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SIMON FRASER UNIVERSITY

'54

c?L,1!

MEMORANDUM

To: Senate

From: Senate Committee on

Undergraduate Studies

Subject:

Faculty of Education -

Date:

October 1. 1986

Curriculum Revisions

Action undertaken by the Senate Committee on Undergraduate Studies at its

meeting of September 30, 1986 gives rise to the following motions:

"That Senate approve and recommend approval to the Board

of Governors, as set forth in S.86-

7i,

the proposed

New course EDUC 350-3 Instructional Programs for Diverse

Settings"

"That Senate approve and recommend approval to the Board

of Governors, as set forth in S.86-

71,

the proposed

New courses EDUC 485 - 3, 4 or 6 Special Topics

EDUC 497 - 3, 4 or 6 Special Topics

EDUC 498 - 3, 4 or 6 Special Topics"

Subject to the approval by Senate and the Board of Governors the Senate

Committee on Undergraduate Studies approved waiver of the normal two-

semester time lag requirement to permit first offering of these course in Spring

87-I.

FOR INFORMATION:

Acting under delegated authority at its meeting of September 30, 1986 the Senate

Committee on Undergraduate Studies approved

. Change of credits for EDUC 486

EDUC 487

EDUC 488

EDUC 495

EDUC 496

Special Topics from 4 to 3, 4 or 6

Special Topics from 6 to 3, 4 or 6

Special Topics from 3 to 3, 4 or 6

the Senate

Please include them o

Committee on Undergi

Enclosures

cc: Stan Kanehara

Svs

IkON PIASIR WIIYDITY

MEMORANDUM

TO: Ron Heath

FROM: Stan Shapson

Registrar

Acting Dean of Education

SUBJECT:

DATE: 1986-07-03

For your information, the Faculty of Education at its meeting on June 23,

1986 approved the New Course Proposal: EDUC 350-3 Instructional Programs

for Diverse Settings and changes of numbers to the special topics courses as

described in the attached documents.

ean

^^^^^

Chairman, SCUS 

r,

Date 

SENATE COMMITTEE ON UNDERGRADUATE STUDI?

NE COURSE PROPOSAL FORM

Calendar 1niornation ? 

. ?

Dtpartmcnt:__Education 

Abbreviation Code: EDUC. Course Number: 

350 ?

Credit Hours: 3 

?

Vector: 

2"1-0

Title of Course: Instructional Programs for Diverse Settings 

Calendar Description of Course: An introduction to the design of instructional programs 

for a variety of purposes and settings. The course is designed to be appropriate for 

people for whom instruction is an important responsibility, including persons in industry, 

government, and educational settings other than the public schools. During the course, 

students will be involved in the application and practice of what they are learning, both 

in classroom workshops and if possible in their instructional setting. 

NaLure of Course lecture/seminar 

Prerequisites (or special instructions): 

60 hours of credit. This course will not count toward B.Ed. Degree or Education 404 

requi rements. 

What course (courses), if any, is being dropped from the calendar if this course i 

s

• approved: 

None 

2. Scheduling 

How frequently will the course be offered? twice per year 

Semester in which the course will first be offered? 1987 Spring 

• Which of your present faculty would be available to make the proposed offering 

c

possible? Dr. Roger Gehlbach 

• Objectives of the Course 

?

0

I. Students will learn general principles in the design of instructional programs, 

including (a) identification of goals, (b) crrganization of content-, (c) design of 

instructional activities, (d) implementation, and (e) evaluation and revision. 

2. Students will complete a prototypical instructional program. 

4. Budgetary and Space Requirements (for information. only) 

What additional resources will be required in the following areas: 

Faculty ? 

None 

Staff 

None 

Library

•

Minor

Audio Visual 

None 

Space 

None 

Equipment 

None 

SCS 73-34b:-

(When completing this form, 

for instructions

see

Memorandum SCUS 

7334a.

Attach course outline). 

?

.

Sample Course Outline

Education 350-3

•

Instructional Programs for Diverse Settings

Purpose:

The purpose of this course is to teach people for whom instruction is an

important responsibility (in educational settings outside of the public

schools) how to design and deliver an effective program.

Guidelines:

This course is designed to be taught using the practises it teaches. It is

designed to occomoclete diverse learning styles, to lead to increasing

During the course, students will be Involved in the application and

practice of whet they ore learning both in classroom workshops and in

their homebese teaching settings.

Program:

I. ?

Identification of Program Pur

oses and Goals

Resources: Readings, lecture, personal experience.

Learning Activities

Direct Instruction: Students wil consider the problems

involved in designing instructional programs. The moth

problem examined will be how to analyze the situation in

order to determine the purposes of the instructional program.

It will include such general issues as needs assessment,

accommodating diversity among clients and differences in

goal-setting authority.

Experiential Worksho p

: Students will examine their own and

sample situations to derive purposes and goals.

Smell Grouos: Using readings, lecture material and their own

experiences, students will work in groups to learn to identify

differences among venous references for program goals,

ranging from external prescriptions to assessments of user

needs.

- ?

Individual: Each student

will select

a general objective

for

in-course instructional project.

Settin g

: Classroom

Instructor Role: Lecture, management of group learning.

II.

Desi g

nin g General Prog

ram Structure

Resources: Readings, lecture, personal experience.

Learning

activities

• ?

Direct Instruction: The

instructor will introduce the range of

designs available for fulfilling various purposes for different

kinds of students. And students will learn the methods for

•

creating such designs.

ExDeriential Worksho

: Students will work in groups to solve

design problems.

Small Grou

p s: Students

will identify a common purpose and

develop

program design to achieve it.

Individual: Students will make decisions about the structure of

their own instructional projects.

Setting : Classroom

Instructor role: Lecture, management of group learning.

III.

Or g anization

of Pro

gram

Content

Resources: Individual source materials, lecture.

Learnin g

activities:

Direct Instruction: Students will consider the interaction

between the "natural" organization of subject matter and the

specific re-organization of it (e.g., goals, objectives, and the

scope and sequence of topics) for instructional purposes.

Ex p

eriential Workshotr Students will develop and organize goals

and topics for assigned situations.

Individual: Students will complete preliminary statements of

program learning objectives and topic sequences for their

course projects.

• Small groups: Students will present for feedback the content

outlines of their individual programs, and will develop their

nine Instructional Activities

Resources: Readings, lecture, personal experience.

Learnin

Activities:

Direct Instruction: Students will consider the dynamics of the

interaction among student, teacher and learning environment in

the determination of learning outcomes. A variety of

instructional modes will be presented and analyzed, including

(a) direct instruction, (b) self-instruction, (c) small-group

learning, (d) experiential learning, and (e) technological

prosthetics.

Experiential Workshop: Students will practice the skills involved

in each

of the instructional modes using such approaches as role

playing, simulation, VTR playback, and micro-teaching.

- Individual: Students will consider their individual projects to

determine the scope and sequence of activities they will use to

achieve their objectives.

Small Grou p

: Students will present for feedback their

instructional activity plans for their in-course projects.

Settin g

: Classroom and individual-field sites.

Instructor role: Lecture, management of individual and group

learning, facilitation of self-education.

Field Develo p

ment. Evaluation, and Improvement

Resources: Readings, lecture, field work.

Learnin

activities:

Direct Instruction: Students will consider major problems in

the early field testing of programs, including logistics, data

generation, program validity and evaluation methods.

Experiential Worksho

: Students will design approaches to the

formative evaluation of

a program, and to the design of

program improvements where indicated.

Individual: Students will rough-out

their plans for field

development of their own projects and complete preliminary

site identification.

Small groups: Students will present for feedback their field

development plans.

Setting: Classroom, individual field sites.

Instructor role: Lecture, mangagement of group and individual

learning, facilitation of individual initiative and problem

solving.

III. Revision and Implementation

Resources: Readings, lecture, individual project evaluations.

B. ?

Direct Instruction: Students

will

consider some of the findings

of research on innovation, implementation and institutional

change.

Fxneri p

nti&

Workshnn: Students will devise solutions to

implementation problems.

Individual: Students will plan the evaluation-based

revisions and strategies for implementation of working

models of their course projects.

Smell Grou

: Students will present for feedback their

ideas regarding the future implications of their own

projects and the teem project.

Di bi I ogpjy

Bloom, ft(Eci.) (1956). Taxonomy of educational objectives. New York:

-__D&iMcKo.

- ---------

de Bono,E. (1954). The direct teaching of thinking as o skill. Phi Delta

K a ppan 64. 703-708.

Good, T. & Brophy, J. (1978). Looking in classrooms. New York: Harper & Row.

Gross, Ronald. (1977) The lifelong learner. New York: Simon and Shuster.

Hirst, Paul H. (1974) Knowledge and the curriculum. London: R.K.P.

Johnson & Johnson. Circles of learning: Coo

eration in the classroom.

• ?

Joyce, B. & Weil, M. Models of teaching. Englewood Cliffs, N.J.: Prentice-Hell.

Kidd, J. R. (1973) How adults learn. New York Associated Press.

Knowles, Malcolm. (1973) The adult leorning: A

lected species. Houston

Gulf Publishing Company.

McCarthy,

B. The 4-Met

instructional system: Teaching to leorning.tji

•

with left/right mode techniq

ues

. Arlington Hghts,IL.: Excel Inc.

McPeck, John E. (1961). Critical thinking and education. Oxford: Martin

Robertson.

Phenix, P. (1964). Realms of meaning. New York: McGraw-Hill.

Romiszowski, P. Designing an Instructional System.

Slevin, R. (1963). Coo

erative learning. New York: Longman

Smith, Robert M. Learning how to learn: Aplied theory for adults. New

York, Cambridge, The Adult Education Company.

Tough, Allen M. (1979).The adult's leorningj

Qjects. (2nd edition).

Austin, Texas, Learning Concepts.

von Oech. A whack on the side of the heed.

Welter, G. & Marks, W. (1981). Experiential learning and chang

e . New York:

Wiley.

EDUCATION SPECIAL TOPICS COURSES

Proposal

For administrative reasons, more special topics course numbers are required. (There are no anticipated

academic consequences of this change).

1. To add additional Special Topics Education course numbers without changing the current maximum

number of semester hours of credit in Education Special Topics courseswhich may be used twoard a

Bachelor of Education degree.

1. To add variable credit hours (3,4 or 6) for each special topics course number.

Rationale

Current conditions and changing needs in the field, are being met effectively through a variety of short

term special topics education course offerings. However, it is also important that the general course

content be identified on the students records, and to do so requires individual course numbers for each

topic. In addition to clarifying the students record, duplications of content can be avoided.

As well, variable credit hours for each special topics course will give us maximum flexibility especially

for articulating interior offerings with the other two universities. Once a particular topic has been

assigned credit value this value will remain constant in subsequent offerings.

Current Calendar Entry

EDUC 496-4/487-4/488-4 Special Topics

EDUC 495-6/496-3 Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced

during the semester prior to that in which the course is to be offered.

Prerequisite: Permission of Instructor or EDUC 401/402.

Note: A maximum of 12 semester hours of credit in Education Special Topics courses may be used toward a

Bachelor of Education degree.

Proposed Calendar Entry

EDUC 485-0,4 or 6)/486-(3,4 or 6)/487-(3.4 or 6)/488-(3,4 or 6)

Special Topics

EDUC 495-(3,4 or 6)/496-(3.4 or 6)/497-(3.4 or 6)/498-(3,4 or 6)

Special Topics

Sections will deal with major issues of present concern. Subjects to be discussed will be announced

during the semester prior to that in which the course is to be offered. The exact assignment of credit

hours (3,4 or 6) for the special topics offering will be announced prior to the beginning of each semester.

Prerequisite: Permission of Instructor or EDUC 401/402.

Note: A maximum of 12 semester hours of credit in Education Special Topics courses may be used toward a

Bachelor of Education degree.