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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. Klaassen investigated how bereaved parents of faith grieved for their deceased children. He found that parents grieved jointly, and that their joint grieving impacted their relationships with each other, the Divine and their deceased child. These findings have implications for grieving theories and grief counselling. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2011 | Dr. Janzen's study explores teachers' understandings of teacher identity and the implications of these beliefs on teachers' development. Her study illustrates the force of external pressures exerted on teachers, the tensions between external pressures and teachers' personal desires, as well as the ethical and curricular implications of such tensions. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Philpot studied character perception in four children's novels. His conceptual model and descriptive catalogue of narrative structures offer teachers and students in elementary grades resources for exploring the perceptual and psychological experiences of fictional children. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2011 | Dr. Gerhard examined how an undergraduate student's identity developed with participation in an interdisciplinary science degree program. Her research provided insight into how university programs enable interdisciplinary learning and foster students' engagement in undergraduate science. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. LaMonde demonstrated the important contribution of neuroscience in educational fields through a study on movement, which holds primacy in learning from imitating to creativity. Her interdisciplinary study sheds light on the central role of movement in the human development of cognitive, social, and emotional reasoning. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Bergère explored how prospective elementary teachers made sense of university science courses. Her research demonstrated the need for teachers to better understand science as a highly tentative, subjective, and socially constructed enterprise and the deleterious effect of ignoring the concept of the 'nature of science' in university curricula. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2011 | Dr. Esseh investigated Africa's scientific publishing practices. He identified new possibilities for digital technologies in strengthening research capacity, improving the quality of research, reducing Africa's isolation from the global scholarly community, and ultimately narrowing the information divide. A Center for the Study of Online Scholarly Publishing in Africa was established. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2010 | Dr. Richardson articulated an arts-based approach to researching an individual's gifts and talents. In this way she showed how one's inner-gifts are expressed through one's emotional and relational contexts. Her work challenges objective and technical ways of understanding inner-gifts within the field of education. | Doctor of Philosophy in Special Education (PhD) |
| 2010 | Dr. Muscat investigated identity change in elite athletes who experienced a career-ending injury. Her dissertation is the first research in this area; for the international athletes she interviewed, overinvestment in an athlete identity was associated postponement of age-appropriate identity tasks and with difficult retirement transitions. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2010 | Dr. Perry worked within and between the fields of theatre and education. By researching professional theatre practice and a secondary school drama program, Dr Perry investigated the connections and crevices between today's theatre practices and drama in education, proposing new possibilities for arts education research and practice. | Doctor of Philosophy in Language and Literacy Education (PhD) |