Spring 2021 - EDUC 816 G032
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 3829
Delivery Method: Remote
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.
Jan. 22, 23
Feb 5, 6 & 26, 27
Mar 12, 13 & 26, 27
Friday: 4:30pm - 9:00pm
Saturday: 8:30am - 4:30pm
Location: Zoom and Canvas
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.
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.
- 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. 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%
P. B. Joseph, (ed.), Cultures of Curriculum, Routledge, 2010, 2nd edition
Additional readings TBA in class.
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 SPRING 2021
Teaching at SFU in spring 2021 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 (firstname.lastname@example.org or 778-782-3112).