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SCUS IO-Ola

SIMON FRASER UNIVERSITY

Senate Committee on Undergraduate Studies

Course Change/Deletion Form

Existing Course Number/Title:

EDUC 480-4 and EDUC 480W -4 Designs for Learning: French as a Second Language

Please check appropriate revision(s) being recommended:

Course Number: __

Credit Hour:

Title: ___ _

Description:--=X'"'-- __

Prerequisite:__ State number of hours for:

Lect ( )

Sem ( ) Tut ( ) Lab ( )

Course deletion:, __ _

FROM:

Deals with a variety of approaches, teaching strategies and curricula for teaching French as

a

second language in elementary and secondary schools. Prerequisite EDUC 4011402.

Instruction given in French.

TO:

Deals with a variety of approaches, teaching strategies and curricula for teaching French as

a second language in elementary and secondary schools. Prerequisite EDUC 4011402.

RATIONALE:

Instruction for the D and E offerings for this course

will

be given in English (French

instruction

will

be indicated with the F coding). We do not want to discourage students with

basic French language skills from taking the course.

Effective semester and year Summer 20 I 0

SCUS 2006

---

To

be deleted:

certificate in liberal arts

Rationale:

With the new Undergraduate Degree Requirements of Writing, Quantitative and

Breadth, the certificate in liberal

arts is no longer required. Of course, many

students may complete both requirements

at the same time and we will encourage

them to do so.

---

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SIMON FRASER UNIVERSITY

Senate Committee for Undergraduate Studi

es

NEW COURSE PROPOSAL

Gourse Number:

EDUG

375

-

3

Course Title:

Struggle w

i

th Mathematics: Sources and

Recovery

AND

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propo

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~ell\..n<1

Causes ot1tisk

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and anxiety from both a conceptual and

a

d

i

spositional

point

of view.

Exploration

of d

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fferent

remediation

strategies.

Enhancement of

p

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rsonal

mathematical skills

through

immers

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on in a

problem-solving

environment.

The role

of

mathematica

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compe

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n

ce in society and job market.

Pr

e

requisit

e:

EDUG

401

/

402.

Students with

credit for 415

or 475

cannot take EDUG

375 for

further

credit.

Corequi

s

ite:

non

e

Specia

l

Instructions: i.e. does

this

course

replicate

the content of

a previous

l

y

approved cou

r

se

to

such

an

extent that students should

not

receive credit for both

courses.

If

so, this should

be

noted

in

t

h

e pre

-

requisite.

(1)

This

course

i

s des

i

gned

for

prospective

secondary teachers

N

OT working in a

Mathematics

or

Science specialization. As such

,

students with suffici

e

nt credit

to

receive

a

minor in Mathematics

,

Physics

,

Biology or Chemistry WILL NOT rec

e

ive

credit

for

this course.

(2) Students who

have credit for or

are currently en

roll

ed in ED

U

e 415 or

EDUC

475

cannot take

EDUe

375

for

credit.

Course(

s)

to be dropp

e

d if thi

s

cour

se

is

approved

: non

e

, but

th

e

number of

offerings of

EDUC

313 will b

e

reduced

SCU

S

2

0

0

6

1

---

Rationale for Introduction of this Course:

Students working towards Education as a Second degree need a

"0"

course to satisfy

their

degree requirements. While prospective elementary school teachers take

EDUC 475: Designs for learning elementary mathematics, and prospective secondary

Mathematics and Science teachers take EDUC 415: Designs for Learning Secondary

Mathematics, prospective secondary teachers in Humanities and Social Sciences

sought a course to satisfy their needs. Faculty of Education has developed several

courses for this purpose, but we are eager to extend the possible choices offered to

students.

Moreover, it is reality of

the field that many secondary and middle school teachers,

who have not received any subject matter or methods training in mathematics, will be

contributing to students' learning of mathematics. They may be either teaching

mathematics for 'lower end' students, or helping students 'at risk' at settings outside of

the regular teaching schedule, such as support groups, after school clubs, or learning

centres. This course will prepare prospective teachers for these tasks.

A

more explicit rationale is described in the attached course proposal

Scheduling and Registration Information:

Indicate effective semester/year course would be first offered and planned

frequency of offering thereafter.

• The course will be offered every summer, starting 2010-2.

There is a two-semester wait for implementation of any new course.

Waiver required _______ _

Will this

be a required or elective course in the curriculum?

• This is an elective course

What is the probable enrolment when offered?

• 30

Which of your present CFL faculty have the expertise to offer this course?

• Our Mathematics Education Faculty members have the expertise to offer this

course:

Peter Liljedahl, Nathalie Sinclair, Stephen Campbell and Rina Zazkis

Are there any proposed student fees associated with this course other than tuition

fees?

(if

so, attach mandatory supplementary fee approval form)

• no

SCUS 2006

2

---

Proposed Change to Educational Psychology Minor

FROM

(Current Calendar EntIy)

Lower Division Requirements

EDUC 220-3 Introduction to Educational Psychology

EDUC 222-3 Research Methods

in

Educational Psychology

Upper Division Requirements

Students must complete all of

EDUC 320-3 Instructional Psychology

EDUC

325-3

Assessment for Classroom Teaching

EDUC

326-3

Classroom Management and Discipline

plus two of

EDUC 327-3 Self, Psychology and Education

EDUC 422-4 Learning Disabilities

EDUC 428-4 Nature and Nurture of Gifted Students

EDUC 464-4 Early Childhood Education

TO

(proposed New Calendar EntIy)

Lower Division Requirements

EDUC 220-3 Introduction to Educational Psychology

EDUC 222-3 Research Methods in Educational Psychology

Upper Division Requirements

Students must complete all of

EDUC 315 Individual and Developmental Differences

in

Language Acquisition

EDUC 320-3 Instructional Psychology

EDUC 322-3 Social Lives of School Children

EDUC 327-3 Self, Psychology and Education

and one of

EDUC 422-4 Learning Disabilities

EDUC 428-4 Nature and Nurture of Gifted Students

EDUC 464-4 Early Childhood Education

Rationale:

The proposed changes increase the

focus on contemporary educational psychology in the

minor. The content ofEDUC 326 and EDUC 325 no longer are based primarily on

contemporary theories

and research in educational psychology (as was once the case), but

instead, now

draw largely from other domains of scholarship. They thus no longer

contribute strongly

to upper division requirements for this minor. These courses are being

replaced

by EDUC 322, EDUC 327, and EDUC 315-courses that are strongly grounded

in contemporary theory and research in the discipline of educational psychology.

---

FROM:

Post Baccalaureate Diploma in Early Childhood Education

Program Requirements:

EDUC 322-3 The Social Lives of School Children

EDUC 464-4 Early Childhood Education

EDUC 465-4 Children's Literature

Plus a minimum of three courses chosen from the following:

EDUC 311-3 Foundations in Aboriginal Education, Language and Culture

EDUC 315-3 Individual and Developmental Differences in Language Acquisition

EDUC 326-3 Classroom Management and Discipline

EDUC 330-3 Movement Language Elements for Dance in Education

EDUC 341-3 Literacy, Education and Culture

EDUC 367-4 Teaching Children from Minority Language Backgrounds in Elementary

Classrooms

EDUC 457-4 Drama and Education

EDUC 459-4 Instructional Activities in Physical Education

EDUC 467-4 Curriculum and Instruction in Teaching English as a Second Language

EDUC 471-4 Curriculum and Development: Theory and Practice

EDUC 473-4 DeSigns for Learning: Reading

EDUC 475-4 Designs for Learning: Mathematics

EDUC 477-4 DeSigns for Learning: Art

EDUC 478-4 DeSigns for Learning: Music

Plus additional upper division units in related topic areas to bring the total to 30

upper division units.

TO:

Post Baccalaureate Diploma in Early Learning

Program Requirements:

EDUC 322-3 The Social Lives of School Children

EDUC 464-4 Early Childhood Education

EDUC 466-4 Early Childhood Education: Curriculum and Development

EDUC 465-4 Children's Literature

Plus a minimum of three courses chosen from the following:

EDUC 311-3 Foundations in Aboriginal Education, Language and Culture

EDUC 315-3 Individual and Developmental Differences in Language Acquisition

EDUC 326-3 Classroom Management and Discipline

EDUC 330-3 Movement Language Elements for Dance in Education

EDUC 332-3 Naturalistic Observations in Early Learning Settings

---

EDUC 341-3 Literacy, Education and Culture

EDUC 367-4 Teaching Children from Minority Language, Backgrounds in

Elementary Classrooms

EDUC 422-4 Learning Disabilities

EDUC 441-4 Multicultural/Anti-Racist Education

EDUC 457-4 Drama and Education

EDUC 459-4 Instructional Activities in Physical Education

EOUC 467-4 Curriculum and Instruction in Teaching English as an

Additional

Language

EOUC 471-4 Curriculum and Development: Theory and Practice

EOUC 473-4 Designs for Learning: Reading

EOUC 475-4 Designs for Learning: Mathematics

EDUC 477-4 Designs for Learning: Art

EDUC 478-4 Designs for Learning: Music

Plus additional upper division units in related topic areas to bring the total to 30

upper division units.

Rationale:

To update the diploma course offerings to be consistent with the Early Learning

Minor and the Early Learning Specialization. Expanded compulsory core (from 3 to

4 required courses) affords consistency with the early learning minor and the early

learning specialization.