Spring 2023 - EDPR 520 G100

Special Topics (3)

Integrating Art/Design/Tech

Class Number: 6650

Delivery Method: Blended


  • Course Times + Location:

    Location: TBA



This course requires students to investigate current theory, research and pedagogy related to a particular theme. Graded on a satisfactory/unsatisfactory basis. Variable units: 2, 3, 4, 5.


Advanced Professional Studies
Graduate Diploma in Advanced Studies in Education
Course Outline
EDPR 520 - Integrating Art, Design and Technologies Across the Curriculum
EDPR 563 – Advanced Field Studies in Educational Practices
Exploring Maker Pedagogy in Education (Surrey)
Term: Spring Semester, 2023


MEETING DATES: Monday, January 9 – April 17, 2023
Faculty Associate: Ann Pimentel    E-MAIL: ANN_PIMENTEL@SFU.CA

Prerequisite: Participants must be enrolled in a Graduate Diploma Program

Please note that this course will be conducted through on-line methods. Enrollment in this course acknowledges that online study may entail different modes of learning, interactions with your instructor, and ways of receiving feedback on your work that are different than in-person classes. Reflection, self-assessment and participation continue to be essential modes of assessment in a Graduate Diploma in Education course. This will be accomplished through online conversations, reflection tasks, arts-based activities, pedagogical readings, experiential and participatory activities, break out groups, etc., Students with hidden or visible disabilities who believe they may need class or assignment accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion. Lectures delivered on Zoom may be recorded by your instructor. As a result, Simon Fraser University may collect your image, voice, name, personal views and opinions, and course work under the legal authority of the University Act and the Freedom of Information and Protection of Privacy. This information is related directly to and needed by the University to support student learning only (i.e., posting in the Learning Management System for students to review). If you have any questions about the collection and use of this information, please contact your instructor.

Course Descriptions:

“Integrating Art, Design and Technologies Across the Curriculum” investigates the critical role that the arts can play in redefining the contemporary classroom and current learning practices in our digital age. Through both theoretical and hands on approaches, students will examine the impact of new and emerging technologies in the field of education, especially as it relates to the New Curriculum and Indigenous perspectives and ways of knowing. The course provides an in depth exploration of ways that K-12 educators can utilize the arts, concepts of design and digital media to enhance, expand and extend meaningful learning experiences across the curriculum.

“Advanced Field Studies in Educational Practice“ is designed to flow from the principles and inquiry process introduced in the first term. In 565, the principles of inquiry continue to be used as a way to explore issues identified in your field study. The intent is to enable teacher-learners to further their disposition toward inquiry by integrating inquiry with professional practice. Teacher inquiry and critical reflection are used within the context of the field study to discover, articulate and explore the interface of theory and practice both within this 2nd term and over the duration of the diploma.

Educational Rationales:

Integrating Art, Design and Technologies Across the Curriculum
In the last decade, the explosive development of digital technology in our culture and classrooms has presented unique challenges and opportunities for educators. Rapidly emerging technologies in our culture means that our conceptions of art, aesthetics, and education are being queried and redefined.

Advanced Field Studies in Educational Practices
“A legitimate and essential purpose of professional development is the development of an inquiry stance on teaching that is critical and transformative, a stance linked not only to high standards for the learning of all students but also to social change and social justice and to the individual and collective growth of teachers” (Cochran-Smith & Lytle, 2001, p. 46).

Critical reflection, self-study and professional learning are foundational underpinnings, which support personal and professional change, growth and development.  This course provides opportunities for teacher-learners to explore inquiry-based theories, methods and frameworks in order to critically examine practice, inquire into pedagogical practices, and assess the implications of taking on particular educational stances.  Teacher-learners will engage in professional learning communities in order to examine theoretical readings, share personal learning, and expand pedagogical understandings.



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.

Department Graduate Notes:

Assessment & Grading procedures:
Reflection and self-assessment are essential methods of assessment in a Graduate Diploma in Education course, along with regular feedback from the faculty associate, program mentors, sessional instructors, and peers. Teacher-learners are expected to carefully consider all given feedback during the program and make informed decisions about their growth in relation to the program capacities. The reporting of this growth will take place through the creation of a critically reflective learning portfolio in which each teacher-learner examines their growth in relation to the program learning goals or program capacities. The faculty associate will assign a grade of Satisfactory or Unsatisfactory based on the growth in the program capacities demonstrated in the critically reflective portfolio.

Department Policy Statement re Attendance/Participation:
Attendance and active participation in all classes are mandatory in order to attain an 'S' grade.

Because all classes are participatory, a teacher-learner must make arrangements with the instructor/faculty associate to complete readings/assignments to compensate for missed work.  It should be noted that teacher-learners who miss the equivalent of two or more classes may not be able to make up sufficient work to attain an ‘S’ grade.

A teacher-learner who is unable to attend a class due to exceptional circumstances must notify the instructor and/or faculty associate before the class and also contact other teacher-learners before the subsequent class to find out what was discussed and make up work missed.

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