SiMON FRASER UNIVERSITY

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SI 7/5I

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A

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MEMORANDUM

...................... SENATE ................................................................................

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From .... .....

S

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.T.STRATO.

PTAN........................

FACULTY OF EDUCATION

REORGANIZATION OF EDUCATIONAL

Subject

............... FOUNDATIONS ...

E

IT

N

R. ... AND

OF COURSES

Date

MAR

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CHl8,197l

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MOTION 1:

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"That the Educational Foundations Centre be organized into

one administrative unit; that this unit be recognized for

University purposes as a Department; and that there be no

sub-departments within the Educational Foundations Centre."

MOTION 2:

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"That the courses for the Educational Foundations Centre,?

as detailed in Paper S.71-51b, be approved."

MOTION 3:

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"That in view of the extensive nature of the proposed changes

for the Educational Foundations Centre and the advance know.-

.

?

ledge of Senate of the intent of the Faculty of Education to

bring forward major changes, that Senate suspend the rules

pertaining to the two semester time delay prior to the offering

of courses approved by Senate - to permit the offering of the

Educational Foundations Centre courses approved by Senate

(S.71-51b) on or after September 1, 1971."

MOTION 4:

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"That a modification of Senate Paper 5.401 be approved to the

effect that the criteria for Education Minors as part of the

requirements for the B.Ed. degree be as stated in Paper S.71-51d."

Note: The Senate Agenda Committee at its meeting of March 22, 1971

recommended as follows:-

"That Motions 2, 3, and 4 with the supporting information be

referred to the Academic Planning Committee for its examination."

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SiMON FRASER UNIVERSITY

S.

71 - I

ME MORANDUM

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.................... S.ec.r.etary..,...S.en.ate ......................................................

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Subject ........... S.e.nate..Ag.e.nda...lte.rn ..-...Ap.ri

l....,....1.9..7.1.

5.

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Date..............

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Maxc,h ... 1.8 ......

l.9.7.1..........................................

Would you please see that the attached material on the Organization of the

Educational Foundations Centre in the Faculty of Education, is placed on

the agenda for the

.

next Senate meeting on April 5, 1971.

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MOTION

That Senate approve that the Educational Foundations Centre

be organized into one administrative unit; that this unit be

recognized for University purposes as a Department; and that

there be no sub-departments within the Educational Foundations

Centre.

Justification

The Faculty of Education has submitted (S.71-51) for Senate approval, program

proposals in the area of Educational Foundations. These proposals recognize

the need for an administrative organization which will enable these programs

to be advanced in a manner most conducive to their success. It is the opinion

of Faculty that the administrative organization proposed in the above motion

will serve this purpose.

In addition to the materials presented in paper S.71-51 the minutes of the

Faculty meeting in which justification for different administrative models

were presented are available to Senators for additional information and justi-

fication of the organizational proposal advanced.

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S.

7/57L

MOTION 2

That Senate approve the offering of the following courses by

the Educational Foundations Centre of the Faculty of Education:

?

200-3 ?

School and Society

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201-3

?

Introduction to Research Methods

?

202-3

?

Education in Modern Society

?

210-3 ?

Music Studies: Historical and Sociological Perspectives

?

220-3 ?

Visual Arts Studies: Basic Theory

?

221-3 ?

Visual Arts Studies: Art as Vision

?

231-4 ?

Philosophical Issues in Teaching

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240-3 ?

Social Foundations

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250-3

?

Psychological Foundations

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260-3 ?

Theory and Process of Communication

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300-4

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Study of the Future

?

301-4 ?

Comparative Education

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302-4 ?

Individual and Group Dynamics

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310-4 ?

Music Studies: Voice Culture

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320-4

?

Visual Arts Studies: Graphics Theory

?

321-4

?

Visual Arts Studies: Colour Theory

?

340-4 ?

Education and Deviant Behaviour

?

341-4

?

Education and Social Change

?

342-4 ?

Indian and Ethnic Education

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350-4 ?

Cognitive and Affective Development

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351-4 ?

Individual Differences

•

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352-4

?

Learning Disabilities

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360-4

?

Communication and the Creative Process

• ?

361-4

?

Mass Communications

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362-4

?

Aural Dimensions of Communication

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401-5 ?

Seminar in Behavioural Sciences

?

402-5 ?

Seminar in Communication Studies

?

405-5 ?

Laboratory Studies

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490-5

?

Directed Studies

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432-4

?

Significant Educational Thinkers - Past. and Present

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434-4

?

Logic and Language of Education

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436-4

?

Social and Ethical Foundations of Education

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438-4

?

Concepts and Theories of Education

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439-4

?

Seminar in Philosophical Studies

498-18 Individual Study Semester

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499-15

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Individual Study Semester

Note 1: The C-7 forms for each course identifying course details are found

in appendix C.

Note 2: The courses proposed are intended to replace in total the existing

undergraduate offerings of BSF, SPF and CS. Course equivalencies

appear on page 8 of the EFC proposal.

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MOTION 3

7/-

That in view of the extensive nature of the proposed

changes for the Educational Foundations Centre and

the advance knowledge of Senate of the intent of the

Faculty of Education to bring forward major changes,

that Senate suspend the rules pertaining to the two

semester time delay prior to the offering of courses

approved by Senate - to permit the offering of the

EFC courses approved by Senate (S.71-51b) on or after

September 1st, 1971.

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41

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71-5'ld.

MOTION 4

That Senate approve a modification of Senate Paper S.401

to the effect that the criteria for Education Minors as

part of the requirements for the B.Ed. degree be as stated

below:

Senate Paper S.401, page 3 under Definitions: Minor: To be changed to

read:

MINOR

(b) In Education

A minor shall consist of a coherent selection of from 14 to 18 semester

hout of course work numbered 300 and above and shall be constrained to

include:

1.

A maximum of 9 semester hours of pre-requisite lower division

course work.

2.

A maximum of 4 courses.

3.

A minimum of 2 specified courses.

4.

A minimum of 1 course to be taken outside of the Centre

offering the minor.

Such minors will be specified by the Faculty of Education with the advice

of the Centre(s) concerned.

Note 1. Students will be advised by calendar statement that they may complete

the course work for Education minors before, during or after the

Professional Development Program but cautioned that completion of

such work would not guarantee admission to the Professional Develop-

ment Program or the B.Ed. degree.

Note 2. Acceptance of this modification would supersede those pertinent aspects

of S.402 with reference to the requirements for Education minors in the

Professional Development Centre.

Note 3. First admissions to the Education minor will occur after May 1, 1971.

Justification:

The justification for the modification of wording is to assure greater clarity

of understanding on the part of students. The substantial changes include the

requirement that Faculty specify a minimum of 2 required courses and that at

least one of the 4 courses be taken outside the Centre offering the minor.

The first change is proposed as a method of producing greater predictability

S

and utilization of Faculty resources as well as forcing the identification of

core knowledges pertinent to each minor. The second change is proposed to

assure that within the limits of the minor, students are exposed to broader

aspects of their area of emphasis.

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PROPOSAL: That Senate approve the attached requirements for the

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B. Ed. degree.

Need:

1... ?

The well being of students has been jeopardized b the

lack of specification to the Education component of the

B. Ed. degree (excluding Education 401, 402 and 405 of the Professional

Development Program). e. g. An Education major exists in the

calendar but cannot be taken because it has not been defined.

Z. ?

There has been no basis upon which to grant transfer

credit for work done in Education. This has affected

not only transfer students but continuing students prevented from

meeting specific needs through transfer of credit.

3.

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There has been no means of responding to the need for

a "teaching major" which might differ in some ways from the major

required by another student. e. g. For some purposes a Social Studies

teacher would be better prepared by taking strong minors in two

departments and electives in others than by concentrating his work in

one department.

The proposed requirements for the B. Ed. degree once

again make explicit the belief that the preparation of teachers is the

responsibility of the entire university not solely, nor even predominantly,

of the Faculty of Education. Specific lower division prerequisites for a

major are limited not to "water down" the degree but to avoid arbitrary

forcing of narrow specialization in the first two years. It is recognized

that a student will likely take more than the minimum requirements

because:

a.

he is interested in specific courses,

b.

he wishes to maintain the option of completing a B.A. or

B. Sc. (instead of a B. Ed.) with little or no time loss, or

C. ?

he requires prerequisites for specific upper division courses.

Minor programs in Education will initially consist of coherent

groupings of existing courses. Serious attention is being given to curriculum

development in order to face the most urgent needs of education.

The admission recommendation arises from the circumstance

that the B. Ed. is conceived as a professional degree to include professional

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education. Therefore, a Professional Development Program is an integral

part of the degree requirements. However, the Professional Development

Program can currently accommodate only one-third of the qualified

applicants. Students cannot be accepted into a degree program \and

excluded from one of the required elements. Therefore, students may work

toward a B. Ed. from semester one but cannot be given confirmed admission

prior to acceptance into a Professional Development Program.

Implementation:

Specific guidelines for implementation have been prepared.

Upon Senate approval, appropriate calendar material will be prepared for

the 1971-72 calendar. Students entering a B. Ed. program subsequent to

April 30th, 1971, would automatically be subject to the new requirements.

Students enrolled in a B. Ed. program prior to April 30th, 1971, would have

the option of fulfilling requirements at time of entry or the new requirements.

ImDlications for transfer of Credit:

1.

For entering students:

Consistent with recommendation #5. of the Ellis report

would be the awarding of a maximum of 60 semester hours

Of transfer credit excluding a "professional year" or 90 semester hours

including a "professional year" for university level courses. In the latter

case a Iprofessional year" would be credited in lieu of Education 401, 402,

and 405. This procedure would require a student to complete a minimum

of 60 semester hours (exclusive of the Professional Development Program)

of work at this university in order to obtain a B. Ed.

2.

For enrolled students:

Good advantage could be taken of the specialized resources

of other universities by allowing transfer credit with express

prior approval for courses consistent with a student 's study plan to be

taken for credit towards the Education minor or for elective credit. Such

transfer credit could not exceed the normal limitations.

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REQUIREMENTS FOR THE B. ED. DEGREE

1.

A minimum of 150 semester hours of credit for the

General B. Ed. or 162 semester hours of credit f

the Honours B. Ed.

2.

A minimum of 6 semester hours of credit in lower

division Education courses.

3.

A major in an Arts or Science department or program

or (with special approval) minors in two Arts or

Science departments or programs.

4.

A minor in the Faculty of Education.

5.

A professional development program.

DEFINITIONS:

MAJOR:

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A Major shall consist of a coherent selection of 30 semester

hours of upper division courses in a University department or

program. A maximum of 9 semester hours of lower division pre-requisites

• • ?

may be required. Such a Major will be specified by the Faculty of Education

•

?

with the advice of the Department(s) concerned.

MINOR: ?

(a) In an Arts or Science Department or Program:

A Minor shall consist of a coherent selection of 15 semester

hours of upper division courses in a department or program. A maximum

• of 9 semester hours of lower division pre-requisites may be required. Such

a Minor will be specified by the Faculty of Education with the advice of the

department(s) concerned.

(b) In an Education Centre:

A Minor shall consist of a coherent selection of from 14 to

18 semester hours of upper division courses of which at least 8 semester

hours must be completed in one Centre. A maximum of 9 semester hours

of lower division pre-requisites may be required. Such a Minor will be

specified by the Faculty of Education with the advice of the Centre(s)

concerned.

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PROGRAM: The term "Program" is used to designate a Senate-recognized

interdisciplinary field, e. g. Canadian Studies, in which

administrative arrangements have been made for the identification

courses from various Departments and the arrangement of courses of study.

PROCEDURES:

ADMISSION: A student will be admitted to the B. Ed. degree upon application

to the Faculty of Education concurrent with or subsequent to

admission to a Professional Development Program.

DECLARATION OF MAJOR AND/OR MINOR (S) A student will be required

to declare Major and/or Minor(s) prior to entering the final 60

hours in the General Degree Program (72 hours in the Honours Program) or

entry to Education 404, whichever occurs first. Such a declaration must be

filed with the Centre in which the Education minor is to be taken.

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DRB/ft

August 25th, 1970

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EDUCATIONAL FOUNDATIONS CENTRE

PROPOSED REORGANIZATION ?

OF

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COURSES AND PROGRAMS

Submitted by Educational Foundations Centre.

Approved by Faculty of Education March 15, 1971.

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CONTENTS

PAGE

.

PRE.A1'!BLE ?

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•

1.

II

?

STATEMENT

OF

RP L TIO1tJ

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.

2.

III ?

UNDERGRADUATE

PROGRAM

PROPOSALS

A. ?

Genera]. Outline........ ........

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

3.

B.

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Specific Program ?

Course Proposals ......................

...

5.

1. ?

Proposals

?

for Minor Programs ...........................

.. 5.

a. ?

Psychological Studies.

b. ?

Social Science Studies.

c.

?

Communication Studies.

d. ?

Philosophical Studies.

e. ?

Special ?

Studies ...... ..............................

6.

2. ?

Course Proposals -

New

and

Renumbered Courses.....

7.

Course Numbers and Present Equivalents ............

8;

C. ?

Resources

-

Available

.and Required .................... .......

9.

1.

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Faculty ....................

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

9.

2. ?

Laboratories, Equipment and Other Resources ............ 10.

1^

D.

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Nu

m

bers ?

of ?

Students ............

.

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

10.

1.

Expectations . . . .

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

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2.

Limits to Student Accommodation ........................ lo.

E. Projections of Course Offerings and Faculty................10.

IV ADDENDA

APPENDIX A - Statement of EFC Constitution.

APPENDIX B - Calendar Course Descriptions.

APPENDIX C - Senate C7 Forms - New Course Proposals.

APPENDIX D Proposed Minor Studies in Education.

APPENDIX E - Courses by Semesters, Faculty Members and

Anticipated Enrolment.

APPENDIX F -

Faculty Member Teaching and Research Status

by Semesters.

APPENDIX G - Resume of Student Questionnaire.

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PREAMBLE

In considering the following, you are asked to

bear in mind the fact that Senate re-organized this Centre

last Spring: moreover it requested that the

.

Centre submit

an outline of its proposed structure and program(s) by

March 1971.

Therefore these proposals are not merely additions

to, or changes in, present offerings; they reflect a rationale

with respect to Learning and Education that was largely

responsible for the re-organization in the first place.

Consequently, while some would argue that Administrative

difficulties would favor the restriction of changes to course

numbers and/or description, the majority of the Centre faculty

believe that major changes are preferable at this time. Delay

would seriously jeoparadize the realization of those commitments

each of us have made to Education and the Study of the Learning

Process.

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EDUCATIONAL FOUNDATIONS CENTRE

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2.

STATEMENT OF RATIONALE

It is the intention of the Educational Foundations Centre

to assist in the University's program of teacher and general education

by providing courses designed to put the student in possession of a

broad, interdisciplinary perspective from which to view the processes

of Change, Learning and Education.

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In synthesis, it is intended that the course offerings of

the Centre will give the student: 1) An understanding of the

nature of man and how his development can he influenced by education.

(2) An analysis of education within a coherent account of human.

development.

While many differences in faculty interests and competencies

exist, there are a number of general propositions with respect to means

to which the Centre does subscribe:

(1)

Basic to the study of Education is an understanding of the

processes of learning and change in human

systems*

at all

levels.

Implication: Courses and/or programs should include the

study of human systems at both the individual and societal

level, and the. ways in which both learn to modify their

own behaviours.

(2)

The study of human systems cannot be identified with any

specific discipline. Rather, they are the concern of both

the Behavioural and Social Sciences as well as the discipline

of philosophy. Moreover, transactions within and between

these systems (i.e. Communication) is a vital part of their

functioning.

Implication: Courses and programs of the Centre should

reflect the perspectives and orientations of Philosophy,

the Social and Behavioural Sciences and Communications Studies.

(3)

Research on Learning attests to the value of both experiential

learning and conceptual presentations. (The present P.D.C.

Teaching Semester experience recognizes this point).

Implication: An important component of Centre courses and

programs should be both experiential and conceptual presentations.

Moreover the Centre should conduct Research in these areas, both

for its own improvement and for the University as a whole.

II

*System (def.) 1. Orderly arrangement or combination, as of parts or

elements, into a whole; specifically, such combination according to some

• ? rationsle.

2. Science and Philosophy - any group of facts and

phenomena regarded as constituting a natural whole and furnishing the

basis and material of scientific investigation and construction.

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EDUCATIONAL FOUNDATIONS CENTRE

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3.

III

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UNDERGRADUATE PROGRAM PROPOSALS

A ?

General Outline.

The following programs have been designed to reflect the

three Purposes and Aims of this Centre as stated in the interim

Constitution, viz.: (for detailed statement see Appendix A)\.

1.

To develop and offer in cooperation with the Professional

Development Centre, courses and programs designed for the

preparation of teachers and other persons intending to

function as professional educators.

2.

To develop and offer courses and programs for persons

wishing to pursue studies in the theoretical and applied

aspects of education, learning and teaching.

3.

To develop and offer courses and programs consistent

with the concept of general education and/or interdisciplinary

programs as defined by the University.

As a means of accomplishing these purposes, this Centre proposes

to offer courses which are designed to fill a need at this University for

a variety of integrated approaches to the problems of Learning and Change.

As such, they are useful to the potential teacher who may wish to.select

a program which will satisfy the minor requirements of the Bachelor of

Education; they are useful to the student planning to enter a career line

which deals with similar problems - such a student may take these courses

as electives or as part of a program in General Studies.

Close examination of these courses will reveal that they represent

4 groupings:

1. Behavioural Science Studies: for the student wishing to study:

a) the individual dynamics of learning, the cognitive and

affective processes, and the relationship of these to

•

? education, learning and behavioural change;

b)

the dynamics of social institutions and the process of

socialization with particular reference to their role

in the development of educational practise and related

• ? social change.

2. Communication Studies: for the student wishing to study

those factors influencing human interactions, the process

of communication and the role of various media in effecting

change.

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4.

3. Philosophical Studies: The program is designed to meet the

needs of students who wish to subject educational policies

and practices to examination by philosophical techniques.

By this it means it is designed to help teachers and prospective

teachers to:

(a)

develop competency in the use of philosophical tools and

arguments.

(b) to build a rational point of view with respect to educational

trends by providing him with an understanding of the nature

and purpose of his role as an educator and thereby facilitating

his judgment in day to day teaching practice.

(c) provide an opportunity for prospective graduate students to

prepare themselves for more intensive study in the area.

The lower division courses are designed to provide an overview

of educational issues and concerns for all undergraduate students.

4. General Educational Studies: Courses in this area provide stud-

ents with opportunities to acquire specific knowledges and

skills which the Faculty of Education urges the University to

•

?

acknowledge and support as legitimate areas of academic and/or

professional enquiry, but which are not presently available

elsewhere in this University (e. g. Music, Visual Arts, etc.)

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EDUCATIONAL FOUNDATIONS CENTRE

?

S.

B ?

Specific Program and Course Proposals.

The following descriptions are skeletal; for detailed information

please refer to the pertinent sections:

a)

Centre Course Calendar Descriptions (see Appendix B).

b)

New Course Proposals - Form C7 'for Senate information

(Appendix C)

c)

Proposals for Education Minor Programs (Appendix D)

1. Proposals for Minor Programs.

Minor programs receive extensive scrutiny from the Faculty

of Education; we make brief note of them here as an aid in

understanding the rationale for specific courses being pro-

posed and their sequence. (See Appendix D for discussion

in detail).

Requirements for such minor programs were established by

the Faculty of Education on January 22, 1971 and are as

follows:

"An Education Minor consists of a coherent selection of

from 14-18 semester hours of course work numbered 300 and

• ?

above and include the following constraints:

i) A maximum of 9 semester hours of pre-requisite.

ii) A minimum of 4 courses;

iii). A minimum of 2 specified courses;

iv) A minimum of one course to be taken outside

of the Centre offering the minor."

Consistent with the above, this Centre advanced and received

approval by the Faculty on January 22 to offer the following Education Minors:

a)

Psychological Studies: for the student wishing to study

individual dynamics, the cognitive and affective processes

and their role in learning and individual change.

b) Social Science Studies: for the student wishing to gain

an understanding of iETe social processes, social institutions

and their role in the development of educational practise and

social change.

c)

Communication Studies: for the student wishing to study

those factors iii"fluencing personal interaction and the

• ?

processes of Communication.

d) Philosophical Studies:

for the

student wishing to develop an

historical and a philosophical perspective as part of his

preparation as a teacher.

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EDUCATIONAL FOUNDATIONS CENTRE

6.

e) Special Studies: Those students whose needs and interests

are not accommodated by the above specific minors may

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request a Special Minor in Education.. Such a minor may

be taken only with the approval of the Chairman of the Centre

and must be clearly specified in advance of entering the

program. Such specification must observe the following

additional criteria:

i)

May not include more than one prerequisite course;

ii)

The majority of courses must be selected from amongst

the offerings of the Faculty of Education.

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EDUCATIONAL FOUNDATIONS CEfl'RE ?

7.

.

.

2. Course Proposals- New and Renumbered Courses.

?

(For detailed descriptions see Appendix Q.

The selection and sequencing of particular courses

to be offered are (and will be) guided by a number of criteria:

a)

A minimum of courses at the 100 and 200 level.

This stems from our belief that the student

should be encouraged to take his basic introduction

to disciplines within the Departments representing

those disciplines:

b)

That the number of 300 and 400 level courses specific

to a given area of minor study be limited to a maximum

of S courses.

c)

That each course that fails to achieve an enrolment

of at least 10 students in each of 3 consecutive

offerings will be reviewed by the Faculty for possible

withdrawal.

d)

Finally, not all courses would be offered immediately

following Senate approval, nor will all courses be

offered each semester. Offerings will reflect:

i)

Availability of faculty to .teach

courses (see Appendix E.)

ii)

Student registration.

In the re-organization of our courses, elements of

several former courses were combined, some deleted and some given

changed emphasis. Neverthe1ess, it is recognized that course

equivalents must be stated to safeguard the interests of students

who have taken courses presently offered within the Centre. In

the following table we have shown present courses which the student

may submit as equivalents for proposed new courses; obviously, such

equivalents can be applied once only:

0

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8.

EDUCATIONAL FOUNDATIONS CENTRE

.

?

New. Course Number and Title

Present EFC course to b

Accepted as Equivalent

EFC 200-3

Schools and Society

Ed. 202

EFC 201-3

Introduction to Research Methods

BSF 424

EFC 202-3

Education in Modern Society

Ed. ?

202

EFC 210-3

Music Studies: Historical and Sociological

Perspectives

None - new course.

EFC 220-3 Visual Arts Studies:

?

Basic Theory

CCA 100 (V. A. ?

section)

EFC 221-3 Visual Arts Studies: Art as Vision

None - new course.

EFC 231-4

Philosophical Issues in Teaching

SPF 331

EFC 240-3

Social Foundations

Ed. 201

EFC 250-3

Psychological Foundations

BSF 424

EFC 260-3

Theory & Process of Communication

CCA 200

EFC 300-4 Study of the Future

BSF 427

EFC 301-4

Comparative Education

None - new course

EFC 302-4

Individual and Group Dynamics

None - new course

EFC 310-4

Music Studies: Voice Culture

CCA 300 (Music section)

EFC 320-4

Visual Arts Studies: Graphics Theory

CCA 300 (V.A. section)

EFC 321-4.

Visual Arts Studies: Color

None - new course

• ?

EFC 340-4

Education and Deviant Behaviour

None - new course

EFC 341-4

Education and Social Change

None - new course

342-4

Indian and Ethnic Education

SPF 433

.

EFC

EFC 350-4

Cognitive Development

BSF 426

EFC 351-4

Individual Differences

None - new course

EFC 352-4

Learning Disabilities

BSF 423

EFC 360-4 Communication and the Creative Process

CCA 300

EFC 361-4

Mass Communications

None - new course

EFC 362-4

Aural Dimensions of Communication

CCA 100 (RMS section)

EFC 401-5 Seminar in Behavioural Sciences

BSF 425

EFC 402-5

Seminar in Communication Studies

CCA 400

EFC 405-5

Laboratory Studies

BSF 425/CCA 400

EFC 490-5

Directed Studies

SPF 440

EFC 432-4

Significant Educational Thinkers - Past &

SPF 432

Present

EFC 434-4

Logic and Language of Education

SPF 434

EFC 436-4

Social and Ethical Foundations of Education

SPF 436

EFC 438-4

Concepts and Theories of Education

SPF 435

EFC 439-4

Seminar in Philosophical Studies

SPF 440

EFC 498-18 Individual Study Semester (Honors)

Present 498 course.

EFC 499-15

Individual Study Semester

Present 499 course.

• ?

It is pertinent

to note here that these changes represent a more effective use of our

faculty resources; \Miile the number of courses in this proposal

totals 29 as compared

to 18 courses previously given by these faculty members, the

number of credit hours

• ?

available to

students increases only from 128 to 137.

?

Moreover, courses for which

these had previously

existed several sections (e. g. CCA 100)

are now listed

separately,

thus giving students opportunities to take each section for separate credit

rather than

receiving only one credit as was formerly the case.

The over-enrolment

each semester, as well as the results of our questionnaire (see Appendix G) bear out

the demands for these courses.

---

EDUCATIONAL FOUNDATIONS CENTRE

?

9.

C ?

Resources Available and Required.

1. Faculty.

These programs and

courses

can be offered by present faculty resources, provided.

the following points are recognized:

Our present budget and course-loads were worked

out at a time when Professors Lyndon, Carpendale

and Sereda were employed; moreover, there had been

authorization granted to Communication Studies to

seek an additional person at the Associate Professor

level.

However, all of these positions have remained vacant

since September in anticipation of this Centre's

reorganization and (probable) changed faculty

requirements. What has happened is that we have

had to regard these positions as if the persons

were "on research' or "on leave" and we have

re-arranged our own work-loads accordingly and

appointed part-time or 'Visiting" faculty (e.g..

Professors Coates, Hunrath, Kuenzli) to fill the gaps.

Neither of these methods can be used fruitfully in

the long run. Consequently we will be requesting

. ?

full-time replacements to teach in the following areas

(priorities as listed).

a)

Mass Communications. (This is a key area in the

field of Communications Studies, dealing with use of

Media and their effects, structure and function of

Communication in Society, Systems Theory and Simulation

models, propaganda and public opinion) Associate Professor

or above.

b)

Research Methods in Social and Behavioural Sciences.

(Methodologies of both laboratory and

field research;

applications of computer programs; design and analysis

of individual and group research; applications of

methodologies to non-repeatable events) Associate Professor

or above.

c)

Systems Theory, Information Theory, Organizational

Development. While it would be hoped that one of the

-

? above two replacements would possess these skills, it

may be necessary for us to seek part-time or lower-level

faculty to handle these areas.

d) Music and Visual Arts. Despite the demand for courses

•

? and experience-in-these areas, the needs have never been

. ? met. This is partially due to the ambiguous role of those

persons in the Centre for Communications the Arts.

---

EDUCATIONAL FOUNDATIONS CENTRE

?

10.

2. Laboratories, Equipment and Other Resources.

? - -

Present laboratory space and equipment resources will be

adequate once the present work on sound-proofing has been completed,

and the equipment orders submitted have been filled.

All other requirements (e.g. T.A's, supplies, etc. will

be.no

greater and, because of sharing resources with other areas,

probably less than previous budget requirements.

D ?

Number of Students..

1.

Expectations.

Present enrolment in courses offered by this Centre

is in excess of 1,000 students; moreover, the bulk of upper level

courses in the Centre have usually been over-subscribed within the

first two days of registration. Since these registrations represent

students who take these courses as electives, the addition of

prospective minors in this Centre can only increase the likelihood

of enrolment.

Further evidence is contained in Appendix G which summarizes

the results of a questionnaire circulated to 2 groups of students,

those planning to enter the P.D.P. program and those presently

enrolled in this program.

2.

Limits to Student Accommodation.

The present enrolment of 1,000 + students taxes the resources

of our faculty; we envisage that the limits of student accommodation

would be in the neighbourhood of 1,500 students per semester, provided

the faculty replacemnts are made as requested.

E

?

Projections of Course Offerings and Faculty Available.

(See Appendix E and F respectively).

These tables reflect tentative projections; revisions may

obviously be necessary in view of staffing consequences, changes in

student demands and any unforeseeable circumstances.

0

---

Revised January 22/71.

APPENDIX A

EDUCATIONAL FOUNDATIONS CENTRE-

CONSTITUTION

?

A.

?

Purposes

• ?

1.

?

To develop and offer in cooperation with the Professional

Development Centre, courses and programs designed for the

• ? preparation of teachers and other persons intending to

?

• ?

function as professional educators.

• ?

2. ?

To develop and offer courses and programs for persons wishing

to pursue studies in the theoretical and applied aspects of

• ?

education, learning and teaching.

• ? 3. ?

To develop and offer courses and programs consistent with the

concept of general education and/or interdisciplinary

prograrns

.

as defined by the University.

• ?

B. ?

Rules. of Procedure

That the rules contained in "Robert's Rules of Order" shall

govern all deliberations of the Centre in all cases to which

they are specific and in which they are not in contradiction

to the by-laws of the Centre.

?

• C.

?

Quorum

That the quorum for a meeting shall be the number determined

by taking 50 of the number of faculty who are not on research

semester, leave of absence or sabbatical. In the absence

of a quorum, issues requiring Centre ratification will be

cast as referenda.

0. •

?

Membership of the Centre

?

• ?

Membership of the Centre shall consist of all faculty appointed

to the Centre together with those students represented on

committees herinafter specified. This membership shall

constitute the voting membership. In addition the Departmental

Assistant will be a non-voting member of the Centre.

1

---

0,

Revised January 22/71.

'-3

.

-

GRADUATE STUDIES COMMITTEE

?

A. ?

Terms of Reference,

I.

?

Graduate Programs

To receive, coordinate and recommend proposals with respect to

- ?

policies, procedures, regulations and programs for graduate studies.

2.

Graduate Students

To serve as Graduate Admissions Committee to:

• ?

(a) Ensure that all graduate applicants are adequately

advised.

?

• ?

(.b) Del-ermine the status of graduate students.

(c) Ensure continuity of supervision for graduate students.

• ?

(d) Approve membership of supervisory committees.

3.

To undertakesuch other responsibilities as the Centre, Faculty

or Senate may from time to time require.

?

B.

?

Composition

I. ?

Three faculty members eligible under the Senate Graduate Studies

regulations to be elected from the Cntre at large.

2.

Three additional members to be selected from faculty or students

of the Centre.

3.

Alternates for each of the above. •

?

C. ?

Terms of Office

?

-

I. ?

Faculty--two semesters, renewable (staggered terms of office).

2. ?

Students--two semesters; renewable.

D.

2.

3.

...

Operating Procedures

Committee will elect its own Chairman from amongst "eligible".

faulty committee members (in conformity with Senate regulations).

Committee will meet at the call of the Chair or at the urgent

request of any two members.

The Chairman, or his designate, will represent the Centre on

Faculty and Senate Committees..

"!

?

.• ?

'

?

.•••• ?

•-••- ?

-.

?

.. •., - .•.. ,-,-

0•

3

---

Revised January 22/71.

•

?

UNDERGRADUATE STUDIES COMMITTEE

A. ?

Terms of Reference.

?

'1.

?

To assess and make, recommendations with respect to policies,

procedures, regulations and program3.

2.

Ensure that students are adequately and continuously advised.

3.

Ensure that all faculty are InfOrmed with respect to requlremennts

for major and honours programs.

• ?

4.

?

Undertake such other responsibilities as the Centre, Faculty or

• ?

Senate may from time to time require.

• ? B. ?

Composition

?

I. ?

Three faculty members to' be elected from the Centre at large.

• ?

2. ?

Three students to be selected at the discretion of the Centre.

• ?

5 ?

3;

?

Alternates for each of the above. .

C.

Terms of Office.

S ?

S

t

•• ?

.

S

?

• ?

Faculty--two semesters (staggered terms of office).

?

.

?

2.

?

Students--two semesters.

D.

Operating Procedures

S

?

I. ?

Committee will elect its own Chairman from among the faculty

members. ?

S ?

•

?

S

? . ? S

2.

'Committee will meet at the call of the Chair or at the urgent,

request of any two members.

3.

chairman of the Undergraduate Studies Committee and one other

member of the Undergraduate Studies Committee will serve.on

the Faculty Undergraduate Studies Committee

• ?

S

4.

Meetings to be open to observers who may, at the pleasure of

the Chair participate In discussion.

.

• ?

•55

---

APPENDIX B

EDUCATIONAL FOUNDATIONS CENTRE

CALENDAR COURSE DESCRIPTIONS

200-3 _School and Society

This course is concerned with the educational practices of modern schools.

It is mainly directed towards students who have a general interest in educational

studies. Its purpose is to look at the school from a moral point of view vis-a-vis

not only the historical, sociological, cultural and psychological conditions, but

also the theories of social and political philosophy which have shaped the school's

structure as an institution.

(2-1-0)

201-3 ?

Introduction to Research Methods

An-overview of research methods and techniques employed in psychology,

sociology, communication studies and small group research. Methods of

data collection, sampling, statistical treatments, experimental procedures;

inferential projections, limitations as applied to educational and social

research

.. ?

(2-1-0)

202-3 ?

Education in Modern Society

This course provides an opportunity for students to examine and evaluate

contemporary problems in education with particular reference

to the role of education in modern society. Emphasis is given to controversial

issues that face students and educators today.and to the limitations imposed

by the existing educational system.

210-3 ?

Music Studies: Historical and Sociological Perspectives.

An historical survey of the music of various periods with particular regard

to the social conditions which produced it.

(2-2-0)

220-3 ?

Visual Arts Studies: Basic Design

• Studio experiments in perception as applied to art theory. It is designed to

enhance modes of vision and foster an understanding of basic design principles.

•

?

Prerequisite for 320, 321.

?

•

•

?

(1-0-3)

I

---

EDUCATIONAL FOUNDATIONS CEWFRE

?

3.

APPENDIX B.

260-3 ?

Theory and Process of Communication.

An introductory course to theories and models in Communication

(interpersonal, mass, aesthetics, technological) and the

implications for teaching and other forms of influencing human

behaviour. Students will be expected to design and carry out

investigations in areas of their choice.

(2-2-0)

300-4

?

The Study of the Future.

This course is designed to analyze the important questions and

problems facing the future of man and to assess the role of the

Behavioural Sciences in planning for tomorrow.

(3-2-0)

301-4 ?

Comparative Studies of Education.

An examination of educational systems which differ substantially

from those of Canada. Attention will be given to educational

institutions, practices and objectives in selected countries and

• ?

regions, including continental-Western Europe, the USSR and

?

developing nations in Asia, Africa and Latin America.

. ?

(2-1-0)

302-4 ?

Individual and Group Dynamics.

A summary of selected major theories of individual and group

•

?

development, together with a review of representative applications

of these theories in educational, clinical and institutional

settings.

(2-2-2)

310-4 ?

Music Studies: Voice Culture.

A study and application of techniques of vocal production.

The course will concentrate on vocal sight, reading, choral

singing, etc. and attention will also be given to the student's

personal vocal interests. Pre-requisite EFC 210 or equivalent.

(1-1-5)

320-4 ?

Visual Arts Studies: Graphics Theory.

A course designed to experiment with the properties of line,

plane, mass, value and creativity using graphic media.

Pre-requisite EFC 220, 221 or equivalents.

. ?

(1-0-7)

---

EDUCATIONAL FOUNDATIONS CENTRE

?

5.

APPENDIX B.

• 360-4 ?

Communication and the Creative Process.

An intensive exploration of relationships between perception and

expression conscious and unconscious processes in scientific

and artistic creation; psychological and cultural factors

affecting creativity. Students may work directly with specialists

in specific areas.

(1-2-2)

361-4

?

Mass Communications.

An examination of Mass Communication and collective behaviour;

effects of various mass media (audio and visual) on learning and

social change; the role of selective exposure in education, ad-

vertising and propaganda in shaping human behaviour. Students

will be expected' to do research and laboratory work in selected

fields.

(1-2-2)

362-4 ?

Aural Dimensions in Communication.

A studio course designed to develop the student's perception and

conception of sound and the acoustic dimension in communication.

• ?

This course is introductory for both the student wishing to pursue

studies in music and those wishing to pursue acoustic and sonic

studies. The course involves practical experiments and projects.

(1-1-2)

The following courses are designed to bring together students of

various backgrounds to concentrate on common problems. These

seminars and laboratories will be conducted by faculty members

representative of several disciplines and will thus enable students

to pursue an intensive '

t in-depth" study of their particular interest

(e.g. Minor program) while exploring, in interdisciplinary fashion,

other parameters which they would not normally encounter within this

specialty. Pre-registration with the Centre is required.

401-5 ?

Seminar in the Behavioural Sciences.

This seminar provides opportunities for the student to explore

relationships between contemporary behavioural science issues

and educational practise and policy.

(3-2-0)

is

11

---

EDUCATIONAL FOUNDATIONS CENTRE

. APPENDIX B

439-4 ?

Seminar in Philosophical Studies

Provides opportunity for in-depth study in philosophy and history of education

for students with sufficient background. (Open only to students who have taken

at least one EFC 400 level course).

(0-4-0)

490-5 ?

Directed Study

498-18 Individual Study Semester

Same as 499-15 but carries 18 semester hour credits when forming part of an

honours program. Only one of 499-15 or 498-18 may be taken for credit towa'rds

any degree offered at this University.

499-15 Individual Study Semester

A full semester to be spent on an intensive study project of the student's own

selection. Studies may involve any field of investigation for which there is

adequate supervision in the University. There will normally be no scheduled

• ?

lectures or tutorials. Each student will be responsible to faculty sponsors.

This program is open to students who have satisfied a major portion of their

required courses for the B. Ed. degree, and who have displayed initiative in

these courses. Applications must be made to the Centre at least six weeks

before the beginning of the semester of enrolment. Student must define, submit

approval, submit to exam. (See Appendix E).

7.

.

13

---

• ?

C. How does this course fit the 9

011

S nt t

h. dcp;rUnent

Specifically it tends to provide a general orientation of the

Centre's areas of study to the problems of the school.

D-. How does this course affect degree requirements?

Not at all.

E.

What are the calendar changes necessary to reflect the addition

of this course?

New calendar statement.

F.

What course, if any, is being dropped from the calendar if this

course is approved?

• None.

C. What is the nature of student demand

fc'r

this

?

urse

Considerable. 360 for Spring 1971.

See

Appendix G.

H. Other reasons for introducing the course.

Part of Social Sciences

Minor

program.

IV ?

BUDGETAkY AND SPACE FACTORS

A. Wh .h faculty will be available to teach this course?

C. Smith; F. Brown.

---

Form C-i

SIMON

FRASER :UNIVERSITY

FACULTY OF EDUCATION

/

?

//. ,•

NEW

COURSE PROPOSAL

I ?

CALENDAR INFORMATION

Department

:Educational Foundations Centr&o

urse

Number: 201 Title:

Sub-title or Description:

Introduction to Research Methods.

An overview of research methods and techniques employed in psychology, sociology, small

group research and cemmunication studies. Methods of data collection, sampling, statistical

treatments, experimental procedures; inferential projection, and limitations as applied to

educational and social research.

Credit Hours:

?

3

?

Vector Description: 1-1-2

Pre-requisite(s):

II ?

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

50

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and

Yearly.

?

Spring):

When course will first he offered:

Fall 1971.

III ?

JUSTIFICATION

A.

What is the detailed description of the course including diffcrntiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

At present no university department offers courses in research methods other

than those t1at characterize the discipline represented. This coure will

cover methods commonly used in psychology, sociology, communication studies,

and small group research.

B.

What is the range of topics that may be dealt with in the course?

Lectures: 1. Introduction to methodology in the behavioural scien.c

2.

Data and data collection (Individual Group phenomenz

3.

Sampling methods.

4. Descriptive statistics.

S. Inferential statistics.

6. Research techniques common to the behavioural science!

7.

Value and limitations of social research.

LAB: Practical experience in formulating and testing hypotheses.

S.

).

17

---

Pane 3

B. ?

What

are

the

speri :iI ;ac( ind/or equipuiclit r Iuriments

for

this

cot] r''?

None. For example, we would expect that present statistical laboratories

could be made available for the use of this course without our

having to duplicate them.

C. Any other budgetary imp ]icat:ioiis of mounting this course:

None.

APPROVAL -

?

Faculty Curriculum Comm i t tee

Faculty: ?

March 17, 1971

Senate:

U

.

19

---

Page 2

C.

How does this course fit the goals of th department?

It is a general introduction to fundamental problems and

concepts In education.

D.

How does this course

affect

degree requirements?

It is a prerequisite for the minor in Philosophical Studies.

E.

What are the calendar changes necessary to reflect the additio

of this course?

Changes of the prefix and course description of Ed. 202.

F.

What course,

if

any, is being dropped from the calendar if thi

course is approved?

None.

G.

What is the nature of student demand for this course?

High enrolment: 300-400 per semester.

H.

Other reasons for introducing the course.

IV ?

BUDGETARY AND SPACE FACTORS

A. Which faculty will be available to teach this course?

Eastwood, Kazepides, Hamm.

.

21

---

I:o,, ?

(:•

SII()N I RASIiR UtflVIiISI1Y

.

?

FACULTY

01:

i:; )I iI'A'I I ON

NEW COUJtSE PROPOSAL

I

?

CALENDAR .

INFO RIAT ION

Department :Educational Foundations Centrourse

Number:

210

Title

Sub-title or flc.scription: Historical

?

Sociological Perspectives.

An historical survey of the music of various periods with particul

regard to the sociological conditions which produced it.

Music

Studies

ar

'I

III

Credit Hours:

3 ?

Vector Description: 2-2-0

Pre-requisite(s)-.'

None.

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

60

Semester Offered (e.g. Ye;irly, every Spring;

twice

yearly, Fall and

Spri

ng)

Spring - yearly.

I/hen course will

first

be offered:

Spring 1972

JUSTIFICATION

A ?

What is the detailed d'scri

pt ion of

the course inc hidi n

di ff'rcnt. i

at i

from lower level course:;, from similar courses in

the

same dcparu::ciit

and from courses in other departments in the University?

See above for description

'

. The course is unique and fills a very real

void in

the offerings at Simon Fraser University.

B. What is the range of topics that

may

be dealt with ill the con

Any music available from any period and from any country;

Instruments, rhythms performance styles and performers as

reflecting dominant cultural themes and emphases.

S

23

---

Page 3

Ii. 'lhat are the special space and/or equ I

rnnt

reqUri Crivut

S

for this

course?

None.

C.

Any other budgetary implications of mounting ihis course:

At least one more faculty

member in music should be hired.

APPROVAL -

?

Faculty Curriculum Commi i. tee:

Faculty: ?

March 17, 1971

Senate:

U

S

25

---

Page 2

C.

how does tins

cOtU'S&'

fit

thu

goals

ot

tti.

de1)artHlCflt ?

Contributes to teacher preparation and to general education. It

deals with a basic aspect of human development.

?

I

D.

How does this course affect degree requirements?

E.

What are the calendar changes necessary to reflect the addit

of this course?

Addition of its description.

. ?

F. What course, if any, i s henig dropped from the calendar if

I

course is approved?

A section of CCA 100.

C. What is the nature of student demand for this course?

It previously was always oversubscribed.

cf. Appendix C.

II. Other reasons for

j

ut roduc i ng the course

General Student demand.

ItuI)GiYiAIv AND SPACL IAcliI

A. I'll I,

faculty will be

avai

I

11111

to teach this course?

Joel Smith.

ion

EM

27

---

Form C-7

SIMON FRASER UNIVERSITY

?

Rev ked March 3/71

FACULTY OF EDUCATION

NEW COURSE PROPOSAL

CALENDAR

INFORMATION

Visual ArN;

Department:

Educational Foundations

?

Course Number: 221 Title: Studies.

Centre..

Sub-title or

Description: ?

Art as Vision.

Slide lecture course with studies of perception in art; historical

style, aesthetics, media, symbol and creativity.

Credit Hours:

?

3 ?

Vector Description': 2-I-0

Pre-requisite(s):

II ?

ENROLMENT

AND SCHEDULING

Estimated Enrolment:

Semester

Offered (e.g. Yearly, every Spring; twice yearly, Fall an

Spring):

Fl I--yearly.

When course

Will

first be offered:

FaIl, ?

1971.

II! ?

JUSTIFICATION

A.

What is

the detailed description of the course including differ ntiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

Slide lecture course with studies of perception, in art; historical style,

aesthetics, media, symbol and creativity. Prerequisite for

EEC 320, 321.

B.

What is the range of topics that may be. dealt with in the course?

Aesthetics, meaning in art, perception: media, the critic, art form,

space, symbol, historical styles: Archaic and Renaissance, middle ages,

Baroque, Roccoco, Neo-classical, romantic, impressionist, post-impressinist-fauve.

Cubism-Futurism, Surrealism, Canadian, Abstract-Expressionists, pop-op,

the Future of Art, Society and the Arts, Commercial Art, Comic Strips,

Photography, Architecture, Urban planning, Interior Design, Art for everyone?

---

Pigc 3

S

n.

?

What

aic the

51)e(11]

?

p;cc arid/or

C(l( l

r

ifl(Iit )Cqtiii (OLlit

c for this

None.

C. Any other budgetary implications of mounting this

courc

An additional faculty member will be needed within a year or trio.

APPROVAL -

?

Faculty Curri cu Inn Committee:

cc

Faculty:

?

March 17, 1971.

Senate:

.

31

---

Page 2

•

C.

How doe!; this course fit the goals of th department?

Lpec I i I I y (JoG Ignod for 5ludonN; Who are in the

?

final stages of fl?e

i'rofeslonal Development Program (see description and range of topics).

D.

How does this course

affect

degree requirements?

three

It is one of

?

i.

prerequisites for the Minor in Philosophical Studies.

E.

What are the calendar changes necessary to reflect the addition

of

this course?

Change of title and description of SPF 331, "Introduction to Educational

Philosophy".

F ?

What course, if

any,

is being dropped from, the calendar if this

course is approved?

None.

G.

What is the nature of student demand for this course?

Average 100 per semester.

H.

Other reasons for introducing the course.

IV

?

BUDGETARY AND SPACE FACTORS

A. Which faculty will be available to teach this course?

Eastwood, Hamm, Kazepides.

33

---

Form C-7

S II'ON liSER UNIVERSITY

?

FACULTY OFilic'ATT()

NEW COIIJSE PROPOSAL

?

1'r ?

if (

I

CALENDAR INFOfl'1ATION

Department: Educational Foundations Course Number: 240

?

Title:?

Centre.

Sub-title or Description:

Social

Science Foundations.

The course details an understanding of the social nature of the hnian

Personality: the genesis

of

the

social self, its

growth and function

in the educational context.

Credit hours:

?

3 ?

V

Vector Description: 240

Pre-requisite(s):

•

I I

ENROLMENT AND SCHEDULING

• ?

Estimated Enrolment-: 300

Semester Offered (e.g. Yearly, every-Spring;

twice yearly, Fall and

. ?

Spring):

Twice Yearly.

When course will first he offered:

Fall 1971

III

JUSTIFICATION

A. What is the dot a i ) ed decri pt I on

Cr

the course including di ffcrcnt I at i e.

from lower level courses , from similar courses in the same deparu:cnt

and from courses in other departments in the University?

This course is a replacement for Ed. 201.

fl. What is the range of topics that may he dealt with i

ll

the coulise?

Child socialization; an intensive examination of the

educative process, the emergence of the socia.1 self in this

process, character and personality style as a function of

interaction and communication; the shaping of perception

and conception.

••.•. ?

h:

35

---

Pi:

?

3

B. ?

What

course?

are the special

?

acc aiid/oi' equ i

pIwnt

requri

for

cliIIt ';

thi

None.

C. Any other budgetary

implications of mounting this course:

None.

APPROVAL. -

?

Faculty Curriculum Conuni

t

tee:

•

?

Faculty: ?

March 17, 1971.

Senate:

. ?

.

?

* ?

.-

11

37

---

Page

2

.

C.

how doc; (hi . cotii'se iii

the g()%lc it

th.' dc'

j .i rtinent

Related to teacher preparation, general studies and human devclopmnt.

D.

How does this course affect degree rcqui

reinruts?

E.

What are the calendar changes iecessary to reflect the addi

ti

of this course?

Addition of course description.

• ?

F. What course, if any, is being dropped from

the

calendar ii'tit

course i s app roved?

None.

C. Mat is the mat nrc of

student detiri nd fei this

course?

Student teachers especially feel a strong need for knowledge in this area.

cf .

Appendix G.

It.

Other reasons for

hit roduc

I ng the

course.

Contribution to a minor in behavioural sciences and to special education.

?

IV ?

RUIGIIA!X Al) SPACI FAC fl)I;

A.

?

Wh,ch facti fly w i I. be available to

teach th i s course?

?

• ?

B. D'Aoust, R. Harper, V. Houghton, P. hhindley, R. Lorimer, T. Mallinson,

S. Rogow.

Oil

is

S ?

39

---

Form (:

S1l0N

'\&H

1

LIW I \'II I IV

rnct [IV OF i:; )t j(KI ION

I;

NEW COIJflSE PROPOSAL

?

I ?

/

/ , t

I ?

CALENDAfl1NFORAIATI0N

Department

: ucationa1 Foundations Centr01rse

Number:

260 ?

Title:

Sub-title Or Description:

Theory and Process

nf

Conun

An introdtictor ?

w- to theories and models of communication (interpe sonal mass

aesthetic, tccirioloical) and the implications for teaching and other iorms

f

influencing human behaviour. Students will he expected to design and carry out

investigations in areas of their choice.

Credit [louis: 3

?

Vector Description: 2-2-0

Pre requ i si te (s) :

None.

J I

?

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

60

Semester

Offered (e.g.

Yearly, every Spring; twice year)), Fall and.

.

?

pr

fig)

Yearly.

• ?

When course will first be offered:

Fall 1971.

III

?

JUSTIFICATION

A. ?

P11iit

ic

the detai led ?

script ion of the ?

iire

i fie]

iidiii: di Uf& .

pt'nt i:it i.

from )owcr

level

CO(II'sC. ,

Iroiii

Simi

I :ii

t:ir;c ;

in

1

hr

•

?

and from courses in other dclartmcnt s in the LIni versi ty?

See above description. Now CCA

200;

this is an introductory course to.

the field of Conuilunication Studies: this field is not represented

elsewhere (as such) in the University.

R. ?

What is the range of top i cc t h:i t may be dealt with

ill the cot'

ike?

Perception and Communication-, Cultural and Psychological Factors nd

their influences: introduction to technological innovations in

information processing Communication models as exemplified_ in

SCiCflCC

and Art.

.

41

---

Pa;c 3

. ?

U. ?

a

What

re t he cpeci it I ?

.iiid/oi cu I ptia'nt rcquri ci;arit

?

for (hi '.

cours('?

None.

?

C.

?

Any

other budgetary imp Ii cat i ons of rnouii t i iig 0', I s c'urc

None.

APPROVAL - ?

Faculty Curri ciii urn COnUll it t

Faculty: ?

March 17, 1971.

Senate:

43

---

C.

how (1oc; this

CWIVS(

(it t lie goal

S ol t

Ii.'

d('pI

Ft

inent

D.

How does this course affect degree requirements?

E.

What arc thc calendar haiiges

flCCSf,JFv

Ici

ref) ect the add iii eu

of this course?

EFC300

Change

"BSF 427" to read / , and eliminate the words 'The Behaviural

Science and ..." from the title.

.

?

F. That

Course, if any, is being (IrOpped from the calendar ii this

course is approved?

BSF427

C. What is

the nature of

t

tide ut demand for

t

his

course?

Consistent since first given. cf

Appendix G.

II. ?

Otlici re:isoiu; for I

jut

ruduci ig the

COtilSe.

IV ?

1tIn)(:IIAIy AND sl'A(:N FACIt)l

A. ?

I/hi • cli f.icu Ily will by

ava I I al I e to t each tit I '

W.B. McDermott.

R.J.C. Harper.

45

---

Iorm

c-I

SIMON FRASER UNIVERSITY

FACULTY OF EDUCATION

?

Revised March 4/71.

NEW COURSE PROPOSAL

. ?

I

CALENDAR INFORMATION

Comparative

Department:

Educational Foundations

?

Course

Number: 301 Title: Education.

Centre.

Sub-title or Description:

Comparative Studies of Education. An examination of educational systems

which differ substantially from those of Canada. Attention will be

given to educational institutions, practices and objectives in selected

countries and regions, including continental Western Europe, the USSR and

developing nations in Asia Africa and Latin America.

Credit Hours:

?

Vector- uscription:220

Pre-requisite(s):

?

.

None.

ENROLMENT AND SCHEDULING

Estimated

Enrolment: 30

Semester Offered (e.g.

Yearly, every Spring; twice yearly, Fall and

Spring):

Yearly

When course will first

he offered:

Spring 1972.

III ?

JUSTIFICATION

A.

What is the detailed description

of the course including differentiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

See above description. The course would be unique on this campus.

B.

What is

the range of topics that may be-dealt with in the course?

The course will focus on current institutions and problems viewed against

the background of differing socio-historic traditions. The materials

introduced will be descriptive as well as analytical. The general

approach to the subject will be functional rather than philosophical

47

---

Iae 3

ft.

lYhat

are the special space and/or equ pmcnt rcquri emcnt c

for

his

course?

None.

C. Any other budgetary implications of mounting i his courc

'I

APF'OVAI.

?

I: a c It

y

Corn cu I urn Comm i

t t e'

.

?

Faculty: ?

March 17, 1971.

Senate:

0

---

C. How does this course

fit

the goals of th.: dc'prtmen'

Related to all of them.

-

D. How does this course

affect degree requirements?

E.

What are

the calendar changes necessary

to

reflect the addition

of this course?

Addition of course description.

F.

What course,

if any, is being dropped from the calendar if this

course is

approved?

None.

G. What is the

nature of Student demand for this course"

Very much. Cf. Appendix G.

H. Other

reasons for introducing the course.

Applicable for students entering fields of management, administration,

and other areas where knowledge of individual and group functioning

can contribute to effective planning and supervision.

IV

?

BUDGETARY AND SPACE FACTORS

A. Wh.ch faculty will be available to teach this course?

B. D'Aoust, T. Mallinson.

51

---

Forri C-)

SI HON FRASER

UNIVERSITY

FACULTY OF1)UCTl()N

.•, , ?

/// '

NEW COtIJSI ?

I'ItOPOSAI.

CALENDAR INFORMATION

Department: Educational Foundations Centr01r

?

Ntjmt

?

r. 310

?

Title: Music

Studies

A

Sub-title

study.

or

and

Description:

application

?

Voice

of techniques

culture.

of

oduction.

vocal

?

pr

The

course will concentrate on vocal sight reading, choral

singing, etc. and attention will also be given to the student's personal

vocal interests.

Credit Hours

?

4 ?

Vector Description:

Pre-requisite(s)

: ?

None.

II

?

ENROIJIENT_AN!) SCIIE!)ULINC

Estimated Enrolment :

?

30

. ? Semester Offered

?

(e.g. ?

Ycirty, ?

every Spring;

?

twice yearl)',

?

Fall

?

and

Spri

ttg)

Yearly - every spring.

When course

w i

ll

?

first. be

offered:

Spring 1972.

Ill ?

JUs1IFICKIl

A.

l'lhat is the detailed decri pt i on of the course i ic I ud i n di fercut i at i

from lower level coursc , iron similar courses in the same depai:.'n:

and from courses in other depart inent s in the Un i 'ers it y?

See above description. The course has no parallel in this university

now CCA 300 - music section.

B.

What is the range of t op i es that may he dealt with ill the cct rst' ?

The course will concentrate on vocal sight-reading, choral singing, etc.,

developing further the principles outlined inHDC 261 with respect to

pitch, time, intensity and tone color and their applications in the

school setting, Including Orff and other recent methods. Attention will

be given to the students' personal vocal interests. Pre-requisite

EFC 210, or equivalent.

.

53

---

.

?

B. What are the Special pacc and/or cqutprncnt rcquricments

for

this

course? ?

i

None.

C. Any other budgetary implications of mounting this coui.:

One full-time person to work with Schafer in initiating the program

and suitable associates in PDC aspects of the course dealing wit' h

music in the classroom.

AIPROVAI. -

?

Faculty Cu rn

CU

1 urn Conuii it cc

.

?

Faculty:

?

March 17, 1971.?

Senate:

is

55

---

Page

C. how does this course fit the goals of t h: depart mcnt ?

Related to teacher preparation, general studies and human dével

?

t.

D.

How

does this course affect degree requirements?

E.

What are the calendar changes necessar y

to reflect the addition

of this course?

Addition of its description.

F.

What course, if any, is being dropped from the calendar if this

. ?

course is approved?

A section of CCM 300.

C.

?

What

?

is

?

the nature of

student demand ?

for

this

course?

Very much

more than can

be

handled

presently.

cf.

Appendix .G

H. Other reasons for mt roduc i iig the course.

IV ?

IttiI)GEFMY AND SPACE FACT )S

A.

?

lffi.ch faculty

,

will

I)t.

avai laI

'

ic to teach

III,,;

course?

Joel Smith.

57

---

Form C-7

SIMON FRASER UNIVERSITY

?

Revised March 4/71.

FACULTY OF EDUCATION

.

NEW COURSE PROPOSAL

CALENDAR INFORMATION

Educational Foundations

Department: Centre.

?

Course Number: 321

?

Title:

Sub-title or Description: Colour Theory.

Studio experiments in colour for the study of modes of expression

In art theory using various media.

isual Arts

tudies.

Credit Hours: 4.

?

Vector Description: 1-0-7

Pre-requisite(s): ?

EEC 220, EEC

221,

or equivalents.

.

IAP

II ?

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

25

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and

Spring):

Yearly

When course will first be offered:

Spring 1

972

III ?

JUSTIFICATION

A.

What is the detailed description of the course including differentiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

See

ill

above. The course would be unique here.

B.

What is the range of topics that may be dealt with in the course?

A variety of media and intellectual concepts are used to illustrate

colour optics as aesthetic form (i.e. hue, value, chroma, colour, theory

of Rood, Heury) and their 'artistic' applications (i.e. local colour,

colour as shape, colour as symbol, colour as media and technique).

59

---

.

Page

B.

What are the special space and/or cqii i pmcn t r ecuri cuient s fo

course?

None.

C.

Any other budgetary implications of mounting this course:

Addition of one member of faculty within

.

a year or t.

APPROVAL -

?

Faculty Curriculum Committee:

Faculty: ?

March 17, 1971.

'Senate:

this

61

---

Page 2

C.

flow doe--. this course lit the Coals of t h' depart mont ?

Related to all of them.

D.

Flow does this course affect degree requirements?

E.

What are

the

calendar changes necessary to reflect

the addil

Of this course?

Addition of its description.

F.

%Tha t course, if any, is being

dropped

from

the

calendar if

?

c

course is approved?

None.

C. What is the

nature of student

demand for this

course?

cf. Appendix C.

II.

?

Other reasons

for i.nt roduci ug the course.

Part of requirernents for Scial

Sci

e

nces

Minor.

IV

?

ltul)(;rrAly

ANI) sl'A(:N PACTnIS

A.

?

hiich faculty

will bc avai aliIe to teach

t.jjjS course?

K. Peter,

F. Brown, P.

Bitdy, T. M11inson, B. D'Aoust.

63

---

Form

C-I

SIMON FRASER UNIVERSITY

FACULTY OF EDUCATION

.•.

?

/ //

•

?

NEW COURSE PROPOSAl.

I

?

CALENDAR INFORMATION

Department: Educational Foundations

?

Course Number: 341 Title:

Centre

Sub-title or Description: Education and Social Chan.

The course assesses some of the important social changes in western

society and attempts to relate future educational demands to these

changes.

Credit Hours: 4

?

Vector Description: 2-2-0

Pre-requisite(s):

II ?

ENROLMENTAND SCHEDULING

Estimated Enrolment: 50

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall

and

Spri ng):

Yearly.

When course will first be offered:

Spring, 1972

III ?

JUSTIFICATION

A.

What is the detailed description of the course including differntiatiofl

from lower level courses, from similar courses. in the

same

department

and from courses in other

departments in

the

University?

There are no lower level course proposals dealing with educatioi and social

change nor are there any other courses in the university dealing with this

topic.

B.

What

is the range of topics that may be dealt with in the course?

1. Theories of Social Change and their relations to the educational program.

(a.) Eminent theories of change.

(b)

Externalistic theories of change.

(c)

Cultural lag theories.

(d)

Rates of social change.

V14 ?

f-4--

T,r,c4Q

and

Rnr1 Movements

in schools and universities.

1^1

"_6

.......... -- - --

3. Social change, education and modern society.

(a)

The function of education as an agent of social change.

(b)

Education as a process affected by social change.

4. Education, technology, automation and human values.

65

---

.

EL

?

What are the speci a)

?

.:ice and/or ?

qtit

11111(

lit

?

((1tuiJ

('t1(ttt

?

t I

course?

None.

C. - Any other budget ary implications of rnouuu

Ii ug t i s courc

None.

0

APPROVAl. - ?

Fa cu it)' Cur r i cu I urn Comm i t t cc

Faculty: ?

March 17, 1971

-

?

Senate:

LI

67

---

Page

2

C.

how doe:; ti

t

i

?

cour.e iii thc goal '

?

f t h' dT

a

rI

r,int ?

D.

how does

this course a 11cc t

degree

requirements?

It does not.

F. What arc the calendar changes necessary to reflect the

addi i

III

of this coursc?

Jutt its addition to the calendar.

. ?

F.

?

Idliat course, if an',

is hieiii ?

d

u

ii

i

friii

(hf

calcnd:ii if tit

COUFSC iS

approved?

None.

C. ?

That is the

nature of

studeiit demand for tus

Course?

Considerable. ?

cf. Appendix G

II. Other

reasons for

j

ut

rdu' I ng the Course.

Part of a

?

Sciences ?

minor.

Iv ?

Ituh)c;l:FAI:V

AND

sh\(:F FM:lt)';

A. ?

l'/h.ch faculty wi hi

1w av;ui lahIc to teach thus

C011150?

K; Peter ,

P.

Hindley

iei

---

.

Form C-7

SIMON FRASER UNIVERSITY

March 4/71.

FACULTY OF

IDUGATION ?

- -

NEW COURSE PROPOSAL

CALENDAR INFORMATION

Educational Foundations ?

Cognitive

Department: Centre.

?

Course Number: 350

?

itle ?

and

:Affective

Sub-title or Description:

?

Development.

The course is concerned with the nature of higher thought processes as

reflected in behaviour. The subject will be viewed as common to

different behavioural sciences.

Credit Hours: 4

?

Vector Description: 3-2-0

Pre-requisite(s):

II ?

ENROLMENT AND SCHEDULING

Estimated Enrolment: 50

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and

Spring):

Yearly.

When course will first he offered:

Fall, ?

1971.

III ?

JUSTIFICATION

A.

What is the detailed description of the course including di ffercn i at ion

from lower level courses,

from

similar courses in the same department

and from courses in other departments in the University?

This course is the same as BSF 426 as currently offered.

B.

What is the range of topics that may be dealt with in the course?

Thinking, feeling, perceiving, valuing, moral growth and creating.

.

.

71

---

Page 3

B. What are the special

,

,pace and/or cqu i prntnt rcquri crn.nt s

for

iJh I

s

course?

None.

C. Any other budgetary

implications

of mounting this courc:

None.

1

APPROVAL -

?

Faculty Curriculum Commit tee:

.

?

Faculty: ?

March 17, 1971.

Senate:

73

---

Page 2

.

C.

How does th s course lit the goals of th' department?

Related to teacher preparation, general studies and human

- development.

D.

How does this course affect degree requirements?

E.

What are the calendar changes necessary to reflect the addition

of this

course?

Addition of its description.

. ?

F. What course, if any, is being dropped from the calendar if this

course is approved?

None.

G.

What is the nature of ;tudcnt demand for

this

cor use?

Considerable, especially by students planning to become teach

or parents.

cf. Appendix G

H.

Other reasons for jut roducing the course.

To contribute to a behavioural sciences minor now, and a

•posslible

special education minor.

Iv

0

?

U)(IFARY AND s

p

A(:I IACThIS

A. Which faculty

Will

b ava i able to teach this course?

B. D'Aoust, R. Harpers V. Houghton, S. Rogow.

75

---

Form

C-7

SIMON FRASER UNIVERSITY

FACULTY OF

EDUCATION

?

Revised March 4/71.

.

NEW COURSE PROPOSAL

CALENDAR INFORMATION

L^arning

Department: Educational Foundations

?

Course Number: 352 Title: Disabilities.

Centre.

Sub-title or Description:

• ?

The course will attempt to synthesize the relationships between

perceptual-cognitive and psychological growth and their impact

•

?

?

upon social-cultural experience as constant factors in the development

and remediation of learning disabilities.

Credit Hours: 4

?

Vector Description: 1-2-3.

Pre-requisite(s):

II ?

ENROLMENT AND

SCHEDULING

Estimated Enrolment:

40

Semester Offered (e.g.

Yearly, every Spring; twice yearly, Fall and

Spring):

Twice yearly - summer and fall.

When

course will first he offered:

Now being offered.

III

?

JUSTIFICATION

A.

What

is the detailed description of the course including differertiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

Same as BSF 423.

B. What

is

the range of topics that may

be

dealt with in the course

1%- 0

77

.

---

Pak:e 3

B.

?

That are the special space and/or cquiprnunt requri eni

*

s,t c for this

course?

None.

C. Any other budgetary implications

of

mounting this course:

No.

APPROVAL -

?

Faculty Curriculum Committee:

Faculty:

?

March 17, 1971.

Senate:

79

---

Page

•'H

C.

how due. th

?

coiiisc Ii

?

the ?

;i 1 ?

of t Ii'

dj';

rt iinii1 '

Related to teacher training, general studies and htrtan development.

D.

how does this course

affect

degree requirements?

E.

What are the calendar changes necessary to reflect thc' addi ion

of this course?

Addition of its description.

E. ?

What course, if any, is I)ci ng

dropped from the calcnd:r if hiis

course is approved?

CCGA300

?

H

G. What is the nature of student demand for this course?

cf. Appendix C.

II. Other reasons for Liii roduc i ug the course

To contribute to a rumor in Ci'.unicat.ion

Studies.

IV ?

flUI)GllAIV AND SPACI FAcn);

A. ?

hIh.ch faculty w

11 be avai 1alie to

teach

tilis

course?

B. D'Aoust, P.

Ilindley,

T. Mllnsen, M.

?

hafer and J.

!

h.

JI

---

S11()11 lRASlR uN I VLi IlY

Porn' C-

•1

I

,. ?

• (

?

//•,,

NIW (flUSl: PItOPOSA I.

I

?

CALENI)AR 1NF0W!ATT0N

Dcpartmcnt

uca t jona1

Foundations

Centre

Course Number: 361 Title:

Sub-title or Description:

?

Mass Conunications.

An examination of Mass Connunication and collective behaviour;

effects of various mass media (audio and visual) on learning and

social change; the role of selective exposure in education, advertising

and propaganda in shaping han behaviour. Students iill he expcted to

do research and laboratory work in selected fields-.

Credit hours: 4

?

Vector r)cscription:

?

1-2-2

Pre-requisite(s):

None.

ENROLMENT AND SCII[DUI. INC

Estimated Enrolment:

?

75

Semester Offered (e.g. Yc;iily, every Spring; twice yearly, Fall

?

d

Twice yearly. ?

Siring):

When course will first be offered:

Spring 1972.

II! ?

JusTIFr

CAT ION

A.

What is the detailed dscription of the course including di

?

rent int;

from lower level coursc; •

from simi

lar

courses in the same

departI:'r1t

and from courses in other deartnnts in

the University?

A survey of contcporary mass nedie, their effects and role in eucatfonal

process.. More specific than EFC

260;

unique in the approach to 1l forms

of mass media.

B.

What is the range of topics that may

he

dealt with ill the couxsc?

This course will study various media, their control and form and

implications for advertising, y,olitical attitudes, etc. Propaganda,

rumor, group pressures to confonity, etc.

83

---

Page. 2

8. What are the special space and/or cquimnt rcquriemcnts foT this

course?

None.

C. Any other budgetary implications of mounting this cours.-:

A member of faculty to teach the course.

APPROVAl. - ?

Faculty Curriculum Committee:

Faculty: ?

March 17, 1971

Senate:

.

85

---

Page 2

K

?

C. How

does this course fit the goals of th

dpartnieflt'

Rohited to general studies, teacher preparation and human deveioprner

U..

How does this course affect degree requirements?

E.

What are the calendar

changes necessary to reflect the addition

of this course?

Add course description.

F.

What course,

if any, is being dropped from the calendar if this

course is approved?

Drop CC8A 100.

G.

What is the nature

of student demand for 'this course?

Always oversubscribed as CC&A 100. Cf. Appendix C.

H.

Other reasons for introducing the

course.

To contribute to minor in Communications Studies.

IV ?

BUDGETARY AND SPACE FACTORS

A. Wh,ch faculty will be available to teach this course?

Murray Schafer.

.

87

et

---

SItION I IU\Slifl UNIVERSITY

FACU LTY

OF HCAT1i'N

I t....

V i..J £441 SM SLS S J &

£ -, - & *

Form (-7

II

.

III

NEW COURSE PROPOSAL

CALENDAR INFORMATION

Dcpartnent:Educational Foundations Centr0urse Number: 401 Title:

Sub-title or Description: Seminar in The Behavioural Sciences

This seminar provides opporttmitieS for the student to explore

relationships between conteorary

?

/ isus and educational

practise and policy.

?

Behavioural Sciences

Credit

Hours: 5

?

Vector Description: 32-0

Pre-requisite(s):

?

Pre-registration with the Centre.

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

SO

Semester Offered (e.g.

Yearly, every

Spring; twice yearly, Fall

verysemester ?

spring):

When course will first be offered:

Fall

1971

JUSTIFICATION

A.

What is

the detailed d'script

ion of the course ircludin di ffcrcntiatic':

from lower level courses, from similar courses in

the same

department

and from

courses in other departments in the University?

See 11 Above. It will provide intensive

interdisciplinary study of some

of the topics covered more narrowly or generally tr1ier. It 4'i11

thus serve a synthesizing function in an educational setting. It will

focus

primarily on

?

/

?

Issucit.

Behakioural Sciences

B.

What is the range of topics that may he dealt with iii the coursc?

Selected Behavioural Sciences topics related to education, lear

and change.

.

89

---

Page 3

B ?

What are the

special space and/or

cquipthcnt

rcquricThents for

his

course?

None.

C. Any

other

budgetary

implications of mounting this course

None.

APPROVAL -

?

Faculty Curriculum Committee:

Faculty: ?

March 17, 1971.

Senate:

91.

---

Page 2

..

C.

How does this course lit the goals of h: department"

Related to all of them.

D.

how does this course affect degree requirements?

E.

What are the calendar changes necessary

to

reflect the addition

of this course?

Addition of its description.

F.

What course, if any, is being dropped from the calendar if this

course is approved?

?

-

CCA 400 and BSF 425.

C. What is the nature of student demand

for

this course?

Considerable. ?

Cf. Appendix G.

II. Other reasons for int roduc ing the course.

To provide a synthesizing perspective on past and future learning.

I V

?

uI)c;nAIv AND SPACI pA(:'I't)s

A. ?

ih • ch faculty

W )

Ii bi avai I ahi c to teach this course?

All of the Centre's facu1ty.

93

---

.

.

Form C.

SIPION FRASER_UNIVEPSITY

FACULTY OF I:DIICA'rION

-

?

7

NEW COUJ(SE PROPOSAL

?

0

-.CALENDARTNFOPJ'IATION I

Department

:

1 ca t jo1 roundations CentreC01r5c

Number: 405 Title:

Sub-title or Description:

Laboratory

Studies,

Experiments, field work and projects relating to human development.

Credit Hours:

?

Vector escription:

?

11s

Prcrcquisitc(s):

Pre-registration with tho Centre.

II ?

ENROLMENT AND scw:UtJLIN(;

Estimated

Enrolment:

?

50

Semester Offered (e.g. Ye;trly,

CVCT

Spring; twice yearly, Fall and

Spiing)

Every semester.

When COUrSe will first be u

ffered

Fall 1971

III ?

JUST11:I CATION

A.

?

?

v.1 1

,it is the detailed (h'scrUtjnn of the

COr( ?

flClU(hfl

di 1fet;it

from lower level course:;, from simi I ar courses in the saoe dcprti:.ei

and from courses in other depart mcnt

S

in the University?

See 91 above, The course is designed to give the student an irtensivé

synthesizing practical education about some aspects of han developments.

It will only he concerned with areas not now stdid elsewhere in the

University. Similar to Science Lab Course

ii. ?

lhat

i

the ranc ot topi ts t;t nia he (11-nIf WltA ill Ihc' course?

Any providing 1) they are not covered elsewhere within the Uniyersity

2) they are related to education

?

0

?

1

.

95

---

KI

P1ige

2

B. What are

the SpeCial

space and/or equipment rcqtlrielilents foi th is

course?

None.

C. Any other budgetary implications of mounting this course

None.

APPROVAL -

?

Faculty Curriculum Committee:

Faculty: ?

March 17, 1971.

Senate:

97

---

Paic

2

C.

how doc;

this couSC lit the goals of Ill.- dr;3.irt Iilcflt?

-

Related to all of them.

D.

How does this course affect degree requirements?

E.

What are the calcAdar changes necessary to reflect the

additi

OF)

of this course?

Addition of its descriptiOa.

F.

What course • if

any,

is

being dropped from the calendar i f t

COUESC

is approved?

None.

C. What is the nature of student demand for thi s course?

Hard to determine.

cf. Appendix (.

II. Other reasons for

mt uduc I

itg

the

Course.

To help students pursue their interests intese1y, inivithall

and with a great deal of faculty support.

IV

?

nkJl)(;IIAI:y

ANDsI'A(;I

?

FA('l):'

.

?

A ?

W

h ch

fI(lI

It>

W1

I I lu

?

.iv;t

1

I ;tli I

c ?

Iii ?

t'Ill

All of the Centre's faculty.

99

---

Form C-7

SIMON FRASER UNIVERSITY

FACULTY OF EDUCATION

NEW COURSE PROPOSAL

I ?

CALENDAR INFORMATION

Department: ?

E.F.C. ?

Course

Number: 432 Title:

Sub-title or

Description:

?

Significant Educational Thinkers--

•

?

Past and Present.

Credit Hours:

?

4.

?

Vector

Description:

3-1-0.

Pre-requisite(s):

None.

II ?

ENROLMENT AND SCHEDULING

Estimated

Enrolment: 40-60 per semester.

Semester Offered (e.g.

Yearly, every Spring; twice yearly, Fall and

Spring): Twice yearly.

When course will

first be offered: 1971-3

Ill ?

JUSTIFICATION

A.

What is

the detailed description of the course including differ

from lower level courses, from similar courses in the same deN

and from courses in other departments in the University?

This course examines the ideas of some great educational theorists from

Socrates and Plato to Dewey and other writers of the Twentieth Century,

showing their influence on the development of educational theory and

practice.

B.

What is the

range of topics that may be. dealt with in the cours

The educational ideas of:

?

I.

?

Plato, Aristotle and the Sophists.

2.

Quinti I ian, St. Augustine & St. Thomas Aquinas.

3.

Comenius & Locke.

4.

Rousseau.

5.

Kant and Herbart.

6.

J. S. Mill, H. Spencer.

?

'7.

?

Dewey and the progressivists. ?

•

?

8. ?

Representative contemporary educational theorists.

i at ion

men

t

101

---

Page

3

.

?

B. What are the special

;pace and/or cquipmcnt requri

Cuitiit s

for t its

course?

None.

C. Any other

budgetary implications of mounting

this

cnursc:

None.

APPROVAL -

?

Faculty Curriculum Committee:

C

?

Faculty: ?

March 17, 1971.

Senate:

103

---

:105

Page 2

C.

How does

this course

fit the goals

of th department?

This (.:OUrSe is a vital part of a coherent program in Philosophy of Education.

D.

How does this course affect degree requirements?

One of two required courses for the minor in Philosophical Studies.

E.

What are the calendar changes necessary to reflect the additi

of this course?

Change of the course title of SPF 434-5, Philosophical Analysis in

Education.

F. What course, if

any, is being dropped from the calendar

if

thi5

• ?

course is approved?

None.

C. What is the nature of student demand for this course?

Considerable. Average per semester: 30 students.

H. Other reasons for introducing the course.

---

Form C-7

SIMON FRASFR tN!VLRSITY

FACULTY OF EIJCATJON

NEW COURSE PROPOSAL

I

?

CALENDAR INFORMATION

Department: ?

E.E.C. ?

Course Number: 436 Title:

Sub-title or Description:

Social Ethical Foundations of Education.

Credit Hours: 4

?

Vector

Description:

3-1-0

Pre-requisite(s):

None.

.

II

?

ENROLMENT AND SCHEDULING

Estimated Enrolment:

?

30

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and

Spring):

Twice Yearly.

?

S

When course will first he offered:

197l3

III ?

JUSTIFICATION

A. What is the detailed description of the course including differ

from lower level courses, from similar courses in the same depa

and from courses in other departments in the University?

This course elucidates the areas within education where social

ethical questions arise. Principles of social philosophy and el

?

S

are used to develop theories of moral justification appropriate

education in contemporary society.

it

at ion

tmcnt

r

B. What is the range of topics that may be dealt with in the course?

1.

'Education' as a Value Enterprise.

2.

Education and 'human nature'.

3.

Education for Democracy and democracy in- education.

4.

Social Control and Education: a) Authority and education.

b) Punishment and discipline, c) Freedoms and rights in education.

S. Disguised prescriptions in Education: a) Metaphors - 'growth',

'moulding', 'organic'. h) Slogans - 'self-realization', 'individualiza-

tion'. c) Definitions - 'education', 'teaching', 'curriculum'.

d) 'Needs' and 'Interests'. ?

,0

6.

The Concept of Equal Educational Opportunity. ?

I

7.

The Logic of Moral Education.

8.

The Student as a Person: a) The concept of a person.

b) The student-teacher relationship.

?

S

9 Justification of worthwhile Educational Activities....

107

---

Page

B. What are the special space and/or eqUipmnt requriernents for this

course?

None.

C. Any other budgetary implications of mounting this course:

None.

APPROVAL - ?

Faculty Curriculum Committee:

Faculty: ?

March 17, 1971.

• ?

Senate:

.• ?

.•

109

---

Page

2

.,.

? .

C.

How doe'; this course. fit the goals of th. department?

The philosophical examination of education concepts and theories

is one of the major goals of the department.

D.

How does this course affect degree requirements?

One of several required courses for the minor in

Philosophical Studies.

E.

What are the calendar changes necessary to reflect the addition

of this course?

Replaces SPF 435-S Philosophy of Systematic Inquiry.

F.

What course, if any, is being dropped

from

the calendar if this

course is approved?

None.

G.

What is the nature of student demand for this course?

Moderate, 20-30 students per semester.

H.

Other reasons for introducing the course.

IV ?

BUDGETARY AND SPACE FACTORS

A. Which faculty will be available, to teach this course?

Estwood (Kazepides)

---

Form C-7

SIMON FRASER UNIVERSITY

?

0

FACULTY OF EDUCATION

•

NEW COURSE PROPOSAL

I ?

CALENDAR INFORMATION

Department: ?

E.E.C. ?

Course Number: 439 Title:

Sub-title or Description: Seminar in Philosophical Studies.

Credit Hours:

?

4 ?

Vector Description: 0-4-0

Pre.-requisite(s):

At least two other courses from E.E.C. with a

philosophical emphasis or from the Department of Philosophy.

II

.

?

ENROLMENT AND SCHEDULING

Estimated Enrolment: 10-15.

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall and

Spring): ?

Every semester.

When course will first he offered: 1971-2

III ?

JUSTIFICATION

A.

What is the detailed description of the course including differentiation

from lower level courses, from similar courses in the same department

and from courses in other departments in the University?

An advanced seminar that provides opportunity for in-depth studies in

Philosophy of Education.

?

It may be conducted as an individual study

?

.

0

program, or seminar, or special lecture series.

?

0

B.

What

i's

the range of topics that may be dealt with in the cours

-0

113

---

115

Page

B

?

What are the special

p;icc and/or cqu I pmnt requri ew'tit

?

fur t

I

11 S

course?

None.

C. Any other budgetary implications of mounting

this cnur:

None.

APPROVAL -

?

Faculty Curriculum Committee:

Faculty:

?

March 17, 1971.

Senate:

---

Page 2

•

C.

flow does this course fix

the

goals of thc department?

D.

How does this course affect degree requirements?

E.

What are the calendar changes necessary to reflect the addition

of this course?

Drop the letters "CCA" and "B-SF'. Last sentence

in

current

description to read 9ritteri

pplict.ir'.n

tu

5t

b iade to

the

Centre

at least 6 weeks before the beginning of

the

semester

of

enrolment."

'F. What course, if any, is being dropped from the calendar if this

course is approved?

BSF 498 and CCA 498.

G. Mat is the nature of' student demand for this course.?

II. Other reasons for i ut roduc iug the course.

IV ?

RuI)c;IFAY AND SPACE FACTORS

A.

?

jV11,C11

faculty w I

?

hi' a'va I I ah Ic to teach this course?

.

•

117

---

Form U-71

UNIVERSITY

FACULTY OF l:r)IICATTflN

NEW ?

•

S1P1OIOSAL

CALENDAR TNFOPJ'IATION

?

0

Department

ducationa1 Fodátions Centre

Course Number:

499\

Title:

Sub-title or Description:

Individual Study Semester.

See

III

and F.

Credit flours:

?

15 ?

Vector Description:.

Pro-requisite(s):

• ?

II

?

ENROLMENT AND SCIIEI)ULING

Estimated Enrolment:

Semester Offered (e.g. Yearly, every Spring; twice yearly, Fall a

Spring):

When course will first be offered:

• III ?

JUSTIFICATION

A. What is the detailed dt'scri pt ion

or

the course includi n di ffe

from lower level course,, from similar courses ill the same dep

and from courses in other departments in the University?

Now BSF 499

and

CCA 499.

d

'en

1.

i at i o

irt:icnt

B. What is the range of topics that may he dealt with ill the court

•.

119

-

It.--

---

age 3

S

B. What

are the special space and/or

cquiprncnt rcqurieriients

for

course?

C. Any other budgetary implications of mounting this course:

his

APPROVALS -

?

Faculty

Curriculum Comm i t

tee

Faculty: ?

March

17, 1971.

Senate:

5

---

• EDUCATIONAL FOUNDATIONS CENTRE.

?

2.

APPENDIX D.

?

S

A

?

1. Proposal for a MINOR IN PSYCHOLOGICAL STUDIES.

2.

Originators: EDUCATIONAL FOUNDATIONS CENTRE.

3.

Administered by: EDUCATIONAL FOUNDATIONS

11

CEMM.

4.

Purpose and Justification:

In most Faculties of Education, educational psychology

is regarded as a major area of study for the preparation of

teachers. (c.f. any random sample of 5 or so calendars from

other Universities). Much of what is called Behavioural

Science at this University is commonly regarded as the subject

matter of educational psychology.

The present student demand for existing Behavioural Scienc

courses is considerable. About half of them cannot meet the

demand and the others usually have enrolments in the 201s.

(N.B. Reference is made here to BSF courses at the 400 level).

There has always been a demand on the part of students

and faculty for a wider offering of courses, especially of

the kind which relates the behavioural sciences to the class-

room setting. The new courses are an attempt to meet this

demand for prospective teachers.

0

?

This minor will attempt to introduce the student to:.

a)

Pertinent development concepts and knowledge for the

teaching of children.

b)

Theories which will help him understand individuals.

c)

Techniques for humanizing learning situations.

S. Pre-requisite:

EFC 201-3 Introduction to Research Methods and

EFC 250-3 Pscyhological Foundations or EquivThnt.

6. Required Courses:

a)

EFC 350-4 Cognitive and Affective Development and

EFC 351-4 Individual Differences.

b)

EFC 352-4 Learning Disabilities or

EFC 401-5 Seminar in BehaviouralSciences or

approved electives from within the Centre or in

another Centre/Department.

c)

An additional appropriate course from a Department

or Centre other than the Educational Foundations Con

123

---

4'

EDUCATIONAL FOUNDATIONS CENTRE.

?

4.

APPENDIX D.

16. Equivalent Minor during an interim period:

a)

Pre-requisite: Two of ED. 201, Psych. 101 and Psych.

b)

Required Courses: 14-18 credit hours consisting of:

BSF 423-5 Behavioural Approaches to Learning Disabili

BSF 424-5 Behavioural Research in Education.

BSF 425-5 Behaviour Analysis.

BSF 426-5 Cognitive Development.

Psych 220-3 Learning.

Psych 230-3 Perception.

Psych 305-3 Test Construction.

Psych 310-3 Theories of Personality.

Psych 351-3 Child Psychology.

17. Action Taken to Date:

Approval by Centre - January 20, 1971.

Approval by Faculty

-

March 15, 1971.

105.

ties.

.

125

---

EDUCATIONAL FOUNDATIONS CENTRE

S

•.

?

8. Other Recommended Courses:

The following courses are presented as examples which

students should explore as they relate to particular pro

EC. 150-3 ?

History of Economic Devel

Linguistics 220-3

?

Introduction to General L

Geography 241-3

?

Social Geography.

Philosophy 206-3

?

Political Philosophy.

PSA 101-3 ?

Sociological Theory I.

Psychology L06-3

?

Social Issues.

Biology 204-3

?

Introduction to Ecology.

t (A).

stics.

9.

New Courses Recommended:

EFC 200-3

?

Education and Modern Society.,

EFC 340-4 ?

Education and Deviant Behaviour.

10.

Projection of Faculty Resources

' and Course Offerings:

11.

See Appendices E and F.

(Note: Additions may be made to this projection, depending

on the nature of special summer session demands).

12.

Other Resources Required:

None.

.

I2?

---

EDUCATIONAL FOUNDATIONS CENFRE.

?

8.

APPENDIX D.

C ?

1. Proposal for a MINOR IN COMMUNICATION STUDIES.

2.

Originators: EDUCATIONAL FOUNDATIONS CENTRE.

3.

Administered by: EDUCATIONAL FOUNDATIONS CENTRE.

4.

Purpose and Justification:

Communication Studies courses are designed to develop

a critical awareness of communication forms (media) factors

which facilitate and hinder human communication and the impact

of restricted or distorted communication (propaganda) or learn-

ing, decision making, creativity, and effective action.

The processes of Communication lie at the very heart of

teaching, management and effective human action. At present

there is little opportunity for teachers or other students

at S.F.U. to study these in concentrated form.

The fact that all Communication courses have been over-

subscribed since first offered, together with the numerous

requests by students for instruction in this area (requests

on file), provides evidence that such a program would be in

considerable demand, both for prospective teachers and for

students planning to enter other professions (See also Appendix C.).

.

?

S. Pre-requisites:

EFC 201-3 Introduction to Research Methods or equivalent.

EFC 260-3 Theory and Process of Communication Orequivaleni

6. Required Courses:

a)

EFC 360-4 Communication and the Creative Processand

EFC 361-4 Mass Communications.

b) EFC 362-4 Aural Dimensions of Communication or

EFC 402-5 Seminar in Communication Studies

oi

approved electives from within the Centre of—another

Centre/Department.

C)

An additional appropriate course from a Department or

Centre other than the Educational Foundations Centre.

7. Recommended Courses in Education:

EFC 240-3 Social Science Foundation.

EFC 250-3 Psychological Foundation.

EFC 302-4 Individual and Group Dynamics.

EFC 350-4 Cognitive and Affective Development.

S

?

EFC 405-5 Laboratory Studies.

129

---

19.

EDUCATIONAL FOUNDATIONS CENTRE

. APPENDIX D

Proposal for a Minor in Philosophical Studies

The

rriciinatrrs

and onrators of the ohilosoDhical studies ororam are committed

to the view that an historical and a philosophical perspective are neessary

aspects of--the preparation of all teachers. They are not committed to the view

that this criterion can be satisfied by requiring students to take one or more

courses in these areas. It can be satisfied by the provision of ample opportdnities

for all students to experience thinking and acting philosophically and to acquire an

adequate historical perspective. Consequently the emphasis of Philosophical

Studies is on providing a sufficient range of courses for all students to permit

each to choose those that appeal most.

Prerequisites. (These apply only to official minors and not to admission to

any of the upper level courses).

EFC 202 and EFC 231 and at least one lower division course

offered by the Department of Philosophy.

Required Courses

(a)

EFC 432-4 and EFC434-4.

(b)

One of EFC 436-4, 438-4 and 439-4.

(c)

One course offered by another department or centre and

preferably from either Professional Development Centre

or the Department of Philosophy. In special cases candidates

may be allowed to take EFC 439 provided that the research

to be undertaken is directly concerned with a problem in

professional development or educational policy.

0

---

EFC

?

71-3

?

72-1 ?

72-2 ?

72-3 ?

73-1 ?

73-2 ?

73-3

?

74-1 ?

74-2 ?

74-3

200-3 ?

School ?

Society

200 ?

200

201-3 ?

mifro. toRcsearch1t2T - -

1T27

?

- - 12T

?

R2/

?'

______ethods ?

50 ?

50 ?

50 ?

- ?

50

202-3 ?

1t ion in

?

r

rV ?

TflT

?

77 ?

P7 ?

1V

?

74

?

dfl7—

Modern Societ

?

200 ?

200

?

200

?

200 ?

200 ?

200 ?

200

______

210-3 ?

Mtiic Studies-

ist

T .

?

-

-

_ ?

Sociological ?

j ?

60

?

60 ?

60

220-3 ViiIArf_iosJ'T - -

?

i7

?

ST

iic Design. ?

0 ?

30 ?

30 ?

30

221-3 VaAEu1eSST

?

- ?

- ?

is/

-

is/

?

-

_ 1ifTas_Vision

?

jO ?

30

?

30 ?

30

_____

231-3 ?

?

Pi1oso

in Teaching.

p

hi1Iei

?

I

?

?

-

100 ?

100

240-3_ Social Fodiiation

1217

?

T17

?

-

T117

?

I7

?

-

1?.17

?

T17

?

EB/

________ 300

?

300 ?

300 ?

300 ?

300 ?

300 ?

300

StT3 ?

Pciio1ogica1 ?

1Ti7

?

1ZI17

?

-

irl7 ?

1Z7 ?

-

1fl7

?

M

-

7--

____

?

Foundations ?

100 ?

100 ?

100 ?

100 ?

100 ?

100 ?

100

______

260-3

?

?

Theory

of

Communications

?

Process ?

?

•

P1I7_

60 ?

- -

?

60 ?

- - PI1T

60

?

i ?

60

300-4 ?

Study of the

?

1W ?

TT

?

1TT

?

17

?

P.5T

?

BM/

Future ?

30 ?

30 ?

30 ?

30 ?

30

?

30

301-4

?

Carative

?

W17 -

?

Ti117

Studies ?

30

?

30 ?

30

302-4 ?

individual ?

Tfl7

Dy

• ?

Group Dynamics

?

60 ?

60

?

60

310-4 _Ku TcStudies:

?

- ?

37 ?

- ?

TE37

STh

•

?

ice_ Cu1tur

?

30

?

30 ?

30

370-4 ?

Visual Arts Studies ?

T7 ?

- -

?

-

•

?

Grahics.

?

i ?

25 ?

25

?

25

21-4

—

Visual Arts Studic s

?

TT -

?

-

Color Theory. ?

- ?

25

?

25 ?

25

340-4 ?

Tducation

Deviant Behaviour ?

50 ?

50 ?

50 ?

50

341-4 ?

tiucation

?

1P7

?

- XP7

?

- 1P7

Social Change

?

50

?

I

?

SO ?

SO

342-4 ?

Indian

?

Minority

KPT

?

1PT

?

1PT TPT -

Tjr

?

P/

Education. ?

50 ?

50 ?

50

?

50 ?

Sol ?

50

______

50-4 ?

Cognitive ?

- ?

- - RL/

Deve1oent ?

50 ?

50 ?

50 ?

50

351-4 ?

Individual

?

11D7

?

1I7

?

1317

?

11157

?

D7 ?

1fl7

_____ ?

Differences ?

50 ?

50

?

50

?

50 ?

50 ?

50 ?

50

352-4_ Learning ?

IT - ST

?

1T

?

ST

?

T ?

Sir

?

ir

Disabilities ?

41)

?

40 ?

40 ?

40 ?

40

?

40

?

40

360-4

?

Communication 4

?

ALL/ALL/

?

Att7

?

JI7

?

-

ALL/

?

tt7 -

?

ALL!

______ ?

the Creative process 35

?

35 ?

35 ?

35 ?

35 ?

35 ?

35

_____

361-4

?

Mass

tions.

Communica-

?

?

- IflT

75

?

T ?

1I7

75 ?

- - 1Z1T

75

?

- --

:362-4

?

Aural iniiis _P S/ - -

?

Rms/

-

1PS7 -

?

-

RMS7

_____ ?

in Communication.

?

SO ?

50

?

50 ?

50

:401-S ?

iinar in

Behavioural Science

402-5 ?

Seminar in Con-

niunication Studie

405-5

—

Laboratory SiidIë - ?

-

4321 5

?

Significant ?

17 ?

117

?

7

?

A17

Educational Think

?

60

?

60 ?

: ?

60 ?

613 ?

60

•

?

ers-PastPrcsent

:4341 5

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Education.

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30 ?

30 ?

30

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30 ?

30

436-5 ?

ThiEthical ?

TTIT - ?

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- -

______

Foundations of ?

30

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30 ?

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Education.

_____ ?

of

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ducation. ?

30 ?

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_______

439-5 ?

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______

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ical_Studies 5-10

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5-1 ( ?

5-10 ?

5-10 ?

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- - -

________ - - -

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KY ?

Initials of Facult

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Me

137Th ?

Individual Study

?

to indicate who will he teaching each

esterWonij

?

- - •

?

course. ?

See Appenix F. ?

•

499/15 ?

Semester

Individual Study

?

13

• ?

EDUCATIONAL FOUNDATIONS CENTRE

?

APPENDIX B.

COTJRSFS BY SFNESFI'R AND FACULTY MFi'IBER AND ANTICIPATED ENROLMENT.

Courses ?

Description

?

Semesters

? - --

---

EDUCATIONAL FOUNDATIONS CENTRE

Below you will find a number of courses and minor programs which the Faculty

•

of Education may offer: please help us select those programs and courses

which would be of most value to you.

I For Students in or Planning a Profesional Development Program.

Assume you are beginning your program: which of the following would you

select as Minor in Education (14-18 credits) if it were offered (circle

1. Communications Studies. 2. Philosophical Foundations. 3. Psycholog

Foundations. 4. Social Science Foundations. 5. A mixture of the above.

6. None of the above.

II ?

For all Students: ?

Assume you are beginning

University. ?

Which of the

following courses would you select as electives to your own program

(e.g. Arts or Sciences) or as components of

an Education Minor, if they

were offered? ?

(Please circle 5 or less).

A. ?

Communications Studies

B.

?

Philosophical Studies.

Theory of Communication.

Education in Modern Socie

Communication F, Creativity.

Introduction to Philosoph:

Mass Communication.

of Education.

Aural Dimensions in Communication.

Historical Foundations of

Advanced Studies.

Educatinn.

Concepts ?

Theories of Ed

Social ?

Ethical Foundati

of Education.

.

Advanced Seminar.

C. ?

Psychological. Studies. ?

.

D. ?

Social Science Studies.

Psychology '

Foundations.

Education ?

Human Develop

Cognitive ?

Affective Development. ?

.

ment.

Individual Differences.

Sbcial Science Foundation

Learning Disabilities.

Education ?

Deviant

Advanced Studies.

Behaviour.

Education Social Change

Indian Ethnic Education

E. E. General Courses.

Explorations in the Study of Man.

Introduction to Research.

Music studies - INtroduction.

- Advanced.

Visual Arts Studies - Introduction.

- Advanced.

Individual and Group Dynamics.

Comparative Education.

Study of the Future.

Laboratory Studies.

Directed (Individual) Studies..

•III Please give us your NAME:

?

NQ.

MAJOR:_________________

W

'when c3p1eted, please give to your tutor or pass in to Education Foundations

Office CC 6142.

135

February 1971.

)..

---

A.

Connninications Studies Minor

51

69

13

10

64

79

260 1. Theory of Cnunication

360

2.

Connunication ?

Creativity

147

55

202

361 3.

Mass Communications

77

9

186

362

4.

Aural Dimensions of Communi-

cation.

33

S

38

400

S.

Advanced Studies

19

2

21

B. Philosophical Studies Minor

97

11

22

2

119

13

1. Education in Modern Society

2. Introduction to Philos. of

Education

24

S

' ?

29

3.

Historical Foundations

16

3

119

4.

Concepts 4 Theories of

Education

41

21

6

S. Social ?

Ethical

Foundations

54

7

61

6. Advanced Seminar

4

2

: ?

6

C..

Psychological

Studies Minor

21

15

.

36

250

1. Psychological Foundations

26

3

29

350 2. Cognitive Development

41

22

63

351

3.

Individual Differences

87

33

120

352 4. Learning Disabilities

101

54

155

400 S. Advanced Studies

12

3

15

D.

Social Studies Minor

30

11

41

200

1.

Education F, Human

Development

87.

28

115

240

2. Social Science Found.

15

1

16

340 3. Education ?

Deviant

Behaviour

62

36

9

341 4. Education

?

Social

Change

113

30 . ?

.

143

342

S. Indian ?

Ethnic

Behaviour

74

30

104

E.

General (Mixed Minor)

?

'

83

51

134

1. Explorations in Study

of Man

36

11

47

201 2.

Introduction to

Research

9

1

10

210 3. Music Studies - Intro.

53

14

67

310

4. Music Studies - Advanc.

26

8

34

220 S. Visual Arts St.-Intro.

97

21

118

320

6.

Visual Arts St. -Advanc.

47

8

55

302 7.

Individual

?

Group

Dynamics

75

21

96

301

8.

Comparative Education

30

7

300

9.

Study of the Future

61

11

72

405 10 Lab. Studies

10

4

14

410

11 Directed Studies

30

7

37

F.

None of the above for MINOR

86

11

.

97.

TOTALS

300

100

400

37

4

?

?

EDUCATIONAL FOUNDATIONS CEWI'RE ?

APPENDIX

C.

RE5JLTS OF QUESTIONNAIRE BY MINOR, COURSE AND POPULATION.,

Area and Course Number and Title EEC Students P.D.P. Students

?

Totals

•(N-300) ?

(N-100)

?

(-400)

---

0

.

0

---

* ?

(?fr344 ?

I

MINUTES OF THE FACULTY OF EDUCATION meeting held on Monday,

March 29, 1971, beginning at 9:00 a.m. In PDC#3.

Present: S. Stratton, Chairman

17 members of the Faculty of Education

P. Speer, secretary

1.

The agenda was approved.

2.

The minutes of March 15, 1971 were approved with the

following note to be recorded at the request of C. Hamm:

re page 3, paragraph 3 of recommendation 4:

Education 202 had not been included in the

71-1 enrolment figure cited by R. Lorimer

and that with this course included there

was a total of 406 students enrolled in

courses labelled SPF during this semester.

---

. MINUTES OF THE FACULTY OF EDUCATION meeting held on Monday, March

15, 1971, beginning at 9.00 a. m. in PDC#3.

Present:

?

S. Stratton, Chairman

B. Wilson, Academic Vice President

21 members of the Faculty of Education

P.Speer, recording secretary

S. Stratton recommended that item 1 be deferred to the next meeting and that a

report from Dr. Wilson regarding the Search Committee for a Dean of Education

be placed first on the agenda at his request. He also recommended that the 2nd

item of business be the report from the Ad Hoc Committee.

Since Dr. Wilson had temporarily left the meeting at the time the meeting gan,

discussion commenced on item 2.

Z. ?

Report from the Ad Hoc Committee - F. Ed. 71-7

With respect to procedure 1, the Chair ruled that the nature of the vote on

model would be by simple majority by secret ballot.

e that

on-

With respect to procedure 2, the Chair recommended an alternative procecb

• ?

Faculty review and discuss each of the 4 models and then move to a motion

cerning one of the models.

At this point, at the Chairman's request, J. Ellis read the following statem

he said had received approval at a recent meeting of the Professional Devel

Centre:

In the light of the Senate motion of March 1970 we would like to

reaffirm that the organizational structure being proposed is for

the Educational Foundations Centre only, and not for the entire

Faculty of Education.

nt that

oment

We desire to inform Senate that the Professional Development Centre

reserves the right to consider an alternative form of administrativ

relationship for itself within the university, possibly within a

division or Faculty of Professional Studies.

These two statements should be raised as matters of privelege an

read into the minutes of the Faculty of Education meeting to be he

March 15, 1971.

J. Ellis advised that this statement had resulted from a recent change in F

• thinking: thatwhereas discussions over the past year had centred on a reo:

tion of the Eduáational Foundations Centre, they now appeared to include th

Professional Development Centre in a reorganization of the Faculty. He fu

culty

ganiza-

the r

---

advised

that

that

no proposals had been examined nor any judgments made by Professional

Development Centre faculty on the recommendations (1 and 2 of the report) that

would directly affect them.

1. ?

Dr. Wilson then returned to the meeting and was given the floor for his

report. He advised that one vacancy had occurred on the Search Committee for a

Dean of Education due to the resignation from the Faculty of one of the members of

the Committee. He suggested two alternative procedures that Faculty might follow

in filling the vacancy: 1) that the Senate procedure of ballots and nominations be

followed. 2) that the person next in line in the balloting at the previous election of

committee members (Dr. B. McDermott) automatically take the position on the

committee.

J. Ellis/T. Mallinson:

moved that the person next in line in the balloting at the previous election

of committee members (Dr. B. McDermott) take the position on the

committee.

MOTION CARRIED.

The import of J. Ellis' statement raised the question of whether discussion should

centre on the organization of the Educational Foundations Centre or on reorganization

of the Faculty as a whole. This question was not resolved and discussion ensued on

all 4 models for organization. During discussions M. Gibbons insisted that he could

not vote on any of the models because he could not simultaneously come to a decision

on the organization of the Educational Foundations Centre and on the total organi zation

of the Faculty which would involve everybody.

The essence of discussions and comments made on each of the recommendations was

as follows:

Recommendation 1

B. Wilson suggested that since there is no Division of Professional Studies in the

University at this time, and that such a Division would not be established unless it

could incorporate other than just the teacher training program, that recommendation

1. a) may be premature at this stage.

Recommendation 2

• Faculty were informed that this recommendation was never seriously considered by

the Ad Hoc Committee in terms of a clear plan but that this. alternative was one that

they thought Faculty might wish to look at.

---

-3-.

• Recommendation 3

T. Mallinson indicated support for this recommendation.

M. Gibbons agreed that 3 would seem to be the most appropriate course of action,

but including provision for the sub-departments in EFC as specified in recommendation

4. G. Eastwood objected to this proposal on day to day administrative grounds,

particularly in that a division of EFC in this way would lead to the formation of a whole

array of sub-departmental committee structures which would be required to report to

Centre committees and so on, to the point where such time lags would render the

sub-departments completely inefficient. He suggested that Faculty choose to go to

strict departmental classifications or to a single Faculty operation.

B. Wilson said that the structure of EFC at the present time had been specified a year

ago somewhat ambiguously and that it had not seemed to have worked out at all well.

It seemed to him that recommendation 3 was simply a statement of what already

exists. It was B. Wilson's personal opinion, however, that the only practical structure

was that proposed in recommendation 3.

B. D'Aoust recommended that EFC be established without sub-departments and that

the Philosophical Studies group be urged to explore the possibilities in recommendation

1. b)

Recommendation 4

B. Wilson advised that if there is very little interaction between the two Centres that

this should perhaps be recognized and defined specifically through acceptance of

recommendation 4. He added, however, that he would not support this recommendation

because of his opposition to the creation of departments, those specified and others

that would likely be developed later, and the boundaries of communication that they

create.

R. Harper suggested that if the Faculty is concerned specifically with the organization

of EFC, that they should address themselves to recommendation 4, since some of the

present philosophers want their own independent department, and the aims of the

remaining EFC members with their commonality of interests could be realised through

this 2 department structure rather than through a Centre operation. G. Eastwood

agreed that the argument that there be 3 separate departments made sense and that

although there would be different concerns in the 2 departments of the present EFC

members, that they could nevertheless work together in such

.

a structure.

R. Lorimer pointed out to Faculty the absurdity of allowing for a department of

Philosophical Studies which this semester has only 9 students enrolled in it. He

• suggested that recommendation 4 had no educational argument, that the recommenda-

tions in the report reflect a course of political expediency and that recommendation 3

with the minor change suggested by M. Gibbons was the only one which seemed to him

to have some merit.

Comment was made that acceptance of recommendation 4 would have major implica-

tions in future programming, budget and overall decision-making in the Faculty.

---

0

-4-

B. Wilson summed up his remarks by presenting the meeting with his admitted

prejudices and impressions of the Faculty based on his limited experience. He

said that the PDC appeared to represent a cohesive group of people whose

argument was that the EFC does not want to contribute to the PDC programs.

In turn, the EFC seemed to object to a situation where seemingly the controls of

the PDC make it impossible for EFC to have any control on the Education students'

programs. He said that if this is the case then perhaps there should be a strict

separation of the two groups, although he believed that all programs would profit

from the input of working relationships with other groups with similar interests.

He added that if, on the other hand, the stress between the Centres was caused by

the constraints of structural boundaries, that the Faculty should move towards

a single Faculty operation. He said that the concept of the Human Development

Centre had been a move towards a political rather than an academic solution. He

said that fixed programs directed specifically towards students who are to be

educated for the school system were not university wide programs at all and that

this concept of a Faculty of Education represented no real academic change. He

concluded that he would personally prefer programs which would combine the

interests of people, rather than departmental programs that would fix things in

disciplines.

At the conclusion of discussions, B. Wilson left the meeting and the Chairman

.

?

ruled that he would entertain a motion on recommendation 3 and that if this was

defeated, the meeting would follow the procedures identified in page 2 of the report.

T. Mallinson/B. McDermott:

moved that the EFC be organized into one administrative unit; that

this unit be identified as a department, and that there be no sub-

departments within the EFC.

The Chairman advised that the Centre would have departmental status within the

University but that the name would remain Educational Foundations Centre.

D. Birch informed the meeting before the ballots were cast that he could not vote

on this motion because of its critical importance to persons other than he who

would be much more directly affected by the result.

The results of the secret ballot were:

For: ?

6

Against: ?

4

Abstentions: 10

. MOTION CARRIED.

Concern was expressed on the reaction Senate might have on the number of

abstentions on the vote. Faculty agreed that Senate should be informed that the

majority of people who abstained from voting did so not because of lack of care,

---

e

-5-

but because of the reason expressed by D. Birch and because of their concern

that the people directly affected by the result be allowed to make up their own

minds. It was agreed that the minutes of this meeting would be made available

to Senate.

J. Ellis then made a reply to B. Wilson's remarks about the Faculty. It was his

opinion that the image Dr. Wilson appeared to hold of the Faculty was that it

operated in an atmosphere of open hostility and warfare. He acknowledged

differences of opinion in the Faculty but said that these were of a more fundamental

and important nature than implied by Dr. Wilson. He said that this Faculty had

more strength than many other Faculties of Education and that some of B. Wilson's

remarks were unfortunate and unfair. He added that. he wished he could have had

an opportunity to make his reply when Dr. Wilson had been present.

3. ?

Educational Foundations Centre and Philosophical and Historical Studies

Course Proposals - F. Ed. 71-6

A. Vogt/R. Harper:

moved that these courses be accepted with thanks to the Ad Hoc Committee.

• ?

Following debate on procedure and a recommendation for rewording of the motion,

which was agreed to by the mover and seconder, the motion before Faculty was

amended to read:

moved that these courses be accepted subject to final approval by

the Faculty Undergraduate Studies Committee which will be given

power to advance the courses directly to Senate.

MOTION CARRIED.

The meeting adjourned at 10.45 a.m.

Chairman

0

---

SiMON FRASER UNIVERSITY

MEMORANDUM

S7/-

PP,1x

jf

To ..............

..All ?

.members ?

of

?

Senate.. ......

.....

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

.From

C. ?

R.

Eastwood

?

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

Subject ....

...

r

ttOSenate

?

.

.

Date ......

.....

March

.Q

,.19.71

The attached paper is submitted with the knowledge and

support of a significant proportion of the members of the

Faculty of Education. We urge you to give it careful and

sincere consideration.

I regret having to use this independent means of

distribution but no other was available.

0

CRE/aw

•

?

.

.

---

• ?

-

REPORT TO SENATE

S

?

In defence of a Faculty of Education"

Senate has the right to be informed as fully as feasible so that

its members can give appropriate consideration and make viable decisions

regarding the future organization of the Faculty of Education. Only a

small minority of its members have the benefit of experience on which to

base their judgments. The majority can be expected to conceptualize the

problem and formulate a possible solution from the point of view of Arts or

Science. It can and must be argued that neither model is appropriate and

that this Is evidenced by the disunity, confusion and conflict that has

plagued the Faculty of Education since March 16, 1970. On that date this

Senate took the first significant step toward forcing the Faculty of

Education into an inappropriate model and in doing so postulated a self-

fulfilling hypothesis. The result is the proposal that is before this

meeting.

It would seem that this meeting can make one of two decisions:

1. Accept and approve the Faculty of Education proposal or

a minor modification of it.

2.

Concede that a proposal that comes from a Faculty meeting

with the support of 6 of 20 members present has little to

to recommend it and refer the question tc the Academic

Planning Committee.

•

?

Either decision will be disastrous. ?

The former because it has

already been demonstrated that the two centre concept will not work. It

will lead to either continued conflict between the two with consequent

---

-2-

S

within-centre conflict because

of the

insecurity

produced or the

withering

away of one.

The latter is not

likely to be less

unsatisfactory

as is

evident from the attached memorandum. Dr. Chase, the academic planner

appears to be so insensitive to the problems and concerns of a Faculty

of Education that he can, apparently seriously, require the irrevocable

categorization of courses to humanities, social sciences or natural sciences.

(See. Appendix A.) Presumably this request was issued with the concurrence

of senior administrative officers and hence provides testimony of the absence

of any conceptual frame other than the traditional stereotyped pattern

sometimes assumed to be appropriate for a Faculty of Arts and Science.

For the information of Senate members the relevant portion of

Faculty of Education Paper 71//7 is attached. (Appendix B.) This paper

presented to the Faculty four models to choose from and hence structured

the context for the decision. Although only one of these was brought to

the floor for debate and vote (mainly because two were deemed inappropriate

at that time and another was rejected because the Academic Vice President

stated emphatically that he would jeopardise It in Senate if Faculty

approved it) each is worthy of some comment. (It Is an open question if

any one of the four would have gained significantly less than the 6 vote

support.)

Model 1. This model effectively disbands the Faculty of Education by

reducing it to a teacher training program. This would be a

retrograde step in any context and particularly so in a Province

that has minimal academic requirements for teacher certification

(at present 60 lower division credits and a training program)

---

Those foundational fields such as psychology, history, philosophy,

statistics etc. that provide students with the competency to

think about the policy, direction and practice of education are

to be relegated to cells dispersed throughout the Faculty of

Arts. It can be-assumed that there will be few if any requirements

in

the teacher education program to ensure that students find them.

The argument that these can be provided for within the P.D. program

simply can't be substantiated as examination of Ed. 402 and Ed. 404 programs

will show - there simply is insufficient scope and time.

'Model 2. An organization that identifies no departments inevitably

leads to a multiplicity of divisions. This is the model

exemplified by U.B.C. and Saskatchewan and the inadequacies

are too well known to need enumeration.

Model 3. This is the model for which 6 of 20 members opted largely because

It is

the model imposed upon the Faculty a year ago and favoured

by a few who possessed the executive authority to bring a

motion on to the floor. It is the model which has produced

the between-centre and within-centre conflict that has

effectively paralized the Faculty.

Model 4. This model was advanced to recognize that both teacher

education and the study of education have professional

theoretical and empirical dimensions and that these should

be recognized both organizationally and academically. It is

not by chance that these divisions happen to coincide with

.

?

the orientations of faculty and hence recognition of them

appears to be appropriate and realistic.

---

-4-

It' is neither the responsibility nor the right of Senate to make

another selection from these alternatives. It is the responsibility of Senate

to face squarely a number of fundamental and a number of practical issues

- issues which this University has not previously faced nor have they been

effectively faced by other Universities. The following is not offered as

an exhaustive list nor are the items enumerated in any order of priority.

1. The short history of S.F.U. and the Faculty of Education reveals

a.

The Faculty of Education was from birth an unwanted child

lodged on the campus because the Province at that time

needed more teachers.

b.

As is usually the case with such children it had to pay

the price in the form of providing a home for activities

such as

.

Athletics which the founding fathers wanted but

Arts and Science would not accept. The cost of these

programs inflated the budget and brought the Faculty under

scrutiny and suspicion and caused it to be falsely accused

of being over expensive.

2.'A professional Faculty unlike a Faculty of Arts or Science is

an integrated whole and has a greater need to be integratively

housed. From the beginning the units of the Faculty have been

indescriminately and inadequately housed with the result that

within-faculty communication has been difficult and inadequate.

Even today when some areas have been separated the remainder

is split with one element tucked in a corner as remote from

the back yard shed that houses the other element as is possible.

0

---

-5-

. ?

3. The often voiced assumption that the faculty of the

Professional Development Program constitute a coherent

co-operation group whereas the faculty of B.S.F., S.P.F.

and C.S.are unable to achieve cohesion is in need of some

consideration.

a)

If there is in fact a degree of cohesion in P.D.C.

equal to that asserted it stems largely from the

security provided by maximum resources and almost

absolute control of students. The organization of

the P.D. program makes it virtually impossible for

the Foundations personnel to make a satisfying contri-

bution during the P.D. year and the absence of requirements

coupled with the necessity to meet requirements of majors

in other Faculties preclude effective work at other stages.

b)

This leads to a situation in which P.D.C. accuses the

Foundations of making little or no contribution to the

teacher education program while at the same time denying

the Foundations reasonable opportunity to do so. To this

must be coupled the fact that those faculty in Foundations

who have repeatedly expressed interest in contributing

have received little support or consideration.

c)

Unfortunately this restriction is not applicable only to.

Foundations personnel. Within the faculty of Professional

Development there are those who find little opportunity to

contribute satisfactorily. Some are not allowed more than

• ?

one session with the total body of students during the

Ed. 402 stage.

---

-6-

d) The conflict within the Foundations areas stem pre-

dominantly from several factors.

i) Insecurity due to (b) above.

ii)

The existence among the faculty of many who have no

commitment to a Faculty of Education and its functions

• ?

and responsibilities. Frequently and specifically

attention has been called to this factor but. it has

been disregarded with the result that it is such personnel

who have influenced internal policy and by so doing

caused widespread discontent. Positive proof of the

existence of such personnel is contained in the recent

applications by at least two to transfer out of the

Faculty.

ili)The imposition on the Foundations Department by Senate

of an organization that disregards academic arguments.

This has been accentuated by arbitrary administrative

actions based on an interpretation of the Senate motion

(Mar. 16, 1970) that has questionable relationship to

the intent of Senate. It is noteworthy that Senate

is now being asked on the basis of a 6/20 vote to

continue this form of organization.

e) Except for the need to separate the Athletics and the Arts

•

?

areas to achieve budt3ry balance (and this would not have

been necessary if

the

University had recognized and allowed

for these factors in the Faculty of Education budget) there

fl

Ad

---

-7 -

never were any academic or professional reasons for re-

organization of the Faculty. There were reasons for

establishing and improving its organization.

f. In view of the fact that re-organization was undertaken

a satisfactory solution could be achieved if and only if

a total reorganization was made. This necessarily implies

consideration of (b) above and cognizance of (d) ii. However,

throughout the past year there has been and continues to be

a persistent refusal to consider any modification of the P.D.

program. Strangely enough there has at the same time been

0

much talk about "co-operation" and "integration."

These factors do not constitute an exhaustive list but they are

sufficient to enable Senate members to begin to approach the problem. But

first and foremost members must individually and collectively decide and

state unequivocally the answer to the question that was posed to the

President and the (then) Acting Vice-President, Academic a year ago which

is:

"Are you engaged in and concerned with the development of an effective

Faculty of Education or are you presiding over its dissolution as a Faculty

and its reduction to a teacher training program?" When that question has

been clearly and honestly answered the problem of organization presents

few real difficulties. If the answer is in favour of the former alternative

the solution has two stages:

1. Acceptance and implementation now of a three department

structure with

a)

Professional Foundations (or Studies)

b)

Scientific (empirical) Foundations (or Studies)

c)

Theoretical (Historical-Philosophical) Foundations (or Studies)

---

-8-

2. Longer term development on an autonomous B.Ed. degree as a

necessary condition for teacher certification (See Appendix C)

and the formulation of an appropriate Faculty organization.

If Senate answers in terms of dissolution then it can be achieved

by adopting one of 1, 2 or 3 referred to in the introductory section of

this paper. Any one of these will lead to the withering away of

Foundations and guarantee the Province with an adequate supply of

teachers not academically or professionally significantly superior to

those who have been certificated over the past 50 years.

The choice is yours and each must make his/her own decision

and do so on the assumption that he/she has available adequate factual,

conceptual and professional knowledge, to make the right decision for there

is no room here for any error. Some may not wish to assume so much.

.

S

---

APPENDIX A.

Attached is a listing of the courses approved by Senate ..for

•

?

offering by your department.

?

By whatever means you deem

•

?

appropriate, will you identify each course offering as to

whether it falls in the area of humanities, social science

or natural sciences.

?

A decision once made will be irrevocable.

• ?

It is recognized that, in a limited number of cases, it may

be necessary to identify an individual course as failing in

more than one category.

?

Such action is permissable.

Upon completion of the identification process, will you please

forward to me a memorandum containing the course number and

an identification of the area or areas in which the course

shouldbe identified.

Your assistance in this matter will be very much appreciated.

Signed JOHN CHASE.

SOCIAL ?

&

?

PHILOSOPHICAL ?

FOUNDATIONS.

Education ?

202-3

Education ?

in ?

a

?

Modern ?

Society.

• ?

SPF

331-3

Introduction ?

to

?

Educational

?

Philosophy

• ?

SPF

432-5

Contemporary

?

Issues ?

in

?

World ?

Education.

SPE

433-5

Socio-Philosophical ?

Dimensions ?

of ?

Educational

Theories.

SPF

434-5

?

•

Philosophical ?

Analysis ?

in ?

Education.

SPF

435-5

Philosophy ?

of

?

Systematic ?

Enquiry.

• ?

SPF

436-5

Ethics

?

and

?

Education.

•

?

SPF

440-5

Advanced ?

Undergraduate ?

Seminar.

SPF

498-18

Individual ?

Study ?

Semester.

• ?

• ?

SPF

499-15

Individual ?

Study ?

Semester.

---

F of Ed. 71 #7.

APPENDIX B.

AD HOC COMMITTEE RECOMMENDATIONS.

The Ad Hoc Committee recommends that the Faculty make a specific

recommendation to the University concerning administrative

organization of the Faculty which will reflect the program proposals

approved by Faculty. ?

In order to assist Faculty in making a

decision on this matter the Ad Hoc Committee proposes the following

possible alternative models for Faculty organization.

• . That the Faculty be in effect disbanded and that the

program units be placed within a University Organization

as follows:

(a) That the Professional Development Centre become

a department or division within a larger division

of Professional Studies

and

?

(b) That the Educational Foundations Centre become either

a department within the Faculty of Arts or that the

members of this Centre be appointed in appropriate

existing departments in the Faculty of Arts.

NOTE: ?

This model arose from persons external to the Faculty.

2. ?

That the Faculty reorganize in a manner which would identify

no specific departments.

3.. That the Faculty remain organized as it is presently

structured into two administrative units; P.D.C. and E.F.C.

That these units be identified as departments and that

there be no sub-departments within E.F.C.

I

.

?

That the Faculty be organized into three departments as

follows:

(a)

Professional Development Studies

(b)

Historical and Philosophical Studies

(c)

Behavioural Science and Communication Studies.

\

---

APPENDIX C.

Because the Faculty of Education and the B.Ed. degree are in

a melting pot S.F.U. is uniquely situated to capitalize on and

benefit from the prevailing situation. Additionally and more

importantly it has an opportunity to make a real and lasting

?

• ?

contribution to education throughout the Province and perhaps

beyond and to establish a model that may be used as a paradigm

by others. ?

To do this it will be necessary to cast aside a

?

•

?

number of preconceived notions, deeply embedded prejudices and

fallacious points of view.

The following model has been hastily conceived and

formulated and certainly will need refinement.

I. ?

S.F.U. must commit itself to the principle of academic

excellence (of which there has always been much talk)

and apply it honestly to the B.Ed. degree and the

Faculty.

S

2.

This entail,s designing a B.Ed. degree as a necessary

•

?

condition for recommendation for teacher certification.

Undoubtedly this principle will exclude many students

and result initially in a relatively small enrolment.

But why not - the commitment is to academic excellence

• ?

and the education of professional teachers.

3.

Accept that the B.Ed. degree is an autonomous unit and

must be designed and supervised by the Faculty of

Education utilizing as far as possible and desirable

the specialist departments in Arts and Science, their

• ?

programs and programs developed by them to fill specific

needs.

. ?

Accept that the B.Ed. degree, whether it be designed

to educate professional 'teachers or to prepare personnel

for work in related fields has three dimensions.

(a)

Development of competence in a subject matter field

(or group) as a teaching major designed for teaching

not solely for the discipline.

(b)

Develop understanding of education based on adequate

knowledge of foundational fields such as psychology,

•history, sociology and others.

\

(c)

Provide each candidate with a field of academic

• ?

specialization within the field of education that

•

?

will make the graduate professionally competent

?

• • ?

beyond the minimum of teacher competency.

?

This?

will mean that we will inject into the system

teachers specialized in research methodology,

curriculum research and design, historical perspectives,

---

APPENDIX C.

?

PAP

psychology, measurement etc., so that we might

assume that ultimately each school will have on

its staff one specialist in each of several

academic fields who can guide and facilitate the

work of their colleagues.

?

Schools may then become

centres of learning.

Society and its youth no longer need teachers qua teachers.

They need highly qualified scholars able to utilize, organize

technologies and techniques into relevant patterns to provide

environments for effective learning conceived as educational

development. ?

This entails more than preparing teachers to teach.