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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. Windsor-Liscombe investigated parents' perceptions of one elementary arts-integrated school. The study confirms that social class influences the decision to place children in the school, and reveals a diversity of views about the value of arts-based education. Future research includes re-consideration of policy at both district and school level. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2014 | Dr. Martin studied the effects of identity loss upon the She-KWE-pem people, caused by Indian Act legislation, Indian hospitals and Residential Schools. This intergenerational project demonstrates how Indigenous knowledge transmission, familial relationships, and land-based/culture-based experiences developed and sustained cultural identities. | Doctor of Philosophy in Educational Studies (PhD) |
| 2013 | Dr. May investigated the notion of 'network' in art, learning, and teaching by examining artists who work with relational practices and digital media, and who also teach in universities. She found that there are connections between the participants' art and teaching practices that have significant implications for the future of art education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. D'Amour studied anxiety in learners. She worked for two years with one highly anxious math student. Her in-depth analysis of this case study drew from an unusual combination of psycho-analytic and complexity theory. The work contributes to a nuanced understanding of anxiety and the affective dimensions of learning. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2013 | Dr. Wernicke examined the impact on BC French teachers of their study abroad experiences in France, and how those affected their sense of professional identity. She found that an overwhelming concern with being an "authentic" French speaker can diminish teachers' sense of expertise and shapes how they teach and engage in further teacher development | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2013 | Dr. Wiens studied the experiences of mothers living with the challenges and uncertainties associated with an adult child's mental illness. The findings of this research were best understood through the conceptual lens of nonfinite loss and have significant implications for theory, research, and counselling psychology practice. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2013 | Dr. Hutchinson examined how young children learn to regulate emotions, learning, and social interactions in classrooms. She found classroom tasks and teacher support were essential in children's developing self-regulation. Her study adds to growing evidence indicating the importance of self-regulation for children's success in the early school years. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2013 | Dr. Timmerman explored how three respected university educators experience both conflict and coherence between their ecological ethics and day-to-day personal and professional lives. The stories she wrote and analyzed help to theorize the concept of ecological integrity, and offer opportunities for all educators to reflect upon how to work toward it. | Doctor of Philosophy in Educational Studies (PhD) |
| 2013 | Dr. Russell examined whether a new measure of Quality of Life is relevant and appropriate to use with people who are homeless, or vulnerably housed. Her study findings support the use of this measure. However, she also proposed a new approach to evaluating the content validity of measures, and that has application across many disciplines. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2013 | Dr. Collier conducted research about children and literacy on Canada's East coast. She studied how children create texts across the settings of home and school, and how different literacy practices are valued. Her research has implications for including home resources in schools and asks educators to reconsider what counts as literacy in schools. | Doctor of Philosophy in Language and Literacy Education (PhD) |