S
?
S.92-7
SIMON FRASER UNIVERSITY ?
MEMORANDUM
To:
?
Senate
?
From: ?
J.M. Munro, Chair
Senate Committee on
Academic Planning
Subject: Faculty of Education -
?
Date:
?
December 10, 1991
Graduate Curriculum Revisions
SCAP Reference: SCAP 91-52 and
SCAP 91-53
Action undertaken by the Senate Committee on Academic Planning and the Senate
Graduate Studies Committee, gives rise to the following motion:
S
Motion: ?
"that Senate approve and recommend approval to the Board of
Governors as set forth in S.92-7 graduate curriculum revisions
in the Faculty of Education as follows:
1.
Retitle the Ph.D. program in Instructional Psychology to the
Ph.D. program in the Psychology of Education
2.
Change of title for EDUC 970, EDUC 971 and EDUC 972
3.
Change present Master's and Ph.D. programs in Instructional
Psychology to create a combined MA /PhD
.
program in the
Psychology of Education
4.
New courses EDUC 848-5 Ideas and Issues in Aesthetic Education
EDUC 849-5 Artists, Society and Arts Education
EDUC 869-5 Music Education as Thinking in Sound
EDUC 827-5 Conceptions of Giftedness
EDUC 850-5 Creativity and Education
EDUC 838-5 Judgment in Administrative Decision-
Making"
0
(Faculty of Education
Simon Fraser University
1paperFE91'1 3
Dr. Phil Winne
Professor of Education and Psychology
Coordinator for R & D in Education
3 October 1991
TO
?
Mike Manley-Casimir, Director of Graduate Programs
Members of Graduate Programs Committee
RE ?
Proposed Changes to Graduate Programs in Instructional Psychology
Faculty directly involved with graduate programs in Instructional Psychoidgy
(viz.,
Adam
Horvath, Roger Gehibach, Lannie Kanevsky, Jack Martin, Leone Prock, Judy Scott, Bernice
Wong, and me) jointly propose the following changes.
1.
The
Ph.D. program in Instructional Psychology will be re-titled the Ph.D. program in
the Psychology of Education.
2.
The following courses previously incorporating the phrase "Instructional Psychology"
will be,retitled as:
EDUC 970 Systems and Paradigms in the Psychology of Education
EDUC 971 Advanced Topics in the Psychology of Education
EDUC 972 Colloquium in the Psychology of Education
3.
Present Master's and Ph.D. programs in Instructional Psychology will be reconfigured
to create a combined MA/Ph.D. program in the Psychology of Education. A revised
Calendar entry appears on the next page.
Students currently enrolled in a graduate program in Instructional Psychology will have
the option to continue in that program as defined in the SFU Calendar for 1991-1992,
or transfer to a new program without needing to re-apply for admission.
I.
2
Calendar Entry for Graduate Programs In the Psychology of Education
The graduate program in the Psychology of Education leads to a Master of Arts or a Ph.D. 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 M.A. program may apply to transfer to the Ph.D. program upon
successful completion of MA coursework as described below, and apply course credits and
residence accumulated in the M.A. program to the Ph.D. degree. (See also Section 1.7 of the
Graduate General Regulations.) Students entering either program may
:apply. for tnnsfer
äred it
if graduate work completed at another institution duplicates courses in our program.
Students in the Ph.D. program must write a comprehensive examination after completing Core
courses. The examination, set by a committee consisting of the student's dissertation supervisory
committee plus one other faculty member designated by the Director of Graduate Programs,
addresses three areas: theory, research methods, and the student's area of specialization.
......................................................
tv1.A
......
Ph.D.
..................................................................................credits ...credits
Core
Required courses for M.A. and Ph.D. ..............................................................................
13 ......... 13
EDUC 840-0 Graduate Seminar
EDUC
860-5
Contemporary Instructional Psychology
EDUC
863-5
Quantitative Methods in Educational Research
EDUC 864-3 Research Designs in Education
Required courses for Ph.D. (elective for
M.A.)...................................................................-
.......
.
15
EDUC
865-5
Advanced Topics in Educational Data Analysis
EDUC
970-5
Systems and Paradigms in the Psychology of Education
EDUC
972-5
Colloquium in the Psychology of Education
Theory (select one'in the M.A. program; select two in the Ph.D. program, at least...............
5
..........10
one of which must be EDUC 901 or 902)
EDUC
805-5
Selected Problems in Early Elementary Education
EDUC
826-5
The Reading Process
EDUC
827-5
Conceptions of Giftedness (new course)
EDUC
829-5
Contemporary Issues in Learning Disabilities
EDUC 847-4 Teaching and Learning Mathematics
EDUC 85
1-5
Computer-based Learning
EDUC
870-5
Theories of Counselling
EDUC
901-5
Seminar in History of Educational Theory.
EDUC 902-5 Interdisciplinary Seminar in Contemporary Educational Thought
Application (select one in the M.A. program; select two in the Ph.D. program)..................5 ..........10
EDUC 811-5 Field Work
EDUC
828-5
Instructional Practices in Reading
EDUC 871-5 Family Counselling
EDUC 873-5 Vocational Counselling
EDUC
875-5
Therapeutic Instruction
EDUC 876-5 Cognitive Intervention Research
EDUC
971-5
Advanced Topics in the Psychology of Education
Methodology (select one in the M.A. program; select two in the Ph.D. program).............
3-5......6-10
EDUC 822-5 Evaluation of Educational Programs
EDUC 861-3 Educational Measurement Theory and Application
EDUC
862-5
Individual Assessment
EDUC 867-3 Qualitative Methods in Educational Research
Thesis..........................................................................................................................10.........10
EDUC 898-10 Masters Thesis
EDUC 899-10 PhD Thesis
eO Oradusts Education
Administrative Leadership
The graduate program In administrative leadership Is a late afternoon-
evening program offered to practising and prospective educational adminis-
trators. It Is normally pursued as a general program that promotes the
acquisition of the knowledge and skills needed to function effectively In
Increasingly complex educational settings.
Normally the following courses are considered as desirable core and elective
courses in the administrative leadership program.
Core
EDUC 803-5 Educational Program Supervision
813-5 Organizational Theory and Analysis In Education
Electives
EDUC 815-5 Administrative. Legal and Financial Bases of Education
817-5 The Political and Social Environment of Public Education
818-5 Administrative Leadership of Educational Personnel
830-5 Implementation of School Programs
863-5 Quantitative Methods In Educational Research
864-3 Research Designs in Education
867-3 Qualitative Methods in
Educational Research
Curriculum and $nstructlon
-
The graduate-program In-curriculum-and Instruction Is
elate
afternoon-.
evening program offered to students who wish to study current literature and
research in education, and to use schools and classrooms as learning lab-
oratories in which to apply and test this knowledge. The program also offers
teachers opportunities to update their knowledge base in their subject or grade-
level, and fields of specialization. This program can be pursued as a general
program or can focus on an area of specialization. Areas of specialization
include, for example, computers in education, environmental education, learn-
ing disabilities, and reading. Each specialized area is defined by a particular
selection and sequence of course work lodged within the general structure for
graduate studies in curriculum and instruction.
Additional information about areas of specialization can be obtained from the
office of the Director of Graduate
Programs,
Faculty of Education.
For most areas
of specIalization,
the following courses normally are con-
sidered as desirable core or elective courses.
EDUC 816-5 Developing Educational Programs
820-5 Educational Objectives and Teaching Strategies
821-5 Philosophical Issues In Classroom Practices
822-5 Evaluation of Educational Practice
823-5 Curriculum and lnstruct
i
oV in an individual Teaching
specialty
830-5 Implementation of School Programs
Additional courses which are core courses for different areas of specialization
in curriculum and instruction Uids some of the foliowing.
EDUC 804-5 Selected Problems In Educational Technology
811-5 Fieldwork
819-5 Studies in Teacher-Student Interaction
826-5 The Reading Process
828-5 Instructional Practices in Reading
829-5 Contemporary Issues
In
Learning Disabilities
851-5 Computer-based Learning
857-5 Issues and Topics in Environmental Education
863-5 Quantitative Methods in Educational Research
864-3 Research Design in Education
867-3 Qualitative Methods in Educational Research
868-5 Curriculum Theory and Art Education
The graduate program in Instructional psychology is offered to students
interested in the scientific study of instruction using methods of the behavioral
sciences and based on psychological theories. The concept of instruction is
construed liberally to encompass settings where one person (teacher, tutor)
acts systematically to bring about a change
In
anothe?s (student's. tutee's)
capability or predisposition to perform a task.
The graduate program in instructional psychology can be pursued as a
general program or can locus on an area of specialization. Currently, areas of
speciaflzatlon include computer-based learning, learning dlsabltitles,efld read-
ing. Each specialized area is defined by a particular selection and sequence of
course work lodged within the general structure of graduate studies in instruc-
tional psychology. Additional information about these areas of
specIalization
can be obtained from the Office of the Director of Graduate Programs, Faculty
of Education.
The program In instructional psychology Is predicated
on
the need for
students to become competent in
(1)
the broad domain of instructional
psychology, (2) introductory theory and focused study in a specialized erie
the field
,
(3) methods for collecting, analyzing. and Interpreting data about
Instructional events, and (4) the practice of instructional psychology
in
an
applied or research setting. To achieve these competencies sludsnts are
required to take all core courses and at least one course under each of the othir
headings In the following table.
Core
EDUC 860-5 Contemporary Instructional Psychology
863-5 QuantitatIve Methods in Educational Research
Introductory Theory
EDUC 826-5 The Reading Process
829-5 Contemporary Issues in Learning Disabilities
851-5 Computer-based Learning
870-5 Theories of Counselling
SpecialIzation
EDUC 828-5 Instructional Practices
in
Reading
871-5 Family Counselling
873-5 Vocational Counselling
874-3 Counselling Skills and Strategies
875-5 Therapeutic Instruction
876-5 Cognitive Intervention Research
MOVKKWM
EDUC 822-5 Evaluation of Educational Practice
- - -
?
861-3 Educational Measurement-Theory-and Application -
863-5 Individual Assessment Procedures
864-3 Research Designs in Education
867-3 Qualitative Methods in
Educational
Research
Counselling Psychology
The graduate program In counseling psychology is offered to students
Interested In careers as counsellors
in
schools, colleges, and community
agencies. Students pursue a general program with opportunities for specialize-
tion provided in course work and field work
Students in the counselling program are required to complete a minimum of
34 semester hours of course work and a thesis or project. All students must
complete the core requirements listed in the following table. In addition,
students must complete a minimum of two courses from Methodology andfor
Specialization.
Cars
EDUC 811-5 Fieldwork I
812-5
Fieldwork Il
862-3
individual Assessment Procedures
883-5
QuantitatIve Methods
in
Educational
Research
870-5
Theories of Counselling
874-3
Counselling Skills and Strategies
EDUC 822-5
Evaluation
of
Educational
Practice
861-3
Educational Measurement Theory and Application
864-3
Research Designs in Education
865-5
Advanced Topics in
Educational Data Analysis
867-3
Qualitative Methods
in
Educational
Research
EDUC 880-5
Contemporary Instructional Psychology
971
.
5
Family Couneekig
873-5
Vocational Counselling
875-5
Therapeutic Instruction
876-5
Cognitive intervention Research
Mathematics Education
An MSC program In the teaching of secondary school mathematics
is
offered
)olnty by the Faculty of Education and the Dspartrnent of Mathematics and
Statistics. The program Is designed for acoherl of students commencing every
second year. In addition
to
a thesis which will be supervised bye ,nenerof the
Faculty of Education orthe Department of Mathematics and Statistics students
are required to complete the following courses:
EDUC 846-4 Foundations of Mathematics Education
847-4 Teaching and Looming Mathematics
MATH 603-4 Foundations of Mathematics
604-5 Geometry
605-4 Mathematical Modeling
?
3.
Individual Programs
-
W&ACkW programs are avaIlable for candidates who wish to undertake
graduate study but whose interests he outside or between established special
fields of study. Such programs are designed around the Interests of the student
and are contingent upon the availability
O f
faculty foreupeMsiafl.
The
Individual
Study and Research Plan requires approval by the Graduate Progrvn Commit-
lid must exhibit clear programmatic coherence. Fields of study vary the
leing Mat Is illustrative: early childhood education; art education; curriculum
tsnt specialization (Including chemistry, English. French education, Ian.
e arts, mathematics, music education, physical education, and science
cation); instructional theory multi-cultural education; program development
F evaluation; social and philosophical studies; research on teaching; and
research.
riiission requirements, ref
or
to the
Graduate General Regulations.
____consideration may be given to applicants who cannot meet these
I. ?
requirements but who have demonstrated superior scholarly
or pro-
alonal attainment.
addition to the University requirements, a student is required to submit a
word essay explaining why they wish to pursue graduate work in their
en area and a recent academic paper that involves sustained argument.
ident may also be required to have apersonal interview with represents-
of the Faculty Graduate Studies Committee, and in special circumstances,
eculty may require applicants to submit additional proof of eligibility.
iFacutfy of Education has deadline dates for application to graduate study.
qisclflc deadlines and further information, including more detailed descrip-
of
programs:and
their individual requirements, please contact:
•
?
?
Office of the Director of Graduate Programs
Faculty of Education
Simon Fraser University
Burnaby, BC V5A 156
•
?
Telephone: (604) 291-4787
to the admission requirements for the University and Faculty of
facetlon, students applying for graduate study should consult with the Office
of the Director of Graduate Programs, Faculty of Education, for details concern-
Øia1dergmduete course requirements for specific fields of study.
" ?
A4mission criteria
]
Admission to graduate study in the Faculty of Education is competitive. All
?
applapplicants
icants
must
who
satisfy
do so
the
will
University
necessarily
requirements
be admitted
for
to
admission,
graduate
but
study
not all
in
??
EdUcation. The number of students admitted is always contingent upon the
?
lltibIllty of faculty members to supervise students' programs.
I]
iTIussion decisions are normally based on the assessment of a student's
application
in
terms of the following criteria:
—
evldenoe of superior intellectual ability
'enldsnce Of adequate knowledge in areas foundational to the chosen field of
T
—
evidence of communicative competence
- evidence of demonstrated expertise in areas relevant to the proposed field of
evidence of personal commitment to the chosen field of study
I
—
evidence of capacity for self-directed study
Ridence Requirements
•Th
s
minimum period of registration "for the MA, MSc, and MEd degrees,
t wtigwhich
the student must be under supervision, Is three semesters, at least
:Whlth must be consecutive.
IL..
Supervision of a Candidate's Work
'iUPgn entry
into a program, an advisor or senior supervisor normally will be
d.,. by the student or appointed by the Director of Graduate Programs,
•
?
8C*4 Of Education. This person will counsel the student regarding course
Ikerld
the selection of a supervisory committee that will supervise the thesis
O
c
PI
C
I.
CL
For
additional information on Supervisory Committees, refer to the
• ?
G
?
Regulations.
.,
Graduate Educatloti 281
aged to draw additional courses from related departments outside the Faculty
of Education.
- Successful performance in comprehensive examinations. The composition
of the Comprehensive Examination Committee and the components of the
comprehensive examinations are shown below under each program. The
examinations will normally be written. If the student passes the comprehen-
sive examinations but the results indicate deficiencies in certain areas, the
student will 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.
- An original and significant thesis completed by the candidate with guidance
of the student's Supervisory Committee.
Curriculum Theory and implementation
20 semester hours credit as follows.
EDUC 9015 Seminar in the History
of
Educational Theory
902-5 Interdisciplinary Seminar in Contemporary Educational
Thought
Plus 10 semester hours credit of elective course work.
The Comprehensive Examination Committee
will
normally consist of the
student's supervisor, and two persons designated by the Director of Graduate
Programs from time involved in teaching the program for the first two areas of
the Comprehensive Examination, the Supervisor Committee, and one other
faculty member designated by the Director for the third area.
Comprehensive Examinations: students are expected to write examinations
in four areas: Educational Theory, Research Methods, Field of SpecIalization,
and an oral exam based on the student's written responses to the comprehen-
sive examinations.
InstiuctiOnsi
Psychology, PhD Program
?
•
•
30 semester hours credit as follows.
EDUC 901
.
5 Seminar in the History of Educational Theory
9025 Interdisciplinary Seminar in Contemporary Educational
Thought
840-0 Graduate Seminar
865-5 Advanced Topics in Educational Data Analysis
970-5 Systems and Paradigms in Instructional Psychology
971-5 Advanced Topics in Instructional Psychology
972-5 Colloquium in Instructional Psychology
Newly admitted students who have not
taken
a recent graduate course in
instructional psychology will be required to complete EDUC 860.
The Comprehensive Examination Committee will consist of the student's
supervisory committee and one other faculty member to be designated by the
Director of Graduate Programs.
Comprehensive Examinations: students are expected to write examinations
in three areas. Education Theory, Research Methods, and Field of Specializa-
tion.
Admission
For admission requirements, refer to the
Graduate General Regulations,
section 1.3.3. Admission to a Doctoral Program. In addition to the university
requirements a student is required to provide a minimum of three letters of
reference, to submit a 500 word essay explaining why they wish to pursue a
doctoral program and a sample of academic writing. A personal interview also
may be required.
Admission to graduate study in the Faculty of Education is competitive. All
applicants must satisfy the University requirements for admission but the
number of students admitted Is always contingent upon the availability of
Faculty members to supervise students' programs.
Admission Criteria
See the admission criteria for the Master's programs listed above.
4®r,
PhD .Programs
Requirements and Fields of Study
program
allows specializations in Curriculum Theory and lmple-
and in
instructional Psychology. The PhD program will include the
011W p
er f ormance in approved courses normally ernountvtg to the total
or hours
credit
U
Mated below for each program, beyond the M.
Will
a
for
the MA or MSc or MEd. The Supervisory Committee may
further
vmk
In this or other faculties. Students are
Sao OW encour-
Supervision of Candidate's Work
At the time of admission, in consultation with the graduate student, the
Graduate Program Committee
will
appoint a Senior Supervisor and, upon hisl
her recommendation, approve a Supervisory Committee. The Committee will
normally consist of at least three members. Two of these must be from the
Faculty of Educati= inclusion
of
one member from another faculty related to
the
student's field
of
specialization
(e.g.
sociology, linguistics) is strongly
encouraged. The rsepcnsibitlties of the Committee are detailed in section 1.6.4.
of
the Graduate
General R.gi4atlans.
In addition, members
of this
committee
are expected to psstIclpete in the
decloret
colloquia in the student's area of
study.
?
It
GPC 91 -45
Form GS.8
•
?
?
SIMON FRASER UNIVERSITY
New Graduate Course Pronosal Form
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 827
?
Title: Conceptions of Giftedness
Description: Students will examine current conceptions of giftedness and factors that
contribute to the development of extraordinary abilities. The implications for program
planning will also be considered.
Credit Hours:
?
5 ?
Vector:
0-5-0
Prerequisite(s)
if
any: ?
Educ. 428
=============================================== =
Enrollment and Scheduling:
Estimated Enrollment: ?
15
?
When will the course first be offered:
?
1993-2
How often will the course be offered:
?
once each year
========================================================= =
Justification:
This course has been developed in response to the need for graduate
•
level study addressing gifted education. In order to understand the current state of the field
and the variety of services that can be provided to bright students, educators must
understand the historical, cultural, and political foundations of current theories of
giftedness. The implications of each conception of giftedness for the development of
appropriate educational programming must be considered critically in light of the research
literature, the goals of the program, and the resources needed to support it.
=========== ======================================= =
Resources:
Which Faculty member will normally teach the course:
?
Dr. Lannie Kanevskv
What are the budgetary implications of mounting the course: 1/4 FTE (a new faculty
appointment.
Are there sufficient Library resources (append details): i
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
?
i ?
t'i
1
04,4 2.2Z.I.
• Faculty Graduate Studies
Faculty:
Senate Graduate Studies
Senate: ?
Date:_________________
COURSE OUTLINE
EDUCATION 827-5
CONCEPTIONS OF GwrEDNEs
OBJECTIVES:
1.
To understand the similarities and differences between the conceptions of giftedness that
dominate the current literature.
2.
To develop an awareness of the implications each conception has for the selection of
identification procedures and instruments, program content and structure, and the allocation of
resources.
3.
To critically examine the research that has tested these conceptions, in.whole or in part.
4.
To evaluate the strengths and weaknesses of each conception for the development of educational
policy and programming for bright students in a variety of settings (urban, rural, regular
classroom, pullout, etc.).
CONTENT:
The meanings and purposes of the terms theory, conception, model and definition in education in
general as well as in gifted education.
Historical trends in conceptions and interest in gifted individuals.
Cultural differences in attitudes towards individual differences and extraordinary ability.
The conceptions of giftedness proposed by Sir Frances Galton, Lewis Terman, Barbara Clark,
Françoys Gagné, James Gallagher, Michael Piechowski, Joseph Renzulli, Robert Sternberg, and A.J.
Tannenbaum.
Selected research reports and critiques that examine each conception.
The development of criteria for comparing the conceptions to promote the development of an
understanding of their similarities and differences, strengths and weaknesses, These criteria will
consider each conception's components and the relations between them, research evidence, and
implications for policy, program and staff development.
COMPETENCE OF FACULTY MEMBER
Dr. Kanevsky holds a Ph.D. in Special Education (With a specialization in giftedness) from
Columbia University's Teachers College in New York. She has, and will continue to examine these
and other conceptions of giftedness and ability in her research and in her collaboration with school
districts in their efforts to apply them in practical settings.
Simon Fraser University
SIMONFRASERUNIVERSYI'Y
?
(j,aper
FE9 11 5
is
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number: Educ.
850.-5
Title: -Creativity and Education
Description: This course involves an exploration of the concept of creativity used in educational theory and
practice. Through an examination of philosophical writings, psychological studies, first hand accounts of
creators, biographical and historical material, and works of art and science themselves, an attempt will be
made to come to grips with some of the problems which surround this concept and thereby to evaluate views
about creativity put forth in theoretical accounts and exhibited in educational practice.
Cr
edi t
Hours: -
5 ?
Vector: 0-5-0 Prerequisite(s) if any:
Enrollment and Scheduling:
Estimated Enrollment:
?
15 ?
When will the course first be offered:
?
1992-1
How often will the course be offered:
?
Annually
S
Justification:
The concept o creativity is frequently evoked as a means of justifying a range of educational
activities and practices. This course has been developed in order to provide graduate students in education in general
and in arts education in particular with the opportunity to become acquainted with extant views about the nature of
creativity and to examine critically the claims put forward regarding the fostering of creativity in education.
Resources:
Which Faculty member will normally teach the course:
?
Dr. Sharon Baum
What are the budgetary implications of mounting the course:
114
FT Faculty (new faculty appt.)
Are there sufficient Library resources (append details): -
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 Committee
? - ?
Date:
£L*
2.2. I5i
Faculty Graduate Studies Committee:
jlAIL
?
Date_ ?
L 2 ,
I 1
1.
Faculty:
Date:__________________
Senate Graduate Studies Committee:
?
ate
;
7,19/
Senate: ?
Date
SIMON FRASER UNiVERSITY
EDUCATION 850-5
?
CREATIVITY AND EDUCATION
Spring
Semester 1992
?
Instructor: Dr. Sharon Bailin
Office: ?
8672
MPX
Phone: ?
291-5828
DESCRIPTION
This course involves an exploration of the concept of creativity used in educational theory
and practice. Through an examination of philosophical writings, psychological studies,
first hand accounts of creators, biographical and historical material, and works of art and
science themselves, an attempt will be made to come to grips with some of the problems
which surround this concept and thereby to evaluate views about creativity put forth in
theoretical accounts and exhibited in educational practice.
TOPICS
De
fi nitions
and criteria of creativity: How is
the term 'creativity' used in educational
theory and practice? How has creativity been defined? How is it best defined? What are
the criteria for identifying creativity? Does creativity refer primarily to persons or
products? Is creativity confined to great achievements? What is the relationship between
ascriptions of creativity and the value of products?
The creative person:
What does it mean to say that a person is creative? Can someone be
creative if he or she has never created anything? Is it possible, in practice or in principle, to
identify creative ability at an early age? Does creativity cut across subject areas?
Testing for creativity: Is
it possible, in practice or in principle, to test for creativity?
Creative process:
Is there a distinctive creative process? Are there distinctive stages of
creativity? What is the relationship between creativity and critical thinking? Creativity
and rationality? Does creativity involve unconscious processes?
Accounts of creativity:
What can be learnt about creativity from comparing accounts of
creativity, analyses of these accounts, records of the process of creation of works, and
works themselves? How reliable are first-hand accounts of creativity?
Shills and knowledge:
What is the relationship between skills and creativity? Between
knowledge and creativity? Do skills and knowledge inhibit or enhance creativity?
Originality:
What is entailed in something being original? Is originality
necessary/sufficient for creativity? Why do we value novelty? Are created products
discontinuous with past products?
Imagination and intuition:
What do we mean when we talk about imagination? When we
describe a work as imaginative? What is the connection between imagination and
creativity? What is the relationship between imagination and intuition? Is intuition non-
rational?
ri
Artistic and scientific creativity:
What
are the similarities and differences between
. ?
artistic and scientific creativity? Does science involve simply the discovery of what the
world is like, or does it involve creation as well?
Fostering creativity: Is
it possible to teach creativity? To teach for creativity? If possible,
is it desirable? Is there any justification for courses in creativity or special techniques to
foster creativity? How (if at all) can creativity be fostered through specific subject areas?
COURSE REQUIREMENTS
Class presentation ?
10%
Seminar on topic of term paper
?
20%
Abstract of term paper
?
20%
Term paper
?
50%
Students will be expected to be prepared for and participate in class discussions.
REQUIRED TEXTS
Bailin, S. (1991). Achieving extraordinary ends: An essay on creativity. Norwood, N.J.:
Ablex (or Dordrecht: Kluwer, 1988).
Perkins, D. (1981). The mind's best work. Cambridge: Harvard U. Press.
Weisberg, It (1986). Creativity: Genius and other myths. N.Y.: Freeman.
Rothenberg, A. & Hausman, C. (Eds.). (1976). The creativity
q
uestion. Durham: Duke
U. Press.
Vernon, P.E. (Ed.). (1970). Creativit
y
. N.Y.: Penguin.
Interchange 16, 1 (1985). (special issue: Creativity. education and thought).
Additional articles to be selected/assigned.
COMPETENCE OF FACULTY MEMBER
Dr. Bailin holds a PhD. in Philosophy of Education from the University of Toronto. She is
the author ofbieving Extraordinar
y
Ends: An Essay on Creativity (Ablex, 1991;
Kluwer, 1988) and the co-editor of a special issue of Interchan!!e devoted to creativity. She
has published more than twenty articles on creativity and related topics and has delivered
more than thirty papers on the topic at national and international scholarly conferences.
L
SiMON FRASER UNIVERSITY
?
MEMORANDUM
To ?
..ii
...................................
.
From . . ?
ger ?
Chai
acily
...
.
ducaUon
Subject. . .
c
?
pp . ed
.
çpir ?
.'r
. çat1vity an
Education"
Jy0p.l.9g.y•
PflT1.
Date.
...October
24
•
, 1991
Thank you for the outline for the proposed course "Creativity and
Education." The Psychology Department has found no overlap between this
course and any graduate level course in Psychology.
SIMON FRASER UNIVERSITY
Department of
Philosophy
MEMORANDUM
TO: ?
Prof. Sharon Baum
?
FROM: R.E. Jennings
Faculty of Education
?
Philosophy Department
RE: ?
Proposed Course
?
DATE: October
25,
1991
This is to confirm that your proposed course, "Creativity and Education" does not appear to
conflict or encroach on the content of any of the graduate cotrses,offered in the Philosophy
department. ?
-'
?
/
S
Jennings
?
/0.
S
•
Calendar Information: New Graduate Couzse Prouosal Forr
?
vacuity
01
iuucau0n
Simon Fraser University
aper
FE91 -1 Oj
Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 838-5
Title: Judgment in Administrative Decision-Making
Description: Students examine the exercise of judgment (discretion) as a key element in administrative
decision-making, and investigate the various dimensions of the exercise of discretion—conceptual, empirical,
normative and prescriptive using perspectives drawn from diverse administrative contexts.
Credit Hours:
?
5 ?
Vector 2-2-1 Prerequisite(s) if any
== ?
====================================== ====== =
Enrollment and Scheduling:
Estimated Enrollment: ?
15
?
When will the course first be offered:
?
1992-3
How often will the course be offered:
?
Annually
== === === ================================= =
Justification The course rests on the premise that the exercise of discretion is a central element in
administrative decision-making. So, if we wish to understand administrative decision-making, to improve our
•
decision-making abilities and to account for the link between discretion and policy implementation, we need to
examine directly and systematically the various dimensions of the exercise of discretion—conceptual, empirical,
normative and prescriptive. Since discretion is exercised in diverse administrative contexts we need to draw on studies
of the exercise of discretion and related concepts conducted in non-educational contexts, e.g., law, criminology,
educational administration, social welfare, business and cognitive psychology, and use the findings to inform
educational decision-making.
Resources:
Which Faculty member will normally teach the course:
?
Dr. Michael Manley-Casimir
What are the budgetary implications of mounting the course: 1/4 FM The course has-been offered
three- time-, a Snecil Tonics and included as F1'E
Are there sufficient Library resources (append details): Current holdings are more than adequate.
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 Commi
Faculty Graduate Studies
L
Faculty:.
Senate Graduate Studies Committee:
Senate: ?
Date:
?
1/
COURSE OUrLJNE
?
Education 838-5
?
JUDGMENT IN ADMINISTRAIWE DECISION-MAKING
1)
1.
To develop an understanding of educational administration through a focus
on the use of discretion in administrative decision-making.
2.
To appreciate the various approaches and theories concerning the decision-
making process.
3.
'To become acquainted with the wide range of perspectives influencing the
use of discretion in administrative decision-making—law, criminology,
educational administration, social welfare, business and cognitive
psychology.
4.
To examine the role of responsibility, conscience, ethics and values in the
use of discretion by administrators in educational organizations.
CONTENT:
The approaches to administrative decision-making: humanistic and scientific.
The decision-making process. Administrative style.
?
0
The nature of
discretion. Defining discretion. Distinguishing between four
levels of discretion: routine, emergency, control and social-conflict situations.
The concepts of decentralization, hierarchy and authority.
Structure of discretion. Examine the need to confine, structure and check
discretionary power. Rules and discretion.
Perspectives from education, law, criminology, social administration and
cognitive psychology.
The nature and role of ethics, values, responsibility, conscience and courage in
administrative decision-making.
Discretion and policy.
COMPETENCE OF FACULTY MEMBER.
Dr. Manley-Casimir holds a Ph.D. in Educational Administration from the
University of Chicago and has focused part of h
i
s research on the use of
discretion in administrative decision-making. Ie has published on the topic,
has taught this course three times as a Special Topics course, and is
continuing to work in this area.
I.
.
?
Er4cII ?
1JJ:EVEIx'±!e
To: Michael Manley-Casimir ?
From: Sharon Thomas
Faculty of Education ?
Collections Management
Subject: NEW COURSE PROPOSALS Date: November 27, 1991
-------- ---- ---- The two proposed new grauduate - courses _: ?
- - - - - ?
- - ?
- -
EDUC 827-5 ?
CONCEPTIONS OF GIFTEDNESS
EDUC 850-5 ?
CREATIVITY AND EDUCATION
have been examined by our Education Librarian, Gail Tesch,
who reports that we have a reasonably solid collection in
these areas, including a large proportion of the cited
titles. However, many of these are already in heavy use and
.
?
extra copies would be wolcome. In addition, we do lack one
frequently cited journal, Creativity Research Journal, which
should be added to the collection.
If we were to spend an additional $500 on additional
copies of the most heavily used titles and another $500 on a
current subscription and recent backfiles to the Creativity
Research Journal our ability to support these courses would
be much enhanced. This would also commit us to future
annual expenditures of approximately $50.00 for subscription
renewals.
?
A
M''
41 1
/3.
Faculty of Education
Simon Fraser Universky
aperFE91uu'.6
_J
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 848-5
Title: Ideas and Issues in Aesthetic Education
Description: This course relates critical ideas in aesthetics to questions concerning the nature, purpose, and
provision of the arts (visual arts, music, drama, dance, literature) in education.
Credit Hours: ?
5
?
Vector: 3-2-0 Prerequisite(s) if any: ?
--
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
Enrollment and Scheduling:
Estimated Enrollment:
?
10-15
?
When will the course first be offered: 1992-2
How often will the course be offered: Biennially
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = =
Justification:
This course is designed to serve as a core course in the new arts emphasis in the Curriculum Theory and
Implementation option of the master's degree. It provides students with the opportunity to consider problems in aesthetics
that affect all the arts in education particularly with respect to matters of definition, meaning, value, and practice. While
respecting and noting individual differences among the various art foris, the course seeks to articulate a common theoretical
framework for the arts in order to improve the coherence of curriculum and policy development, arts teaching, forms of
evaluation, and overall educational justification. Essentially, the course is foundational in nature and purpose. It introduces
students to concepts and skills that can enhance the precision and quality of thinking about the arts in education.
============= ============================================= ==
Resources:
Which Faculty member will normally teach the course: Dr. Stuart Richmond and Dr. Sharon Baum
What are the budgetary implications of mounting the course: 1/4 FM in each year course offered:
ancillar y
support. etc.
Are there sufficient Library resources (append details): Current holdings are more th
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 ?
2t:i
Faculty Graduate Studies ?
- (2. ?
.
EDate:,ti_...- \,
I 'i
I
Faculty: ?
J ?
Date:
?
1.
Senate Graduate Studies Committee:
'\' -_-------__
?
Date:
Senate:
Cs 18/1P1
Course Outline
0
?
Education
848-5
Ideas and Issues in Aesthetic Education
1.
To develop understanding of the major conceptions and methods of aesthetics as the
discipline relates to and informs inquiry into the study of arts education.
2.
To develop understanding of various views and theories concerning the nature,
purpose, value, and practice of arts education.
3.
To become acquainted with some of the current issues and difficulties that underlie
decisions concerning arts curricula in schools.
4.
To begin to develop competency and judgement in the detailing and justifying of forms -
of arts education appropriate for today's pluralistic society.
Content
U-1
The nature and purpose of aesthetics: a survey of its problems and methods. Defining
art. Differences and commonalities among the art forms. The aesthetic dimension and
its connection with the arts. Theories of beauty. Form, content, and purpose in the
arts. Conceptions of arts and aesthetic education. Justifying the arts in education:
what is unique and educationally valuable about the arts in the school curriculum.
Intrinsic versus extrinsic values.
Artistic creativity, expression, understanding and appreciation. Languages of the arts,
meaning and metaphor. The place of feeling in the arts. Artistic and aesthetic merit.
The objectivity/subjectivity of interpretation and judgement. Implications for
educational practice. Standards in arts education. The choosing of exemplars.
Educating the emotions. Teaching for imaginative production, understanding and
appreciation. The child's contribution: learning and experience in the arts. Teaching
methods of criticism.
The relevance and relationship of tradition and innovation. Contemporary and popular
arts and their influence on education. Historicism and the understanding of the arts of
the past. Teaching the history of the arts.
Postmodernism: social, cultural, political, and gender issues in arts education.
Multicultural arts education. The ethics of arts education in manner and content. The
connection of the arts with life. Censorship in the classroom.
Deciding how and what to teach in the arts. Integrating the arts.
Competence of Facult
y
Member:
Stuart Richmond holds undergraduate and master's degrees in art education, and a
• Ph.D. in philosophy of education (aesthetic education) from the University of Calgary,
thesis title:
Understanding
and Art
(1986). He is an assistant professor in the Faculty
of Education with responsibility for the art education provision. His research is
concentrated on problems connected with the analysis, criticism, conceptualisation, and
practice of art and aesthetic education.
?
j 3.
SiMON FRASER UNIVERSE
New Graduate Course Pronosal I
Faculty of Education
Simon Fraser University
lpaperFE9l
uu '7 ?
,
Calendar Information:
?
W]
Department:
FACULTY OF EDUCATION ?
Course Number. Educ.
849-5
Title: Artists. Society and Arts Education
Description: A major survey Of the educational theories and practices of musicians and Artists generally
from medieval times to the present. The special focus will be on modem responses of musicians and Artists to
modem demands for mass arts education. Material will be drawn from Europe, North America, Asia, and
other parts of the world where mass Ails education provision occurs.
Credit Hours: ?
5 ?
Vector: 3-2-0 Prerequisite(s) if any:
?
--
= = = = = = a a = = = = = a = a = a a a = = = = = a = = a a a a = a = = = = = = = = = = = = = = a - a a = a = a a - a
Enrollment and Scheduling:
Estimated Enrollment: ?
10-15 ?
When will the course first be offered: 1991-3
How often will the course be offered:
= = = = a = = = = = = = a = = = = = = = = = = = = = = = = = = = = = = = = = = = a a = a = = = = = = = a a = a
Justification:
The arts are now generally recognized as contributing significantly to the education of every child.
Many authorities responsible for mass public education in North America, Asia, and Europe are providing for
mandatory Arts education for every child. Far too little attention has been paid in general educational theory to the
views and practical suggestions of musicians, and other practising artists.
A
study of the educational theories and
practices of musicians and artists is, therefore, a necessary and timely addition to graduate course offerings.
?
0
Resources:
Which Faculty member will normally teach the course:
?
Dr. Robert Walker
What are the budgetary implications of mounting the course: 1/4 FTE in each year course offered:
ancillary support. etc.
Are there sufficient Library resources (append details): Current holdings are adequate. See appended
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
?
!t3
£ ?
'3.
\
Faculty Graduate Studies Comn)ittee:
FacultySenate
Graduate
?
Studies
E-1
CS 1811P1
Course Outline
Education
849-5
1)
To develop the student's knowledge, understanding and experience of how Artists of
various kinds (musicians, visual artists, dancers, actors, literary figures, etc.), in both
historical and contemporary praxis, have used their own artistic ways of thinking in
response to various educational demands and situations;
2)
To develop the student's knowledge and understanding of relationships (similarities,
differences, tensions) between the thinking of various practising musicians, artists,
dramatists, etc. found in various artistic genre, towards education in the Arts;
3)
To develop the student's knowledge and abilities in critical appraisal of relationships
- ------------ —between-developments-in educational policy directions for-Music and the—Arts—emanating - -- . -
from educational theorists and administrators and the responses of musicians and artists
generally as the latter attempt to satisfy various educational demands.
4)
To
enable and encourage the student to develop a personal, informed, analytic, and
coherent approach to the role and function of the Arts in educational policy making and
provision.
Outline of the content
. ?
1) A study of the development of educational theories and practices in Music and the Arts
generally from the various uses of the Performing Arts (Music in particular since in
Western and some other societies music in education has been more prominent than all the
other Arts), under the following headings, representing both an historical progression and
world-wide applications in music and Arts education:
- as socialising "tools";
- as means for mass acquisition of performance skills;
- as individual self expression,
Other related issues include the educational conflict between demands for skill
acqUisition and the need for artistic self expression found in contemporary artistic
practices. This will include studies of the educational impact of the gradual shift in
artistic expression from the domination of religious utilitarianism in artistic praxis, to
demands resulting from patronage first of European aristocracy, then democratically
elected governmental bodies, then business and commerce, and finally of the
contemporary artists' demands for personal freedom of expression. This includes
critical appraisal of notions such as "Artistic expression for the consumer" as opposed
to "Artistic expression irrespective of whether anyone listens or looks".
2) Three areas of study will parallel the content indicated above:
i)
A study of the work of various musicians and Artists as both practising artists and
educators;
ii)
An outline of various theories which have purported to inform Arts education;
iii)
Critical analysis of relationships between i) and ii) above.
3) A study of the results of the various theories and practices in Arts education (as outlined
. ?
in 1 and 2 above) as seen in the responses of children from perspectives of artistic
development in children, artistic ability in children, and artistic products of children.
Materials will be drawn from reports, films, and various governmental and academic
sources of critical enquiry into Arts education.
?
I q
4)
A survey of contemporary theories and practices as seen in the most up—to-date
curricula materials in Arts Education from various parts of the world, with special
attention paid to the new school curriculum for British Columbia, England (the new
National curriculum), the U.S.A., new moves in Europe for a European Arts
curriculum, and, finally, the Geneva based International Baccalaureate Organisation
programs in Music, Visual Arts, and Theatre (The [BO is a pioneer in Arts education at
this time attracting international attention from various governments).
Assessment:
1)
Essays in critical analysis of issues
2)
Case studies of particular artists and their educational practices
3)
Special project involving practical work and analytical comment
New Graduate Course Proposal: Education 849-5 (cont'd.)
Are there sufficient library resources:
Current holdings of monographs, serials and other texts are adequate. Some of the
content is in the form of various artistic media which is accessed through notations,
film, recordings, and other media. These are obtainable from the Faculty Member
(who has a special collection of such materials), The National Film Board of Canada,
the University Instructional Media Centre, and other sources.
..,.,. ?
•
1
?
.'. ? .
Robert Walker holds an honours degree (B.Mus) in music, and a Ph.D. in music from the
University of London. His performance experience has included musical performance and
composition, and multi—media performances in England. His professional experience
includes Musical and Artistic Director at a number of special Music and Arts schools in
England, teaching and lecturing on Music and Arts education in universities in England,
Australia and North America. His research and publications focus on problems of musical
and artistic definitions to problems of aesthetics, perception, imagery, and arts education
theory. He is currently Chief Examiner in Music for the International Baccalaureate
Organisation and has responsibility for the development of new Music and Arts syllabuses
for that body. Dr.Walker is a Full Professor in the Faculty of Education at Simon Fraser
University.
S
Faculty
• ?
Faculty
Senate
• ?
Faculty of Education
SIMON FRASER
uN1vEisr ?
Simon Fraser University
New Graduate Course Proposal]
?
I.p
a per
F E 91- 8
j
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number
Educ. 869-5
Title: Music Education
as
Thinking in Sound
Description: This course presents the theory and practice of music education based on theories of auditory
perception, musical theory, and various cross-cultural perspectives on musical behaviour.
Credit Hours:
?
5
?
Vector: 3-2-0 Prerequisite(s)
if
any: ?
--
= = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = - = = = = = = = = = = = = - = = = = - - - - - - - - - _
Enrollment and
Scheduling:
Estimated Enrollment: ?
10-15 ?
When will the course first be offered: The course has been offered
a
--
?
-- ?
--p-5pccialto2icscoursc-bicnnially-since-1984 it-will continue
-
to-
be
offered-biennially as from 19913
How often will the course be offered: _--see
above
= =========== = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = = U U = U = U
Justification: This course has been offered as a special topics course for several years with success. It is designed
to
serve as a compulsory component in the new Arts emphasis in graduate programs for those students specialising in music
education. The course provides students with an opportunity to examine music cognition and resultant educational
implications from several important perspectives: acoustics and the theories of auditory perception, particularly concerning
pitch; the expectations built into the western theory of music emanating from Pythagoras; the role of cultural belief in
shaping music cognition and educational strategies in music. These perspectives will provide a platform for initiating the
student into the problems of cross-cultural music education. Students will be shown models of theories of cross-cultural
music cognition, and presented with practical applications for pedagogical use. This approach to music education is
innovative, related more to the present state of knowledge in a number of fields outside of music, and is somewhat unique in
that it provides students with an opportunity to study music education from a variety of objective standpoints.
U.
Resources:
Which Faculty member will normally teach the course:
?
Dr. Robert Walker
What are the budgetary implications
of
mounting the course: 114 FTE
in
each year course offered:
ancillary support. etc.
Are there sufficient Library resources (append details): Current holdings are aàequagte.
Appended:
a)
Outline
of
the Course.
b)
An indication of the competence
of
the Faculty member to give the course.
c)
Library resources
Departmental
Approved:
?
Graduate Studies Commit
tee
?
*
44..4-.l.
I''
Senate: ?
Date:
?
Iq
CS 18/1/71
Course Outline:
Education
869-5
?
.
Music Education as Thinking in Sound
Objectives:
1. To develop understanding of the major current theories of auditory perception,
particularly relating to pitch perception.
2.. To develop understanding of the similarities and differences between western musical
theories of pitch perception and acoustic theory. The two are not identical: a fact which
had important pedagogical implications.
3.
To develop knowledge and understanding of the importance of Pythagorean
proportional theory for western musical practices and pedagogical applications.
4.
To develop knowledge and understanding of how western musical theory has
influenced the use and selection of sound in musical and educational practices.
5.
To enable the student to develop knowledge and understanding of the artistic use of
sound as a means of reflecting culture in non—western music.
6.
To develop understanding of modem theories of music pedagogy based on auditory
theory and the more global view of world musics implied in the five objectives outlined
above.
Content:
1.
A study of Pythagorean influences in Western music
This will cover the origins of Pythagorean theory applied to music and will, in outline,
cover the main musical pedagogues and theorists who have cited Pythagoras as the
justification for their musical theories and pedagogies. Major figures to cite Pythagoras
in their' theories of music education include Plato, Boethius, Augustine, Guido
D'Arezzo, Zarlino, Rameau, Rousseau, Kodaly, Off, etc.
2.
A study of musical applications auditor
y
theory
This will cover the influence of the theories of pitch perception and how these have
influenced musical pedagogy up to the present day. The most modem auditory theory
has cast doubt on many music education practices. This development will be studied, in
particular from the perspective of how music education can reflect modern auditory
theory.
3.
A study of musical pedagogy and relationships with other fields
Various current theories and practices of music education will be examined in the light
of the efficacy of their basic premises and their relationship with the extra—musical
sources of information mentioned above.
4.
10
Modern pedagogical applications to music education suggest that music is a
sophisticated form of thinking in sound rather than a lexicon of logical relationships in
sounds. The theoretical and practical bases of these will be examined and their
applications to modern classrooms will be studied and explored.
02Z.
