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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2020 | Dr. Chang explored the literacy instruction of an elementary student with learning disabilities. Her research highlights the affordances and constraints of a variety of semiotic materials and the intersection of literacy, disability, and pedagogy. The findings suggest a continued effort is needed to change perceptions of lower literacy achievement. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2020 | Dr. Mennigke wrote a philosophical inquiry on leadership in the age of liquid modernity. His dissertation critically analyses key themes in broad theoretical literature through a dramatic personification of each theme as a character. Using these themes as forms of conceptual analysis contributes a critical understanding of the nature of leadership. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2020 | Dr. Law studied the role of ethnic culture in the experience and coping of chronic pain. Her research focused on immigrants from China living with pain in BC. Results revealed a set of cultural beliefs and values that informs their pain management actions. Her work can help enhance patient care for chronic pain in an increasingly global society. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2020 | Dr. Cover examined how marketized education policies are interpreted and enacted by public education administrators in school districts. He explored how public education is evolving in increasingly marketized climates and how administrators understand their shifting roles and manage conflicts between marketization and the aims of public education. | Doctor of Philosophy in Educational Studies (PhD) |
| 2020 | Dr. Pasman studied which brain areas are involved in upright standing balance and how these areas are affected in individuals with Parkinson's disease (PD). She found that balance is controlled more automatically in healthy elderly than individuals with PD. This knowledge can aid in the development of therapies for balance problems in PD. | Doctor of Philosophy in Kinesiology (PhD) |
| 2020 | Dr. Tembrevilla documented an expansion in rural high school science teachers' knowledge related to technology, pedagogy, and content through science video production. This work underscores the importance of centering investments for science teachers and integrating technology and local knowledge in science education, particularly in rural areas. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2020 | Dr. Giannone studied identity development in young adults and student-athletes. She found that group interventions that brought young people together to talk about identity helped them develop a stronger sense of who they are and where they are heading. Enhanced identity improved participants' sense of hope, motivation, and self-efficacy. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2020 | Dr. Brenner examined how teacher candidates' personal characteristics and features of learning environments shaped their motivation to develop self-regulated learning practices. She identified affordances and constraints for the development of these practices, and identifies how teacher educators may include them in their curricula. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2020 | Dr. Sadiq explored language and literacy practices of Afghan refugees in Pakistan, one of the largest, yet understudied, displaced populations. He found that families engage in various literacy practices. At school, females experienced more success than males, as the latter lacked available guardians and schoolwork was beyond their level. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2020 | Dr. Yee examined how Indigenous and non-Indigenous educators and advocates came together in a Community of Inquiry to support Indigenous (and all) students. Based in research on colonialism and decolonization, her study traced how diverse participants co-constructed practices to enact a shared vision of education based on respectful relationships. | Doctor of Philosophy in Special Education (PhD) |