S.91-7
SIMON
FRASER
UNIVERSITY
MEMORANDUM
TO: Senate
?
FROM: ?
J. Munro
Chair, Senate
Cttee on Academic
Planning
SUBJECT: Graduate Curriculum Revisions -
?
DATE: ?
December 11, 1990
Faculty of Education -
SGSC Reference: Mtg. of Nov. 26, 1990
SCAP
.
Reference: SCAP 90-66
Action undertaken by the Senate Committee on Academic Planning and the Senate
Graduate Studies Committee, gives rise to the following motion:
MOTION: "that Senate approve and recommend approval to the
Board of Governors, as set forth in S.91-7 curricUlum
revisions in the Faculty of Education as follows:
- Revision to PhD Supervisory Committee
- Revision to requirements re Comprehensive
Examinations in the Curriculum Theory and
Implementation PhD Program
- Revision to Comprehensive Examination Committee for
the Curriculum Theory and Implementation PhD
Program
- New Course - EDUC 863-5
- Revision to list of core courses in the Counselling
Psychology Program"
I
SIMON FRASER UNIVERSITY
. ?
FACULTY OF EDUCATION
MEMORANDUM
TO:
Marian McGi in ?
From: Jaap Tuinman
Registrar's Office
?
Dean
Subject: ?
Date:
October 22, 1990
The Faculty of Education passed the following motions at its meeting today:
1.
MOTION: that the size of PhD Supervisory Committee be changed from 'normally four
members with three members from the Faculty' to 'normally three members with two
members from the Faculty' (p.262). This will bring our requirements more in line with the
General Regulations for PhD Supervisory Committees
(p.21
1).
2.
MOTION: that the Comprehensive Examinations in the Curriculum Theory and
Implementation PhD Program will consist of: 1) Educational Theory, ii) Research
Methods, iii) Field of Specialization and iv) an oral exam based on the student's written
responses to the written Comprehensive Examinations.
(p.
262).
3.
MOTION: that the Comprehensive Examination Committee for the Curriculum Theory and
Implementation PhD Program will normally consist of:
- the student's 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 designated by the Director for the third area
(p.262).
(page numbers refer to the 1990/91 Calendar)
Please include them on the agenda of the next meeting of the Senate Graduate Studies
Committee.
\.f\J
k\
/ r
cc: Robin Barrow, Director, Graduate Programs
Stan Kanehara, Assistant to the Dean
.
?
H
SIMON FRASER UNIVERSITY
?
FACULTY OF EDUCATION
?
MEMORANDUM
TO: Marian McGinn
?
From:
Jaap
Tuinman
Registrar's Office
?
Dean
Subject: ?
Date: November 6, 1990
The Faculty of Education passed the following motions at its meeting on October 22, 1990:
1.
MOTION: that a new course, EDUC
863 9m
anti
t
ative Methods. i
n
Educa
t
ional Research
2.
MOTION: that the new course EDUC
862 Individual Assessment
Procedures and-EUC 863
become
CORE
courses in the Counselling Psychology program.
Necessary editing to 2nd paragraph under Counselling Psychology, (p. 261 of the 1990/91
Calendar)
Last but one sentence deleted.
Last sentence to read "In addition, students must complete a minimum of two courses
from Methodology and/or Specialization".
Please include them on the agenda of the next meetin
g
of the Senate Graduate Studies
Committee.
.
cc: Robin Barrow, Director, Graduate Programs
Stan Kanehara, Assistant to the Dean
C
^
.
0
.
.
Form 0S8
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
Calendar Information:
Department: FACULTY OF EDUCATION ?
Course Number: Educ. 863
Title: Quantitative Methods in Educational Research
Description: Focus on critical analysis of quantitative research in education. Research studies
examined will be based on exploratory and confirmatory data analysis, including group
comparisons and correlations. Students will use calculators and computers for data analysis and
display.
Credit Hours:
5 ?
Vector: 3-2-0 ?
Prerequisite(s) if any:
-Stat 103 or equivalent
EnrolImenLandScheduling_- -- -- ?
-- ?
- ?
-
Estimated Enrollment: 20 When will the course first be offered: 1992
How often will the course be offered: Once a year.
Justification:
Graduate, students in education need to be able to read and critically evaluate the
research literature in their field. A large proportion of the research in education is centred on
quantitative designs and statistical analysis. Our graduate students typically do not have any
background in statistical reasoning. This course is intended to equip students with the conceptual
and procedural skills to undertake and critique educational research involving statistical notions of
comparison and correlation. Since the restructuring of graduate courses following the demise of
Educ. 814, a course equivalent to the proposed Educ 863 was taught once as a special topics
course in 1990, and is again scheduled as a special topics course for Spring 1991. This proposal
would regularize such a course offering.
Resources:
Which Faculty member will normally teach the course: O'Shea, Horvath, Walsh
What are the budgetary implications of mounting the course: 0.25 VIE
Are there sufficient Library resources (append details): 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: ?
) ?
i
,
.
Faculty Graduate S
Faculty:
Senate Graduate Studies
Senate:
?
I
?
Date: /ii/90
?
ttee:
?
Date: ?
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Date:
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ittee: ?
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Date:
2
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Date: ?
3
GS 18/1171
Departmental Graduate Studies Committee:
EDUC 863: Quantitative Methods in Educational Research
• The course will focus on three forms of quantitative studies: descriptive studies, those
examining relationships, and those assessing change. Studies selected for discussion will
depend on the areas of expertise of the instructor. Sample questions connected with each
• type of study are suggested below.
1.
Descriptive studies
How can we characterize typical student performance?
What range of performance might be expected?
How can we identify exceptional students?
How can we compare students' performance across groups and to standards?
What performance pattern is typical on standardized achievement tests?
2.
Studies examining relationships among characteristics
How is gender related to choice of subjects studied?
What is the relationship between early language development and primary grade
reading achievement?
What combination of student variables best predicts teacher success?
3.
Studies assessing change
Do students show increased use of higher-order thinking skills as a result of
"critical thinking" school activities?
Does the use of manipulative materials lead to greater mathematical understanding
than a traditional approach?
How do student achievement and ratings of instruction differ under a number of
selected instructional conditions?
How can we assess the effectiveness of a training program to improve students'
test-taking ability and to reduce their test anxiety?
2
DETAILED BIBLIOGRAPHY AVAILABLE ON REQUEST
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