Fall 2026 - EDUC 816 G031
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 4309
Delivery Method: In Person
Overview
Description
CALENDAR DESCRIPTION:
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.
COURSE DETAILS:
Meeting Dates:
Sept 11/12, Sept 25/26
Oct 23/24
Nov 6/7, Nov 20/21
Meeting Times:
Friday: 4:30pm -8:30pm
Saturday: 9:30am - 3:30pm
COURSE-LEVEL EDUCATIONAL GOALS:
The course explores contemporary educational theories, programs, and practices, with particular attention to the role of the educator in designing meaningful learning experiences that support students' learning and development. Students will critically examine different approaches to curriculum and instructional design while considering their underlying assumptions about knowledge, learning, and educational purposes.
The second part of the course focuses on the practical application of educational theory. Drawing on current perspectives in learning and adult education, students will analyze the strengths and limitations of different educational programs from the perspective of a college instructor and apply theoretical ideas to the design of educational programs.
Grading
- Participation 20%
- Midterm 40%
- Final paper 40%
NOTES:
The following criteria will be used to assess your assignments:
|
A+ |
As A (below), but at a somewhat higher level of acuteness. |
|
A |
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. |
|
A- |
As above, but at a somewhat lower level of acuteness. |
|
B+ |
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. |
|
B |
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. |
|
B- |
As above, but at a somewhat lower level of acuteness. |
|
C |
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. |
|
F |
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. |
REQUIREMENTS:
The course will include the following assignments:
1. 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 in case you missed our in-class discussions to catch up on your participation grade. 20%
2. 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. 40%
3. 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. 40 %
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.
Materials
REQUIRED READING:
Bolotin, Pamela Joseph, (ed.), Cultures of Curriculum, Routledge, 2010. ISBN: 978-0415991872 2nd edition (available as ebook at SFU Library).
Knud Illeris (ed.). Contemporary Theories of Learning. 2009. Routledge, ISBN 3:978-0415-47344-6 (pbk)
Additional readings will be provided online or in class.
RECOMMENDED READING:
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
Registrar Notes:
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.
To learn more about the academic disciplinary process and relevant academic supports, visit:
- SFU’s Academic Integrity Policy: S10-01 Policy
- SFU’s Academic Integrity website, which includes helpful videos and tips in plain language: Academic Integrity at SFU
RELIGIOUS ACCOMMODATION
Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.