Simon Fraser University
Engaging the World

Course Outlines

Fall 2026 - EDUC 830 G031

Implementation of Educational Programs (5)

Class Number: 4304

Delivery Method: In Person

Overview

  • Course Times + Location:

    Location: TBA

  • Instructor:

    Alisa Paul
    apa21@sfu.ca
    778.892.0970
    Office Hours: As needed.

Description

CALENDAR DESCRIPTION:

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.

COURSE DETAILS:

Meeting Dates:
Sep 19, 20
Oct 3, 4,
Oct. 17, 18,
Nov 14, 15,
Nov. 28, 29

Meeting Times:
Saturdays: 8:30 am - 4:30 pm
Sundays: 8:30 am - 1:00 pm

Additional Details:

"Celhcelh suggests that person is responsible for his or her own learning, for finding and taking advantages of all opportunities to learn, and maintaining openness to learning. Each person must find their place in the community, and offer what knowledge and expertise they have to benefit the communal work being carried out” (Stanford, Williams, Hopper, & McGregor, 2012, p. 24). From: Indigenous Principles Decolonizing Teacher Education

Drawing upon Lil’wat pedagogical principle of celhcelh (which literally translates to “hard working”) as articulated by Elder Dr. Lorna Williams, all members of our community are responsible for their own learning, as well as for assuming a shared responsibility for supporting the learning of others. Diverse contributions to our community are welcome, and you are encouraged to share your unique gifts and passions with our cohort.

As our learning is process-oriented and embodied, active and engaged participation in our shared and individual work, is a programmatic requirement. Please let me know if you encounter challenging or unforeseen circumstances that interfere with your responsibilities to your learning or to our community. If a meeting must be missed due to illness, please check in with a colleague, and work through all readings, activities, and reflections.

Extending care, support, respect for others is central to our roles as educators, practitioner-scholars, and community leaders.

COURSE-LEVEL EDUCATIONAL GOALS:

  1. Students will understand how to apply the principles of human-centered design to the development and implementation of projects.
  2. Students will develop skills in the use of processes to foster and sustain collaboration and communication in groups.
  3. Students will develop an appreciation of the resources available to support organization development, and communities and networks of practice.
  4. Students will gain an appreciation of concepts of leadership and management.
  5. Students will develop and present detailed implementation plans for a project of their own choosing and present their plans to a peer review.

Grading

  • Completion and presentation of a plan for the implementation of a personally relevant implementation project. (Pitch Assignment) 50%
  • Peer presentation of rationale connected to the Pitch assignment. (What is the why behind the pitch? How does current literature support the idea? What theories or theoretical framework informs the implementation goals?) 25%
  • Course participation and self-assessment participation. Criteria to be discussed at the first in-class session. 25%

NOTES:

This is a graduate-level course and the students are experienced adults with a variety of career backgrounds. It is expected that grades below B will be uncommon. The grading categories and process will be actively discussed with the class members at the first session.

REQUIREMENTS:

Grades will be based on student self-assessments, course participation (#3), and the completion and presentation of a plan for the implementation of a personally relevant implementation project (#1). In addition, students will also choose one topic from the list of five goals above and write a review of current literature or other resources relevant to that goal area (#2).

Students may submit their assignments in conventional written form or by means of other media. Course participation criteria will also be discussed at the first in-class session. The Implementation project (Category #1) should be designed to be presented to fellow class members in a format that represents how their proposal would be “pitched” to a relevant decision-making organization or person (i.e School trustees, Parent Advisory Committee, Granting Agency, Employer, etc.) The presentation should also be accompanied by a written description of their proposed implementation project.

Materials

REQUIRED READING:

Readings will be provided, as well as collaboratively sourced.


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: 


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.