Summer 2021 - EDUC 830 G031
Implementation of Educational Programs (5)
Class Number: 4063
Delivery Method: In Person
Problems and practices associated with innovation and implementation including the nature of change in the educational context, the roles of teachers, administrators, change agents, and evaluators.
For May/June dates: Fridays 4:30 PM start & Saturdays 9:00 AM start; ~ 5 hours long.
For Weekdays in July: 9:00 AM start, ~5 hours long.
This course will be taught remotely with synchronous and asynchronous learning using CANVAS and Zoom.
COURSE-LEVEL EDUCATIONAL GOALS:
Students are expected to
- demonstrate a nuanced understanding of the complex nature of educational implementation;
- identify what promotes and what discourages innovation in educational contexts;
- identify factors promoting inclusion and equity in change processes;
- view educational change issues through an Indigenous model;
- articulate the current state of and factors relating to professional learning in Canada;
- critically and creatively address challenges involved in implementing an IE approach;
- show personal and professional growth in their understanding and application of learning in relation to their professional practice and program experiences;
- propose informed strategies for supporting successful (IE) change initiatives at group/organizational levels;
- participate in an action research “critical friend group” to provide/receive thoughtful feedback to/from peers;
- identify a research question, design a proposal, plan for field study and conduct an action research project;
- experiment with data representation methods and demonstrate Ironic Understanding in the final action research report (i.e. radical epistemic doubt, reflexivity, coalescence, etc.).
- Collaborative Challenges - Stakeholder Activity: Exploring Perspectives and IE Implementation Challenge: Recommendations 20%
- Article Analysis/Graphic & "Simplexity" Activity 30%
- Final AR Report 50%
Fullan M. (2001). The new meaning of educational change. New York: Teacher’s College Press. (3rd Ed.) E-version available through the library.
Parsons, J., Hewson, K., Adrian, L., & Day, N. (2013). Engaging in action research: A practical guide to teacher-conducted research for educators and school leaders. Calgary: Brush Education Inc. www.brusheducation.ca/catalog/arts-education-social-sciences/books/engaging-in-action-research
+ additional readings assigned at the start of term in CANVAS
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 SUMMER 2021
Teaching at SFU in summer 2021 will be conducted primarily through remote methods, but we will continue to have in-person experiential activities for a selection of courses. 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).