Spring 2021 - EDUC 823 G032

Curriculum and Instruction in an Individual Teaching Speciality (5)

Class Number: 3799

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



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.


Class Dates:
Jan 15, 16 & 29, 30
Feb 5, 6 & 19, 20
Mar 26, 27

Mar 5/6, we will not meet as a cohort; Dr. Ling will be available for 1:1 meetings, to be discussed at our first meeting

Fridays 4:30-9:20
Saturdays 8:30am-4:30pm

Via Zoom, synchronous

As the title implies, this course is concerned with issues and ideas regarding curriculum and instruction as they relate to one’s teaching specialty. More specifically, it is an opportunity to explore such issues and ideas in the context of post-secondary education in our times, with respect to your own setting, and your own teaching domain or ‘subject.’ We will be drawing on historical antecedents, and contemporary social science perspectives, namely institutional or organizational ethnography. A central aim of the course is for you to examine the features of your own teaching practice in light of both big ideas and issues in post-secondary education, and in light of your institutional and departmental setting and culture. The central means or ‘approach’ for exploring these domains will be through the related methodologies of ‘self-study,’ critical reflective practice, and reflexivity.


  1. To examine and situate ourselves in our professional settings, and in our professional teaching practice, using various historical and social science lenses, applied to our various post-secondary educational domains.
  2. To develop an informed and critical perspective on issues and ideas regarding curriculum and instruction in the post-secondary setting writ large, curriculum and instruction in one’s own institutional and departmental setting, and curriculum and instruction in one’s own teaching practice.
  3. To develop skills in the practices of organizational ethnography, self-study, critical reflection, and critical reflexivity.
  4. To deepen our sense of ourselves as practitioners, professionals, scholars, and engaged citizens.

It is my hope that this informed and critical perspective will assist you in developing and enriching your action research plan further on in the program.


  • Self-study Fieldwork Exercise 15%
  • Commentary or Presentation of a Reading 10%
  • Small-group Presentation 15%
  • End of Term ‘Poster’ Session and Roundtable Discussion 20%
  • Final Paper on a personally and professionally relevant topic connected to the course themes, to be discussed and negotiated with instructor 40%



We will not be using a specific textbook, so there is nothing to buy. However, we will be drawing from online and open source materials (eg, books, journal articles etc.) that are available without charge through various services such as Creative Commons, and the like, largely through the SFU Online Library System, or via the Web more generally, and will for the most part be made available on our cohort Canvas site.

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:


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 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).