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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 |
|---|---|---|
| 2011 | Dr. Boskic examined the critical literacy practices of Alternative Reality Game players. The players, who were situated globally, worked collaboratively to imagine solutions to urgent contemporary social problems. The results suggest that such games can be used successfully to foster ethical sensitivity. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Jhangiani investigated Punjabi immigrant women's conceptions of mental health and how they accessed the mental healthcare system. Her research demonstrates that participants would benefit from multilingual mental health services, outreach via multiple channels, and mental health information being dispensed by their general practitioners. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2011 | Dr. Scott Tomita examined how competitive Canadian research funding has led BC university museums to embrace public-private partnerships and fundraising. Her study shows how funding changes at UBC's Museum of Anthropology and the Beaty Biodiversity Museum have transformed them into innovative, entrepreneurial museums which encourage public outreach. | Doctor of Philosophy in Educational Studies (PhD) |
| 2011 | Dr. Renert's research studied mathematics education as a living and evolving field. His work identifies critical sources of life that can infuse the teaching and learning of mathematics with vitality. His work envisions a living mathematics pedagogy that is integrally attuned to the social and environmental needs of our time. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Kumar proposes to view education as a means to cultivating a deeper sense of awareness among teachers and students. He argues that it is the meditative awareness of oneself and one's relationship to people and nature that should form the core of education rather than passive information transmission. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Silva studied the effectiveness of voice recognition reading software in promoting reading skills and found that students reading fluency increased when using student-preferred reading materials with the software. The study supports the use of such software in international academic exchange programs. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Johnson explored the educational supports and barriers experienced by urban Indigenous children in BC's provincial child protection system. She developed an Indigenous educational model to wrap around their Western and Indigenous educational needs. This research illuminates transformative Indigenous education and Indigenous self determination. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2011 | Dr. Jestley studied images voice teachers use to help students sing, such as visualizing the air they use as a flowing river. She identified three different approaches teachers used and established systematic frameworks for them. These should help the vocal community consciously and explicitly describe metaphors they often use unconsciously and implicitly. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. McIntosh explored museum educators' perspectives' of their practice of teaching other educators to teach in informal learning settings. Her study revealed insights into their beliefs regarding practice, generated new understandings about teaching in museums and tensions inherent in practice, and provided direction for professional development. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Erlebach studied immigrants who are doing well with integration into Canadian society. Previous achievements, personality, home culture, positive regard by Canadians and connecting with other immigrants were factors in their success. She concluded that helping immigrants to explore these factors, not just focus on problems, will help them adapt. | Doctor of Philosophy in Counselling Psychology (PhD) |