Course Outline

In this part of the course, we will introduce the idea of history and why it is important for deaf people. This part is designed to make you think about history in general and challenges you to try to interpret information - not just to accept it as true because it has been written. You will need about 6 hours for this part.

The second part of the course considers the history of deafness and deaf people as we know it from the writings which have appeared in the literature. The vast majority of these were written by hearing people. We have to discover what are the important features of this and be able to weigh up the facts which are missing in these accounts. For this part you will need time to watch the videotapes and you will need to read some of the books on the history of deafness. There are copies in our library, in the resource room and there are many other sources such as the papers which are kept in deaf schools and in deaf clubs. You will need 12 - 20 hours for this part.

In the third section we examine what we can find out about famous deaf people. It used to be that there were none of these available but now there is much more interest. You will find references to important books which tell us a great deal about what deaf people were like in the old days. In this part we will also discuss how to interview old deaf people and how to record what they have to tell us. The famous deaf people part will cover deaf people, or events, or school’s histories ad how the lives of deaf people were involved. This idea of getting deaf people to explain their views will appear again later in the context of culture. We will hope to provide stories by deaf people on video which explain about their lives but this is not yet ready and will have to be sent out later. This is a very big section and some people will spend a lot of time thinking and working on this. You should aim to use a minimum of 20 hours but a maximum of 40 hours.

In the fourth section we will make the bridge between history and culture. When we think of ourselves and our culture we are describing our identities and our behaviour. These are based partly in our experiences and partly on what we think we are. This second part comes from our knowledge of history. History is the past, but it is us in the past. That is what is so exciting. Just which us we are is the aspect which we must establish.

We will then go on to talk about culture and what it is for deaf people. There are examples of deaf behaviour and there are practical exercises to work on the way deaf people have rules for what they do. Again this could take a lot of your effort to think about. However, we predict about 15 hours for this work. This work will help to prepare for the assignment part.

Now we want to discuss Deafhood - the feeling of being deaf and all the components - experience, culture, language. After many hundreds of years of denying its existence, the opportunity has arisen to try to explore it. Deaf people should know much of this section from their own experiences and feelings. But it will still need a good deal of thinking. Allow 10-15 hours.

You will have a chance to prepare for the assignment through the optional tutorials. The tutorials will cover different aspects of the way in which you study and how to research deaf history. It will deal with the methods.

Activities: It is hard to make specific demands for homework when the course has a distance component - so it is nearly all homework! But there are actions and researches you can carry out which will help you in this study. Here are some examples.

Read a section of Jackson’s book on British Deaf Heritage (you should really read this all the way through, so you could buy it or use some extracts in our resource room) and prepare a report on it for the group. You should be prepared to explain what you have found. Pay particular attention to the question of whether the accounts represent what deaf people were like or whether they are all to do with what hearing people thought of deaf people.

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of exam. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and exam tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:

Deadlines

Fall Semester

(September – December)

Spring Semester

(January – April)

Summer Intersession

(May – June)

Summer Semester

(May – August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of topics may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

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