Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details
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. Beare investigated ways to foster positive youth development through a combined theatre education and social and emotional learning program. He examined the developmental stages of secondary theatre students who co-created plays based on the topic of safe and caring schools. His findings will enrich existing literature on this important issue. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2012 | Dr. Terrett explored how older adults narrate and understand their experiences of being vitally engaged in living. With her participants, she collaboratively constructed ten common themes in living vitally. This research adds to the psychological and gerontological literature on positive growth and development in later life. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2012 | Dr. Creighton explored the experiences of young men following the accidental death of a friend. Her findings provide new insights into the way that masculinities, space, place and social discourse intersect to frame men's grief and risk practices. | Doctor of Philosophy in Educational Studies (PhD) |
| 2012 | Dr. Anderson's research examined, documented, and contributed to knowledge about how generations of Indigenous Nlakapmux Grandmothers from the Interior of British Columbia carried out their responsibilities to transmit Nlakapmux educational and socio-cultural knowledge to their family and community members. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Hadfield used the philosophical lens of Hans George Gadamer to reinvigorate the notion of praxis in nursing curricula. Working through narratives of her teaching practice, Dr. Hadfield points to the centrality of dialogue to praxis, which Gadamer viewed as acting morally in response to particular situations while drawing on general frameworks. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Nolan investigated the lives, careers, and pedagogies of three eminent artist-teachers of saxophone that illustrate different paths to artistry in music performance and teaching. Her dissertation contributes to the burgeoning research in the pedagogy of music education and the intellectual heritage of mentors across generations. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2012 | Dr. Liu demonstrated how outliers can affect the conclusions we make from our data, countering to a commonly held belief among researchers that outliers, although relevant, have little impact. Her studies demonstrated the impact of two types of outliers: errors in the data and unknown subgroups of respondents or participants. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2012 | Dr. Dyer investigated the processes of learning mindfulness through dialogue in the mindfulness-based stress reduction group. She found that the internal actions of mindfulness were externally enacted through several relational projects. This research illuminates how mindfulness is learned and experienced relationally and contextually, with implications for counselling and teaching. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2012 | Dr. Billy-Minnabarriet examined how an Aboriginal Public Institution achieves self-determination through its leadership and programs. This research articulated how Indigenous leadership takes an anti-hegemonic stance to confront forms of hegemonic control. Indigenous teachings are sustained and shared with others through this transformative process. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2012 | Dr. Simmonds studied the ranking of secondary schools in British Columbia from 1998 to 2010. Using critical discourse analysis, he examined how the school-ranking rubric-shaped public and media discourses on schools, and the accountability regime that emerged in the process. | Doctor of Education in Educational Leadership and Policy (EdD) |