MAD HATTER PAGE 3

GOUGLAS COLLEGE
ARCHIVES

 

 

 

EDUCATIONAL LEAVE PROPOSAL:
- Eugene Hrushowy
THANK YOU COLLEGE COMMUNITY

| would like to take this opportunity
to publically express my appreciation
to the College Community as a whole in
making it possible for me to receive
the truly expansive gift of an educa-
tional leave.

 

My development, both personally and
professionally, over the last seven
years, has been affected substantially
by my involvement with many, many, fine
people. Thank you!

My educational leave will take me to

U.B.C. in September where | will study
curriculum development and program de-
sign with a focus on the Adult Learner.

In returning to learning |! intend to
find answers to some key questions re-
lated to curriculum directions within
the Social Services Department, the
College as a whole, and in the programs
where | am most intimately involved.

| expect that as | search for answers |
will find new and more meaningful ques-
tions which will require answering.
Such is growth within education.

Apart from this more esoteric view |
will balance my pursuits with the know-
ledge of the pragmatics of being an
educator tied to career specific comm-
unity based needs for education in the
work place.

In studying curriculum | hope to glean
the resources necessary to assist my
department in determining the feasibility
of offering a core (generic) level of
training in the Social Services and if
feasible then to determine the optimum
alternative for implementing such a
program.

Training in the area of Social Services
presents a complex of felt and expressed
needs tied very tightly to the workplace.
Learners come to us with multivarient
needs. Some wish to enter the Social

 

Services as a practitioner; some wish

to enhance their expertise in a special-
ty area; some wish to change specialty
areas. Learners range in age from high
school graduates to people in their late
fifties. All of them experience unique
personal circumstances. By and large
what they have in common is that educa-
tion is not the only day to day concern
in their lives. As such, my chosen
frame work for study is the Adult Learner
as this learner comes with fairly spec-
ific intentions for their education.
Education is a means to an end.

Within this Adult Education framework

| will focus on curriculum development
and program design. In studying curr-
iculum | hope to develop a conceptual
understanding of broadbase intentions

for education and to translate this into
a useful operational definition for all
faculty. | also hope to determine a con-
ceptual framework for how learning out-
comes extrapolate curriculum. In general
terms | intend to study how the whole
(curriculum) interacts with the parts
(learning outcomes) to create the whole.

Curriculum is an educational construct
which allows educators to translate
‘logic in use,' the work place, if you
will, into ‘reconstructed logic,' the
instructional environment.

Curriculum and learning outcomes require
a Vehicle through which they may be ac-
tualized. This vehicle is program.
Program looks at mood or tone, attitudes,
integrating skills and knowledge to pro-
duce a global outcome. Program looks at
how the parts fit together to determine
the whole. Program considers sequencing
of content, timing and pacing. Program
looks at techniques in presenting learn-
ing tasks and methodologies in organiz-
ing learners. Program is, the complex,
through which curriculum is- achieved.

As a result of my machinations at U.B.C.
| hope to assist the College general ly