Summer 2021 - EDUC 830 G032

Implementation of Educational Programs (5)

Class Number: 4074

Delivery Method: Remote


  • Course Times + Location:

    Location: TBA

  • Instructor:

    Glenn Galy
    Cell: 604.202.5981
    Office Hours: By appointment



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.


This is the Course Outline for the CI CO28 cohort with Faculty Sponsor: Michael Ling

Meeting Dates:
May 14, 15
June 4, 5, 18, 19
July 2, 3, 16, 17

Meeting Times:
Fridays: 4:30-9:00 pm
Saturdays: 8:30-4:30 pm

Room: Due to COVID-19 classes will be facilitated online.

Why do some programs and change initiatives fail while others blossom and succeed? Why do some program initiatives encounter conflict and resistance while others are more openly endorsed, embraced and supported? Why is it that changes and new innovations are frequently met with resistance? What organizational skills, approaches and techniques do program coordinators, facilitators and change agents utilize to successfully implement a program? What activities and tasks do we as educators in various leadership roles need to consider implementing in order to build and sustain program capacity? What role does assessment and evaluation play in the successful implementation of a program? What role does negotiation play in the implementation of programs? These are just a few of the many questions that will be discussed and explored during this course and that will increase our understanding of the complexities involved whenever we are tasked with the responsibility of implementing a program in an organization. 

Planning lays the foundation for effective program implementation. The three principle planning processes (traditional; pragmatic, radical) that guide program implementation will be explored. These processes or viewpoints set the context and not only influence a program’s overall design but heavily dictate what changes can be realistically considered by leaders and program participants. Caffarella & Daffron’s Interactive Model of Program Planning in, Planning Programs for Adult Learners, will be used as an organizational framework in order to more fully appreciate the intricacies of planning for the effective implementation of a program change or new initiative.
This course will highlight not only the critically important components and best practices associated with program implementation but many of the challenges, problems, and potential issues associated with the implementation of educational programs in post-secondary institutional environments.
If planning helps lay the foundation for the effective implementation of programs, then the leader acts as the critically important catalyst that facilitates change management initiatives. The topic of leadership must therefore be explored to some extent. McCalman, Paton & Siebert’s publication entitled, Change Management, will be used to gain a deeper understanding of change management strategies. Program implementation entails not only acting as a change agent but also involves possessing the ability to discern the ‘lay of the land’ in order to effectively manage and lead change, which often entails negotiation within organizational socio-cultural contexts as well as the formative development of structural mechanisms (e.g. mission, goals, policies), the recognition of power dynamics, both the awareness and navigation of organizational politics, the making of ethical decisions and the effective management of people combined with the leadership of the overall program or institution.

This course is designed to foster reflection, critical thinking skills, research skills, interview skills, collaborative learning, inquiry and active participation. Class sessions will involve small and large group discussions as well as informal and formal presentations. Several guest speakers will be visiting us to share real-life insights, each reflecting the three principle planning processes,


  • Two Reflective Journals (10% each) 20%
  • Research Project 40%
  • Learning Community Self-Assessment 10%
  • Exit Interview 30%


Note: A more detailed description of these assignments will be provided in the course syllabus.



Planning Programs For Adult Learners, Caffarella & Daffron (2013) (3rd Edition), Jossey Bass
ISBN: 9780470770375

Change Management: A Guide to Effective Implementation (2016) (4th Edition), McCalman, J. et al Sage
ISBN: 9781446274118

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: 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 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.


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 ( or 778-782-3112).