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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 |
|---|---|---|
| 2014 | Dr. Kramer worked with Iraqi children to study how writing, poetic imagination, and creative processes are all integral to the building of peace. She revealed that peace-building is supported by intellectual and creative processes that invite us to listen with the heart. Dr. Kramer's research contributes new perspectives on transformative education. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2014 | Dr. Collie examined work-related well-being and motivation among teachers. Her research showed that contextual factors, such as the support of school principals, play a key role in positive teacher functioning. She also found that teacher well-being and motivation play an important role in the teachers' commitment and job satisfaction. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2014 | Dr. Kerr conducted her research as a Settler-Scholar, meaning she considered the implications of her scholarly work as a person who has settled on lands that are the longstanding home of Indigenous peoples. Dr. Kerr developed a theory to help teachers in K-12 schools and in programs of teacher education who prioritize social equity in education. | Doctor of Philosophy in Educational Studies (PhD) |
| 2014 | Dr. Hill wrote a series of stories tracing his development as a student, teacher and writer. Using auto-ethnography, he not only tells these stories but also analyzes the reasons for telling them. Dr. Hill's focus is on author intention and narrative truth in storytelling. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2014 | Dr. Shoemaker demonstrated how visual repetition and colour construct cohesive relationships in picturebooks for young children. This work contributes to the development of a visual grammar. The findings will be useful to educators who are assessing materials created by students in multiple modes, including words, pictures, motion and sound. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2014 | Dr. Sweiss examined how Vancouver children spend their time after school and how participation in different programs and activities is related to their well-being. She found that children who participated in a combination of several programs and activities had higher levels of well-being than children who participated in only a few activities. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2014 | Dr. Lea created a research-based theatre script exploring experiences of two teachers living in Kenya 40 years apart. The script examined the narrative inheritances shaping their personal and professional identities. He also critiqued his playwriting process to illuminate theoretical, methodological, and evaluation insights for similar projects. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2014 | Dr. Aucoin investigated learners' views about the use of Web 2.0 applications in online and face-to-face post-secondary learning environments. The results of this study will inform instructional design and policy decisions with respect to the use of Web 2.0 applications in post-secondary education. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2014 | Dr. Albon studied the role and status of the basic sciences in UBC's current B.Sc. in Pharmacy program. His in-depth case study revealed tensions amongst faculty about the importance of these sciences. He showed how the different perspectives are confounding agreement on the scientific foundations of contemporary pharmacy education and its practice. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Hagen studied student engagement in elementary math. She found using cognitive tools from Imaginative Education theory to build children's connections to math concepts increased their math awareness and self-confidence. Her study points to the importance of engaging children's emotional responses and imagination in learning mathematics. | Doctor of Philosophy in Curriculum Studies (PhD) |