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Section L: Description of Unit Department of Integrated Studies in Education Annual Report 2007-2008 Submitted by Dr. Steven Jordan, Chair August, 2008 Department of Integrated Studies in Education Room 244 Education Building 3700 McTavish Street, Montreal, QC H3A 1Y2 Tel.: 514-398-4525 Fax: 514-398-4529 Table of Contents SECTION 1: DESCRIPTION OF UNIT 3 A. Mission 3 B. Objectives 2007-08 4 SECTION 2: DEPARTMENTAL ACTIVITIES 2007-08 6 A. Teaching and Learning 6 B. Research 10 C. Academic Staff 12 Appendix 1: Selected Honours, Awards and Prizes 15 Appendix 2: Publications 2007 18 Appendix 3: Other Scholarly Activities 2007 24 Appendix 4: Consulting Activities 34 Appendix 5: Academic Staff 2007-2008 37 Appendix 6: Service to Professional Community 44 Appendix 7: Examples of Collaboration 66 Appendix 8: Undergraduate Program Director’s Report 89 Appendix 9: Graduate Program Director’s Report 99 Appendix 10: Centre for Educational Leadership 105 Appendix 11: Centre for the Study and Teaching of Writing 119 Appendix 12: First Nations and Inuit Education Programs 127 Appendix 13: Indigenous Research 137 2 SECTION 1: DESCRIPTION OF UNIT A. Mission The Department of Integrated Studies in Education (DISE) will complete its seventh year in September 2008. The result of a merger between three former academic units (Educational Studies, Culture and Values in Education, Second Language Education) in September 2001, its mission statement (www.mcgill.ca/edu-integrated/mission/) is to improve the quality of schooling and other forms of education in Quebec, Canada, and internationally in partnership with local, provincial, and federal governments, as well as international agencies, NGOs, and the private sector. The long term aims of the Department remain unchanged. They are: To serve its immediate academic and professional communities; To educate effective teachers and leaders for educational organizations; To engage in and develop scholarship in the areas of pedagogy, curriculum, literacy education, educational policy, international and cultural studies of education, and educational leadership; To engage in policy research and consulting aimed at improving the reform of educational institutions and systems. DISE continues to strive to meet these aims through harnessing the professional expertise of faculty, staff, graduate and undergraduate students, and available resources to the creation of a culture of excellence in teaching, research and service to the Faculty, McGill and the broader academic community. As noted in the 2006-07 annual report, DISE is fully committed to articulating its efforts to the broader goals of the McGill Education Project (MEP), the Compact planning process associated with this, and the University’s White Paper, Strengths and Aspirations (November 2005). In doing so, the Department’s overall aim is to realise the overall goal of the MEP, which is to situate the Faculty of Education as a major international centre for the exploration of new forms of knowledge, teaching, and learning within the field of educational studies. The Department comprises five graduate programs (four M.A. and one Ph.D.) and six undergraduate programs (B.Ed.). It also continues to offer credit and non-credit courses through the Centre for Educational Leadership (CEL), Centre for the Study of Teaching and Writing (CSTW), and First Nations and Inuit Education programs (FNIE) to teachers, administrators and other professionals interested in upgrading/updating their knowledge, expertise and skills. Over 2007-08, student numbers (FTEs) in DISE undergraduate programs decreased slightly to 1,219 (from 232) while they have shown a slight increase in graduate programs to 305 (from 297). In line with guidelines expressed in the White paper Strengths and Aspirations (2005) and recent policy issued by the GPSO concerning graduate student funding, the Department aims to increase graduate student numbers over the next five years until 2010-11. It should be noted that the Department cannot apply this principle to our undergraduate programs as student numbers are regulated by quotas imposed by the Ministère de l'Éducation, du Loisir et du Sport (MELS). Students graduating from DISE programs continue to follow career paths described in previous reports, including: teaching in schools and colleges; teaching and research in tertiary education; educational administration and leadership; evaluation research and consulting in both public and private sectors; 3 and updating and enhancement of academic and professional skills and expertise. It should be noted that DISE graduates have gained employment at the local (Montreal), provincial (Quebec), national, and international (e.g., UNESCO) levels within their respective fields of expertise. Last year, the 2006-07 report noted several new initiatives that had taken place within the department which have all come to fruition in over 2007-07: The establishment and launch of the Paulo and Nita Freire Project by Drs Joe Kincheloe (CRC Chair in Critical Pedagogy) and Shirley Steinberg. Ongoing discussions concerning the development of a MELS-sponsored MAT in Mathematics and Science Education. Significant initiatives in providing undergraduate and graduate courses on- line through WebCT. A pilot exploring the delivery of EDEC 247: Policy Issues in Quebec Education, a requirement within the B.Ed program, is now offered on a continuing basis, particularly to out of province students and those located in remote regions of Quebec. In addition, the TESL five-pack (which allows practising teachers to develop a specialisation and teach ESL) is now a permanent feature of the Department’s on-line repetoire. Last, attached as appendices are the reports of Directors of the centres and programs that comprise DISE. Please consult these for a detailed discussion of the activities of: Undergraduate Program Director’s Report (Dr. Caroline Riches: Appendix 8) Graduate Program Co-Directors’ Report (Dr. Mela Sarkar: Appendix 9) Centre for Educational Leadership (Dr. Lynn Butler-Kisber: Appendix 10) Centre for the Study of Teaching and Writing (Dr. Anthony Paré: Appendix 11) First Nations and Inuit Education programs (Donna-Lee Smith: Appendix 12) Indigenous Studies in Education, Research and Teaching (Dr. Michael Doxtater: Appendix 13). B. Objectives 2007-08 DISE aims to realise six objectives over the next 3 years: 1. To continue to link the Department’s mission to the McGill Education Project (MEP) and related to this the University’s White Paper, Strengths and Aspirations; 2. To continue to review, revise and update its six B.Ed and four MA programs; 3. To improve links with the wider educational community; 4. To increase funding for graduate student support; 5. To increase scholarship and funded research; 6. To address problems related to full-time and part-time staff and student/teacher ratios. A key strategic objective in the Department’s planning process (objective 1) is the linking of its aims and objectives with the principal goals of the McGill Education Project (MEP) and the University’s White paper, Strengths and Aspirations. While there are different mechanisms through which this is accomplished, the Faculty’s Compact planning process - organised through the Administration Group (comprising the Dean, Associate Deans and Chairs/Directors) - is the principle mechanism through which departmental policy 4 is shaped and defined. Other forums, such as the University’s Faculty Matters (hosted bi-annually by the Principal and Provost), as well as Faculty Council and Departmental meetings, inform the department’s overall strategic orientation and mission. As noted in the 2006-07 report, the Department’s six B.Ed programs were reviewed and accredited by the Comité d'agrément des programmes de formation à l'enseignement (CAPFE) for three years until 2009 (objective 2). Since their accreditation, work has been continuing on re-evaluating and re- visioning the character, underlying principles, aims/objectives and future directions of the B.Ed as the Faculty moves increasingly toward a vision of teacher education that is research-based, multidisciplinary, and relevant to the needs of educators in the 21st century. The goal is to reflect broader trends and currents in teacher-education research within the emerging field of educational studies as a distinct discipline within the social sciences. Focusing on pilot projects led by Dr David Dillon, as well as Drs Caroline Riches and Benson in their Shoulder to Shoulder project, the department has continued to discuss alternative scenarios for the organisation and implementation of teacher education that are school-based and which foster a closer integration of professional experiences in the field with academic studies within the Faculty of Education through, for example, professional portfolios. In pursuit of these goals, a one-day departmental retreat was held in May 2008 to explore these and other issues connected with the reform of DISE’s six B.Ed and four MA programs. While the meeting (which was attended by former McGill Principal, Bernard Shapiro) did not establish a particular direction for any of the programs, it did nevertheless explore why change was required and what possible pathways might be pursued in developing a new and revised framework for their development over the near future (see Undergraduate/Graduate Program Director’s reports, Appendices 8 and 9). Notwithstanding the exploratory nature of these discussions, it was decided that a new model/approach to organising and implementing both
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