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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 |
|---|---|---|
| 2010 | Dr. Gadermann used interviews and large-scale surveys to identify which contextual factors are most important for children's well-being. The well-being measure that she validated is now widely used in British Columbia to inform practices in schools and communities that support children's well-being. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2010 | Dr. Pamer has written a conceptual study of educational leadership using the work of Hannah Arendt as a basis for analysis. Key concepts used include the distinction between public and private and Arendt's ideas of labour, work and action. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2010 | Dr. Shira documented her practice of Loving Inquiry on Butterstone Farm. Through poetry, narrative and photography, she communicates a transformative vision of loving relationship as an ongoing artful and heartful practice of opening to the generative and joyful possibilities of moment to moment engagement with self, other and the world. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2010 | Dr. Escueta explored the contribution that popular education makes to collective recovery and reconstruction from trauma. This participatory action-research project illustrates new psychoeducational approaches to addressing not just individual but also systemic and structural sources of trauma through united action. | Doctor of Philosophy in Educational Studies (PhD) |
| 2010 | Dr. Robertson examined how university field education coordinators address the challenge of assessing the professional suitability of social work students. Her research highlights the critical role field education coordinators play and generated recommendations for improving collaboration between university administrators, social work faculty and field educators. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2010 | Dr. Winters' research investigates how children and adults construct meaning In various contexts. Meaning can be designed or represented through media like print, drama, illustrations, or songs. She proposes that the process of authorship is not a linear phenomenon because it is always bound up with other semiotic and social meanings that interanimate each other. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2010 | Dr. Bruno examined the association of specific cognitive distortions to depression/anxiety and antisocial problems among adolescents. Results of the study indicate that certain specific cognitive distortions predict problem behaviours more so than other distortions. This work contributes to a better understanding of adolescent psychopathology by informing both treatment and prevention approaches. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2010 | Dr. White examined how organizational dynamics within a school community can impact the way in which it responds to problem behaviour and promotes social responsibility within its student population. His research illustrated how staff and student empowerment increases the likelihood of administrators, teachers and students working collaboratively to establish and maintain a safe and caring learning community. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2010 | Dr. Rusticus developed a multidimensional measure of male body image to assess body concerns in men. This new measure has the capacity to fill a gap in the current male body image literature, which has predominantly focused on muscularity, by allowing researchers to expand their understanding of this multi-faceted construct. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2010 | Dr. Li examined when, how, and how much items that function differently for individuals from different groups affect statistical conclusions. She found such items, if present, might affect both internal and external validity of a research study. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |