Spring 2022 - EDUC 816 G032

Developing Educational Programs and Practices for Diverse Educational Settings (5)

Class Number: 7055

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA



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.


The course will include the following assignments:

  1. (20%) Participation in class discussions during the class meetings. Plus, online discussion between the classes. Please, participate in the online discussion of the weekly readings, your 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 work in case you missed our in-class discussions to catch up on your participation grade.
  2. (40%) Midterm assignment. Small group presentation on a chapter of your choice from our textbook. Please, review Knud Illeris (ed.). Contemporary Theories of Learning textbook, choose a chapter of interest, find a team to prepare your presentation with, present to the entire class.
  3. (40%) 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, we will discuss each student’s paper in class. Each student will have ten-fifteen minutes to present their 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 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. 

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.

Meeting Dates:
Jan 21, 22 
Feb 4, 5
Feb  18.19
Mar 11, 12
Mar 25, 26

Meeting Times:
Friday: 5:00pm-8:30pm
Saturday: 9:30am-3:30pm

VCC Broadway Campus, Building B, Room# 2209


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 to facilitate students' learning and development.

The second part of the course will be built around practical applications of educational theories. We will discuss the strengths and weaknesses of different educational programs from the point of view of a college instructor. We will pay special attention to the discussion of current theories of learning and adult education.


  • Participation 20%
  • Midterm 40%
  • Final Paper 40%


The following criteria will be used to assess your assignments:


As A (below), but at a somewhat higher level of acuteness.


Outstanding grasp of concepts and issues; evidence of careful and precise reading of required texts and of other related texts; ability to relate theoretical discussions to practice accurately; critical evaluation of reading selections, discussions, and lectures, including evidence of independent, consistent judgment; fluent, appropriate use of relevant concepts; careful attention to the ideas of others as well as courtesy in addressing them; and imaginative organization and present­ation of written work.


As above, but at a somewhat lower level of acuteness.


Clear use of relevant literature and background reading; appropriate use of relevant concepts; sound structure and good organization; sound critical evaluation; clear linkages with wider issues; and courtesy in dealing with others’ ideas and opinions.


Reasonably accurate grasp of key concepts and issues; relevant, appropriate analysis and discussion; adequately clear structure to written work; sensible incorporation of reading selections into arguments; accurate, sensible evaluative discussions; and courtesy in dealing with others’ ideas and opinions.


As above, but at a somewhat lower level of acuteness.


Little evidence of having read or adequately understood required reading selections; limited grasp of concepts under discussion; divergence from main points to items that are only peripherally or superficially related; contributions that are largely anecdotal or concrete rather than dealing with principles and theories; largely descriptive writing with little analysis, though showing some grasp of the main issues.


Solely descriptive and only peripheral points engaged; lack of evidence of reading or limited understanding of required reading selections; conceptual confusion; irrelevant, muddled, poorly organized material.



Bolotin, Pamela Joseph, (ed.), Cultures of Curriculum, Routledge, 2010. ISBN: 978-0415991872  2nd edition

Knud Illeris (ed.). Contemporary Theories of Learning. Routledge, 2009.  ISBN 3:978-0415-47344-6 (pbk)

Additional readings will be provided online or in class.


Craft of Research (2008) (3rd Edition) Booth, Wayne C. Colomb, Gregory G. Williams, Joseph M. University of Chicago Press ISBN-10: 0226065669 | ISBN-13: 978-0226065663 (available also as e-book via SFU library)
ISBN: 0226065669

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 2022 will involve primarily in-person instruction, with safety plans in place.  Some courses will still be offered through remote methods, and if so, this will be clearly identified in the schedule of classes.  You will also know at enrollment whether remote course components will be “live” (synchronous) or at your own pace (asynchronous).

Enrolling in a course acknowledges that you are able to attend in whatever format is required.  You should not enroll in a course that is in-person if you are not able to return to campus, and should be aware 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.

Students with hidden or visible disabilities who may need class or exam accommodations, including in the context of remote learning, are advised to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as early as possible in order to prepare for the spring 2022 term.