Fall 2020 - EDUC 816 G032

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 7763

Delivery Method: In Person


  • Course Times + Location:




Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.


Meeting Dates:
Sep 18/19
Oct 2/3
Oct 16/17
Oct 30/31
Nov 13/14
Nov 27/28

Meeting Times:
Fridays: 5:00 - 9:30 pm
Saturdays: 8:30 am - 4:30 pm

Meeting Location:
Online, via Zoom and Canvas

Additional Details:
Effective educational programs are well designed. We will explore how theory and research can contribute to the design of programs that are meaningful and promote transformative contemplative learning. We will examine a number of theoretical frameworks in instructional design. As this is a time of rapid civilizational change and upheaval, exacerbated by a viral pandemic, we feel more than ever a moral activation to serve well. How might we design and implement effective programs that serve a diversity of Others well, that embrace and offer the possibilities of what Aristotle referred to as eudaimonia (human flourishing)? The program designer must consider the whole student: their inner experience, all the contexts of the student, and the dynamics of the student-teacher relationship. A course aim is to have you design programs you can later implement. We will use Open Space Technology as one vehicle for our collaborative work and investigative journeys during the course.



  • You will develop a comprehensive definition of contemplation that will enable to you to better design programs based in contemplative inquiry.
  • You will explore a number of theoretical models of educational program design and curriculum development and the research that supports such design, thus developing a sharper sense of how theory is used in educational research and implementation. 
  • You will develop a confident stance in your own program or curriculum framing, through a contemplative lens.
  • You will be able to apply theory and research in developing your own educational curriculum or program.


  • Essay: What is Contemplation? 30%
  • Development of Program/Curriculum Plan 50%
  • Program/Curriculum Plan Presentation 20%



Esbjorn-Hargens, S., Ed, Reams, J., Ed, & Gunnlaugson, O., Ed. (2010). Integral education: New directions for higher learning. State University of New York Press. [Available online through SFU library.]
ISBN: 978-1438433486

Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury. 
ISBN: 978-1501314131

Kumar, A. (2015).  Curriculum as meditative inquiry. Palgrave Macmillan. [Available online through SFU library.]   
ISBN: 978-1349457700

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
ISBN: 978-0521423748


Berila, B. (2014). Contemplating the effects of oppression: Integrating mindfulness into diversity classrooms. The Journal of Contemplative Inquiry, 1(1).

Burack, C. (2014). Responding to the challenges of a contemplative curriculum. The Journal of Contemplative Inquiry, 1(1).

Byrnes, K., & Caron, J. S. (2019). Mindfulness in education: Contemplative inquiry in a community of learners. In (Eds.), Gunnlaugson, O., Scott, C., Bai, H., & Sarath, E. Catalyzing the field: Second-person approaches to contemplative learning and inquiry (pp.1–26). State University of New York Press. [Available online through SFU library.]

Chu, E. L. (2019). Exploring curriculum as an experience of consciousness transformation. Palgrave Macmillan. [Available online through SFU library.]
ISBN: 978-3030177010

Illeris, K. (Ed.). (2018). Contemporary theories of learning: Learning theorists ... in their own words. Routledge.
ISBN: 978-1138550490

Sarath, E. (2016). Meditation, improvisation, and paradigmatic change: Integrity of practice as key to individual and collective transformation. The Journal of Contemplative Inquiry, 3(1).

Wenger, Etienne, McDermott, Richard A., & Snyder, William. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press. [Available online through SFU library.]
ISBN: 978-1578513307

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://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


Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).