Simon Fraser University
Engaging the World

Course Outlines

Fall 2024 - EDUC 352W E200

Building on Reflective Practice (4)

Class Number: 6127

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 4 – Dec 3, 2024: Thu, 4:30–8:20 p.m.
    Burnaby

  • Prerequisites:

    EDUC 252.

Description

CALENDAR DESCRIPTION:

Building on the experience of EDUC 252, prospective educators will continue to develop their reflective practice. Various educational issues related to the caring for learners and the creation of learning communities will be explored. Students will spend time in educational settings exploring the importance of connected educational experiences for learners. Students with credit for EDUC 401 or holding a teaching certificate may not take this course for credit Writing.

COURSE DETAILS:

“Not to put too fine a point on it, the notebook becomes not just the guardian of experience but its continuous revision as well, a peculiar and highly specialized organ of consciousness no less than an outrigger of the soul. It becomes an extension of oneself, if not more self than oneself. If a camera is a technical device that more often than not gets in the way—gets between me and people—the diary or fieldwork notebook is a technical device of a very different order […]” (25).

– Michael Taussig, 2013, I Swear I Saw This.

COURSE-LEVEL EDUCATIONAL GOALS:

  • Becoming a deeply reflective person, thereby being capable of creating not only a reflective life for oneself but also reflective moments, practices, contexts, settings, and institutions that can contribute to establishing and sustaining a culture of civility, care, compassion, creativity, integrity, and healing.
  • Exploring and discovering what matters—what is meaningful—in one’s life as student, educator, professional, parent, sibling, partner, friend, etc., and most of all, as a human being, through hands-on seminars & workshops, reflective writing and fieldwork practices.
  • Exploring and cultivating a diversity of reflective writing and field-work practices that support your work as a reflective person, educator and researcher, including creative, arts-based and multimodal forms of communication.
  • Crafting a pedagogical creed as well as living curriculum resources, articulating what you value about life, learning, teaching, and education.
  • Integrating one’s personal ‘life creed’ with their pedagogical creed – the aim being a move toward holistic integration of the personal, professional, and academic in one’s life and reflective practice.
  • Becoming practiced at working with one’s consciousness, emotions, and embodied states in a way that supports reflection.
  • Caring about and understanding the importance of place, land and environment as sites of reflective practice and pedagogy.
  • Understanding and appreciating the interconnections and continuities between teaching, research and place-based fieldwork practices.

Grading

  • Reflection/fieldwork Journal (ongoing, submitted week 13) 30%
  • Positioning statement, land/self/ecology (submitted week 5) 20%
  • "My pedagogical creed" (submitted week 13) 30%
  • Seminar facilitation & engagement mark (group mark) 20%

Materials

REQUIRED READING:

Michael Tausig. (2011). I Swear I Saw This; Drawings in fieldwork notebooks, Namely my own. University of Chicago Press.

REQUIRED READING NOTES:

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.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

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

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.