Simon Fraser University
Engaging the World

Course Outlines

Fall 2017 - EDUC 841 G001

Seminar in Educational Psychology (3)

Class Number: 8085

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 5 – Dec 4, 2017: Wed, 4:30–7:20 p.m.
    Burnaby

Description

CALENDAR DESCRIPTION:

A required seminar for first-year students in master programs in Educational Psychology that is also open to graduate students from any program of study. Each week we will explore seminal topics in Educational Psychology. Weekly meetings will consist of guest lectures by faculty members in Educational Psychology, group activities, and writing workshops.

COURSE DETAILS:

Professors in the educational psychology program introduce themselves and their programs of research, field questions about research and scholarship, and discuss the graduate student experience. Journal articles provide a survey of several major theoretical perspectives and context for developing basic understanding of empirical methods and quantitative techniques. Drawing on self-selected handbook chapters, systematic reviews, meta-analyses and empirical studies, students lead seminars to explore theory, recommend evidence-based instructional practices and sketch future research.

COURSE-LEVEL EDUCATIONAL GOALS:

  1. analyze key features of several areas in educational psychology.
  2. develop skills for examining theory and research in educational psychology.
  3. propose and justify next steps in theorizing about, researching and applying educational psychology.
  4. understand fundamentals of research methods and statistical techniques.
  5. catalog and evaluate sources of information about educational psychology.
  6. cultivate knowledge of resources – peers, professors, library supports, online tools, university services – contributing to a successful graduate experience.

Grading

  • Several mini-papers (750-1000 words, ~3 pp.) summarizing a focused area of theory and empirical research, and recommending and justifying instructional practices or future research project. Draft versions of papers will be presented to the seminar for peer feedback. The number of mini-papers will depend on enrollment. 90%
  • Feedback on peers’ presentations. 10%

REQUIREMENTS:

Participation in class.
~20-50 pp. reading/week.

Materials

REQUIRED READING:

A syllabus will be distributed in the first class. Readings are accessible via the SFU Library Catalogue at https://sfu-primo.hosted.exlibrisgroup.com/primo-explore/search?vid=SFUL&sortby=rank


RECOMMENDED READING:

Harris, K. R., Graham, S., Urdan, T. (Eds.). (2012). APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. Washington, DC: American Psychological Association. [SFU library online]

Harris, K. R., Graham, S., Urdan, T. (Eds.). (2012). APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. Washington, DC: American Psychological Association. [SFU library online]

Harris, K. R., Graham, S., Urdan, T. (Eds.). (2012). APA educational psychology handbook, Vol 3: Application to learning and teaching. Washington, DC: American Psychological Association. [SFU library online]

British Journal of Educational Psychology
Contemporary Educational Psychology
Educational Psychologist
Educational Psychology Review
Educational Research Review
Frontline Learning Research
Journal of Educational Psychology
Journal of Experimental Education
Learning and Individual Differences
Learning and Instruction
Review of Educational Research

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://students.sfu.ca/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

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS