Summer 2019 - EDUC 816 G031
Developing Educational Programs and Practices for Diverse Educational Settings (5)
Class Number: 4632
Delivery Method: In Person
Overview
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Course Times + Location:
Location: TBA
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Instructor:
Natalia Gajdamaschko
nataliag@sfu.ca
778.881.7920
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:
May 10*, 11*
May 24, 25
June 7, 8
June 21, 22
July 19, 20
Times:
Fridays, 4:30 - 9:00 pm
Saturdays, 8:30 am - 4:30 pm
Location:
Camosun College (Lansdowne Campus), Room May 10 and 11 in Y227, and the remainder of the classes in LLC 151.
COURSE-LEVEL EDUCATIONAL GOALS:
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 in your teaching to facilitate student’s learning and development.
The second part of the course will be built around practical applications of educational theories. We will discuss strengths and weaknesses of different educational programs from the point of view of a college instructor. We will pay special attention to discussion of current theories of learning and adult education.
Grading
- Midterm 50%
- Final paper 50%
NOTES:
The course will include the following assignments:
- Midterm grade: participate in the online discussion of the weekly readings, your own research on the topics and class activities by contributing to Canvas. A minimum of two messages between the class sessions is expected, with one of them building on preceding messages. 50%
- 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, each student’s paper will be discussed in class. Each student will have ten-fifteen minutes to present his/her 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 that she or he has posed 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. 50 %
REQUIREMENTS:
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. |
Materials
REQUIRED READING:
Bolotin, Pamela Joseph, (ed.), Cultures of Curriculum, Routledge, 2010. 2nd edition
ISBN: 978-0415991872
RECOMMENDED READING:
Knud Illeris (ed.). Contemporary Theories of Learning. 2009. Routledge, (pbk)
ISBN: 3:978-0415-47344-6
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
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS