Simon Fraser University
Engaging the World

Course Outlines

Fall 2020 - EDUC 970 G001

Systems and Paradigms in Educational Psychology (3)

Class Number: 3870

Delivery Method: Remote

Overview

  • Course Times + Location:

    Sep 9 – Dec 8, 2020: Tue, 4:30–7:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

A survey of major 20th century systems and paradigms that underlie research and theories in instructional psychology; addresses learning, cognition, motivation, methods of inquiry, and other cornerstones of the field.

COURSE DETAILS:

EDUC 970-3 G001

“A psychological sophistication that contains no component of historical orientation seems to me to be no sophistication at all.” E. G. Boring (1950)  

In this course, we will explore the discipline of educational psychology by tracing the history of some of its focal research interests, concepts, systems, and paradigms, and by examining how it became a pervasive influence in North American education over the latter half of the twentieth century. A critical historical approach will be adopted to investigate how the subject matter of educational psychology has been conceived as a consequence of the language and descriptions it inherited, specific methodological issues, social conditions and forces, institutional priorities and arrangements, and innovations in the history of ideas. This approach will show that research methodology is not neutral with respect to its subject matter and psychological knowledge is not simply a body of objectively derived facts about phenomena that are “natural” and timeless. Rather, psychological concepts, research methodologies, systems, and paradigms contribute to constituting the phenomena educational psychologists study and seek to understand. There is an intimate connection between the nature of psychological subject matter and the history of conceptions of that subject matter as these have arisen via the disciplinary and professional practices of psychologists. The course also will address the ways in which educational psychology has participated in transforming ideals for student conduct, experience, and goals of schools, and has been instrumental in promoting persons and selves of particular psychological kinds. It is hoped that students taking the course will acquire an historically contextualized interpretation of what educational psychology is and an informed opinion of their relation to it.

Due to current public health circumstances, this course will be delivered remotely. Class lectures and discussions will be held on Zoom. The class will take place on Tuesdays from 4:30 pm to 7:20pm on-line. Participation during the scheduled time is mandatory for this course. You must be able to log in to Zoom for our sessions and are available for the full three hours, even if the class may not run for the full duration of the scheduled time.

Instructions and information will be posted on a CANVAS site for the course. CANVAS is an instructional support platform to which you will be granted access.

Grading

  • Students are required to participate actively in class discussions (12%), write weekly reaction papers (18%), submit an extended paper (50%), and make a presentation of their work (20%). Details will be provided in class.

Materials

REQUIRED READING:

The two main texts for the course listed below are available electronically without cost. There are additional readings which also are available electronically without cost. Instructions for how these materials can be accessed will be provided in the first class.

[required] Danziger, K. (1997). Naming the mind: How psychology found its language. London, UK: Sage. [ISBN 0-8039-7763-8 (pbk)]

[required] Marin, J. & McLellan, A-M. (2013). The education of selves: How psychology transformed students. New York: Oxford University Press. [ISBN 978-0-19-991367-1 hardback]

RECOMMENDED READING:

[optional] American Psychological Association (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

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:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

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).