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To

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SENATE 

Graduate Curriculum Changes - 

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From.

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Action undertaken by the Executive Committee, Senate Graduate Studies Committee, 

at its meeting on October 15, 1984, gives rise to the following motion:- 

MOTION: 

"That Senate approve and recommed approval to the Board 

of Governors, as set forth in S.84-61 

?

the proposed 

graduate curriculum changes in the Fidiilty of Education: 

j) New graduate course - Educ 828-5 Instructional Practices 

In Reading 

ii) Deletion of Educ 827-5 Diagnosis and Remediation of Reading 

Difficulties 

Course changes for Educ 870-5, 871-5 and 874-3: 

• ? 

iii) Educ 870-5 Name Change Only 

From: Introduction to School Counselling Psychology 

To: ? 

Theories of Counselling 

iv) Educ 871-5 Name Change and Addition of Prerequisite Only 

From: Studies in Family - School Interaction 

Prerequisites: None 

To:

?

Family Counselling 

Prerequisites: Educ 811-5: Field Work 1, or consent 

of the Instructor 

V

)

Educ 874-3 Addition of prerequisite Only 

Name: Counselling Skills & Strategies 

Prerequisite: Consent of Instructor" 

.M. Webste 

Dean of Graduate Studies 

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TO: Marian McGinn ? 

FROM: Jaap Tuinman 

Assistant Registrar ? 

Acting Dean 

Graduate Studies ? 

Faculty of Education 

SUBJECT: ? 

DATE: September 25, 1984 

For your information, the Faculty of Education at it meeting on 

September 24th approved the enclosed new course proposal EDUC 828-5 

(Instructional practices in reading), the deletion of EDUC 827-5 

(Diagnosis and remediation of reading difficulties), and course 

changes for EDUC 870-5, 871-5 and 874-3 as described in the attached 

doc-umen-ts_FE

849_andEE_84-10._________________________________________ 

Please include these items on the agenda of the next meeting of the 

Senate Graduate Studies Committee. 

SiMON FRASER UNIVERSITY

MIMORANDUM_

To . 

JaapTuinman ? 

....... .From............ayPearson 

4 IM 

Actfng Dean 

?

Program Assistant 

..... ....................................                      

.

Faculty of Education 

Sub1.ct ........... c.QVRS.. 

P.QS.AII..S............'• 

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In Ron's absence I would like to submit tjattached ce prøposaT 

form as an agenda item fort!m Sptem5er meeting of the Executive Committee 

and then on to the next Faculty meeting. Details of the course proposal 

form are as follows: 

New Course Proposal - Educ. 828-5 

This course will replace Educ.827-5 and is scheduled for offering in 

Spring 1985. 

Rationale: 

The two faculty members who specialize in reading believe that a focus 

on instructional practices and materials for classroom teachers Is of greater 

relevance and use to larger numbers of teachers and students than is a focus 

• ? 

on remediating reading difficulties. Thecoursewould also be of relevance 

to students in the general curriculum and instruction area, English as a 

second language and learning disabilities. In addition, the course would be 

useful to students in the extended studies diploma program. 

Please let me know if you have any queries. 

JIMUN )'RASL'R uNIvr,R;1TY 

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Ne.     ? 

Course Proposal !i 

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Form ( . 8 

A Li N PA I I N) ORMAT I ON 

I :

Education 

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Course Number: 

Instructional Practices in Reading 

Description:- The history of reading materials and methods will be discussed, and 

past and present instructional practices in reading evaluated in terms of 

state-of-the-art knowledge of instructional research; methods of analyzing 

reading materials will be critiqued. 

Credit Hours: ? 

5 ?

Vector: ? 

Prerequisite(s) if any: 

?

826

2.

ENROLLMENT AND SCHEDULING: 

L:;timaled Enrollment:_ ? 

10 ? 

When will the course first he offered: January l98S 

tw 'if

tc.ri 

will tilt.

COUX"P

be offered: ? 

once per year 

J. JtJ5I'I I I

CAT1 ON: 

This course represents a change in emphasis in our program in reading because of a 

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—

minished emphasis on diagnostic practices and an increased empflaSIS on classroom 

instructional practices. The new course will serve a larger variety of interests of 

-

students in the reading program as well as 

students In our

pruurdIIus

111

curriculum and 

instruction, English asa second language and learning disabilities. Accordingly, 

Educ. 827 will be deleted. 

4. R,150tJR(' I 

Which 1icu1ty member will normally teach the course: 

?

J. Tuinman or J. Kendall 

WIi..t •ir

th.'

hudgi'tary implications of mounting the course: 

none - ED 827 will be deleted 

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: Departmenta1)raduate Studies Comm i 

ttee: ?     

Date _If 

Faculty Crauate Studies Committee: 

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Date ? 

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Faculty: 

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;inate 

'riate: 

(Iraduare Studies Committ 

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Date 

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Education 828: Instructional Practices in Reading 

Rationale: Outstanding classroom teachers must be knowledgeable about 

and able to analyze critically past and present instruc- 

tional practices in reading and various reading methods 

and materials. 

Objectives: 

1. Students will be knowledgeable about the history of 

reading methods and materials. 

_2. Students ii1 

.

bc

acquainted with• cf•fccti••'.'c instructional 

practices in reading and familiar with research examin- 

ing these practices. 

3.

Students will evaluate methods of analyzing reading 

materials. 

Topics: ? 

Over 12 weeks the following areas will be covered: 

. ?

- History of reading methods and materials 

- Instructional practices in word recognition. 

- Instructional practices in comprehension 

- Methods of analyzing reading materials. 

Assignments: 

1.

Paper describing the elements of an "effective instruc- 

tional practice" in reading and critically evaluating 

this practice. 

2.

Paper presenting the analysis of a reading program 

carried out with a particular method and then critically 

evaluating the analysis. 

RATIONALE FOR THE PROPOSED COURSE CHANGES IN THE COUNSELLING EMPHASIS 

(Educ. 870, 871, 874) 

These proposed changes are intended to make more clear the actual prac- 

tices in our counselling emphasis. With Educ. 870 and Educ. 871 the change 

in name will more accurately describe the course content and with Educ. 874 

the additional prerequisite will help to prevent administrative problems with 

the course. 

The focus in our counselling emphasis has evolved to one which emphasizes 

counselling in a generic sense. Our students initially study a substantive 

body of knowledge that is common to various counselling applications, and 

acquire a repertoire of generic skills that are appropriate for a wide variety 

of counselling settings. At the end of their program, they specialize in 

certain counselling applications,e.g.,, vocational counselling, family 

counselling, etc. Thus Educ. 870 has become a course in counselling theory, 

broadly construed, rather than a course which focused only on school counsel- 

ling. The proposed change in name will more accurately convey the actual 

content covered in this course. A similar situation exists with Educ. 871. 

Family-school interactions are viewed as a subset of family interactions per 

Se. The focus In this course has been to address family interventions on a 

broad plane, rather than focus on only those parts of a problem that affect 

the school directly, i.e., school problems are viewed within a larger,more 

complete, problem context. Thus, Educ. 871 has been taught for the past 5 

years as a course in family counselling, where the focus is on the family, 

rather than only that small part of the family's Interaction that concerns the 

school directly. The change in name will portray more accurately the actual 

course content. 

In Educ. 874 the instructional format consists of a 3 day residential 

workshop at the beginning of the course, followed by regular class meetings. 

In order to make plans for the workshop, it is necessary to know ahead of time 

who is planning to take the course. Currently, we rely on informal communica- 

tion channels to make sure the students know about the format of this course 

and make the necessary time arrangements to accommodate the workshop portion 

of the course. Requiring consent of the instructor would make sure that no 

slip-ups occur and that people are well informed about the special instructional 

arrangements in this course. 