you don’t want to do either, then send me questions by e-mail with the understanding that I will address them during the lectures. Put “EDUC 471” in the subject line and sign your e-mails with your full name.


Unlike the traditional classroom environment, where you can participate simply by being physically present, our class environment requires that you make constructive contributions so others can learn from your expertise. For the course to work and for you to get as much out of it as you can, you need to be an involved, proactive, respectful participant in the discussions that will form the bulk of our interactions. Each week we discuss a series of study questions that you are asked to explore yourself while you dive into the readings. These questions and your and your classmates’ answers will help you in writing your paper/project for this course. The goal is to have productive class discussions that bring people together who have had similar experiences.



Bolotin, Pamela Joseph, (ed.), Cultures of Curriculum, Lawrence Erlbaum Associates, 2010. 2nd edition
ISBN: 9780415991872

Required reading materials, articles and book chapters shared by the instructor

Registrar Notes:

SFU’s Academic Integrity web site 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.