University of Victoria - chrisdavidcampbell.com · Web view2) A minimum of one 100 word (give or take) response to another student’s post, posted one week following the due date

Faculty of EducationDepartment of Curriculum & Instruction

Winter 2017Emerging Trends and Topics in Curriculum Studies

EDCI 532/A02/21035

Instructor: Chris Campbell Office: MAC A567 (on leave)Class location: Online Phone: (974) 6667-1634Class times: 8 online sessions (Saturdays 12-2 p.m.) Fax: (250) 721-7598E-mail: [email protected] Office Hours: Available online by requestWeb Site: chrisdavidcampbell.com

Calendar Description An examination of recent publications, presentations, and conference proceedings to identify and discuss emerging trends and topics in the field of curriculum studies.

Course Description/Goals

What do schools teach, what should they teach, and who should decide? Is the primary aim of education to instill basic skills or foster critical thinking? Should education aim to mold future citizens, transmit national values, engender personal development, or inspire academic achievement? Must education have an aim? And what beliefs, values, or attitudes are learned from the way classrooms are? That is, what lessons are taught but not planned, acquired but taken for granted?

-- Flinders & Thornton, 2013

As educational leaders, you are bound to have engaged with such questions as they have emerged in your teaching, assessment, curriculum, and educational leadership practice - as experienced educators - and also in your reflections, research, and theorizing - as emerging scholars. Peter Hlebowitsh asserts that 30 years ago, a graduate degree in curriculum studies would entail being "versed in school development concerns, in the historical literature attesting to those concerns, and in the main skills needed to design, implement, and ultimately understand the school experience - a low-theory, high-practice endeavour" (2013, p 223). He continues. Since then, curriculum studies has been less tied to the school curriculum, "moving along multiple epistemological levels, varied in orientation and pushing outward into the larger experience, with only nominal regard for the institutional or the normative...to broaden the project of the field and to shake it out of its preoccupation with the school" (2013, p. 224). This trend is something that might be characterized as a high-theory, low-practice endeavour.

EDCI 532, A02, Winter 2017 Chris Campbell

Our course seeks to bridge this tension so that scholarship has something to say to practice and practice has something to say to scholarship. If you will, a praxis of educational leadership/scholarship - a process of learning by which deliberative thought, engagement, and discussion about curriculum studies can be enacted, embodied, or realized in our practice. Our learning objectives for the course are crafted with this in mind. At the end of the course, you will be able to:

Critically reflect on you own orientations towards knowledge and learning; Locate yourself with respect to/enter into conversations about key debates in

curriculum theory; Demonstrate knowledge of traditional and conceptual empiricist curriculum

perspectives before 1969; Critically engage a wide range of developments in the curriculum field since

the emergence of the reconceptualists (1969); Analyze the social, economic, and political forces affecting the curriculum; Explore tacit assumptions immanent to different levels of curriculum: the

espoused, written, planned, taught, experienced, and hidden curriculum; Investigate the implications of a wide range of contemporary topics for your

praxis of leadership, potentially including concerns with the form and content of curriculum deliberations, design, implementation, and/or change.

I am very much looking forward to working and learning with you in EDCI 532. This is a chance for all of us to engage in a suite of interesting, important, and critical conversations about curriculum that are bound to inform your further develop as educational leaders and scholars.

Text/Reading List

Flinders, D. J. & Thornton, S. J. (2004) The curriculum studies reader (2nd edition). New York: RoutledgeFalmer. (Available online at the University of Victoria Library. This was the required text for EDCI 531.)

Additional articles appear in the course outline from scholarly journals, government or private educational reports, the curriculum studies reader (4th edition), education handbooks, and writings on educational leadership that relate to curriculum. Flexibility has been built into the final part of the course - this is a journey we take together. Students will be advised on access to this literature, to module tasks, and to other supporting material.

Useful Journals

Curriculum Inquiry Educational InsightsJournal of Curriculum Studies Harvard Educational ReviewInterchange Teachers College ReviewCanadian Journal of Education Educational ResearcherJournal of Educational Thought Journal of Curriculum TheorizingJournal of Transformative Education Educational Studies

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Canadian Journal of New Scholars in Education Educational InsightsInternational Journal of Qualitative Studies in EducationJournal of the Canadian Association of Curriculum Studies

Course Outline

MODULE 1: Orientations

Week Topic / Materials Online Tasks

11/2~

Module 1: Topic 1 Orientations: How do I understand what it means to know?SurveyComplete one of Epistemic Belief Inventory, Philosophy of Education Inventory; or Nature of Science Profile. Discuss results in VoiceThread self-introduction.ReadingCrotty, M. (2004). The foundations of social research. London: Sage. (pp. 8-12) Comment on epistemology in VoiceThread self-introduction.

VoiceThread Post self-intro + comment (due 1/8)*

BlueJeans BJ#1 1/7 12-2 p.m.

(recommended)

21/9~

Module 1: Topic 2 Orientations: Where do I sit as an educator-scholar?ReadingsSchubert, W. H. (1996). Perspectives on four curriculum traditions. Horizons, 74(4), 169-76. (adaptedOne of:Louis, K. S. & Wahlstrom, K. (2014). Principals as cultural leaders. In F.W. Parkay, E.J. Antcil, & G. Hass (Eds.) Curriculum leadership: Readings for developing quality educational programs (pp. 11-15). Boston: Pearson.Ratzel, M. (2014). Telltale signs you're becoming a teacher leader. In F.W. Parkay, E.J. Antcil, & G. Hass (Eds.). Curriculum leadership: Readings for developing quality educational programs (pp. 38-43). Boston: Pearson.

Forum Post 1: Option A

or B (due 1/15;

comments 1/22)


(recommended)

31/16~

Module 1: Topic 3 Orientations: What pathfinding have I done in curriculum studies?ReadingsTop Ten Hits (pre-1969). Three readings:Knowledge (Spencer, Bobbit, Dewey, Kliebard)Objectives (Tyler, Popham, Eisner)Students, Teachers, Curriculum (Counts, Jackson, Apple)

Forum Post 2 Top

10 Hits: Knowledge (due 1/22; comments

1/29)Twitter Chat 1 Top

Ten Hits: Objectives or Ss, Ts, Curr

(TBA)

41/23~

Module 1: Topic 4 Orientations: What is the landscape of my work as an educator?ReadingsLouis, K. S. & Wahlstrom, K. (2014). Social forces: Present and future. In F.W. Parkay, E.J. Antcil, & G. Hass (Eds.). Curriculum leadership: Readings for

BlueJeans BJ#3 1/28 12-2 p.m. (optional)

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developing quality educational programs (pp. 44-59). Boston: Pearson.Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Borschee, B. F. (2016). The nature of curriculum. In Glatthorn, A. A., Boschee, F., Whitehead, B. M., & Borschee, B. F. (Eds.) Curriculum leadership: Strategies for development and implementation (pp. 2-39). Los Angeles: Sage.Null, J. W. (2008). Curriculum development in historical perspective. In F.M. Connelly, M.F. He, & J. Phillion (Eds.) The Sage handbook of curriculum and instruction (pp. 478-490). Thousand Oaks, CA: Sage.

* Assignment due midnight of specified day.

MODULE 2: Reconceptualizing Curriculum


51/30~

Module 2: Topic 1 Enter the ReconceptualistsReadingsSchwab. J. J. (1969). The practical: A language for curriculum. School Review, 78(1), 1-23. Also found in EDCI 531 text: D.J. Flinders D. J. & Thornton, S. J. (2004). The curriculum studies reader (2nd edition). New York: RoutledgeFalmer.(Mock) Seminar leader: Chris Campbell (I will model a seminar leadership and discussion (presentation only) by recording/posting a video about this article on VoiceT)

Seminar leadership & discussion*VoiceThread Assignment #2: Post A/V

Context report

(due Feb. 1)

Pinar, W. F. (1978). The reconceptualization of curriculum studies. Journal of Curriculum Studies, 10(3), 205-214. Also found in The Curriculum Studies Reader. Seminar leaders: Cherie Lovsund & Patti Keenan*

62/6~

Module 2: Topic 2 Reading Research / The Paideia Proposal DebateReadingsCherryholmes, C. H. (1993). Reading research. Journal of Curriculum Studies, 25(1), 1-32.BlueJeans discussion/VoiceThreads mini-lecture: Chris Campbell


(recommended)

Seminar leadership & discussionForum Post

3 Egan Critiques

Progressivists (due Feb. 19 after reading

wk; comments

due Feb. 26)

Adler, M. J. (1982). The Paideia proposal. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Second Edition (pp. 159-162). New York: RoutledgeFalmer.Noddings, N. (1983). The false promise of the Paideia proposal: A critical review of the Paideia proposal. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Second Edition (pp. 163-170). New York: RoutledgeFalmer.Seminar leaders: Corissa Pasiechnyk, Sophia Lobo, Chayne Barnaby*Forum 3 ReadingExcerpt from Egan, K. (2002). Getting it wrong from the beginning: Our progressive inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven: Yale University Press.

2/13~ Reading WeekForum 3 + Self-study:

Journal Sweep; Final

Paper

7 Module 2: Topic 3 Critical Understandings of Curriculum Reform BlueJeans

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2/20~ ReadingsGiroux, H. A. (2014). Teachers, public life, and curriculum reform. In F.W. Parkay, E.J. Antcil, & G. Hass (Eds.). Curriculum leadership: Readings for developing quality educational programs (pp. 115-125). Boston: Pearson.Seminar leaders: Nikki Pichette & Erin Winch*

BJ#5 2/25 12-2 p.m. (optional)Seminar

leadership & discussion

McLaughlin, M. W. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77(3), 339-351. Also found in The Curriculum Studies Reader.Seminar Leaders: Nicol Baker & Diana Kastelic*

* Seminar presentations due Sunday midnight in the assigned week; discussion due one week later.

MODULE 3: Emerging Trends and Topics


82/27~

Module 3: Topic 1 New Ground?ReadingsDoll, W. E. (1993). The four R's - An alternative to the Tyler rationale. In A Post-Modern Perspective on Curriculum (pp. 174-183). New York: Teachers College Press. Also found in The Curriculum Studies Reader.

Hlebowitsh, P. (2013). Centripetal thinking in curriculum studies. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Fourth Edition (pp. 221-234). New York: Routledge.

Forum Post 4 Hlebowitsch or Doll (due

Mar. 5, comments Mar. 12)Journal Sweep

Assignment (due 3/5)

93/6~

Module 3: Topic 2 A Range of PerspectivesAboriginal PerspectivesRegnier, R. (1995). Bridging Western and First Nations thought: Balanced education in Whitehead's Philosophy of Organism and the Sacred Circle. Interchange, 26(4), 383-415.Kelly, V. (2012). Welcoming the child into the circle of understanding. Child Health and Education, 4(1), 21-46.Seminar leaders: Chelsea Richardson, Cara Mazur, Caitlin Currie, Melissa Dallinger (2)*


(recommended)

Seminar leadership & discussion

TwitterChat 2 (TBA)

Assessment and CurriculumEisner, E. W. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 82(5), 367-372. Also found in The Curriculum Studies Reader.Shepard, L. A. (2001). The role of assessment in a learning culture. Educational Researcher 29(7), 4-14.Au, W. (2013). High-stakes testing and curriculum control: A qualitative metasynthesis. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Fourth Edition (pp. 235-251). New York: Routledge.Seminar leaders: David Roper & Jessica Smith*

Early Childhood EducationArticle to be announcedSeminar leader: Alisha Neuman*

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103/13~

Gender Issues in EducationAAUW (1992). How school shortchanges girls: Three perspectives on curriculum. The AAUW Report (Chapter 4). Washington, DC: American Association of University Women, Educational Foundation. Also found in The Curriculum Studies Reader.Gurian, M. & Stevens, K. (2014). How boys learn. In F.W. Parkay, E.J. Antcil, & G. Hass (Eds.) Curriculum leadership: Readings for developing quality educational programs (pp. 280-284). Boston: Pearson.Seminar leaders: Christina MacKinnon & Julie Bedi*


MODULE 3: Emerging Trends and Topics (continued)


113/20~

LGBTQ PerspectivesThornton, S. J. (2003). Silence on gays and lesbians in social studies curriculum. Social Education 67(4), 226-230. Also found in The Curriculum Studies Reader.Seminar leaders: Brandon Salyzyn & John Gosse*

Forum Post 4 Hlebowitsch or Doll (due

Mar. 5, comments Mar. 12)Journal Sweep

Assignment (due 3/5)

Sumara, D & Davis, B. (2013). Interrupting heteronormativity: Towards a queer curriculum theory. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Fourth Edition (pp. 315-329). New York: Routledge.Seminar leaders: Carmen Gartner & Patrice Teveniuk*

113/20~

Linguistic and Cultural Diversity in EducationChan, E. (2013). Teacher experiences of culture in the curriculum. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Fourth Edition (pp. 301-314). New York: Routledge.Seminar leaders: Pascal El Cid & Caroline El Cid*


(recommended)

Seminar leadership & discussion

TwitterChat 2 (TBA)

123/27~

Module 3: Topic 3 Where to from here?ReadingNoddings, N. (2013). Curriculum for the 21st Century. In D.J. Flinders & S.J. Thornton (Eds.) The Curriculum Studies Reader, Fourth Edition (pp. 399-405). New York: Routledge.Friesen, S. & Jardine, D. (2009). 21st Century learning and learners. Prepared for Western and Northern Canadian Curriculum Protocol. Calgary: Galileo Education Network.


(recommended)


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Communication in EDCI 532

Our success or failure in EDCI 532 hinges on us establishing a vibrant online community of educator-scholars. As such, this fully online course employs a suite of asynchronous and synchronous tools to build a community that supports learning. I have created a website that will serve as a key point of contact: chrisdavidcampbell.com. This site contains the course outline and information, a forum for postings, relevant media, and a to-do list that will guide you through the three modules. The official learning management system for the University of Victoria is CourseSpaces (aka Desire2Learn). While all course documents are found there, it did not have the look, feel, or versatility that I wanted in this course.

I will be in frequent contact with you throughout the course via my personal email at [email protected]. Any announcements and reminders will be done primarily through that email address. Feel free to contact me - I'm here to help. I do not access my UVic account very often. I will respond to your email communication as quickly as possible and reasonable. You are 10 hours behind me and my official weekend is Friday and Saturday - I live in Qatar. I am open to other avenues of communication, including WhatsApp, Messenger, Line, Twitter, etc. Successful online courses have been shown to have the following characteristics:

Instructors and students have an online presence on a weekly or daily (ideal) basis.

There is a balance of instructor-student, student-student, student-resource dialogue.

Expectations about studying online are clear. A variety of large group, small group, and individual work experiences are

employed. Both synchronous and asynchronous activities are employed. Instructors and students seek and give early feedback on the course and

their learning. Online tools are user-friendly. There is a balance of core conceptual learning and personalized learning. The course begins well, has a good progression, and wraps up in a

memorable way.

So, active participation, balance, clarity of expectations, variety, progression, and good communication are essential ingredients. Your active participation and engagement is key.

We will use a suite of online tools for synchronous and asynchronous communication (BlueJeans, VoiceThread, Twitter, etc.) and I urge you to seek opportunities to maintain and evolve your networks in the cohort. Synchronous engagement of all students through the scheduled BlueJeans sessions (eight Saturdays 12-2 p.m.) in the course outline is recommended but not required. Not attending these regularly will not affect your mark. For those unable to join meetings on any of the eight Saturdays, BlueJeans meetings with the instructor and a smaller number of students are possible at more convenient times during the week. This possibility will be negotiated as the course gets underway. For students

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who attend Saturday or other BlueJeans sessions on a frequent or regular basis, it might seem unfair that others are unable to show. Hence, we will negotiate to reduce the number of online forum postings required for the course.

Assessment

Assignment #1: Forum Postings and Twitter Chats (15%)

I. EDUC 532 Forum (10%) As a graduate students and practicing professional, you are expected to engage in extended conversations about curriculum studies in a range of online venues. The EDCI 532 Forum (chrisdavidcampbell.com) is one such venue. You are expected to submit a minimum of four postings over the duration of the course: each for a different required course reading. You are also expected to read other students’ posts and to write and post a minimum of one response of about words that engages with their ideas.

Postings may be prompted by a question, quotation, or idea offered by your instructor or by points raised in other students' forum posts. The assignment sheet will be sent out as a document by email in advance and will also be posted to the forum to kick off the string of responses. High quality postings:

Are explicitly tied to the course readings and/or other posts. Have a sense of purpose and audience - they interest and provoke us as a

community of educator-scholars. Have a strong academic/theoretical dimension but engage practice. Think

praxis. May contain writing that brings meaning to course readings, stakes

out/compares positions on issues, responds to EDCI 532 student/teacher perspectives, develops/explores interesting points, offers another way of seeing an issue, or critiques readings, ideas, others' comments.

Are about 500 words in length.

EDCI Forum postings are meant to be a conversation in our learning community rather than stand-alone, mini essays. It is essential that you engage and respond thoughtfully and critically to readings and your EDCI 532 colleagues' thoughts while maintaining a practical (praxical?) focus through links/examples from your career and practice as an educator. This will offer all the opportunity to benefit and grow.

Deliverables: 1) Four posts over the duration of the course, each of about 500 words and on a different article, posted on chrisdavidcampbell.com, CourseSpaces, or your own blog, at midnight on the Sunday nights specified in this course outline.

2) A minimum of one 100 word (give or take) response to another student’s post, posted one week following the due date of the four posts in (1).

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II. Twitter Chat (5%)You are expected to engage in two 1-hour Twitter chats or an equivalent assignment involving the Twitter chat. Twitter chats are an interesting venue for conversations about curriculum because they force people to jump in on hot or interesting topics and "get their shots in" around a debate or discussion. It is challenging to crystallize your thoughts in short bursts of 140 characters. The 1-hour period is a common length of time for moderated education chats on Twitter. Instructions for the Twitter chat will be sent out by email in advance. Hash tag #edci532 will be used for the chats. Up to 10 questions will be tweeted out one-by-one over the hour. Students in the cohort who do not do Twitter or are not available at the scheduled time will be assigned the task of “curating” the Twitter chat. This means capturing and re-presenting the relevant tweets on #edci532 on a tool like Storify and summarizing in bullet point form (< 1 page) some of the key ideas that came out of the session.

Deliverables:1) Reading the assigned articles/chapters and participating in two one-hour Twitter chats by responding to questions and other students’ tweets about the questions.

2) For those unable or unwilling to participate in the Twitter chat, an equivalent assignment involving curating the chat will be negotiated.

Assignment #2: Context Report (10%)

In this assignment, you will work alone to produce and post an audiovisual report on a specific curriculum project, issue, innovation, practice, policy, etc. in an educational context of your choosing. In special cases, pair reports may be accepted. The report will identify the contextual factors that influence and shape the curriculum project, issue, innovation, practice, policy, etc. that you choose to focus on. The context report is intended to provided a basis for conceptualizing and writing your final paper of EDCI 532. This report's purpose is summarized effectively below:

Just as education plays an important role in shaping the world of tomorrow, it is in turn shaped by current and future economic, political, social, demographic, and technological forces. Education reflects the goals and values of a society, and schools must be in harmony with the lives and ideas of people in a particular time and place. Therefore, curriculum leaders must understand how schools and school systems mirror the societal milieu (Parkay, Antcil, & Haas, 2014, p. 44).

You may employ any media you like (e.g., PowerPoint, Prezzie, Screencastify). The report should identify and briefly explore the factors that influence and shape the curriculum project, issue, innovation, practice, policy, etc. that you focus on. The presentation may include statistics, illustrations, and other media. You should

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provide brief recommendations for addressing each factor in either research and/or practice.

Sources of informationIdeally, your audiovisual report should be inspired by something in curriculum that is important to you and relates to your practice. It should stretch you to uncover and reflect on the factors that influence the curriculum project, issue, innovation, practice, policy, etc. of interest. As such, a good place to start are the Module 1: Topic 4 articles entitled Social forces: Present and future and The nature of curriculum (week 4 readings). In order to learn more about your featured curriculum topic/context, you may also draw on your experience and knowledge, articles and reports from the "gray literature" (i.e., non peer-reviewed articles or reports from the government, organizations, educational foundations, schools), and the academic literature.

The context report will be assessed holistically using the UVic Graduate Grading Scale found in the EDCI 532 Course Outline with the following specific dimensions in mind:

The breadth of understanding of the context The depth of understanding of the context The use of supporting resources. The degree of critical thinking about factors affecting the curricular context. The clarity of the report/presentation The aesthetics of the report and presentation Post-report follow-up.

Deliverables1) An audiovisual context report of approximately 10 minutes (13-15 minutes if a pair report), uploaded to VoiceThread.com.

2) An executive summary (bullet points less than a page long) that outlines the main ideas of your presentation.

3) Three brief comments on others' audiovisual context reports on VoiceThread one week after the due date for all context reports.

Assignment #3: Journal Sweep (20%)

Alone or with a partner, you will choose one of the journals from the list below or an agreed upon alternative. You will examine titles and abstracts for articles published in the journal over the last 5 years, summarize the overall trends, topic types, and/or themes that emerge there, and draw out the significance of these. Not all articles are likely to fit into clear trends, topic types and/or themes, and so outliers or unique writings may either deserve comment/mention or elimination from the journal sweep. The final section of the journal sweep should offer commentary on the significance of what you have identified. The journal sweeps will be posted online at chrisdavidcampbell.com so as to create an overview of recent trends in the field of curriculum studies as displayed in major publications.

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Curriculum Inquiry Educational InsightsJournal of Curriculum Studies Harvard Educational ReviewInterchange Teachers College ReviewCanadian Journal of Education Educational ResearcherJournal of Educational Thought Journal of Curriculum TheorizingJournal of Transformative Education Educational Studies

Canadian Journal of New Scholars in Education Educational InsightsInternational Journal of Qualitative Studies in EducationJournal of the Canadian Association of Curriculum Studies

Assignment #4: Seminar leadership and discussion (15%)

DescriptionIn this assignment, you will work in pairs with one reading (in some cases two) to prepare and lead one seminar presentation and discussion on the reading topic and the curriculum issues and implications raised by it. Readings can be found online at chrisdavidcampbell.com. Some students may end up running a seminar alone or in a group of three, providing workloads are roughly equitable for the 12 seminar groups. Seminar leaders will be expected to self-organizein order to plan, communicate about, conduct, record, and upload their own seminars.

The seminars will take place between February 1 and March 22 according to the schedule in this assignment sheet. You will fill different roles at different times over these weeks: a seminar leader once; a seminar participant three times during synchronous online or face-to-face discussions; a video commentator four times on VoiceThread.com after reading the article and viewing the presentation/discussion videos. There will be 12 seminars and so you will be involved in some role in 8 of these sessions.

ContentThe seminar presentations will have the following content:

A very brief profile of the author and any other contextualizing information to set the stage for presentation.

A summary of the key points, ideas, and/or arguments of the reading. A highlight of the significant themes, issues, implications, and/or critiques of

the reading. A list of questions, ideas, talking points, and/or prompts at the end of the

presentation that will focus and stimulate a discussion about the reading. These should provide for 20-30 minutes of discussion that will later be scheduled and recorded by the seminar leaders.

Prior to the discussion, participants will read the article, watch the seminar presentation, and attend a discussion in which they will respond to the questions,

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ideas, talking points, and/or prompts. The goal is to share and explore understandings, implications, and ideas.

Once the presentation and discussion are posted to VoiceThread, others in the cohort can view and comment on these in short 1-2 minute videos recorded to VoiceThread.

Deliverables and Due DatesThe deliverables for each EDCI 532 student will be:

1) One videotaped presentation posted to VoiceThread.com on Sunday at midnight on the assigned week (see schedule). You will do this once as a seminar leader. (7%)

2) One 20+ minute videotaped discussion on the reading, organized, recorded, and posted by you to VoiceThread.com one week after your seminar presentation was posted. The BlueJeans rooms https://bluejeans.com/623824295 and bluejeans.com/912357269 are available 24/7 for this purpose. You will do this once as a seminar leader. (3%)

3) Participation in three synchronous discussions of 20+ minutes. You will need to contact the designated seminar leaders to find out when they will schedule these discussions online or in person. They will record the session. In preparation for these recorded discussions, you will need to read the article(s), watch the seminar presentation on VoiceThread, and prepare for the discussion. The BlueJeans rooms https://bluejeans.com/623824295 and bluejeans.com/912357269 are available 24/7 for this purpose. You will do this three times as a seminar participant.

4) Four 1-2 minute video comments posted on VoiceThread, each on a different reading/presentation/discussion after viewing these on VoiceThread. Participation as a video commentator will be done only when you had not previously participated as a seminar leader or discussant. You will do this four times as a seminar commentator.

AssessmentThe videotaped presentation posted by the seminar leaders on VoiceThread.com will be assessed using the rubric found in the assignment sheet and will be worth 7% of this assignment. The facilitation of the synchronous discussion by the seminar leaders will be worth 3% of this assignment. Finally, student work as a discussant and video commentator will be worth 5% of this assignment.

Assignment #5: Final Paper (40%)

In this assignment, you will write a final paper on a viable topic of your choosing. The purpose of this paper is to make a coherent, focused argument on an original topic. How you gather and employ readings from inside and outside the course materials and employ logical analysis and evaluation to support your argument will

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vary depending on the topic, the problem, and the method and style you employ to answer it. Research outside the course readings is not required, but comes recommended - it will help you gain a broader perspective on the topic. Please use your cohort as a resource, since they will be just completing a sweep of key curriculum studies journals and can save you much time in helping you find relevant readings and focusing your topic.

In the first stage of this assignment you will write and present an outline or abstract of the proposed essay in an online meeting with the instructor prior to reading week. Your outline or abstract can take any form, but it must give sufficient information to show that it is a viable topic that is do-able in scope and focus. The outline or abstract will need to include a statement of the context, the problem or purpose, and an anticipated line of analysis and argumentation. Once the outline or abstract is ready, it is up to you to arrange a meeting during which the instructor will either approve the topic or request revisions or rethinking. The final paper should be 2,000-3,000 words. Please use APA (6th Edition) citation and formatting. Criteria for evaluation are:

A clearly expressed problem or purpose for the paper. Explicit recognition of the scope of the problem or purpose you will address. Clear grasp of meaning of words and concepts. Systematic presentation and development of ideas. Accurate and creative synthesis of points, claims, arguments. Accurate representation of sources. Uncovering of implicit of hidden assumptions, inconsistencies where

appropriate. Analysis, explanation, and criticism of the validity of arguments. Depth of critical insight, analysis. Imagination, originality, and creativity in approach.

Assignment Due Dates

Due date

Assignment Grade allotment

ASSIGNMENT #1

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1/81/151/22

1/18-241/19TBA3/4

VoiceThread Self-intro / Comment on Module 1 Topic 1Forum Post 1 Module 1 Topic 2 (comments on peer 1 wk later)Forum Post 2 Module 1 Topic 3 (comments on peer 1 wk later)Twitter Chat 1 Module 1 Topic 3Forum Post 3 Module 2 Topic 2Twitter Chat 2 TBAForum Post 4 Module 3 Topic 1

Total: 15%

2/1

ASSIGNMENT #2

Voice Thread Context report 10%

3/5

ASSIGNMENT #3

Journal sweep Submitted by email 20%

2/5-4/9

ASSIGNMENT #4

VoiceThread Seminar leadership and discussion 15%

4/8

ASSIGNMENT #5

Final paper Submitted by email 40%

Marking Extensions may be granted by consultation with the instructor BEFORE the due

date. Otherwise, late assignments without adequate reason (and for which documentation such as a doctor’s note may be requested) will be deducted 5% per day to a maximum of 3 days. After the third day, the assignment will not be accepted and will be recorded as a zero.

No assignment will be marked as worth less than 10%. Re: grade allotment for content: In some circumstances the mark allocation for

assignments in the course can be altered to reflect a different weighting. Mark reallocation must be approved by the instructor, and the student’s request must be in writing, and must be received by (date).

Course Experience Survey (CES)I value your feedback on this course. Towards the end of term, as in all other courses at UVic, you will have the opportunity to complete a confidential survey regarding your learning experience (CES). The survey is vital to providing feedback to me regarding the course and my teaching, as well as to help the department improve the overall program for students in the future. When it is time for you to complete the survey you will receive an email inviting you to do so. Please ensure that your current email address is listed in MyPage (http://uvic.ca/mypage) . If you do not receive an email invitation, you can go directly to http://ces.uvic.ca . You will need to use your UVic netlink ID to access the survey, which can be done on your laptop, tablet, or mobile device. I will remind you and provide you with more detailed information nearer the time but please be thinking about this important activity during the course.

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http://ces.uvic.ca/

http://uvic.ca/mypage


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Graduate Grading Scale

Grades Grade Point Value Percentage* Description Achievement of Assignment Objectives

A+ 9 90-100 Exceptional WorkTechnically flawless and original work demonstrating insight, understanding and independent application or extension of course expectations; often publishable.

A 8 85-89 Outstanding WorkDemonstrates a very high level of integration of material demonstrating insight, understanding and independent application or extension of course expectations.

A- 7 80-84 Excellent Work Represents a high level of integration, comprehensiveness and complexity; As well as mastery of relevant techniques/concepts

B+ 6 77-79 Very good WorkRepresents a satisfactory level of integration, comprehensiveness, and complexity; demonstrates a sound level of analysis with no major weaknesses.

B 5 73-76Acceptable Work

that fulfills the expectations of the course

Represents a satisfactory level of integration of key concepts/procedures. However, comprehensiveness or technical skills may be lacking.

B- 4 70-72

Unacceptable Workrevealing some deficiencies in knowledge, understanding or

techniques

Represents an unacceptable level of integration, comprehensiveness and complexity. Mastery of some relevant techniques or concepts lacking. Every grade of 4.0 (B-) or lower in a course taken for credit in the Faculty of Graduate Studies must be reviewed by the supervisory committee of the student and a recommendation made to the Dean of Graduate Studies. Such students will not be allowed to register in the next session until approved to do so by the Dean.

C+ 3 65-69

C 2 60-64

D 1 50-59

F 0 0-49 Failing Grade Unsatisfactory performance. Wrote final examination and completed course requirements.

CTN Excluded Grade N/A Continuing Denotes the first half of a full-year course.

FNC Excluded Grade N/A For No Credit Denotes a 100-299 level undergraduate course for no credit in the

Faculty of Graduate Studies.

Students in the Faculty of Graduate Studies must achieve a grade point average of at least 5.0 (B) for every session in which they are registered. Individual departments or schools may set higher standards. Students with a sessional or cumulative average below 5.0 will not be allowed to register in the next session until their academic performance has been reviewed by their supervisory committee and continuation in the Faculty of Graduate Studies is approved by the Dean. Some academic units may employ a percentage system for evaluating student's work.

Other Failing or Temporary Grades

N 0 0-49 Did not write examination or otherwise complete course requirements by the end of term or session. This grade is intended to be final.

COM N/A N/A Used only for 0 unit courses and other graduate courses designated by the Senate. Such courses are identified in the course listings.

INC N/A N/A

Incomplete (requires "Request for Extension of Grade" form). Used for those graduate credit courses designated by the Senate and identified in the course listings; also used, with Dean's permission, for those graduate credit courses with regular grading (A to F, including N) which are not complete by the end of the term or session due to exceptional circumstances beyond the control of the instructor or student. INC must be replaced by a final grade not later than the end of the next term.

INP N/A N/A

In Progress. Used only for work terms; dissertations; theses; projects; comprehensive examinations and seminars offered on the same basis as dissertations or theses and designated by Senate (identified in the course listings). In the case of work terms, a final grade must replace INP within two months of the end of term. For dissertations, theses, designated seminars, projects and comprehensives, a final grade must replace INP by the end of the program. If the student does not complete the degree requirements within the time limit for the degree, the final grades will be N.

N/X Excluded Grade N/A

Did not complete course requirements by the end of the term; no supplemental. Used only for Co-op work terms and for sources designated by Senate. Such courses are identified in the course listings. The grade is EXCLUDED from the calculation of all grade point averages.

F/X Excluded Grade N/A

Unsatisfactory performance. Completed course requirements; no supplemental. Used only for Co-op work terms and for courses designated by Senate. Such courses are identified in the course listings. The grade is EXCLUDED from the calculation of all grade point averages.

CIC N/A N/A Co-op Interrupted Course. Temporary grade. See "General Regulations: Graduate Co-op", page 33.

WE N/A N/AWithdrawal under extenuating circumstances. The WE registration status will replace a course registration or grade when approved by the Dean following a request for academic concession from a student. This registration status is excluded from the calculation of all grade point averages; it will appear on the official transcript.

*The grading scale for the evaluation of course achievement at the University of Victoria is a percentage scale that translates to a 9 point GPA/letter grade system. The 9 point


GPA system is the sole basis for the calculation of grade point averages and academic standing. Standardized percentage ranges have been established as the basis for the assignment of letter grades. The percentage grades are displayed on the official and administrative transcripts in order to provide fine grained course assessment which will be useful to students particularly in their application to graduate studies and for external scholarships and funding. Comparative grading information (average grade [mean] for the class), along with the number of students in the class, is displayed for each course section for which percentage grades are assigned.

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Documents

University of Victoria - chrisdavidcampbell.com · Web view2) A minimum of one 100 word (give or take) response to another student’s post, posted one week following the due date