Summer 2019 - EDUC 830 G032
Implementation of Educational Programs (5)
Class Number: 4698
Delivery Method: In Person
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.
July 5/6 (if necessary)
Location: Vancouver Community College (BWY Campus)
Room: B 1208 Note: May 25: A 3010
Campus Map for May 25, see Building A Level 3: https://www.vcc.ca/media/vancouver-community-college/content-assets/documents/contact-us/WEB-CampusMaps-BWY-APR_2016.pdf
Why do some programs and initiatives fail while others blossom and succeed? Why do some program initiatives encounter conflict and resistance while others are warmly embraced and passionately supported? Why is it that changes and new innovations are frequently met with resistance? What organizational skills, approaches and techniques do program coordinators, facilitators and change agents utilize to successfully implement a program? What activities and tasks do we need to address in order to build and sustain program capacity? What role does assessment and evaluation play in the successful implementation of a program? What role does negotiation play in the implementation of programs?
Planning lays the foundation for effective program implementation. The three principle planning processes (traditional; pragmatic, radical) that guide program implementation will be explored. These processes not only influence the program’s overall design but heavily influence what changes are embraced by leaders and program participants. The Interactive Model of Program Planning will be used as an organizational framework in order to gain a deeper appreciation of programming practices. In doing so, this course will highlight critically important components as well as challenges, problems, issues and best practices associated with the implementation of educational programs in post-secondary institutional environments.
If planning helps lay the foundation for the effective implementation of programs, then the leader acts as the critically important catalyst that facilitates change initiatives. Program implementation entails not only acting as a change agent but also involves having the ability to negotiate organizational socio-cultural contexts as well as establish structural mechanisms (e.g. mission, goals, policies), dealing with power dynamics, organizational politics, people management, and making ethical decisions.
This course is designed to foster reflection, critical thinking, collaborative learning, inquiry and active participation. Class sessions will involve small and large group discussions as well as informal and formal presentations. Several guest speakers will be visiting us to share real-life insights, each reflecting the three principle planning processes, regarding various challenges and successes that can occur when implementing programs.
- 1. Two Reflective Journals 30%
- 2. Jigsaw Summary 15%
- 3. Collaborative Project and Self-Assessment 25%
- 4. Exit Interview and Self-Assessment 30%
Note: Detailed rubrics will be provided for each of these assignments during the first weekend.
Caffarella, R.S. & Daffron, S.R. (2013). Planning Programs for Adult Learners: A Practical Guide. San Francisco: Jossey-Bass.
Note: This is a vitalsource etext and unfortunately can’t be provided by the SFU Bookstore. Please order directly from vitalsource
McCalman, J., Paton, R. A., & Siebert, S. (2016). Change Management: A Guide to Effective Implementation. Sage.
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.
SFU’s Academic Integrity web site http://www.sfu.ca/students/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