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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 |
|---|---|---|
| 2012 | Dr. MacIvor studied BC Aboriginal post-secondary education policies. She examined ways in which policies were influenced by changing political, economic and social circumstances from 1986 to 2011. Her work highlights the influence of Aboriginal Affairs, the privileging of First Nations and the importance of relationships, leadership and ownership. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Perkins interviewed principals and vice-principals about their understanding of, and responses to homophobia. Her human rights, arts-based research resulted in a play titled: "Do We Really Need to Discuss This?" The play aims to generate professional development and leadership opportunities for those seeking to make our public schools more socially just. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Colling used photos and stories captured by research participants to develop a model of acculturation to explore Canadian identity and culture change processes. Her framework for examining cross-cultural transitions explored culture change among Canadians, as well as newcomers to Canada. Narratives voiced by participants hold potential implications for Canada's multiculturalism policy. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2012 | Dr. Stock examined the outcomes of pre-school children with autism in two Early Behavioural Intervention programs in BC and Nova Scotia. Both programs used strategies to reinforce the children's motivation to communicate, but one was group-based while the other was conducted on a one-to-one basis. Both appear to be feasible options that are clinically effective and help the children. | Doctor of Philosophy in Special Education (PhD) |
| 2012 | Dr. Jull examined the impact of a training program designed to teach community recreation instructors to support children with autism who were learning to swim. Results indicated that staff learned key instructional skills and the children's swimming skills improved as a result. | Doctor of Philosophy in Special Education (PhD) |
| 2012 | Dr. Oates studied the uses of Information Communications Technology, or ICT tools, by school teachers in post-conflict northern Uganda. Her study in the district of Gulu identified conditions that either enable or inhibit the successful use of digital tools for language and literacy. Her recommendations include a proposed design for using ICT for teacher education. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2012 | Dr. Gore explored the educational experiences of Aboriginal former inmates of federal prisons. The findings highlighted the importance of providing support, educating staff on Aboriginal perspectives of justice, and incorporating culture. Dr. Gore concluded that making education mandatory and changing the curriculum for Aboriginal inmates, will lead to a transformation in prison education. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Ormiston interviewed Indigenous students, faculty and elders to explore ways in which traditional concepts of Indigenous leadership are applied within post-secondary institutions. He identified the importance of centering Indigenous knowledge, commitment to building relationships, and self-determination of Indigenous people, communities and Nations. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Rosborough studied the relationship between language and Indigenization through stories of individuals engaged in Kwak'wala revitalization. Conducted through an Indigenous methodology, the research deepens understandings of Kwak'wala learning and finds that Indigenous language revitalization must take into account the impacts of colonization. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Sackville showed that storytelling is a powerful method for capturing everyday struggles with current language policies at a Canadian post-secondary institute. For her, dialogue is central to educational leadership, and her dialogic exercises will be useful tools for the reconstruction of language practices that are more equitable and humane. | Doctor of Education in Educational Leadership and Policy (EdD) |