S.90-17
SIMON FRASER UNIVERSITY
MEMORANDUM
To:
?
Senate
?
From:
L. Salter
Chair, SCAP
S
Subject:
Faculty of Education -
?
Date:
?
November 16, 1989
?
Curriculum Revision
SCAP 89-64, SCAP 89-65
SCAP 89-66
Action undertaken by the Senate Committee on Academic Planning/Senate Graduate
Studies Committee gives rise to the following motion:
?
-
Motion:
"that Senate approve and recommend approval to the Board of Governors
asset forth in S.90.-17 , the proposed
New courses ?
EDUC 832 - 5
?
Teaching Comoosition: Research and
Practice --
EDUC 865 - 5
?
Advanced Topics in Educational Data
Analysis
EDUC 970 - 5
?
Systems and Paradigms in instructional
Psychology
and
curriculum changes to the Instructional Psychology Program in the Faculty of
Education"
0
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
?
Form GS.8
1 CALENDAR INFORMATION: ?
Elbuc
Department:
?
Education
Education ?
Course Number:
Title: ?
Teaching Composition: Research and Practice
Description: Thiscourseleadsstudentstounderstand,examine,andevaluateresearchand
practice in the teaching of English Composition, stressing a writing process and the
integrationofliteratureand languagestudy.
Credit Hours:
5 ?
vector: 2-2-1
Prerequisite(s) if any:
2.
ENROLLMENT AND SCHEDULING:
Estimated Enrollment:
?
15
?
When will the course first be offered:
?
1990
How often will the course be offered: Once per year
3. JUSTIFICATION:
This course is designed to meet the needs of those students who require a background in
writing process to complete their thesis and to study curriculum development in Elementary
and Secondary English at the graduate level. This course has been successfully taught
three times as
?
Special Topics course.
'. RESOURCES:
Which Faculty member will normally teach the course:
?
Carolyn Mamchur
Wht are the budgetary implications of mounting the course:
?
None
Are there sufficient Library resources (append details):
?
Yes
Appended: a) Outline of the Course
h) An indication of the competence of the Faculty member to give the course
c) Library resources
Approved: Departmental Graduate Studies Committee:
?
Date
Faculty Graduate S
Cominittee: ?
Date
Faculty:
?
Date
Senate Graduate Studies Committee:
?
Date
Senate: ?
Date
?
-f
.
1
JUc— '32.
TEACHING COMPOSITION: RESEARCH AND PRACTICE
?
.
Objectives
Students will be able to:
1.
interpret and evaluate the theory and research in the teaching of
composition;
2.
critically appraise the historical movements of the last forty years in the
area of the teaching of English literature and composition;
3.
demonstrate awareness of writing process techniques and ability to
practice them in their own writing;
4.
develop curriculum in English composition using the latest research
findings;
5.
integrate the teaching of literature and writing processes.'
Outline of the Course:
1.
?
Historical
Perspective
A.
Culture, Mythology, Science,' Language
B.
Research Movements from 1920-1988.
2. ?
Pre-Writing
A.
Research Review
B.
Thought Processes
i.
?
disciplined, reflective
ii. ?
intuitive, spontaneous
C.
Practice
?
-
i. ?
imaging
ii. ?
clustering
iii. ' free writing
iv. ?
researching
v.
?
observing
vi. ?
recording'
vii. ?
focussing
3. ?
Gendres
A.
Personal/Creative
B.
Expository/Persuasive,
C. Academic
D.
Transference
c.
.
.
4. ?
Writing
Process Strategies
A.
Voice
B.
Logic
C.
Form
D.
Substance
5. ?
Revision
and Evaluation
A.
Research Review
B.
Attitude/Self-Concept
C.
Autonomy/Mastery
D.
Seven Stages of Writing Process Redefined
i. ?
choosing a topic
ii. ?
audience
iii. ?
selecting specifics
iv. ?
writing with clarity
v. ?
writing with style
vi. ?
revision/editing
vii.
?
publishing
F.
Grading Versus Evaluation
F.
Standardization
G. Unloading the Paper Load
2
6. ?
Curriculum
A. Prose Models
B.
Learning from Writers
C.
Literature and Language Integrated
D. Relevancy
E.
Reading as a Writer
TEXTBOOKS AND READINGS:
Available Upon Request from the
Secretary of Senate
Competency of Faculty Member:
Dr. C. Mamchur has an Ed.D. from the University of Florida. She is an
Assistant Professor in the Faculty of Education at S.F.U. with research
interests in: secondary education; writing process; teacher education;
individual differences; curriculum development.
C
racuity
01
iaucation
• ?
. ?
Simon Fraser University
•
?
SIMON
FRASER UNIVERSITY ?
paper
New
Graduate Course Proposal Form
?
FE 89- 14.
Calendar Information:
Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 565
. ?
Title: Advanced Topics in Educational Data Analysis
Description: Advanced methods for analyzing multivariate data in educational research; concepts
which underlie methods; frailties in methods and means for identifying them in analyses; using
mainframe and microcomputer programs and interpreting output from them. IHustrations from
educational research are used throughout.
Credit Hours:
?
Vector:
.
2
-3-0 Prerequisite(s) if any: Ethic 564
&:
an educational statistics course
== = ================================
?
========
Enrollment and Scheduling:
Estimated Enrollment:
?
l()
?
When will the course first be offered:
?
1990-3
ilow often will the course be offered: once ever
y
6 semesters.
Justification:
As educational researchers extend paradigms to model complex contexts in which teaching and
learning occur, increasinglycomplex methods for analyzing data are adopted. Properly analyzing
such data entails a thorough understanding of the interplay between statistical matters and
substantive issues in educational theory. This course addresses this interplay by drawing jointly
on (I) standard texts and journal articles (e.g., from
Psychological Bulletin
and
Journal of
Educational Statistics)
about advanced statistical methods plus (2) journal articles reporting
research that applies complex analytic methods (e.g., from
Journal of Educational Psychology,
American Educational Research Journal).
From time, to time, graduate students ask me to offer a course like this and I have accommodated
twice: once (1975) with a special topics course and once (1956) with a non-credit study group.
• ?
The alternatives have been to send students to UI3C's Faculty of Education or to other departments
at SFU. The latter choice is less desirable because advanced analysis is best considered within the
theoretical and empirical domains where the researcher works. Also, our Ph.D. students,
recognizing the need to study advanced techniques for analyzing data, are demanding a course in
this area.
Reson rces:
Which Faculty member will normally teach the course: Dr. Philip H. Winne
What are the budgetary implications of mounting the course: This course will he taught b
y
Dr.
Winne in a biennial rotation with EDUC 970. A small amount of money will he required from tim
e
to time to purchase software.
Are there sufficient Library resources (append details): Current holdings of monographs and
serials are adeq ua
te
Appended: a) Outline of the course
h) An indication of the competence of the Faculty member to give the course
c) Library resources
Damental Graduate Studies Committe
?
Date:
Faculty ?
h ? 5
?
Gradu
a
te
Senate
?
:E
. ?
Senate:
?
Date.
GS fl/1fl1
CALENDAR TNFORMPTTON
?
.
Department:
Education
?
Course Number: 865
Title: ?
Advanced Topics in Educational Data Analysis
Description:
?
:Advanced methods for analyzing multivariate data in educational
research:, concepts-which underlie methods; frailties in methods and means for identifying them
in analyses; using mainframe and microcomputer programs and interpreting output from them.
Illustrations from educational research are used throughout.
Credit Hours: 5
?
Vector: 2-3-0
?
Prerequisite:
?
Educ
864
and
an
educational
statistics ëoUrse or their
equivalents
ENROLTNT AND SCHEDULING
Estimated enrollment: 10
?
When will course first be offered: 90-3
How often will the course be offered:
once every
6
semesters
,1IJSTTFT(ATTON
As educational researchers extend paradigms to model complex contexts in which teaching and
learning occur, increasingly complex methods for analyzing data are adopted. Property analyzing
such data entails a thorough understanding of the interplay between statistical matters and
substantive issues in educational theory. This course addresses this interplay by drawing jointly
on (1) standard texts and journal articles (e.g., from
Psychological Bulletin
and
Journal of
?
F_
Educational Statistics)
about advanced statistical methods plus (2) journal articles reporting
research that applies complex analytic methods (e.g., from
Journal of Educational Psychology,
American Educational Research Journal).
From time to time, graduate students ask me to offer a course like this and I have accommodated
twice: once (1978) with a special topics course and once (1986) with a non-credit study group.
The alternatives have been to send students to UBC's Faculty of Education or to other
departments at SFU. The latter choice is less desirable because advanced analysis is best
considered within the theoretical and empirical domains where the researcher works. Also, our
Ph.D. students, recognizing the need to study advanced techniques for analyzing data, are
demanding a course in this area.
RESOURCES
Faculty who will normally teach this course:
Winne
Budgetary implications:
This course will be taught by Winne in a biennial rotation with
EDUC 970. A small amount of money will be required from time to time to purchase software.
Library resources:
Current holdings of monographs and serials are adequate.
.
5
EDUC 865 -Advanced Topics in Educational Data Analysis
Recap of Fundamentals
The Balance of Validity and Quantitative Issues in Measurements and Scales
The Heterogeneous Classroom: Distributions of Scores
The Case of Diagnosing Special Learners: Inferencing and Errors
Aptitude-Treatment Interactions in Learning Viewed as General Linear Models
Notational Issues for Advanced Analytic Procthiures
Controlling Variance
Measurement Approaches
Design Approaches
Statistical Approaches
Reducing Dimensionality in Data
How Many Parts Does Self-Concept Have? Principal Components Analysis
Revealing Cognitive Structures of Science Knowledge. Multidimensional Scaling
Exploring for Types of Readers with Cluster Analysis
Identifying and Weighting Variables Associated with an Outcome
Is Your Salary on Target? Multiple Regression Models
How Many Achievements Does a Learning Strategy Influence? MANOVA
Are There Really Groups Called LD and Average? Discriminant Functions
Canonical Correlation Models
Causal Models
Longitudinal Studies of Academic Growth using Path Analysis Models
Modeling How Students Goals Influence Classroom Interactions with LISREL
Competency of Faculty Member
Philip H. Winne holds a Ph.D. from Stanford University. He has a background
in instructional psychology with specific interest in the areas of: research on
teaching and research methodology. Dr. Winne is a Professor in the Faculty of
Education at Simon Fraser University.
0
00
Faculty of Education
Simon Fraser University
paper
SIMON FRASER UNIVERSITY
New Graduate Course Proposal
ir ?
For
-
. ?
Calendar Information:
Department:
FACULTY OF EDUCATION ?
Course Number: Educ. 970
?
Title: Systems and Paradigms in Instructional Psychology
Description: A survey of major 20th century systems and paradigms that underlie research
and theories in instructional psychology; addresses learning, cognition, motivation,
methods of inquiry, and other cornerstones of the field.
Credit Hours:
..5_ Vector: 2-3-0 Prerequisite(s) if any: one of EDUC 826. 829. 870, or
eauivalent graduate course
Enrollment and Scheduling:
Estimated Enrollment: 10 When will the course first be offered:
?
1990-3
How often will the course be offered: once every 6 semesters.
Justification:
The Ph.D. program in Instructional Psychology requires students to take a course taught by
philosophers of education that surveys systems and theories of education writ large. EDUC 970
will complement this requirement for breadth with depth. EDUC 970 focuses on systems and
S ?
paradigms specifically associated with the field of instructional psychology. Together, the two
courses provide solid ground for conceptual analysis of the field's central concepts and methods.
Resources:
Which Faculty member will normally teach the course: Dr. Philip H. Winne
What are the budgetary implications of
?
the course: None. EDUC
970-5
will be
Are there sufficient Library resources (a
?
details):
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 Studies Committ
Faculty:
S ?
Senate Graduate Studies Committee:
Senate:
—Date:
_Date:
_Date: L(/q
Date: i
cd.- Jy
..Date:
GS
18/1/71
7.
Department: Education
?
Course Number: 970
Title: ?
Systems and Paradigms in Instructional Psychology
Description:.
?
A survey of major 20th century systems and paradigms
that underlie research and theories in instructional
psychology; addresses learning,. cognition, motivation,
methods of inquiry, and other cornerstones of the field.
Credit Hours: 5
?
Vector: 2-3-0 ?
Prerequisite: one of EDUC 026, 029,
860,
?
?
870, or equivalent?
graduate course
ENROLLMENT AND SCHEDULING
Estimated enrollment: 10
?
When will the course first be offered:
90-3
How often
will
the course be offered? once every 6 semesters
JUSTIFICATION
The Ph.D. program in Instructional Psychology Program requires students
to take a course taught by philosophers of education that surveys
systems and theories of education writ large. EDUC 970 will complement
this requirement for breadth with depth. EDUC 970 focuses on systems
and paradigms specifically associated with the field of instructional
psychology. Together, the two courses provide solid ground for
conceptual analysis of the field's central concepts and methods.
RESOURCES
Faculty who will normally teach this course:
?
Winne
Budgetary implications: None. EDUC 970-5 will be taught biennially,
rotating annually with EDUC 865 taught by Winne.
Library resources:
?
Current holdings of monographs are adequate.
Normal procedures for acquiring new monographs
will provide appropriate updates to the present
collection. Current serials are sufficient, but
subscription to one or two new journals (e.g.,
Educational Psychologjs) would be highly
desirable.
r l -
?
A
M
41
.
.
I
.
EDtJC 970-5
Systems and Paradigms in Instructional Psychology
2
OUTLINE
Perspectives on systems and paradigms
Evidence and explanation in instructional psychology
Methods for obtaining and qualifying evidence
Models and Theories
Models and modeling instructional phenomena
Revising models
The role(s) of theoretical investigations
The cognitive program and its competitors
?
Representations for knowledge
Can cognition be observed?
Is cognition rational?
Are feelings and motivations special?
Competency of Faculty Member
Philip H. Winne holds a Ph.D. from Stanford University. He has a background
in instructional psychology with specific interest in the areas of: research on
teaching and research methodology. Dr. Winne is a Professor in the Faculty of
Education at Simon Fraser University.
Robin Barrow, Director
Graduate Programs,
Faculty of Lthication
Sharon Thomas,
)kai,
Collections Management
NEW COURSE PROPOSALS;
EDUC CC5 axi EDUC 970
epteu:ber 26, 1989
EDUC 865 - Advanced Topics in Educational Data Analysis
Thi2 course should present no difficulties for
the Library. We have fairly complete holdincTs of all the
cited
journals
and the monographs collection
is adequate.
EDUC 970 - Systems and Paradigms in Instructional P
sycholo qy
We
seem well prepared for this
course
except, as
. ?
the proposal
indicates,
for a few new
journals
at a probable
cost of about $150.00
per year.
SiMON FRASER UNIVERSITY
?
MEMORANDUM
To ?
John
Walsh .
. ?
.
Sharon Thom
From ?
a
Faculty of Education
?
s .
Head, collections Management Office
. . .
Library
?
.
.
Subject...
EDUC. 832-5
?
.Date. Octobe......
98.
•
?
?
Library resources are sufficient to support EDUC S32-5
(Teaching Composition: Research and Practice).
09^^
qj
S
.
Proposed Changes to the Calendar
1. Page 254, column
1,
under the heeding of "Instructional Psychology"
Change the second sentence of the first paragraph
/
FROM: "The concept of instruction is construed liberally to
encompass settings where one person (teacher, counsellor,
tutor) acts systematically to bring about change in
another's (student's, client's, tutee's) capability or
predisposition to perform a task."
TO: ?
"The concept of instruction is construed liberally to
encompass settings where one person (teacher, tutor)
acts systematically to bring about change In another's
(student's, tutee's) capability or predisposition to
perform a task."
Change the second sentence of the second paragraph
FROM: "Currently, areas of specialization include counselling,
learning disabilities, and reading."
TO:
?
"Currently, areas of specialization include computer-based
learning, learning disabilites, and reading."
Change the last sentence of the third paragraph
FROM: "To achieve these competencies students are required to
take at least one course under each heading in the following
table."
TO: ?
"To achieve these competencies students are required to
take all core courses and at least one course under each of
the other headings in the following table.
^ 0
2. Page 254, column 2
Change the Core course listing
From: "Core
EDUC 860
?
Contemporary Instructional Psychology"
To:
?
"Core
EDTJC 860
?
Contemporary Instructional Psychology
One educational statistics course"
Insert the following prior to the "Individual Programs" heading.
Counselling
Psychology
The graduate program in counselling psychology is offered to
students interested in careers as counsellors in schools, colleges, and
community agencies. Students pursue a general program with
opportunities for specialization provided in coursework and fieldwork.
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.
Students are required to take at least two research methodology courses. In
addition, students must complete a minimum of two specialization courses.
Core
EDUC
811
Fieldwork I
EDUC
812
Fieldwork II
EDUC
870
Theories of Counselling
EDUC
874
Counselling Skills and Strategies
Methodology
one educational statistics course
EDUC
822
Evaluation of Educational Practice
EDUC
861
Educational Measurement Theory and Application
EDUC
862
Individual Assessment Procedures
EDUC
864
Research Designs in Education
EDUC
865
Advanced Topics in Educational Data Analysis
EDUC
867
Qualitative Methods in Educational Research
Specialization
EDUC ?
860 ?
Contemporary Instructional Psychology
EDUC ?
871
?
Family Counselling
EDUC
?
873 ?
Vocational Counselling
EDUC ?
875 ?
Therapeutic Instruction
EDUC
?
876
?
Cognitive Intervention Research
/.
3. Page 255, column 1
Insert the following immediately prior to the "Admission" heading on
page 255.
Instructional Psychology Ph.D. Program
Education 901 and 902 are core courses common to all doctoral
programs in the faculty. Students In the instructional psychology program
also must complete the following minimum
course requirements.
EDUC ?
840
?
Graduate Seminar
EDUC
?
865 ?
Advanced Topics in Educational Data Analysis
EDUC
?
970
?
Systems and Paradigms
in Instructional Psychology
EDUC ?
971 ?
Advanced Topics in Instructional Psychology
EDUC
?
972 ?
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.
S ?
4. The following course descriptions need to be inserted on pages 256 and
257.
?
EDUC
?
865 ?
Advanced Topics in Educational Data Analysis
Advanced methods for analyzing multivariate data in educational
research: concepts which underlie methods; frailties in methods and
means for identifying them in analyses; using mainframe and
microcomputer programs and interpreting output from them.
Illustrations from educational research are used
throughout.
Prerequisites: EDUC 864 and one educational 4tatistics course or
equivalents.
?
EDUC ?
970
?
Systems and Paradigms in Instructional Psychology
A survey of major 20th century systems and paradigms that underlie
research and theories in instructional psychology; addresses learning,
cognition, motivation, methods of inquiry, and other cornerstones of the
field.
Prerequisites: One of EDUC 86, 829,860,870 or equivalent.
?
EDUC
?
972 ?
Colloquium in Instructional Psychology
Survey of methods for synthesizing knowledge gleaned from primary
S
and secondary research, including meta-analysis and integrative
- reviewing. Assignments culminate in presenting a colloquium about a
topic of the student's choice to the Faculty.
/3.
