Spring 2020 - EDUC 823 G032
Curriculum and Instruction in an Individual Teaching Speciality (5)
Class Number: 7362
Delivery Method: In Person
An intensive examination of developments in a curriculum area selected by the student. In addition the course will deal with major philosophical and historical factors that influence the present state and future directions of curriculum and instruction.
This course outline is for the CI CO28 cohort with Faculty Sponsor Dr. Michael Ling.
Jan 31/Feb 1,
Mar 27/28 (POSSIBLY; Please hold this last date until we can discuss together on our first weekend)
VCC, Broadway Campus, Vancouver; Room BWY B 2206
Situated as it is, at the beginning of your Master’s Program, this course has two primary aims:
1. To explore the theme that is indicated in the course title, that is, notions of “curriculum and instruction in an individual teaching specialty;” and,
2. To immerse ourselves in ideas and practices of scholarship, and in what is involved in being a graduate student, in order to set you off on a good course for the rest of the program. With regard to the first aim we will be looking at history, theories, and concepts about curriculum and instruction (and about learning and teaching, more generally) with a focus on considering these ideas in light of your own individual teaching practice and setting. And with regard to the second aim we will be exploring what it means to be a scholar in both theoretical and practical ways, by reflecting on both the history of practices of scholarship, and current iterations and practices.
A more detailed syllabus will be made available at our first class in January 2020.
COURSE-LEVEL EDUCATIONAL GOALS:
To situate oneself in one’s own life-history as a learner and teacher.
To determine for oneself what questions, issues, concerns, interests might help to guide you through this graduate journey.
To ground oneself in pertinent, relevant, and compelling educational theory, methods, and scholarly practices especially as they pertain to your professional practice(s).
- An individual oral presentation
- A small group presentation
- Written commentaries on readings and/or themes
- End of Term poster presentation
- End of Term Paper
- Attendance at all classes (other than for health/medical or personal/family reasons)
- Illeris, Knud (ed. 2018) Contemporary Theories of Learning: Learning Theorists in Their Own Words, 2nd edition. New York: Routledge.
- Additional readings will be made available on our online CANVAS platform, or will be available through the SFU Library Online System.
Recommended readings will be shared throughout the first course and the program. Some pre-readings for discussion at our first weekend will be sent out in early November.
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