Fall 2021 - EDUC 823 G200
Curriculum and Instruction in an Individual Teaching Speciality (5)
Class Number: 7883
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.
Weekly classes (Thursdays):
Sept 16, 23, 30
Oct 7, 14, 21, 28
Nov 4, 11, 18, 25 Dec 2
(Nov 11 Remembrance Day will be asynchronous/self-study)
5:30 PM – 8:00 PM
This interactive course employs arts-based and imaginative practices to explore imagination in the context of leadership/educational leadership. It aims to deepen and expand students’ understandings of imagination and how it contributes to leadership theory, practice, and pedagogy. A central feature of the course is a personal inquiry: each student will be required to employ arts-based methods to investigate, as learner and leader, their beliefs, values, assumptions and comfort-levels in relation to imagination. Course activities will require students to critically and creatively reflect on course topics and the educational issues they provoke in relation to their own educational and leadership practice.
COURSE-LEVEL EDUCATIONAL GOALS:
- Gain theoretical understanding of the imagination’s role in education
- Gain theoretical and practical understanding of performative inquiry as a pedagogy and a research methodology
- Examine an Indigenous perspective on imagination and its implications for leadership
- Develop understanding of imagination’s role in current leadership theory and research
- Assess factors that may facilitate and limit creativity and innovation in education and in the context of educational leadership
Thinking and Being
- Creatively engage in course content
- Critically and creatively reflect on your own imagination through course content
- Employ cognitive tools and other creative thinking processes to support innovative practices within scholarly and professional communities
- Engage in performative inquiry of course topics
- Situate your learning in a community of practice and continue to engage with peers to form a community of inquiry (as a cohort)
- Demonstrate a growth in imaginative/innovative leadership and learning
- Demonstrate personal and professional growth in one’s understanding and application of leadership in relation to one’s professional practice and program experiences
- Weekly in-class work, including ongoing arts-based responses to readings and final personal snapshot of yourself as an imaginative leader and learner 20%
- Collaborative Assignments (seminar & role-play) 20%
- Scholarly Writing: e-postcards—Tugs on the Sleeve 60%
Nachmanovitch, S. (1990). Free play: improvisation in life and art / Stephen Nachmanovitch. J.P. Tarcher, Inc.
Articles that will be available through SFU library website
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.
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 2021
Teaching at SFU in fall 2021 will involve primarily in-person instruction, with approximately 70 to 80 per cent of classes in person/on campus, with safety plans in place. Whether your course will be in-person or through remote methods will be clearly identified in the schedule of classes. You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).
Enrolling in a course acknowledges that you are able to attend in whatever format is required. You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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.
Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as early as possible in order to prepare for the fall 2021 term.