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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 |
|---|---|---|
| 2015 | Dr. Boulton-Funke completed her doctoral research in the field of Curriculum Studies. Focussing on teacher education, she explored the practices of teachers of visual arts. Her findings will help us understand how creative thought, intuition and memory can influence the approaches used in the practice of visual arts teachers. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2015 | Dr. Heng Hartse studied the reactions of English teachers to language useage they perceived as incorrect in student essays. He found that their perceptions of correctness, and their explanations for the evaluations they made, were highly subjective. This work has implications for anyone who works with second language writers and their texts. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2015 | Dr. Wilbur explored the understandings that teachers of English as an Additional Language bring to teaching students whom they believe have experienced trauma. Her project described the ways instructors create inclusive classrooms. She concluded that for programs to be responsive to the whole student there needs to be a shift in policy and practice. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2015 | Dr. Socholotiuk examined how parents of adolescents with anorexia worked together in family-based treatments. She found that the process was influenced by the parents' sense of identity, their beliefs about anorexia and family relationships. This research also showed how social and structural resources could facilitate the joint actions of parents. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2015 | Psychotherapists in training often find it challenging to facilitate group sessions. Dr. Hoover created and evaluated an innovative program to increase confidence and competence when leading difficult or complex groups. This program, which promotes experiential learning, has proved to be an effective method for training psychotherapy group leaders. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2015 | Drawing on philosophy and moral psychology, Dr. Bigari explored the relationship between moral development and personal autonomy. He spoke to debates over these educational aims between liberals, communitarians, and fundamentalists. Dr. Bigari hopes this work will improve educational policies and practices in pluralist societies. | Doctor of Philosophy in Educational Studies (PhD) |
| 2015 | Dr. Ark focused on introducing a method for estimating the variance components required for generalizability theory (GT) with ordered categorical ratings. This research provides a proof of concept of this method, called ordinal GT. It offer researchers a new statistical avenue for computing relative G-coefficients when using ordinal variables | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2015 | Dr. Namazzi studied how formal education might engage the prior knowledge of individuals and groups, to curb the spread of HIV/AIDS. She showed a complex interplay between cultural practices, formal instruction and youth commitment to conceptual and behavioural change. This provides insights into ways educators can effectively teach moral education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2015 | Dr. Ji investigated the ways in which museum educators in Chinese science museums perceive themselves as education professionals. She found museum educators desired a professional community where they can seek support from their peers. Her study provided insight into the professionalization of the role of museum education in China. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2015 | Dr. Dong developed a new approach to teach and evaluate critical thinking in second language writing. Her research provides pragmatic supports for those who wish to cultivate their students to become, not only proficient language users for effective communication, but also independent critical thinkers for their life-long learning. | Doctor of Philosophy in Teaching English as a Second Language (PhD) |