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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. Bepple studied the strategies used by international post-secondary students to obtain work in Canada after graduation. In addition to academic knowledge, those students want to acquire work-based skills, relationships, cultural understanding and credentials. She concludes that the students benefit from experiential learning opportunities. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2015 | Dr. Fabbi developed an innovative initiative to support Arctic Studies and Indigenous language programs at the Canadian Studies Center at the University of Washington. Considering the Arctic as a distinct world region, informed by Inuit concepts of territory and sovereignty, reconfigures the approaches used for research and practice in the area. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2015 | Dr. Young developed an Indigenous teaching and learning approach with Anishnabe-Cree Elders. The study outlines the teaching methods that strengthen peoples' holistic health and maintain sustainable ecologies. The research benefits educators working with Indigenous contexts, land-based education and those interested in social justice leadership. | Doctor of Philosophy in Educational Studies (PhD) |
| 2014 | Dr. Hunter explored sustainability policy and practice at Vancouver Island University. She interviewed administrators, faculty and students and applied the work of sociologist, Pierre Bourdieu, to help explain why some sustainability policies and practices are more successful than others, and how a campus culture of sustainability can be increased. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2014 | Dr. McKeown examined the ways student survey results are used to measure program quality and student learning at UBC. She found that averaging student survey results across program majors could result in misleading information about program quality. Her study has implications for the design of program effectiveness surveys and evaluation research. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2014 | Dr. Plaut's study brought together the worlds of journalism, human rights and socio- political change, across state and national borders. Over a period of two years, she interviewed 45 journalists and journalism educators from the Saami and Romani communities in six countries. Her findings inform best practices for teaching human rights journalism. | Doctor of Philosophy in Educational Studies (PhD) |
| 2014 | Dr. Fu investigated how high school physics teachers in China exercise both their individual and collective influence in the on-going nationwide curriculum reform. The study offers a clear understanding of the impact of physics teachers and sheds light on the efforts to attain the desired curriculum decentralization in China. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Kim examined ocean literacy during a summer camp. He offered directions for Marine Education which included facilitating student's connectedness to the ocean, and providing opportunities for emotional connections through direct experiences. Dr. Kim also re-imagined the Ocean Literacy definition of sustainability to embrace an Earth-centered view. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Gibson examined the ways in which history teachers approached ethical judgments about controversial events in Canadian history, and the impact this had on the responses of students. His research shows that there were vast differences between what teachers believed and how they actually taught about ethically controversial events in the classroom. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Andema explored the role that digital technology and digital literacy can play in improving teacher education in a rural Ugandan college for primary teachers. The study assists us in understanding the possibility of using digital technology innovatively, to achieve educational change in other poorly resourced contexts like that of Uganda. | Doctor of Philosophy in Language and Literacy Education (PhD) |