Spring 2020 - EDUC 816 G032
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 8945
Delivery Method: In Person
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.
Fridays: 4:30pm – 9:00pm
Saturdays: 8:30am – 4:30pm
VCC Broadway, Room BWY B 1208 (see page 8):
COURSE-LEVEL EDUCATIONAL GOALS:
No other chapter of contemporary education has produced more disputes than we find in different attempts to conceptualize curriculum, educational objectives, and teaching strategies. The purpose of this course is to provide a framework for thinking about developing educational programs, curriculum, learning, teaching and community in a diverse, multicultural society. The course is designed to explore current educational programs and practices and discuss the methods you use in your teaching to facilitate student’s learning and development.
The second part of the course will be built around practical applications of educational theories. We will discuss the strengths and weaknesses of different educational programs from the point of view of a college instructor. We will pay special attention to the discussion of current theories of learning and adult education.
- Participation in class and on-line 20%
- Midterm 40%
- Final paper and presentation 40%
The course will include the following assignments:
1. Participation in class dialog, discussion during the class meetings. Plus on-line discussion between the classes. Please, participate in the online discussion of the weekly readings, your own research on the topics and class activities by contributing to Canvas. Canvas discussion postings are not mandatory, but you might want to do a bit more online in case you missed our in class discussions, as a way to catch up on your participation grade. 20%
2. Midterm assignment. Small group presentation on a chapter of your choice from our textbook. Please, review Knud Illeris (ed.). Contemporary Theories of Learning textbook, choose a chapter of interest, find a team to prepare your presentation with, present to the entire class. 40%
3. Write a final paper that will provide the instructor with evidence (1) that you have understood course readings that have a bearing on your topic and (2) that you can relate theoretical and philosophical underpinnings to curriculum content and instructional approaches. During the last two days of the course, each student’s paper will be discussed in class. Each student will have ten-fifteen minutes to present his/her paper. After the paper has been presented, class members will have five minutes to ask questions to ensure that they have a clear understanding of the content and concept of the paper. Following the questions, the presenter will lead a ten-minute roundtable-style discussion stimulated by a provocative question that she or he has posted to the group. This question may raise a point of controversy related to the topic of the paper, differing points of view on the topic, a lingering question that haunts the presenter, or other issues. After the presentation is completed, a print copy of the paper is to be submitted, the deadline for the final submission will be announced. 40 %
This course incorporates an online component for instruction and assessment. Your course instructor retains the right to make any necessary adjustments to the syllabus during the course. I promise to make sure that any changes will be clearly announced ahead of time and reflected in our Course Syllabus in writing on Canvas.
Bolotin, Pamela Joseph, (ed.), Cultures of Curriculum, Routledge, 2010. 2nd edition
Craft of Research (2008) (3rd Edition) Booth, Wayne C. Colomb, Gregory G. Williams, Joseph M. University of Chicago Press (available also as e-book via SFU library)
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