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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. Briseno's work examined the learning experiences of 20 family groups visiting a local science museum in the Mexican socio-cultural context. The outcomes of her study highlight the roles that visitors' socio-cultural identity play in shaping their learning outcomes, and suggest some novel revisions to our current perspectives on family learning in informal settings. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2010 | Dr. Vratulis explored pre-service teachers' experiences using digital technologies in the context of a 12-month teacher education program. This study helps reveal the importance of integrating digital technologies in ways that disrupt pre-service teachers' existing conceptions of literacy pedagogy. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2010 | Dr. Adamuti-Trache developed a life course agency model describing how highly-educated immigrants respond to obstacles in the segmented Canadian labour market. Adult knowledge workers, regardless of the origin of their credentials, engage in further education to upgrade their human capital; for highly-educated immigrants, however, Canadian credentials also represent symbolic capital. | Doctor of Philosophy in Educational Studies (PhD) |
| 2010 | Dr. Konishi investigated how adolescents' ongoing attachments to their parents predict their feelings of anger and how they express anger. Adolescents who experienced insecure attachment to parents reported more intense feelings of anger and unhealthy expressions of anger. This provides a strong reminder of the significant role of caregivers on adolescents' well-being and social-emotional functioning. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2010 | Dr. Royal explored student response to an innovative teaching approach that transformed her multicultural postsecondary ESL classroom into a place of dialogue and critical engagement. Her students found the pedagogy meaningful since it taught them practical language skills and prepared them to become active and equal participants in Canadian society. | Doctor of Philosophy in Educational Studies (PhD) |
| 2010 | Dr. Mohan examined the influence of K-12 schooling experiences on the racial and ethnic identity development of multiethnic students. She found that the formal aspects of schooling shape all students' racial and ethnic understandings, which, in turn, within the schooling context, most directly influence multiethnic students' experiences and identities. | Doctor of Philosophy in Educational Studies (PhD) |
| 2010 | Dr. Zeisser investigated the substantive aspect of construct validity in Canadian school tobacco policy ratings. Using cognitive process models, her findings enhanced understanding of policy score meaning via the process of expert rater responding. Results made novel contributions to assessment and tobacco policy research. Her research has implications for future policy development and tobacco-related harm reduction. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2010 | Dr. Castro researched and designed an adaptive art curriculum with teens and teachers online. He found that there are particular dynamics of social and collective learning, identity construction and performance, and teacher identity through new and social media that have significant implications for education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2010 | Dr. Froese examined the socially constructed strategies of consensus employed by the Federation of Independent School Associations of British Columbia to determine how this diverse group has consistently reached agreement on issues of policy and political action in support of independent schools in British Columbia. | Doctor of Philosophy in Educational Studies (PhD) |
| 2010 | Dr. McTavish examined school and out-of-school contexts in the ways they afforded and constrained opportunities for children to engage in and recontextualize information literacy practices. Offering new knowledge of how school literacy impacts children's out-of-school literacies, Dr. McTavish argues for contexts that support children's information literacy practices for more global use. | Doctor of Philosophy in Language and Literacy Education (PhD) |