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SIMON FRASER UNIVERSITY

S.95-33

OFFICE OF THE VICE-PRESIDENT, ACADEMIC ?

MEMORANDUM

To:

Senate

From:

M. Munro, Chair

Senate Committee on Academic Planning

Subject:

Faculty of Education

Date: ?

April 10, 1995

Action undertaken by the Senate Graduate Studies Committee and the Senate Committee

on Academic Planning, gives rise to the following motion:

Motion:

"that Senate approve and recommend approval to the Board of

Governors as set forth in S.95 - 33 , the proposed

New course EDUC 877-5 Contemporary School Counselling

EDUC 855-5 Multicultural and Race Relations

Education: Policy Development and

Program Implementation."

k . & "

(Faculty of Education

Simon Fraser University

paperFE94-12

SIMON FRASER UNIVERSITY

5 ?

New Graduate Course Proposal

Calendar Information:

Department: FACULTY OF EDUCATION

Description:

This course is designed to examine the complex role of the school counsellor at various

levels of the public school system. Responsibilities of school counsellors, as well as the knowledge and

skills required to discharge these

will be

investigated. Topics will also include background knowledge such

as legal and ethical issues, structure of the school and social services systems, and child development.

Specific social and psychological issues of particular relevance to school counsellors will be covered (e.g.

conflict resolution, conducting parent interviews, social skills training, helping teachers deal with children

with a variety of behavioral challenges such as hyperactivity and aggressive behavior, the impact of divorce

on children, etc.)

Credit Hours:

5 Vector: 0-5-0 Prerequisite(s) if any:

Enrollment and Scheduling:

Estimated Enrollment: 10-15 When will the course first be offered:

95-I

How often will the course be offered: _Once per year

• ?

Justification:

Approximately half

of the students in the counselling program

complete practica in public schools and aspire to become school counsellors upon

completing their degrees. School counsellors are required to assume multiple roles

within a number of systems. The proposed course is designed to prepare students for

the complex functions of school counsellor by providing a focused and in depth

examination of the professional roles expected of school counsellor and of the systems

within which school counsellors work.

Resources:

Which Faculty member will normal teach the course: FrAfHorvathlFbompson/Martin

What are the budgetary implications of mounting the course:

Nil

Are there sufficient Library resources (append details): Appended literature resources locall

y available *

Appended: a) Outline of the Course.

An indication of the competence of the Faculty member to give the course.

Library resources

Approved:

Faculty Graduate Studie

Faculty:

Senate Graduate Studies

Senate:.

Committee:_________________ Date:________________

Date:_______________

Date:_________________________

* Reference List available upon request 

?

SWON FRASER UOVERSOTY

FACULTY OF EDUCATION

MEMORANDUM

To: ?

Bruce Clayman

Dean, Graduate Studies

From: ?

Robin Barrow

Dean, Faculty of Education

Re:

Library Costs for Educ 877-5

Date:

March 14, 1995

The W.A.C. Bennett Library report has been received for Educ 877-5:

Contemporary School Counselling. The report indicated the following costs:

Purchase of 12 books per year (@$57 each)

for recurring cost of $684 annually.

The Faculty of Education will support the library costs for this course.

RB/cp

P-1

SIMON FRASER UNIVERSITY

LIBRARY

W.A.C. BEN ?

74ACUTYL

NETT

MEMORANDUM

Mike Manley-Casimir, ?

From: ?

Ralph Stanton,

Director, Graduate Programs ?

Collections Librarian ?

Faculty of Education

Subject:

Library Course Assessment ?

Your January 18 memo to Sharon and me contained the sentence, "Once I

receive this I will secure the approval of the Dean to accept the costs associated with

this new course, so all can be advanced to SGSC." This sentence caught the

attention of Ted Dobb and he asked me to find out if "costs" referred in any way to

library costs. In our phone conversation of January 30, you made it quite clear that it

did not.

In a subsequent conversation with Ted, he indicated that we would not be

satisfying the intent of the Library Resources Resolutions if we were to encourage

• the SGSC to believe that we agreed with the Faculty of Education in this case.

Consequently, I am revising our most recent written communications to you so that

our final assessment of the library requirements for Education 877-5 reads as

follows:

The subject heading, 'Child and Adolescent Psychiatry #692811, is set to

forms and 'resides' in the Psychology profile. This subject should be changed from

forms to books, and moved to the Education profile. We would apply enough non-

subject parameters to this subject to reduce the approximately 36 books published

each year to capture an estimated 12 books a year. The cost at

$57

per book would

be $684 annually. Without these expenditures an important part of the literature

would be unavailable to the graduate students in this course.

In addition, the Library would alter the non-subject parameter 14-30

"Psychological Aspects" of the existing Education books profile. Since the cost of

doing this cannot be easily determined, the Library will absorb the cost if the Faculty

of Education makes a base budget transfer of $684 to the Library.

I regret that these negotiations became so protracted and finally ended in

disagreement; however, we in the Library cannot easily believe that the Faculty of

Education wishes to mount and sustain a graduate course wherein the students will

be denied access to future publishing output specifically related to that course.

educa

cc: ?

T. Dobb, University Librarian

S. Thomas, Head -

Library Collections Management

A. Horvath, Education

Faculty

01

Education

SIMON FRASER UNIVERSITY

Simon Fraser University

New Graduate Course PronosalForm Lpaper

FE93- 2 2

Calendar Information:

Department: FACULTY OF EDUCATION

Course Number: Educ. _855-5

Title: Multicultural and Race ReThtions Education

Policy

Development and Prom Implementation

Description: Theory, rcscarch, policy development and program implementation in multicultural and

race relations education encompass a wide spectrum of areas of educational inquiry.

Credit Hours:

Vector 0-5-0 Prerequisite(s) if any:

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = = = =

Enrollment and Scheduling:

Estimated Enrollment: 15/

ear When will the course first be offered: 1994-3

How often will the course be offered:

once per year

= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = = = = = =

Justification: In this course students will critically examine major theoretical paradigms in

multicultural and race relations education. In what ways do they support or challenge existing

knowledge bases and power relations? What critical insights do they provide about current policy and

programs in multicultural and race relations education? The main focus will be on Canadian policies

and programs with examples from the U.S., Britain and Australia, as appropriate.

Resources:

Which Faculty member will normally teach the course:

Dr. I. Bevnon

What are the budgetary implications of mounting the course:

1/ FTE

Are there sufficient Library resources (append details): Appended literature resources locall

available.

Appended: a) Outline of the Course.

An indication of the competence of the Faculty member to give the course.

Library resources

Approved:

Departmental Graduate Studies Committee

'I4

Committee___________________________Date

Date:__________________

Cs

Reference List available on request 

EDUCATION 855-5

Dr. June Beynon

Fall 1993

Multicultural and Race Relations Education:

Policy Development and Program Implementation

Theory, research, policy development and program implementation in

multicultural and race relations education encompass a wide spectrum of

areas of educational inquiry.

In this course we will critically examine major theoretical paradigms in

multicultural and race relations education. In what ways do they support or

challenge existing knowledge bases and power relations? What critical insights

do they provide about current policy and programs in multicultural and race

relations education? The main focus will be on Canadian policies and programs

with examples from the U.S., Britain and Australia, as appropriate.

A case study of a hypothetical school in the lower mainland of B.C. will serve as a

focal point for "trying out" or applying knowledge of theory and research to

practicalities of program implementation. Current policy initiatives in British

Columbia and Canada will be reviewed in regard to their implications for

multicultural, race relations, First Nations and heritage language education.

Selected programs designed to meet multicultural and race relations objectives

• ?

will be considered. These will be presented by educators who have based their

research and professional practice on the development and implementation of

these programs.

Required Readings (in this order)

Fleras, A., & Elliott, J.L. (1992). The Challen

e of Diversity:

Multiculturalism in Canada. Nelson Canada.

McCarthy, Cameron. (1990). Race and Curcu1um: Social inequalit

and

theories and politics of difference in contem

orar

research on

schooling. The Falmer Press.

to the Stud y

of Outcomes of Schoolin

in Ontario's Multicultural

Society. Ministry of Education, Ontario

Banneri, Himani (Ed.) (1993). Returnin

the

Gaze:

Essa ys

on Racism.

Feminism and Politics. Toronto: Sister Vision Press.

Canadian Modern Lan

g ua g

e Review: Special Issue on Heritage Language

Programs in Canada. June, 1991.

Jacob, Evelyn and Jordan, C. (1993). Minorit

Education: Anthropological

Perspectives. New Jersey: Ablex Publishing.

Li, P. (1988). Ethnic Inequalit y

in a Class Society. Wall & Thompson..

Modgil, S., & Verma, G. (1988). Multicultural Education: The Interminable

Debate. The Falmer Press.

Sleeter, C. (1992). Kee

ers of the American Dream: A Study of Staff ?

Develop

ment and Multicultural Education. The Falmer Press.

Assignments

Participation in class-20%

Preparation of presentation to class on one supplementary (non-required)

reading in the form of a book review. What does this resource/reading add

to our understanding of theory and practice in the field of multicultural

and race relations policy development and program implementation-40%

3.. Major essay-40%

One additional book review

Compare and contrast to the first

Applications to your own area of research or inquiry

Possible alternative

Literature review for Masters (project/thesis)

Proposal of students' own idea

SOON FRASER UMVERSOTY

FACULTY OF EDUCATION

MEMORANDUM

To: ?

Senate Graduate Studies Committee

From:

Robin Barrow

Dean, Faculty of Education

Re:

Educ 855-5 - Multicultural and Race Relations

Education: Policy and Program Implementation

Date:

March 14, 1995

The W.A.C. Bennett Library report has been received for Educ 855-5:

Multicultural and Race Relations Education: Policy and Program

Implementation. The report indicated the following costs:

Titles not in the collection

$660

Titles on loan, added copies, maximum

$540

$1200

The Faculty of Education will support the library costs for this course.

xe/24^^ 

RB/cp

I.

MEMORANDUM 

W.A.C. Bennett Library, Simon Fraser University 

?

Burnaby, British Columbia, Canada V5A 1S6 

Date: 1 December, 1993 

From: Ralph Stanton (Collections Librarian) 

To: ? 

Mike Manley-Casimir, Director, Graduate Programmes, 

Faculty of Education 

Re:

?

Course Assessment of Education 855 

We have assessed the ability of the Library to support 

this course, here are the results. 

Books in this area of study cost $60 each (BNA-92/3,P.22). 

Bibliographic checking was done in November, a high use 

period. 

EDUC 855-5 Multicultural and Race Relations Education: 

Polic y 

and Procram Implementation 

This course will first-be offered in 94-3 to 15 students, 

then annually thereafter. 

There are 45 monographs listed in the reading list of 

which 34 are in the catalogue and 11 are not, the cost of 

adding these titles is $660. 9 items are on loan at the 

time of checking. We would like to consult with the 

Department about adding some or all of these titles. If all 

are added the cost would be $540. 

All serial citations are accounted for by the existing 

collection. 

I have included three lists of apparent gap titles. If 

some of these titles are required they could be purchased in 

lieu of added copies. 

The costs associated with this course are as follows: 

Titles not in the collection 

?

$660 

?

Titles on loan, added copies, maximum $540 

Total: 

?

$1200 

.

.

S ?

THE MAXIMUM ONE TIME COST ASSOCIATED WITH THIS COURSE IS 

$1200, THE MINIMUM COST IS $660. THERE ARE NO RECURRING 

COSTS. 

Please contact me if you have any questions or problems 

with this assessment. 

end. 1 

c.c. Sharon Thomas, Library 

.