Fall 2020 - EDUC 820 G031

Current Issues in Curriculum and Pedagogy (5)

Class Number: 7754

Delivery Method: In Person


  • Course Times + Location:


  • Instructor:

    Stephen Smith
    1 778 782-3259
    Office: EDB 8665
    Office Hours: Working from home in Fall 2020. Available via email 9:00 to 5:00, Monday to Friday.



Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.


Meeting Dates:
Sept 11, 12
Sept 25, 26
Oct 9, 10
Oct 23, 24
Nov 6, 7
Nov 20, 21

Meeting Times:
Fridays: 4:30 - 8:30 pm
Saturdays: 8:30 - 4:30 pm

Meeting Location:
All meetings will be on-line using the Zoom platform.

Additional Details:
The course will be delivered both synchronously and asynchronously. We will use the stipulated meeting dates and times for whole class instruction as well as for break-out groups, independent work tasks, and collaborative projects. Between classes there will be opportunities for submission of assignments to the course instructor and the receipt of formative feedback.

This course focuses, in particular, on the conceptual foundations of health education and active living and addresses relevant philosophical, historical and sociological issues and trends which impact teaching and learning practices in various instructional and health care settings.

Topics covered pertain to: quantitative, qualitative and experiential indices of health status; tensions of individual agency and social determinism in health and active living promotion; Federal, Provincial and Regional health promotion agendas; behavioral, cognitive, ecological and community perspectives on vitality and wellness; and curricular and pedagogical principles of health education for active living.

We shall proceed from individual renditions of wellbeing, vitality, and active living to consider the social and ecological determinants of health. Along the way we will address curriculum, instruction and pedagogy as the relational and socially/culturally inscribed ways that individual experience can be brought to bear upon health education, health promotion and health care.

It is the expansion of individualized health consciousness that allows for a social and ecological health conscience. Accordingly, we will draw upon somatic, experiential and personalized health practices in the exploration and articulation of practices that can be more widely applied in a variety of workplaces and institutional settings. Members of the Health Education and Active Living (HEAL) cohort will be encouraged to explore and share their particular health practices in this course and throughout the program.

Given the COVID-19 pandemic, we will foreground those practices of healthy and active living that are possible at this time.


  1. Develop individually relevant, professional applications of the scholarly literatures of health education, health care and health promotion.
  2. Articulate curricular and instructional features of health education, health care and health promotion as they pertain to particular workplaces.
  3. Specify one or more policy, program or instructional aspects of ‘health agency’ as a topic of ongoing and in-depth inquiry.
  4. Consider the social and ecological determinants of health and the transformational impacts of a chosen health education and active living (HEAL) inquiry.


  • Active Living: Practices and Reflections 20%
  • Seminar and Class Presentation 20%
  • Major Paper 60%


Active living: practices and reflections. (20%). Students will engage in a self-chosen practice of self-care and keep a record of their experiences over the semester. The reflection will address purposes, applications, enabling conditions, life-course factors, as well as provide a rich description of the practice itself in terms of personal commitment to it and actual and potentially positive effects on others.

Seminar and class presentation (20%). Students will focus on a particularly pertinent (at this time) socio-ecological determinant of health and wellness.. Resources pertaining to the topic will be assembled for presentation and discussion during class time.  A report will be submitted the week following the seminar.  Presentations will be grouped according to thematic interests.

Major paper (60%). Students will define a personal and professionally-relevant  topic of health education and active living through a series of written submissions. The topic will be indicated initially through first-person description of an event, incident or encounter that illustrates the issue, or question at hand. Second, a review of the research literature will be conducted to flesh out the significance of the issue or question. And third, the curricular and pedagogical implications of pursuing the issue or question will be detailed.



All materials used in the course will be easily obtained. Such materials will pertain specifically to the “active living” explorations done on-line.


There is no prescribed text. We shall refer to on-line websites and publicly-available PDFs. Assigned course readings  will be made available via CANVAS.


Social Determinants of Health: The Canadian Facts., A public health primer by Juha Mikkonen and Dennis Raphael, 2010

Global Change and Public Health: Addressing the Ecological Determinants of Health, Canadian Public Health Association Discussion Document, 2015.

Reading, C. and Wien, F. (2013) Health Inequalities and Social Determinants of Aboriginal Peoples’ Health, National Collaborating Center for Aboriginal Health. 2009/2013

ParticipACTION (2020). The Role of the Family in the Physical Activity, Sedentary and Sleep Behaviours of Children and Youth. The 2020 ParticipACTION Report Card on Physical Activity for Children and Youth. Toronto: ParticipACTION.

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).