Summer 2021 - EDUC 904 G032

Fieldwork III (5)

Class Number: 4069

Delivery Method: In Person


  • Course Times + Location:

    9:00 AM – 3:00 PM
    SRYC 3170, Surrey

    9:00 AM – 3:00 PM
    SRYC 3170, Surrey

    9:00 AM – 3:00 PM
    SRYC 3170, Surrey

    Location: TBA

  • Instructor:

    Michelle Pidgeon
    Office: SURC 5216
    Office Hours: By appointment




Meeting Dates & Location:

Month    Friday (asynchronous) Saturday (9:30-3:00*)
May    28 29:   F2F* + Zoom
June   4  5:    ZOOM ONLY
June  18 19:    F2F* + Zoom
July     2  3:     F2F* + Zoom
July 16 17:    ZOOM ONLY

*F2F Meetings will be held in SRYC 3170 (Surrey Central)

Meeting Times:

Saturday classes will meet from 9:30 – 3:00* *variations may be made in consideration of the needs of the cohort, long breaks will be built in to encourage self-care and zoom-fatigue. Pending further developments either with COVID-19 and provincial health requirements and/or the needs of the cohort - we may bring this course entirely back into Zoom.

Additional Details:

CANVAS will be our home base, we will utilize various forms of technology (e.g., Zoom) for our cohort gatherings. This class will be a blended learning of self-directed and self-paced learning (with timelines/deadlines to help give you an organized structure) and class learning together through scheduled meeting times.


Building on the work you have done in EDUC 864, in EDUC 904, we will explore more in-depth the various tenants of data analysis required for conducting research into our practice. Students will be working through various phases of their own research projects, from research proposal and ethics to data collection to data analysis and report writing.

In practical terms, EDUC 904-5: Fieldwork III is the  opportunity for each student to complete the design, execution, and write up of their research project addressing the research topic that is personally important and relevant to his/her professional work.


  1. To be able to compare and contrast different data analysis models.
  2. To gain an appreciation for and insight into the concepts of research design, analysis, and dissemination.


  1. To share and contrast your perspectives related to research in education with colleagues through in-class and online discussion and sharing your own research experiences.
  2. To reflect on areas of strengths and weaknesses of research in education in relation to your own practice and context.
  3. To connect your personal reflections to assigned readings and class discussions to deepen your own process of understanding research in education.

Application to practice:  

  1. To construct a useful set of understandings of research processes designed to assist you in confronting complex issues as educators and administrators in your own field of practice.
  2. To demonstrate understanding of research analysis and reporting of findings through a research report.


  • Participation 20%
  • Research Portfolio – V2 20%
  • Research Report 60%


There is no final exam for this course.

Class attendance is mandatory, active participation and meaningful engagement in online and in-class discussions is expected of all course participants.

** Incompletes will be given only under extraordinary circumstances that are beyond the student's control and may result in a lower grade



Students will be using a variety of software during the course, the links to the software provided to SFU graduate students for no charge will be posted on CANVAS (e.g., Zotero, NVivo). All students should have a working version of Excel (or Numbers) on one of their devices (e.g., laptop, iPad, or desktop). Please be aware that if you are using a computer belonging to your employer, administrative rights and permissions from your IT department will be needed if you are downloading software to a work-device.


There are no formally required readings for this course. We will continue to use materials and resources from EDUC 864 (See CANVAS). Additional support resources will also be posted by the instructor and site assistant and will be based on the topics and research interests of the students. Any support resources will be listed through CANVAS ( and will be accessible online through the SFU Library or provided in class.


Abes, E. S., Jones, S. R. and Stewart, D-L, (Eds). (2019). Rethinking college student development theory: Using critical frameworks. Virginia: Stylus Publishing, LLC. ISBN 9781620367643 (or e-edition 9781620367650) 

Banta, T. W.  & Palomba, C. (2014). Assessment essentials: Planning, implementing, and improving assessment in higher education. Available online via SFU library:

Boudah, D. (2011). Conducting educational research: Guide to completing a major project.

Thousand Oaks, CA: SAGE Publications. (ISBN: 9781412979023)

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Columbus, OH: Pearson Education. Note: this book is available as an e-textbook (at reduced cost), ISBN-10 0-13-261509-6, or ISBN-13 978-0-13-261509-9, or Print ISBN-13 978-0-13-136739-5

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).