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S.95-4

SIMON FRASER UNIVERSITY

MEMORANDUM

To:

Senate

Subject ?

Curriculum Revisions -

From:

Date: ?

Action undertaken by the Senate Committee on Undergraduate Studies (SCUS Reference

94-10) and the Senate Committee on Academic Planning (SCAP Reference SCAP 93 - 64)

gives rise to the following motion:

Motion:

"that Senate approve and recommend to the Board of Governors the

curriculum revisions for the Faculty of Education as set forth in S.95-4

as follows:

New courses:

EDPR 410, 411, 412, 413

EDPR 414, 415, 416, 417

ii)

Change of grading for

EDUC 452-8

Field Based Studies in Curriculum

Development

Field Based Studies in Educational

Practice

Environmental Education."

In all cases agreement has been reached between the Faculty and the Library in the

assessment of library costs associated with new courses.

SCUS 94 - 10

(revised)

SIMON FRASER UNIVERSITY

FACULTY OF EDUCATION

MEMORANDUM

TO: SCUS

FROM:

Robin Barrow

Dean

RE: Field Based Courses

DATE: October 28, 1994

The Faculty of Education supports the attached new course proposals for Field

Based courses to be designated as Education Professional (EDPR). These courses

would address the need of practicing teachers to upgrade their teaching/educational

skills, as well as offering an opportunity to complete a Post Baccalaureate Diploma

in Education.

/4)

cc Undergraduate Programs Committee, Faculty of Education

Field Relations & In-Service Education Committee, Faculty of Education

Janis Dawson, Faculty of Education

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

New Course Proposal

Department:

Education

Calendar Information:

Abbreviation Code:EDPR

Course No.:_410. 411, 412, 413 Credit Hours: _2. 3

Vector:

Title of Course: Field Based Studies in Curriculum Development

Calendar Description of Course:

These courses are intended for practising teachers, school administrators or other practising educators who are involved in

curriculum development. They provide opportunities for members of the teaching profssion to work on curriculum development

projects under the supervision of Faculty members and/or distinguished practitioners designated by the Faculty. Those wishing to

undertake a Field Based Studies course must submit a proposal form, available from the Office of Field Relations and In-Scrvicc

Education, before the end of the 5th. week of the semester prior to the one in which the student(s) intend to commence the study.

The proposal must be approved by the Director of Field Relations and Teacher In-service Education prior to registration in the

course. Field Based Studies courses may have a credit value of 2, 3, 4 or 5 scmcstcr hours depending upon the nature of the

proposed project. Evaluation is based on a pass/withdraw system. Field Based Studies in Curriculum Development may not form a

component of Education 404. These courses may form a component of an approved programme of studies for the Post Baccalaureate

Diploma.

Note A maximum of 10 credit hours of credit in Field Based Studies in 

Curriculum Development may be used towards a BEd degree. 

Prerequisites (or special instructions):

Teaching certificate or permission of the Director of Field Relations and Teacher In-Service Education.

What course (courses), if any, is being dropped from the calendar if this course is approved?

Field-Based Studies courses have been designed to rectify difficulties encountered in the current use of Special Topics and Directed

Studies courses.

Scheduling: How frequently will the course be offered? In most semesters. depending on demand

Semester in which the course will first be offered? As soon as possible.

Which of your present faculty would be available to make the proposed offering possible? An

facu'ty member or approved field

studies supervisor could teach these courses. dependin

on the nature of the proposal.

Objectives of the Course:

To provide opportunities for in-service teachers to participate in supervised curriculum development activities under the direction of

qualified experts in a specific curriculum area.

Budgetary and Space

Requirements (for information only): What additional resources will be required in:

These courses will be funded through fee retrieval and collaborative arrangements with sponsoring agencies. They will focus on

curriculum and pedagogical areas introduced in other courses, and should not require additional library resources. They will be offered

off campus, and should not require space, equipment or audio-visual support.

Approval:

Date:

Dean

NChairman, SCUS

SCUS 73-34B: (When completing this form, for instructions see Memorandum SCUS 73-34a. Attach course outline.)

Rationale for Field Based

Studies in Curriculum Development.

Because Field Based Studies courses are normally initiated by proposals from in-service teachers, groups

teachers, a school district or districts, or members of Faculty, it

is not possible to provide a course outline,

per so. The following Information

Is intended

to provide

supplementary background

to the proposal.

Many students who enrol in undergraduate Special Topics and Directed Studies Courses at SFU are practising

teachers who are interested in undertaking advanced work in professional practice under the supervision of a faculty

member or senior practitioner. Special Topics courses were intended to meet non-recurrent needs for courses in areas

of special concern, or where new programmes, curriculum changes, or policy initiatives within the schools needed to

be addressed through education course offerings having a defined focus and an audience largely composed of in-

service professional teachers. They still serve this purpose reasonably well.

Directed Studies courses were intended to provide students with the opportunity to propose a field of intensive

study relevant to their interests which could be undertaken under the supervision of a member of the Faculty or a

designated qualified supervisor. Directed Studies courses were seen as largely a matter of self-study by individual

students who would develop a study plan, to be approved by a supervisor prior to undertaking the course and who

would meet from time to time with the supervisor and produce some kind of product (typically a written extended

essay or paper) as a result of the study. In this mode Directed Studies are largely Operated in a 1:1 fashion. Again,

operated as described above, Directed Studies courses still satisfy the need to provide individual students to select

an area of intensive study to extend the coverage provided in more general course offerings in the regular curriculum.

There are, however, some legitimate professional needs which might be met by our faculty but which are not currently

well suited to the formats of either Special topics Courses or Directed Studies. Some examples of these are:

• Curriculum development projects initiated by a practising teacher or group of teachers in order to

•

meet an educational need at the school district level. An example of this would be the development of

Fisheries Biology 12 as a provincially-approved locally developed course option in Coquitlam School

District.

• Initiatives in staff development where a group of teachers in a school or group of schools develops

a systematic plan to improve professional practice and wish to implement it with the guidance,

educational input and oversight of university faculty or senior professional practitioners working with

university faculty. An example might be a district-wide initiative to improve the teaching of elementary

school science through a coherent programme of staff development implemented over an extended

time period.

• Programmes of professional development developed by individual teachers as part of professional

growth plans where the focus of the plan is on classroom practices to be developed through a

process of developmental supervision, peer mentoring, and classroom observation of advanced

practitioners.

While these examples are for illustrative purposes only, they are increasingly common forms of professional activity in

which there is a need for assistance from university faculty and from advanced practitioners with the goal of melding

theory and practice in order to improve practice, restructure existing programmes, or develop new programmes. In all

cases practising professional teachers wish to make these activities a component of professional continuing

education, thereby adding to their formal professional qualifications. While we have adapted both Directed Studies

courses and Special Topics courses to meet some of these needs in the past, there is a need to develop curriculum

elements more specifically suited to them. This need will grow as the number of teachers seeking professional in-

service education rises to numbers proportionally greater than those involved in pre-service teacher education.

The attached course proposal is intended to meet the need for Field Based Studies in Curriculum Development.

SENATE COMMITTEE ON UNDERGRADUATE STUDIES

New Càurse Proposal

1. Calendar information: ?

Department:

Education

Abbreviation Code: EDPR

Course No.:_414. 415, 416,417 Credit Hours:2. 3. 4. 5 Vector;

Title of Course: Field Based Studies in Educational Practice

Calendar Description of Course:

These courses are intended for practising teachers who wish to up-grade their professional work in a specific area of instruction or

educational service. The field work, is completed by individuals or groups of teachers under the supervision of a Faculty member or

field studies supervisor designated by the Facu1ty. Those wishing to undertake a Field Based Studies course must submit a proposal

form, available from the Office of Field Relations and In-Service Education, before the end of the 5th. week o the semester prior to

the one in which the student(s) intend to commence the study. The proposal must be approved by the Director of Field Relations

and Teacher In-service Education prior to registration in the course. Field Based Studies courses may have a credit value of 2, 3, 4 or

5 semester hours depending upon the nature of the project proposal. Evaluation is based on a pass/withdraw system. Field Based

Studies in Educational Practice may not form a component of Education 404.-These courses may form a component of an approved

programme of studies for the Post Baccalaureate Diploma.

Note'A maximum of 10 semester hours of credit 

in Education Field Based Studies in Educational Practice may be used towards of BEd degree. 

Prerequisites (or special instructions):

Teaching certificate or permission of the Director of Field Relations and Teacher In-Service Education.

What course (courses), if any, is being dropped from the calendar if this course is approved?

Field-Based Studies courses have been designed to rectify difficulties encountered in the current use of Special Topics and Directed

Studies courses.

Scheduling: How frequently will the course be offered? In most semesters. depending on demand.

Semester in which the course will first be offered? As soon as possible.

Which of your present faculty would be available to make the proposed offering possible? An

y facult

member

or approved field

studies supervisor could teach these courses, depending on the nature of the proposal.

Objectives of the Course:

To provide opportunities for experienced in-scrvicetcachers to study selected professional issues through a combination of reading,

field based inquiry and reflective practice.

Budgetary and Space

Requirements

(for information only): What additional resources will be required in:

These course will be funded through fee retrieval and collaborative arrangements with sponsoring agencies. They will focus on field

studies in curriculum and pedagogical areas introduced in other courses, and should not require additional library resources. They will

be offered off campus, and should not require space, equipment or audio-visual support.

SCUS 73-34B: (When completing this form, for instructions sec Memorandum SCUS 73-34a. Attach course outline.)

1/.

Rationale for Field Based

Studies

Educational Practice.

Because Field Based Studies courses are normally initiated by proposals from in-service teachers, groups of

teachers,

a school district or

districts,

or members of Faculty, it Is not

possible

provide a course outline,

per so. The following Information

Is Intended to provide supplementary background to the proposal.

Many students who enrol in undergraduate Special Topics and Directed Studies Courses at SFU are practising

teachers who are interested in undertaking advanced work in professional practice under the supervision of a faculty

member or senior practitioner. Special Topics courses were intended to meet non-recurrent needs for courses in areas

of special concern, or where new programmes, curriculum changes, or policy initiatives within the schools needed to

be addressed through education course offerings having a defined focus and an audience largely composed of in-

service professional teachers. They still serve this purpose reasonably well.

Directed Studies courses were intended to provide students with the opportunity to propose a field of intensive

study relevant to their interests which could be undertaken under the supervision of a member of the Faculty or a

designated qualified supervisor. Directed Studies courses were seen as largely a matter of self-study by individual

students who would develop a study plan, to be approved by a supervisor prior to undertaking the course and who

would meet from time to time with the supervisor and produce some kind of product (typically a written extended

essay or paper) as a result of the study. In this mode Directed Studies are largely operated in a 1:1 fashion. Again,

operated as described above, Directed Studies courses still satisfy the need to provide individual students to select

an area of intensive study to extend the coverage provided in more general course offerings in the regular curriculum.

There are, however, some legitimate professional needs which might be met by our faculty but which are not currently

well suited to the formats of either Special topics Courses or Directed Studies. Some examples of these are:

-Curriculum development projects initiated by a practising teacher or group of teachers in order to

meet an educational need at the school district level. An example of this would be the development of

Fisheries Biology 12 as a provincially-approved locally developed course option in Coquitlam School

District.

• Initiatives in staff development where a group of teachers in a school or group of schools develops

a systematic plan to improve professional practice and wish to implement it with the guidance,

educational input and oversight of university faculty or senior professional practitioners working with

university faculty. An example might be a district-wide initiative to improve the teaching of elementary

school science through a coherent programme of staff development implemented over an extended

time period.

• Programmes of professional development developed by individual teachers as part of professional

growth plans where the focus of the plan is on classroom practices to be developed through a

process of developmental supervision, peer mentoring, and classroom observation of advanced

practitioners.

While these examples are for illustrative purposes only, they are increasingly common forms of professional activity in

which there is a need for assistance from university faculty and from advanced practitioners with the goal of melding

theory and practice in order to improve practice, restructure existing programmes, or develop new programmes. In all

cases practising professional teachers wish to make these activities a component of professional continuing

education, thereby adding to their formal professional qualifications. While we have adapted both Directed Studies

courses and Special Topics courses to meet some of these needs in the past, there is a need to develop curriculum

elements more specifically suited to them. This need will grow as the number of teachers seeking professional in-

service education rises to numbers proportionally greater than those involved in pre-service teacher education.

The attached course proposal is intended to meet the need for Field Based Studies in Curriculum Development.

-S

SIMON FRASER UNIVERSITY ?

Faculty of Education ?

Memorandum

RE: Educ 452-8 ? DATE: November 16th, 1994

The Faculty of Education has passed the following calendar change:

Educ 452-8 should be changed to a pass/withdraw course.

Typically, Educ 452-8: Environmental Education, attracts a clientele composed

of experienced, practising teachers. Thus, students in this course represent

sophisticated professional group of educators who are seeking continuing

educational opportunities. The on-site nature of the Educ 452 institute and

the characteristic of mastery

learning

which it involves mark this course as

"different" in terms of possible grade distribution. Successful completion of

the Educ 452-8 program means mastery of the course

content

which translated

into letter grade format means "A" standing for successful candidates. On

recent occasions when the course was offered (e.g., 1993-2; 1994-2); this

characteristic resulted in significant GPA inflation. It is for this reason that

the Faculty of Education is requesting that Educ 452 be

changed

to a

pass/withdraw format. Additionally, this change would be a truer reflection

of the professional nature of the course.

Dr. Robin Barrow

Dean of Education

end.

SIMON FRASER UNIVERSITY

EDUCATION 452-8 ?

SUMMER iNSTITUTE IN ENVIRONMENTAL

EDUCATION ?

(D1.00)

(Cat. #83526)

Summer Session, 1993

Instructor: William Hammond

(July 5 - July 30)

Monday - Friday, 8:30 a.m.- 4:20 p.m.

Location: Kamloops (tentative)

PREREQUISITES: EDUC

401/402

Education 452-8:

Environmental Education

This course will examine the educational problems and effective

instructional strategies entailed in developing human awareness and

understanding of the environment and development of learner's skills in

acting responsibly to sustain the environment. The course will explore

environmental issues through a multi-disciplinary approach and will

• relate historical and contemporary problems by providing students with

operational experiences under field study conditions, in relating human-

environment interactions

to school

curricula from the elementary to the

secondary level.

This Summer Institute in Environmental Education is organized as an

intensive summer program with full day sessions conducted Tuesdays

through Thursdays and optional day and overnight trips and special focus

work sessions scheduled on Mondays and Fridays. At least one week will

be conducted in residence at the Outdoor Centre in Kamloops. It is

therefore expected that students enrolling in EDUC 452 will not take other

courses concurrently during summer session.

COURSE DESCRIPTION:

The Summer Institute in Environmental Education is an nterdiscitlirLary

program that addresses the educational implications of human-

environments interactions. It is appropriate for teachers, recreation

workers, naturalists and park workers with a background in a wide range

of subject fields and with teaching levels from kindergarten to adult. The

program will examine environmental themes from the perspective of

their potential to develop awareness, understanding research and

problem solving skills. Topics covered will include environmental

awareness and action strategies, environmental curriculum development,

critiques, human-environment relationships, eivironmental ethics,

marine and aquatic studies, eighborhood

and community stu4ies,

environmental planning and resource management, outdoor edcation

and the use of a wide spectrum

resources.

COURSE

ASSIGNMENTS:

Student assignments will include curriculum and program plannin

and

development activities, as well as specific in-course tasks addessitg

various course contexts.

FIELD ACTIVITY FEE:

$35.00 (To partially cover additional field

expenses.

These fees will, be paid

as part of the regular fees.)

CREDIT VALUE:

This is an 8 semester hour program. Students may apply to

Audit

the

course but auditors will be enrolled subject to spae available for cri

students.

ACCOMODATION:

Students from outside the Kamloops area may wish to arrange to

liye

the McGill Road Housing Residence of Cariboo University College, in

Kamloops. Students

shonid

contact Ms. Sylvia Vander

Woning

at,0.0.4-

372-7778 for further information. Housing .

a p

artment style

kitchen facilities are available.

COMPUTERS:

Kamloops School District will make a MacIrtosh computer lab ayajlabJe to

Institute students Students using other systems may want to bring their

computers to the course if they are living away

from home. Compter

facilities are NOT a course requirement however.

OTHER EQUIPMENT:

The Summer Institute entails extensive field work. Good walking shoes

are important. A day pack, clipboard, camera, and binoculars are

",useful.-

The course will spend 3 days at the McQueen Lake Environmentaj $ti.dy

Centre. A sleeping bag and air mattress will be needed at that time. Casual

outdoor clothing and light rain gear are important.

SiMON FRASER

UNIVERSITY

EDUCATION 452-8 (D1.U) ?

ENVIRONMENTAL EDUCATION

PREREQUISITE:

1994 SUMMER INSTITUTE IN ENVIRONMENTAL EDUCATION

In the summer of 1994, Simon Fraser University will offer its Summer

Institute in Environmental Education at its Kelowna Regional

Centre.

The Institute, now in its 23rd year cf offering, is intended to provide

teachers and other educators with an opportunity to consider the

educational opportunities and impiicatiorLs of human-environment

interactions.

S ?

The Institute is interdisciplinary in nature and will consider the

environment through the perspectives of the Natural and Social Sciences,

Humanities, -Economics, and the Arts. The Institute will also address

educational programming from K-Adult levels.

In 1994, the Institute will be offered by an Interdisciplinary Team which

will be coordinated by:

Milton McClaren, Ph.D.

Associate Professor and Director, Field Relations and Teacher Continuing

Education, Simon Fraser University, Faculty of Education. Dr. McClaren

has extensive experience with all aspects of Environmental Education and

has been a member of the Steering Committee of Project WILD (US), of

the Man and the Biosphere Programme Committee of UNESCO Canada,

and is currently a member of the Education Advisory Committee of the

Aspen Global Change Institute, in 1993, he was the rcipient of the

Minister's Environment Award in B.C.

Bill Hammond, M.Sc.

President,

Natural Context, Fort Myers, Florida. Bill Hammond is an

internationally known environmental educator, a former member of the

S ?

steering committees of Project WILD and Project Learning Tree (US), a

current member of the South Florida Water Commission, and a recipient

of the

Conservation

Teacher of the Year Award from the National

Wildlife Federation of the U.S.

In the summer of 1994, the theme of the Institute

will be:

Environmental Stewardship.

TO APPLY AND REGISTER:

The summer

Institute in Environmental Education is a credit programme

of the Faculty of ducation at S.F.U. Students taking the Institutenroii

for Education 452-8, and will receive 8 semestr hours of credit on

successful completion. Regular course tuition fees apply,

and

there is an

additional field activity fee of $35

00. Students

should apply

to register as

soon as possible, because enrollment will be. limited. Students who do not

live in the South Okanagan Region can arrange to live in residence at

Berger Hall on the KLO Road Campus of Okanagan University Coll,ge.

Berger Hall is within walking distance of the SFU Regional Center which

is also located on the KLO Road Campus. Room rates vary depending on

the type of accommodation chosen and range from $298.00/month to

$398.00/month. Further information can be obtained frcm. Pauline, at

(604)491-0612. ?

The Institute is offered as an Intensive Summer programme. It will

commence on July 4, 1994, and the first day of classes will be Tuesday July 5

and the last day will be Thursday, July 28. The class ma

spend three days

in residence at the field at the McQueen Lake Env ion

mental

Study Centre

(near Kamloops) during Week Two of the course. Students enrolled in

the Institute will have full use of the. Macintosh Computer Lab at the

Kelowna Centre during the Institute.

Students interested in this programme may contact Debbie Grey at 762-

7600, Shirley Heap at 291-3614 or the' Field Relations and Teacher in-

Service Education office at 291-3808.

/0.