S.9361
SIMON FRASER UNIVERSITY
MEMORANDUM
To: ?
Senate ?
From: ?
J.M. Munro, Chair
Senate Committee on
Academic Planning
Subject: ?
Faculty of Education -
?
Date: ?
November 18, 1993
Graduate Curriculum Revisions
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
the curriculum revisions for the Faculty of Education as set forth in S. 93-61
.
?
as follows:
i)
Curriculum revisions in the Joint MA/PhD Program in
Psychology of Education
ii)
Addition of a Research Competence Requirement
iii)
New course: EDUC 883 -0
?
M.Ed. Comprehensive Examination
iv)
New course: EDUC 866-5 ?
Advanced Qualitative Research in
Education
For Information
Acting under delegated authority of Senate, the SGSC has approved the following course
revisions:
Addition of calendar description for EDUC 898 and EDUC 881.
'o
JOINT MASTERS/PHD PROGRAM?
PSYCHOLOGY OF EDUCATION
?
Calendar Revision
MA ?
PhD
credits ?
credits
CORE
Required courses for MA
?
15 ?
0
EDUC ?
840-0 Graduate Seminar
860-5 Contemporary Instructional Psychology
--
Research or
3
€C
C oo'Se
—
7
867-5
Qualitative Methods in Educational
Research
864-5
Research Designs in Education
.
Required courses for
EDUC ?
840-0
860-5
863-5
864-5
PhD ?
0
Graduate Seminar
Contemporary Instructional Psychology
Quantitative Methods in Educational
Research
Research Designs in Education
15
a48 ett
Required course for PhD (Elective for MA)
?
15 ?
15
EDUC ?
865-5
Advanced Topics in Educational Data
Analysis
970-5
Systems and Paradigms in the
Psychology of Education
972-5
Colloquium in the Psychology
of Education
METHODOLOGY
(Select one for the MA program; select two for the PhD program)
?
3-5 ?
6-10
EDUC ?
822-5 Evaluation of Educational Practice
861-3 Educational Measurement Theory and
Applications
862-3
Individual Assessment Procedures
863-5 Quantitative Methods in Educational
Research
866-5 Advanced Qualitative Research in Education
867-5 Qualitative Methods in Educational
Research
9
SIMON FRASER UNIVERSITY ?
Form, GS.8
New Graduate Course Proposal Form
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 883
Title: M.Ed. Com p
rehensive Examination
Description: The comprehensive examination is the final evaluative component of the
coursework/comprehensive exam M.Ed. and is graded on a pass/fail basis. (See calendar entry)
Credit Hours: _0
?
Vector: N/A Prerequisite(s) if any:
?
None
mum= ---a a a = = a a - - a - a - - a - - - - a - a - - = = a a == a a - - aa - - = a
Enrollment and Scheduling:
Estimated Enrollment
?
variable ?
When will the course first be offered:93-3
How often will the course be offered:
?
Every semester
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = a = = = = = = = = = = = == = = = = == a = = =
Justification:
The Faculty of Education is using the coursework and comprehensive
examination option as one route to the professional MEd. degree. Registration for the exam is
required so that successful completion of the exam can be shown on the student's transcript;
hence the need for a course number.
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==W - - a a a ===mum=
- - - - - - - - --
Resources:
Which Faculty member will normally teach the course:
?
Various faculty as required
What are the budgetary implications of mounting the course:
?
None
Are there sufficient Library resources (append details):
?
Not applicable
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Departmental Graduate Studies Commi
?
Date;
?
1
C7
F
111-91 1
?
aculty Graduate Studi5ommittee:
(L>-
?
Date:
Faculty: ?
-4-_
_/
-
? Date:
d2/
7 /?'4?
Senate Graduate Studies
Committee-:c cXIIC2. - Dater?,
Senate:
?
Date:_______________
GS 18/1/71
P__j
Calendar Entry
M.Ed. Comprehensive Examination
The comprehensive examination will be based on a list
of
key readings, chosen by
associated faculty members in consultation with students at the beginning
of
the
degree,. to be studied concurrently with the coursework. Students will be required
to write a culminating essay(s) based on these readings prior to the completion of
the degree,. The essay(s) will be set by the associated faculty members in
consultation with the Director
of
Graduate Programs. Students will be required
in the essays to link the key readings to the coursework content and also to their
•
?
own
pro
fessi
onal
practice. The essay(s) will be evaluated, using criteria
designated by the associated faculty group, on a pass
/fail
basis by at least two
associated faculty plus one other suitably
qualified
non associated faculty
•
?
member, where possible. Afollow up oral examination may be required.
- -- - - --
?
?
Theréilth
of
the examination will be made available to students prior to the
end
of
the semester in which it is taken. Students who fail the examination will be
asked to take it again. A student who fails a second time will be required to
withdraw.
Approved by Faculty on March 22, 1993
.
3
PPors
,
eA cicdi1-io•
evidence of coinmuricative competence
—evidence of demonstrated expertise in areas relevant to the proposed field of
study
—evidence of personal commitment to the chosen field of study
—evidence of capacity for self-directed study
Residence Requirements
The minimum period of registration for the MA, MSc, and MEd degrees,
during which the
studentmustbe
under supervision, is three semesters, atleast
two of which must be consecutive.
Supervision of a Candidate's Work
Upon entry into a program, an advisor or senior supervisor normally will be
chosen by the student or appointed by the Director of Graduate Programs,
Faculty of Education. This person will counsel the student regarding course
work and the selection of supervisory committee that will supervise the thesis
or project. For additional information on Supervisory Committees, refer to the
Reseth Competence ROqrem4
Mastersstudentsmustdemcnstrate
research competence appropriate to the
proposed research to the satisfaction of their Supervisory CorrYTlittee.. Such
competence can be demonstrated in different ways, eg. research design,
quantitative
and/or qualitative analysis, conceptual analysis, legal analysis,
historiography, inter alia. In cases where the Supervisory Committee deems
it necessary, the Committee may require the student to acquire adequate
competence through prescribed means.
nt Masters/PhD Program
Psychology of Education
The graduate program in the Psychology of Education leads to a Master of
Arts or a PhD. It is designed for students interested in studying theories, basic
and applied research, and research methodologies in the psychology of
education. A brochure describing the program is available from the Graduate
Programs Office, Faculty of Education. Students admitted to the Masters
program may apply to transfer
to
the PhD program upon successful completion
of MA course work as described belowand apply course credits and residence
accumulated in the Masters program to the PhD degree. (See also section 1.7
of the
Graduate General
Regulations.)
Students entering either program may
apply for transfer credit if graduate work completed at another institution
duplicates courses in our program. Students in the PhD program must wnte•a
comprehensive examination after completing core courses.
MA PhD
credits creaft
Core ?
13 13
Required courses for MA
and PhD
EDUC 840-0 Graduate Seminar
860-5 Contemporary Instructional Psychology
863-5
Quantitative
Methods in Educational
Research
864-3 Research Designs in Education
Required
courses
ft
rPhD ?
0 15
(elective for MA)
EDUC 865-5 Advanced Topics
in Educational Data
Analysis
970-5 Systems and Paradigms in the Psychol-
ogyof Education
972-5 Colloquium in the Psychology of Educa-
tion
Theory
5 ?
10
(select one in the MA
program; select two in the PhD program,
at least one of which
must be EDUC 901 or 902)
EDUC 805-5
Selected Problems in Early Childhood
Education
826-5 The Reading Process
827-5
Conceptions of Giftedness
829-5
Contemporary Issues In Learning Dis-
abilities
847-4
Teaching and Learning Mathematics
851-5 Computer-Based Learning
870-5
Theories of Counselling
Comprehensive Examinations
Successful performance in comprehensive examinations is required in the
PhD program. The comprehensive examination committee
will
normally con-
sist of the students dissertation supervisory committee and one other faculty
member designated by the Director of Graduate Programs. Students are
expected to write examinations in three areas: theory, research methods and
field of specialization. If the student passes the comprehensive examinations
butthe results indicate deficiencies in certain areas, the studentwlll be required
to remedy these deficiencies. A student who fails may take the examination a
second time. A student will
be required to withdraw after a second failure.
Thesis ?
10 ?
10
EDUC 898-10 Master Thesis
899-10 PhD Thesis
An original and significant thesis completed by the candidate with gu
of the students supervisory committee is required in the MA and in the
program -
For admission requirements, admission criteria, residence requirements,
supervision of a candidate's work and thesis procedures, please see under the
Masters program or the PhD program as appropriate.
PhD Program
Curriculum Theory and Implementation
This program will include course work, comprehensive examination and a
thesis as follows.
Successful performance in the following course worK amounting toa total of
20 semester hours credit beyond the requirements for the MA or MSc or MEd.
EDUC 901-5 Seminar in the History of Educational Theory
902-5 Interdisciplinary Seminar in Contemporary Educational
Thought
911-5 Colloquium in Curriculum
Theory
I
912-5 Colloquium in Curriculum Theory II
The supervisory committee may require further work in this or other faculties.
Students are strongly encouraged
to
draw additional courses from related
departments outside the Faculty of Education.
Successful performance in comprehensive examinations. The comprehen-
sive examination committee
will
normally consist of the students supervisor,
and two persons designated by the Director of Graduate Programs from those
involved in teaching the program for the first two areas of the comprehensive
examination, the supervisory committee, and one other faculty member desig-
nated by the director for the third area. Students are expected
to
write
examinations in three areas: educational theory, research methods, and field
of specialization. In addition, an oral exam may be required based on the
students written responses to the comprehensive examinations. If the student
passes the comprehensive examinations but the results indicate deficiend
in certain areas, the student will be required to remedy these deficiencies
student who fails may take the examination a second time. A student will
required to withdraw after a second failure.
An original and significant thesis completed by the candidate with guidance
of the students supervisory committee.
Crad&t. Education 305
901-5 Seminar in the History of Educational
Theory
902-5
Interdisciplinary Seminar in Contempo-
rary Educational Thought
Application
5
(select one in the MA program; select two in the PhD program)
EDUC 811-5
F,eldworkl
828-5 Instructional Practices in Reading
871-5 Family Counselling
873-5 Vocational Counselling
875-5
Therapeutic Instruction
876-5
Cognitive Intervention Research
EDUC 971-5 Advanced Topics in the Psychology of
Education
Methodology
3-5 ?
6-10
(select one in the MA program; select two in the PhD program)
EDUC 822-5 Evaluation of Educational Practice
861-3 Educational Measurement Theory and
Applications
862-5 Individual Assessment Procedures
867-3 Qualitative Methods in Educational Re-
search
4'
.
I]
SIMON FRASER UNIVERSITY
?
Form GS.8
?
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number Educ._
866-5
Title: Advanced Qualitative Research in Education
Description: ?
Students will study in depth various qualitative methodological approaches to educational
research, will develop competence to contribute significantly to knowledge in their particular field of study, and will
engage in intensive practice of various methodological approaches to qualitative research introduced in EDUC 867-3.
Credit Hours: _
5
?
0-5-0—Prerequisite(s)
Vector
if any:. EDUC 8
67-5
and EDUC
864-5
= = a = a a a a a - a = a = a = a = = = = = = = = = a a = = = = = = - = = = = a = = = = a == a = = = a a = a =
Enrollment and Scheduling:
Estimated Enrollment:
ear--When
y
15/
will the course-first be offered: --94
. -
How often will the course be offered:
?
twice per year
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = a = = = = = = = == == = a = = = = =
Justification:
This course is intended to meet SRI Faculty of Education's commitment to train future researchers
and to induct them to the research community through active participation in its practices. This will be achieved in part
through the students' production of a publishable piece of research. To the other part, this induction will be achieved
through the students active engagement in a piece of research and in discourse with peers and professor on site as well as
with active researchers in other parts of the world. The course will be taught alternately by 3 faculty.
= = = = = = =
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- = a a = = = = = = = = = a = = = a a = = = = = = a a a a = = =
Resources:
Which Faculty member will normally teach the course: Drs. W.-M. Roth. S. Smith. & C. Haig-Brown
What are the budgetary implications of mounting the course:
?
112 FTh
Are there sufficient Library resources (append details): Appended literature resources locally available.
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Approved:
Departmental Graduate Studies Committee
I
L44 7 ?
Date:___________
Faculty Graduate StudiesCommittee:
?
Date: ?
1
'3
J
Faculty: ?
Date:c7/
Senate Graduate Studies Committee: T?(
Z-
Date:?(
QcfI/c
Senate: ?
Date:________________
GS
18/1/71
SOON FRASER U1f%DVERSOTY
FACULTY OF EDUCATION ?
MEMORANDUM
To: ?
Senate Graduate Studies Committee
From: ?
Robin Barrow
Dean, Faculty of Education
Re:
?
EDUC 866-5
Date: ?
October 8, 1993
The W.A.C. Bennett Library report has been received for Educ 866-5
Advanced Qualitative Research in Education. The report indicated the following
costs:
One time monograph costs
?
$835.00
The Faculty of Education will support the library costs for this course.
S
RB/cp
A
1.6
. ?
MEMORANDUM
W.A.C. Bennett Library, Simon Fraser University
?
Burnaby, British Columbia, Canada V5A 1S6
Date: 7 October, 1993
From: Ralph Stanton (Collections Librarian)
To: ?
Robin Barrow, Dean of education
Re: ?
Revised Cost Summary Re: EDUC 866-5
On May 20, l993 my colleague- Mon-inder Bubber sent yOU a
- - ?
- memo regarding this course. Today I discussed the costs
attached to it with Karen Kirkland, Assistant to the
Director of Graduate Programmes. We agreed to eliminate
recurring costs associated with this course and to add $120
to the non-recurring costs to purchase volumes 7 to 10 of
Phenomenology and Pedagogy.
The bottom line now reads:
THE FUNDING REQUIRED FOR THIS COURSE IS $835, ONE TIME ONLY.
RS
F_
L
[Addition of calendar description only]
Form GS.8
SIMON FRASER UNIVERSITY
?
New Graduate Course Proposal Form
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number Educ.898
Title: Masters Thesis
Description: ?
The thesis is a research investigation designed to generate and/or examine
critically new knowledge in the theory and/or practice of education. The thesis should
normally be completed and approved in three semesters.
Credit Hours:10
?
Vector. ?
Prerequisite(s) if any:__________________
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = = = == =
Enrollment and Scheduling:
Estimated Enrollment variable When will the course first be offered. Currentl
y exists & is in use.
How often will the course be offere&
?
Every semester
= = = = = = = = = = = = = = = ============= = = = = = = = = = = = = = = = = = == = = z - = = = = =
Justification:
The Faculty of Education wishes to add the calendar description to distinguish
the thesis from the project and to suggest a time-frame for completion of the thesis.
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = = = = = =
Resources:
Which Faculty member will normally teach the course:
?
As required
What are the budgetary implications of mounting the course:
?
None
Are there sufficient Library resources (append details):
?
N/A
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Approved:
?
4
Departmental Graduate Studies
?
Date: _
Faculty Graduate Studie Comi
?
Dater
Z
4
_6 ?
,
1
Faculty:________________
?
.1
Senate Graduate Studies Comm
?
3/Od'IQj
93
GS 18/1/71
19
o
[Addition of calendar description only]
Form GS.8
SIMON FRASER UNIVERSITY
?
New Graduate Course Proposal Form
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number: Ethic. 881
Title: Masters Project
Description: The project is a study that may take a variety of different forms including a
survey, case study, extended essay, curriculum development project inter alia central to its
character is a concern with the application of relevant academic knowledge to professional
practice. The project should normally be completed and approved in two semesters.
Credit Hours:
5
?
Vector ?
Prerequisite(s) if any:
= = = - Z - ?
- B - -
W
= - - - ?
-
?
--
?
-
Enrollment and Scheduling:
Estimated Enrollment _variable When will the course first be offeredi Currentl
y
exists & is in use
How often will the course be offeredi
?
Every semester
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = == = = = =
Justification:
The Faculty of Education wishes to add the calendar description to clarify
the character of the project and the time scale normally attached to its completion.
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = == = = = = == B = = =
Resources:
Which Faculty member will normally teach the course: ?
As required
What are the budgetary implications of mounting the course:
?
None
Are there sufficient Library resources (append details):
?
N/A
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources
Approved:
Departmental Graduate Studies Committee_____________
Faculty Graduate Studiesommittee:
/ L..fl
Faculty: ?
41
?
/ ?
Date:
a?
Senate Graduate Studies Committee:
?
Date: ?
/
(
oi'.
1 -
7-
117 f
044,
C1461
Cs 18/1fl1
£1
ADVANCED QUALITATIVE RESEARCH IN EDUCATION (866-5)
Prerequisite: EDUC 867-3
OBJECTIVES AND PURPOSES
1.
To study in depth various qualitative methodological approaches to
educational research and to develop the competence to contribute
significantly to knowledge in one's particular field of study
2.
To engage in intensive practice of various methodological approaches to
qualitative research introduced in EDUC 867-3.
3.
Tobuild a community of educational research practice which provides
opportunities for engaging in collaborative inquiry, for critiquing work in
progress, and for engaging in discourse with experienced practitioners in
the, respective fields of research.
4. To provide graduate students with a forum to enter, and become a
member of, the educational research community by apprenticing with
SFU faculty and guests.
CONTENT
The following topics will be addressed:
Quality and Standards. This section focuses on quality of educational
research and standards for the writing and evaluation will be discussed.
Depending on the specific theoretical perspective (phenomenological
writing, interactional analysis, ethnography), issues such as resonance,
evocative power, triangulation, credibility, transferability, dependability,
representation, authority, negotiation, and authenticity will be addressed.
From a practical perspective, the study of exemplary studies and the
discussions of the students' own ongoing work will become foci of the
classroom interactions.
Ethics. Critical to all qualitative approaches are ethical issues which concern
the interaction between the researcher and the participants. Concerns for
responsibility to participants, political (in a wide sense) implications of the
research, the commitment of the researcher to the community, the dialogical
function of inquiry, rights to appropriate representation, and the extent of
disclosure are but some of the issues to be addressed.
Reflexivity. Important questions addressed here are: Is the reflexive nature of
the data and the phenomena recognized? What is the real research
question? How does research become a process of self-revelation? Does
10
• the research writing capture the process of inquiry? To what extent is writing
the research itself? What exactly is the relationship between the researcher
and the research?
History. The historical roots of the methodological approaches are explored
and discussed by referring to the works of such writers such as Heidegger,
Gadamer, & Merleau-Ponty in phenomenology, Mead, Schutz, Garfinkel,
Berger & Luckman, & Sacks in interactional analysis and microethnography,
and Ma!inowski, Goff man, Blumer, and Geertz in anthropology and
sociology.
Current Research. Current philosophical issues and research practices are
studied and critiqued which will help to connect our local community of
knowing to the larger community of research in specific fields. In
phenomenology, major figures are van Manen, Giorgi,_ Levering, & Grumet;- -
?
- -
-- - inlriteractioñ analysis there are Garfinkel, Lynch, Mehan, Latour, & Woolgar,
and in ethnography, Clifford and Marcus, Sanjek, Lather, and Weis.
Data. At issue here are the problems in the collection of data sources and
the theoretical problems in the construction of data. Advantages and
disadvantages of the interview, journals, anecdotal records, audio-tape,
video-tape, video-disk based ethnography, photography.
Specific Approaches. Depending on the specific instructor, the following
approaches to qualitative research will be featured: (a) phenomenological
and hermeneutical writing, (b) conversational & discourse analysis,
microethnography, & ethnomethodology, and (c) ethnography, narrative and
postmodern approaches including feminist, literacy, and cultural critique.
EVALUATION
The students will complete a scholarly piece within the methodological
framework of the course. This piece should be of publishable quality and be
written with the intent of publication.
COMPETENCE OF THE FACULTY MEMBERS
Dr. Celia Haig-Brown. Both her masters and her doctoral work focused on the
use of ethnographic approaches arising out of anthropology. Her masters
thesis, which relied heavily on interviews as sources of data, has been
published and sold over 5000 copies including copies used as required texts in
education and anthropology courses. She is currently editing for publication
her doctoral thesis, an ethnography of a small adult education institution. She
is also engaged in a SHRCC Strategic Grant in which she is using qualitative
research to approach investigation of education, health and social services
. ?
within the Secwepemc Nation. She is beginning an investigation of the
relationship between personal narrative research and testimonial. She has
