SIMON FRASER UNIVERSITY
MEMORANDUM
TO:
Senate
?
FROM: ?
J.W.G. Ivany
Chair, SCAP
SUBJECT: Graduate Curriculum Revisions
?
DATE: ?
Nov. 17, 1988
- Faculty of Education
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 as set forth in S.88-84 the following
curriculum revisions
New courses:
EDUC 864-3
EDUC 867-3
EDUC
868-5
EDUC
875-5
EDUC
876-5
EDUC 846-4
EDUC 847-5
EDUC 861-3
EDUC 862-3
Research Designs in Education
Qualitative Methods in Educational
Research
Curriculum Theory and Art
Education
Therapeutic Instruction
Cognitive Intervention Research
Foundations of Mathematics
Education
Teaching and Learning
Mathematics
Educational Measurement Theory
and Applications
Individual Assessment Procedures
Deletion of
?
EDUC 814-5 Research Strategies in Education
EDUC 856-5 The Visual Arts, Imagery, and
Education
EDUC 872-5 Educational Assessment
0
fl
Date: 14/1/88
Date: 14/1/88
Date:
Date:
1
Date:
Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee:
Faculty:
Senate Graduate Studies Committee:
\j
Senate:
Form GS.8
MUM
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.
Department: FACULTY
OF EDUCATION
?
Course Number:Educ. 864
Title: Research Designs in Education
Description:
Designing and interpreting research about education. Introduction to survey techniques,
correlational designs, classic experimental and evaluation designs for investigating causal
relations, case study methods, interpretive approaches to research. Students with credit for
Educ 814-5 may not take Educ 864-3 for further credit.
Credit Hours:
3
?
Vector: 3-0-0
?
Prerequisite(s) if any: None
Estimated Enrollment: 15 ?
When will the course first be offered: 1988-3
How often will the course be offered: Once per year.
Justification:
Our current research ?
urse covers research design and statistics. Students and
faculty have co ained that this ourse includes far too much material to cover reasonably
in one semest . Educ 814-5
?
be replaced by Educ 864-3 and Educ
865-3.
Resources:
Which Faculty member will normally teach the course: R. Marx
What are the budgetary implications of mounting the course: None
Are there sufficient Library resources (append details): Y
es
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources.
Approved:
GS 18/1/71
EDUC 864-3: Research Designs In Education
1L:jI11.1uiI*
Students will be able to:
1.
locate reports of research using library resources;
2.
critically interpret reports of educational research and educational
evaluations;
3.
develop comprehensive and valid plans for conducting educational
research and evaluations;
4.
prepare effective requests for proposals from specialists in educational
research and evaluation.
1. Education and Science
A.
Theories, Hypotheses, and the Logic of Testing Theory
B.
Constructs, Variables, and Operational Definitions
2. Validity in Educational Research
A.
Internal Validity
B.
Construct Validity of Putative Causes and Effects
C.
Statistical Conclusion Validity
D. External Validity
3. Survey Techniques in Education
A.
Sampling Designs
B.
Interpretational Issues in Survey Research
4. Correlational Research in Education
A.
The Meaning of Correlation
B.
Quasi-causal Inference Making based on Correlational Research
5. Experimental Research in Education
A.
Control and Causal Inference Making based on Experiments
B.
Types of Experimental Designs
6. Case Study Methods in Education
A. Multi-operationalism
B.
Applications of Case Study Methods in Educational Research
7. Qualitative Research in Education
A.
Logical Underpinnings of Qualitative Research
B.
Plans for Designing and Interpreting Qualitative Research
.
.
Form GS.8
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Calendar Information:
Department: FACULTY OF
EDUCATION
?
Course Number: Educ. 867 -
Description:
This course introduces students to qualitative research in education and examines topics
such as identifying problems, using conceptual frameworks, coding, data analysis,
drawing interpretations, and constructing arguments.
Credit Hours:
3
?
Vector: 3-0-0 ?
Prerequisite(s) if any: None
Estimated Enrollment: j5
?
When will the course first be offered: 1988-3
How often will the course be offered: Once per year.
Justification:
This course is designed to meet the needs of those students who require a background in
qualitative research to complete their projects and theses.
Resources:
Which Faculty member will normally teach the course:
?
M. Wideen
What are the budgetary implications of mounting the course: None
Are there sufficient Library resources (append details): Yes
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:
?
Date: 14/1/88
Faculty Graduate Studies Committee:
?
____
?
Date: 14/1/88
Faculty: ?
Date:
Senate Graduate Studies Committee:
?
(
( ( 2.-
Date: /
Senate: ?
Date:
GS 18/1/71
.
EDUC 867-3: Qualitative Methods In Educational Research
_
Rationale
?
.
Recent years have seen a great increase in the use of qualitative
research at all levels. As a consequence a need has developed among
students to become more proficient in doing qualitative research. The purpose
of this course is to introduce students to the theory and practice of qualitative
research.
zI'i.iuJ1-L!
MUOTS
Overview of qualitative research, setting of questions, etc.
Approaches to and techniques of qualitative research
ethnography
content analysis
interview
observation
Handling and validating data
Meaning of reliability and subjectivity, - coding and constructing causal flow
?
S
charts - data reduction - drawing valid inferences from qualitative data.
The context of qualitative research
History - relationship to other forms of research-issues and concepts in doing
qualitative research.
Qualitative research and the nature of argument
Claims - use in understanding problems in education reporting.
0
Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee: -
Faculty:
Senate Graduate Studies Committee:
Senate:
Date: 14/1/88
Date: 14/1/88
Date:
?
___
Date: L
Date:
Form GS.8
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Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 868
I
Description:
The course examines and relates conceptions of creativity and response in the visual arts to
the fundamental questions of curriculum theory.
Credit Hours: ._ ?
Vector: 5-0-0
?
Prerequisite(s) if any: None
Estimated Enrollment: ?
8 ?
When will the course first be offered: 1989-2
How often will the course be offered: Every other year.
The arrival of a new faculty member who takes on responsibility for courses in art
education.
Which Faculty member will normally teach the course:
What are the budgetary implications of mounting the course:
Are there sufficient Library resources (append details): See attached.
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources.
Approved:
.
fl
GS 18/1/71
0
EDUC 868-5: Curriculum Theory and Art Education
_
Rationale
?
.
A major concern of Art Education is to engage students in the creative
production of visual form, the study of art as an historical/cultural phenomenon,
and the making and defending of aesthetic judgements. Learning something
about the challenges faced by the artist, the role of art in the history of
civilizations, and what is involved in judging an artwork to be beautiful, sad, etc.
develops capacities for the understanding and appreciation of art forms, and
such capacities and achievements ultimately enhance the quality of life. The
course will attempt to answer the fundamental questions of curriculum theory
and classroom practice in ways that preserve the logic and value of experience
in art. More specifically it seeks to develop the conceptual understanding of art
and curriculum needed for the coherent planning and implementation of art
programs in schools and to study the philosophy and practice of art education.
1.
Art Education: conceptualization and educational justification.
2.
Art: problems of definition; knowledge, technique, and constraints in
producing art; talent, imagination, creativity; artistic representation; children's
art.
3.
Responding to Art: studying contemporary and historical works in the
classroom; concepts in art criticism; psychology of perception; cognitive and
aesthetic understanding; aesthetic education.
4.
Curriculum Theory and Development: planning and implementing curricula
that respect the logic of art and children's interests and abilities; the relation
of art education to other curriculum aims and areas and education in
general.
Stuart Richmond holds a Ph.D. in philosophy of education from the
University of Calgary, thesis title: Understanding and Art (1986). He has a
background of study in art education, curriculum theory, and aesthetic
education, and has taught in the public school system for ten years. He is
currently involved in research into the artistic applications of computers and is
writing in the areas of art and aesthetic education.
0
Form GS.8
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Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number: Educ.
875 -
Title: Therapeutic Instruction
Description:
An exploration of the role of emotions in learning. The course will detail ways in which
the affective domain can be accommodated in the context of teaching and learning to secure
a holistic balance within the instructional framework.
Credit Hours:
5
?
Vector: 5-0-0
?
Prerequisite(s) if any: Educ 860
-5
Estimated Enrollment: ?
15 ?
When will the course
first
be offered: 1989-1 ?
How often will the course be offered: Ever
y
other year.
Justification:
A very large portion of theory-building and research in the area of instructional psychology
•
?
has been directed toward cognitive information processes and systems. This emphasis has
overshadowed the complementary component of effective learning; namely, the affective
domain. The proposed course is designed to redress the balance. It alternates with Educ
811-5 which will henceforth be taught every other year.
Which Faculty member will normally teach the course: L. Prock
What are the budgetary implications of mounting the course: None
Are there sufficient Library resources (append details): Yes
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:
?
/
Date: ?
14/1/88
Faculty Graduate Studies Committee:
Date: ?
14/1/88
Faculty:
Senate Graduate Studies Committee:
?
S)Q
(c2.___—
Date:
Date:
Senate:
Date:
Os
18/1/71
EDUCATION 875-5?
Therapeutic Instruction
Origin of Emotions
-
the brain and emotion
- emergence of sense of self
- situational interplays among affective variables
- harnessing emotional power
- a model of self esteem
Relations Between Affect and Cognition
-
emotion as a code factor
- role of memory
- role of metacognition
Conditions of Therapeutic Instruction
-
criteria
for assessing the process
The Craft of Therapeutic Instruction
-
precipitating events: contrasts between planning & affirmation
- therapeutic diagnosis
-
teaching
emotional competence
- client responsibility
.
A Model of Therapeutic Instruction
0
Departmental Graduate Studies Committee:
Faculty Graduate Studies Committee:
Faculty:
Senate Graduate Studies Committee:
Senate:
Date: 14/1/88
Date: 14/1/88
Date:
Date: I
Date:
Form GS.8
ME
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Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 876 -
Title: Cognitive Intervention Research
I
Description:
This course examines issues in research designed to enhance learners' cognitive processes.
This research is subsumed under the broad term "cognitive interventions", which in turn,
refers to research purported to increase learners' success in learning. The issues examined
include the historical context, problems and prospects of cognitive interventions.
Credit Hours:
5 ?
Vector:
5-0-0 ?
Prerequisite(s) if any:
Estimated Enrollment: 12-15
?
When will the course first be offered: 1988-3
How often will the course be offered: Every other year.
See, attached.
Which Faculty member will normally teach the course: B. Wong
What are the budgetary implications of mounting the course: None
Are there sufficient Library resources (append details): Yes
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources.
Approved:
GS 18/1/71
0
EDUC 876-5: Cognitive Intervention Research
Justification
Cognitive interventions represent an area that is currently very important
in both cognitive and instructional psychology. Professionals from both fields
are actively engaged in intervention research designed to enhance cognitive
processes in students of various ages so that they become more successful
learners and effective problem-solvers.
It seems both appropriate and timely for us to have a course on cognitive
interventions. Students in the Instructional Psychology Program would gain
knowledge and insight in analyzing the theoretical developments and existent
research in cognitive interventions. (Educ. 829-5 will be offered alternate
years.)
Course Outline:
Historical context of cognitive interventions
Forces that herald in the current wave of cognitive intervention research:
(a)
The cognitive zeitgeist in psychology and education
(b)
The impact of illiteracy in young adults at college levels
Where cognitive interventions are targetted
(a)
The necessity of differentiating between "architectural" versus
"control processes"
(b)
Implications from the preceding differentiation for cognitive
interventions
Problems in cognitive interventions
(a)
conceptual status in cognitive intervention research
(b) assumptions of cognitive task analyses
(c)
the design of dependent measures (quantitative, qualitative and
measuring presence of strategy use)
(d)
domain-specific interventions versus content free strategy
interventions
(e) problems in maintenance and generalization
(f)
the metacognitive perspective in cognitive intervention
(g) issues neglected in cognitive intervention research
Future directions in cognitive Interventions
The focus on 3-way interactions among learners, tasks and strategies.
.
Form GS.8
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OXXOMMITTIERKMIART -'
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Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 846_
?
I
Description: An examination of historical, cultural, and psychological forces shaping the
secondary school mathematics curriculum. Current developments in mathematics
curriculum and in mathematics education research.
Credit Hours:
4
?
Vector:
4-0-0
?
Prerequisite(s) if any: None
Estimated Enrollment: _10
?
When will the course first be offered: 1990 -3
How often will the course be offered: Every other year.
Justification:
Core course in the proposed M.Sc. (Educ) Graduate Program in Mathematics education.
Which Faculty member will normally teach the course: T. O'Shea
What are the budgetary implications of mounting the course: Nil
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.
Approved:
Departmental Graduate Studies Committee
,
4'4' ?
Date: 8/3/88
Faculty Graduate Studies Committee:
?
___________
Faculty: ?
Date:
Senate Graduate Studies Committee:
?
Date:. 8/3/8 8
Date:
1 j.qL/
Senate: ? ________________________________ Date:
OS 18/1/71
I
S
EDUC 846-4: Foundations of Mathematics Education
?
Outline of the Course
The course will be designed around three central issues: the history of
mathematics education, forces that influence the curriculum, and current issues.
Although these topics are listed separately here, they will not be treated
independently. Current issues have their roots in the history of the subject, and
are influenced by philosophical, social, and technological developments.
In tracing the history of the subject the emphasis will be on
.
the formal and
informal means for promoting mathematical knowledge outside academia.
Prior to the early 1800s this will include a look at the medieval curriculum, the
crisis precipitated by the introduction of Hindu-Arabic numerals into Europe, the
influence of the mathematical practitioners, and the rise of the academy as an
alternative to the Latin Grammar school. In the 19th century, critical issues will
include the rise of quantification as a means for understanding the world, the
demands for general education, the influence of individuals such as Pestalozzi
and Colburn, and the effects on mathematics education of faculty psychology.
Issues of the last 100 years will include the pressure for secondary education,
the progressive education movement, the "new mathematics" phenomenon,
and the computer revolution.
A model will be developed to represent the interplay of influences on the
mathematics curriculum. This will include the effect of new concepts of the
nature of mathematics itself, the contributions of psychology and views of the
nature of the learner, the pressures of society and its view of the school, and the
technological developments such as the calculator and computer.
Issues of concern at the present time will include the increasing societal
demand for a more numerate population, proposed reforms in the mathematics
curriculum as a result of new computer capabilities, and the emphasis on
problem solving as an alternative to an algorithmic concept of the curriculum
development projects in Canada and other countries, and to assess various
proposals for curriculum renewal.
Form GS.8
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Department:
FACULTY OF EDUCATION
?
Course Number: Educ. 847 -
Title: Teaching and Learning Mathematics
Description:
The theory and practice of mathematics teaching at the secondary level. Emphasis on the
nature of the learner and the function of the teacher.
Credit Hours: 4 ?
Vector: 4-0-0
?
Prerequisite(s) if any: None
Estimated Enrollment: 10 ?
When will the course first be offered: 1990-1
How often will the course be offered: Even' other year.
Justification:
Core course in the proposed M.Sc. (Educ) Graduate Program in Mathematics Education.
C
?
Which Faculty member will normally teach the course: S. Dawson
What are the budgetary implications of mounting the course: Nil
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.
Approved:
Departmental Graduate Studies Committee:
?
?
'ç,,
Date: 8/3/88
Faculty Graduate Studies Committee
?
__________
?
Date:
___________
8/3/88
Faculty: ?
:
Q. ?
Date:
Senate Graduate Studies Committee
?
Date: ?
_____
___________
Senate: ?
--- ?
Date:
GS 18/1/71
1]
Education 847-4: Teaching and Learning Mathematics
?
Outline of the Course
The emphasis of this course will be on the learner and the implication of
learning for teaching. Various theories of learning will be examined and
critiqued. The connections between present schools of thought and those
discussed in the course Educ 846-4 will be made clear. The ideas of
mathematics educators such as Dienes, Gattegno, Skemp, and Davis will be
discussed and their implications for mathematics teaching will be assessed.
The content will reflect world-wide concern regarding the teaching of
mathematics. The reading list includes contributions from individuals and
organizations in Canada, the United States, the Soviet Union, Great Britain, and
Holland. Students will be expected to read widely and to develop an
understanding of the universality of problems in teaching and learning
mathematics. Of fundamental importance, for example, is the realization that
mathematical understanding is not demonstrated by performance on
standardized achievement tests.
In the specific area of geometry, students will examine the Van Hiele
model of the development of geometrical understanding, and the potential of
new computer programs to assist students to develop geometrical concepts will
be assessed. In problem solving, emphasis will be placed on the need for
children to engage in open-ended problem-solving activities. To this end,
students will undertake their own investigations.
Finally, this course will provide a research basis on which students may
begin to formulate their own ideas for their thesis.
0
Form GS.8
SIMON FRASER UNIVERSITY ?
New Graduate Course Proposal Form
0
?
Calendar Information:
Department: FACULTY OF EDUCATION
?
Course Number: Educ. 861 -
Title: Educational Measurement Theor
y
and Applications
Description:
Theories about measuring variables in education. Technical approaches to designing
measuring instruments for norm-referenced and criterion-referenced contexts. Methods for
identifying and relieving problems of measurements in education such as setting standards
and bias in selection and classification.
Students who have taken EDUC 872-5 in previous semesters may not take this course for credit.
Credit Hours: 3
?
Vector:
?
if any: ?
Star 603or equivalent
course in statistical methods.
Estimated Enrollment: 12-15
?
When will the course first be offered: 1989-1
How often will the course be offered: Every other year.
0 ?
Justification:
Educ. 872 currently includes two major topics, which have served somewhat different student
needs. Splitting the course will allow different groups of students to
er
ionm
co es that
provide content more closely related to their needs and interests. Educ
?
872 w be deleted.
Which Faculty member will normally teach the course: T. O'Shea
What are the budgetary implications of mounting the course:
Are there sufficient Library resources (append details): Yes
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
Faculty Graduate Studiesr
Clarn
.
?
Faculty:
Senate Graduate Studies
Comil
Senate:
Date: ?
____
Date:
Date:
Date: -
Date:
CS 18/1/71
EDUCATION 861-3: EDUCATIONAL MEASUREMENT THEORY AND
APPLICATIONS
Objectives of the Course
?
S
Students will be able to:
1.
apply theories of measurement to the task of designing useful and valid measures of
variables in education;
2.
analyze data to identify problems of measurement and develop remedies for them;
3.
communicate clearly to users of educational measures about advantages and
disadvantages inherent in particular methods and specific instuments for gathering
measurements.
Outline of the Course
1. Statistical Concepts in Test Theory
A.
Test Scores as Composites
B.
Distributions and Transformations
2. Reliability
A.
Classical Model
B.
Generalizability Model
C.
Criterion-Referenced Models
3. Validity
A.
Classical Types of Validity.
B.
Prediction and Classification
4. Scales and Item Analysis
A.
Common Scales in Education - Age and Grade Equivalents, Percentiles
B.
Classical Item-level Statistics
C.
Item Response Theory
D.
Item Bias
5.
Bayesian Approaches to Testing
6. Practical Issues
A.
Setting Standards
B.
Norms
C.
Item Banking
D. Equating
E.
Test Bias
.
9
Form GS.8
SIMON FRASER UNIVERSITY
New Graduate Course Proposal Form
Department: FACULTY OF EDUCATION
?
Course Number: Educ. 862 -
Title: Individual Assessment Procedures
Description:
Methods for gathering and validly interpreting assessments of individuals in educational
settings. Intelligence and achievement testing, interview methods, observational
procedures, case study methodology.
Students who have taken EDUC 872-5 in previous semesters may not take this course for credit.
Credit Hours: 3
?
Vector:
?
Prerequisite(s) if any: None
Estimated Enrollment: 12-15
?
When will the course first be offered: 1989-2
How often will the course be Offered: Once per year.
Educ 872 currently includes two major topics, which have served
?
different student
needs. Splitting the course will allow different groups of stud s to enroll
• courses that
provide content more closely related to their needs and intere . Educ 872 w 1 be deleted.
Which Faculty member will normally teach the course: J. Walsh
What are the budgetary implications of mounting the course:
Are there sufficient Library resources (append details): Yes
?
-'
Appended: a) Outline of the Course.
b)
An indication of the competence of the Faculty member to give the course.
c)
Library resources.
Approved:
EI
Departmental Graduate Studies Committee:
Faculty Graduate Studies 2WiUøe-
Faculty:
Senate Graduate Studies Committee:"c
Senate:
.
Date:
Date:
?
-
Date:
Date:
Date:)
Z-J/
Date:
GS 18/1/71
EDUCATION 862-3: INDIVIDUAL
Outline of the
ASSESSMENT
Course
PROCEDURES
Eli
I. Review of basic concepts in educational and psychological measurement theory
A. Standards
1. Norm referencing
2. Domain or criterion referencing
B. Basic concepts
1. Reliability
2. Validity
3.
Utility
II. Formulating assessment questions
A.
Referral sources
B.
Individual assessment and the method of "multiple competing hypotheses"
C.
Human judgment and decision making
D.
Theories of change -- impact on assessment.
Ill. Designing assessment systems
A. Static approaches - "The Test Battery"
B.
Dynamic approaches - Interactive systems
C.
Assessment and the design of interventions
IV. Standardized Procedures
A. Vocational and career counselling
B.
Social skills and interpersonal relationships
C.
Aptitude and ability
D. Academic achievement
E. Personality
V. Informal Procedures
A.
Self-report
B. Observational techniques
C.
Rating scales and checklists
VI. Ethics
A. Confidentiality
B.
Informed consent
C. Referral
.
0
MEMORANDUM
.
?
: Stan Kanehara,
?
From: Roger Blackman, Chair
Asst to the Dean of Education
?
Psychology Department
Subject: Proposed course overlap
?
Date: October 27, 1988
I am responding to your memo of October 26th requesting consideration
of two proposed graduate Education courses with respect to possible overlap with
Psychology courses.
SERUM M.
?
-11441WAV-111AW-MOM3 MV10109
Not surprisingly, given the emphasis in the
Psychology
curriculum on
measurement, there is some overlap between the proposed course and one or
more of our courses. The course outline for EDUC 861 is nominally quite
similar to that for PSYC 311 (Ps
y cho l o gical
measurement). In fact, the
first two books in the bibliography for EDUC 861 are the two required texts
for PSYC 311 (when it is taught by Dr. Krane).
Although the two courses have measurement theory in common, it is clear
that the treatment of applications is different.. In addition, it is
reasonable to expect that the depth at which issues are addressed will
reflect the level of each course. Given these considerations, we have no
objection to the proposed course.
2.
EDUC 862 - Individual Assessment Procedures
There is some overlap between EDUC 862 and PSYC 820 (a required
graduate seminar in "individual assessment") in the treatment of the
fundamentals of individual assessment. In the application of these
fundamentals, however, the courses are quite different. Where the proposed
course focusses on educational assessment, ours is concerned with assessment
of
p s
y cho p atho l ogy.
Since it is clear that that the two courses are aimed
at different student groups, we have no objection to the establishment of
EDUC 862.
CC: Bill K'rane, Ps
y cholo gy
Graduate Studies Committee Chair
David Cox, Director of the Clinical Psychology Program
V
Simon Fraser University
FACULTY OF BUSINESS ADMINISTRATION
?
MEMORANDUM ?
•
November 1, 1988
TO: ?
Dr. J. Tuinman
Mr. S. Kanahara
FROM: ?
William C. Wedley
SUBJECT: ?
New course proposals
We have reviewed your new course proposals and we would like to make the
following comments.
1.
EDUC 439 - Educational administration.
Although this is an interesting degree of overlap in this course with some of our
organizational behaviour courses, we do recognize the special educational focus
which warrants its offering. The legal, political and financial aspects of policy are
unique to education.
2.
EDUC 861 - Educational measurement theory.
We also cover the material of this course, except with a business focus. In special
circumstances, some of our students may wish to take the course proposed by
education.
3.
EDUC 862 - Individual Assessment Procedures.
On a special topic basis, we periodically cover issues of individual assessment for
recruitment, merit, and promotion (as opposed to student assessment in education).
Although the methodology is similar, the application is different.
4.
EDUC 832-5 - Teaching composition
There is no course in business which is similar to this course.
In conclusion, there are some overlaps in technique, but major differences in
application. Overall, we wish you success with the new courses.
0
Form GS.8
SIMON FRASER UNIVERSITY
Graduate Course Proposal Form -
C
HA rG E
Calendar Information: ?
TTL
?
OtJLY
S
Department: FACULTY OF EDUCATION
?
Course Number: Educ.829_
Title: Theoretical Foundations of Learning Disabilities
Description:
Same as before.
THIS IS A TITLE CHANGE ONLY.
Credit Hours:
5 ?
Vector:5-0-0 ?
Prerequisite(s) if any: Educ 422 & Educ ?
864. or consent of Instructor.
Estimated Enrollment: 8-12 When will the course first be offered: 1989-3
How often will the course be offered: Every second year.
Proposed New Title: Contemporar
y
Issues in Learning Disabilities. This title change is
required to more accurately reflect the course content.
Resources:
Which Faculty member will normally teach the course: B.Y.L. Wong
What are the budgetary implications of mounting the course: None
Are there sufficient Library resources (append details): Yes
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:
///(7 ?
Date: ?
14/1/88
Faculty Graduate Studies Committee:
?
(J ?
Date: ?
14/1/88
Faculty: ?
r—
?
Date:
Senate Graduate Studies Committee:- ?
Date:
Senate: ?
Date:
GS 18/1/71
