Fall 2023 - EDUC 830 G031

Implementation of Educational Programs (5)

Class Number: 4169

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA

  • Instructor:

    Cher Hill
    1 778 782-4156
    Office: EDB 8672



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.


Meeting Dates:

September 8*/9; 22/23;
October 13/14; 20/21;
November 3/4;
December 1/2


Friday: 4:30-9:00
Saturday: 8:30-4:30


Mundy Park and other locations in q̓íc̓əy̓ q̓ʷa:n̓ƛ̓ən̓, and kʷikʷəƛ̓əm territories and on the SFU Surrey Campus for various dates.

*As the first week of classes is a hectic time, in lieu of meeting Friday Sept 8th, you will instead prepare on your own for our meeting on September 9th

What are our responsibilities to these Lands, our students, and our communities, given the context of environmental degradation, colonization, and the climate emergency in which we live? How do we enact our collective visioning that begins in schools and radiates outwards to enliven different ways of being in relation? How do we collaborate with colleagues, students, families, and other beings to catalyze change in schools? Together we will explore these questions and engage inquiries into our own practice as teachers to enact our visions for educating otherwise.  Through critical and creative reflection, and inspired by the teachings of Elders, researchers, poets, activists, and artists, we will deepen and extend our place-conscious pedagogies, and practice as community leaders.

Much of our work will take place in outdoor spaces to learn with and from the Land. The level of risk associated with learning outside is consistent with everyday encounters when visiting a park or urban forest, and may include exposure to uneven surfaces, community members (including bugs, plants, humans, and animals), and falling branches, as well as prolonged exposure to changing weather conditions (sun, rain, snow). Together we will discuss potential risks, as well as how we will mitigate them. Please reach out if you have questions, accessibility issues, or health concerns that may require adaptations.


  • Four mini-inquiries 40%
  • Final Inquiry Project and Sharing of Learning 60%
  • Inquiry Journal - required but not graded


Note: A more detailed description of these assignments will be provided in the course syllabus.



"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.



Readings will be provided, as well as collaboratively sourced.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

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 website 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


Students with a faith background who may need accommodations during the semester 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.