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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. Darwich examined early adolescents and their ethnic and Canadian identity, sense of belonging at school, and experiences with discrimination. She found that higher levels of discrimination were linked to lower levels of school belonging. Her conclusion that youth new to Canada have a lower sense of belonging has implications for their education. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2014 | Dr. Tsukada examined how international students and universities in Japan engaged with internationalization. She found that they constructed imagined international communities that reflected not their local diversity but a neoliberal and Western-centered interpretation of globalization. Dr. Tsukada calls for a critical approach to internationalization. | Doctor of Philosophy in Educational Studies (PhD) |
| 2014 | Dr. James investigated the connections between Emotional Intelligence and the experiences of first year students at a Canadian university. Her findings revealed a complicated relationship, but observed changes in EI suggest that, in general, the first year of university enhances the EI of students, especially intrapersonal and adaptability skills. | Doctor of Philosophy in Educational Studies (PhD) |
| 2014 | Dr. Fukuyama explored how nursing faculty members experienced the gap between the good practice taught in nursing curricula and poor practice witnessed by nursing students, often due to health care restructuring. Faculty navigated the politics of clinical placements and used them to teach good nursing care and the need for systems change. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2014 | Dr. Gutica studied how emotion influences learning in the context of tutoring systems. She designed an educational game, Heroes of Math Island, for students in Grades 5 to 7, and analyzed the learners' emotional states as they interacted with it. Her findings will benefit researchers and designers in the field of advanced learning technologies. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Koert studied women who expected they would become mothers, but ended up permanently childless after delayed childbearing. She identified common themes in the experiences of this growing group. This study demonstrates how they reconcile past choices with present realities, in order to move forward and create meaningful lives as childless women. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2014 | Dr. Moore conducted an eight month ethnographic study in a classroom of youth studying film. In the current media rich context, this research considers the use of popular culture and digital video production in educational spaces. This study informs current discussions in pedagogy, media education, and youth studies. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2014 | Dr. Berger explored leadership in early childhood education. She argues that leadership was enacted when educators shared powerful narratives about children's educational experiences with their communities. These narratives ignited dialogue about the values and purposes of early education and positioned early childhood educators as community leaders. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2014 | Dr. Lyons-Thomas studied ways in which Grade 11 students verbalized their thought processes during an assessment of complex thinking. She found that verbalization is a useful tool for educational assessment. This research suggests that verbalization should be used in test design in order to understand how students may interpret assessment tasks. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2014 | The Northwest Coast bentwood box acted as a metaphor to frame this study. Dr. Parent examined four Aboriginal Early University Promotion Initiatives and three Aboriginal University Transition Programs at universities in British Columbia. Her findings will help us understand how universities can be wholistically transformed for Indigenous learners. | Doctor of Philosophy in Educational Studies (PhD) |