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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 |
|---|---|---|
| 2019 | To understand and scaffold source-based writing practices of graduate students, Dr. Kowkabi offered a socio-pedagogical approach for analyzing the processes of source selection and source integration in student writing. Her study provides insights for institutional and educational action plans to support student interactions with source texts. | Doctor of Philosophy in Teaching English as a Second Language (PhD) |
| 2019 | Dr. Sanchez Alvarez studied how early childhood educators can broaden their understanding of children's ideas and actions and teachers' practices. By systematically questioning and discussing their interpretations, educators come to see their own and others' assumptions about children and pedagogy, and gain a richer understanding of the children's capabilities. | Doctor of Philosophy in Educational Studies (PhD) |
| 2019 | Dr. Liu Baergen examined a pivotal Canadian curriculum scholar's life and work within its historical, societal and intellectual context. Her research brings forth new understanding and invites other scholars to engage in studies that further contribute to the field of Canadian curriculum studies in all its particularity. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2019 | Dr. Anyichie developed a Culturally Responsive Self-Regulated Learning Framework (CR-SRL) to help educators in creating supportive environments for culturally diverse learners. Building on this framework, his in-depth case study analyses showed how two teachers' CR-SRL practices could be associated with the qualities of students' engagement. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2019 | Dr. Chou examined the narratives of intergenerational trauma and resilience among Chinese-Canadian families. His study was one of the first to examine this psychological construct for this population and has implications for counselling psychology in the areas of narrative and multicultural research as well as family and trauma therapy. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2019 | Dr. Sikkes studied Yukon's public school system during Yukon's transition to having provincial-type powers. He found that Yukon's constitutional and democratic development had direct effects on educational policy, especially school governance. His research will help inform the decision making of Yukon's present day educators and school leaders. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2019 | Dr. Lawlor investigated mindfulness, self-compassion, and well-being in a group of early adolescents. She found that mindfulness and self-compassion had differing relations to indicators of well-being. Results suggest that mindfulness may serve as a protective factor, while self-compassion may have a promotive role in early adolescent well-being. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2019 | In her research, Dr. Lenz Kothe asks, "What are community-based, responsive participatory art museum practices, and what does education mean within those practices?" She advances the understanding that education in responsive participatory practices is an ongoing process of creating conditions for potential learning and mutual transformation. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2018 | Dr. Teichert examined digital literacy practices of children in their homes before and after kindergarten entry. She found children moved fluidly between digital and non-digital activities during play, but that parents had concerns about their children's use of digital devices and preferred that their children engage in non-digital activities. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2018 | Dr. Wilson examined the accessibility, availability, and acceptability of health-related services for urban Indigenous people offered by an urban Aboriginal agency. Her research offers much to culturally responsive health services, Indigenous health policy, and professional health education regarding urban Indigenous people. | Doctor of Education in Educational Leadership and Policy (EdD) |