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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. Thauberger examined the needs, supports, and challenges of learning assistance teachers in BC and Saskatchewan with respect to their access to knowledge about reading instruction. Teachers expressed a strong desire for more knowledge and made recommendations about how to enhance expertise in this area. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Catherine showed how children's supportive relationships with classmates and teachers influence the association between physiological stress and social behaviours. This research illuminates how social experience 'gets under the skin' to influence behavioural development in classroom settings. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2011 | Dr. Tan investigated Singapore Biology teachers' learning through a "Learning Study Approach" to professional development. Her work revealed the potential of the Learning Study Approach to promote teacher collaboration in overcoming uncertainties associated with curricular and pedagogical reforms and their ability to use learning theories to implement effective biology instruction. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Streelasky investigated the ways urban Aboriginal children utilized wider understandings of literacy. She found that the children's practices were influenced by the technological transformations of the western world, and the locally-derived Indigenous world. This research argues for the relevance of finding a balance between these worlds for Aboriginal children in contemporary classrooms. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr Jordan studied settlement in Canada by refugees seeking protection from homophobic or transphobic persecution. The research explores how social exclusions, stigma, and trauma challenge access to asylum and settlement. She advocated for changes to refugee reforms, presenting to the Parliamentary Standing Committee on Citizenship and Immigration. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2011 | Dr. Jahng investigated communication relationships during a small group activity in an online course. She developed a model for collaborative learning in small groups and showed how to use the model to analyze communication and assess group collaborations. Her research provides online educators with concrete methods for assessing and facilitating the work of small groups. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Walker investigated the nature of and reasons behind recent adult literacy policy reform in New Zealand. Her research illuminates how different interest groups, and current and historical policies and political ideologies, came together to form substantive economic and social policy. | Doctor of Philosophy in Educational Studies (PhD) |
| 2011 | Dr. Tupper analyzed Health Canada's policy response to ayahuasca, a traditional indigenous Amazonian medicine, psychoactive substance, and sacrament for the Brazilian Santo Daime religion. His research critiqued the government's attempt to balance competing interests of drug control, criminal justice, public health, and human rights such as religious freedom. | Doctor of Philosophy in Educational Studies (PhD) |
| 2011 | Dr. Closson examined how early adolescents vary their aggressive and pro-social behaviours toward different peers. Her study demonstrated that a richer understanding of the complex social processes involved in the early adolescent peer group benefits from identifying the targets of youths' behaviours. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2011 | Dr. Omar examined Islamic education in a multicultural context. His research was a case study on how Islamic educational institutions in Canada negotiate an Islamic worldview and promote Islamic identity within a multicultural society. His findings highlight both the internal challenges and the external pressures that these institution face. | Doctor of Philosophy in Educational Studies (PhD) |