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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. Sayani studied the schooling experiences of disaffected South Asian male students. His work provides all educators and educational leaders with new ways to understand the schooling experiences of South Asian students and to mitigate the schooling factors that may exacerbate the disaffection of all minoritized students. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Dr. Bartosh explored the impact of environmental education programs on high school students' learning and performance. She found that students in environmental programs demonstrated better achievement on state standardized tests, higher GPA, and better attitudes towards school and the environment than students in traditional programs. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Goodwill examined the processes of entering and leaving gang life among Aboriginal male ex-gang members. Based on the results of her study, she developed a categorical framework to inform mental health interventions and counselling prevention practices for use in Aboriginal communities affected by gangs. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2009 | Dr. Reed studied educational partnerships between public and private post-secondary institutions offering health programs in British Columbia. She developed a framework for understanding these partnerships, for use by educators, administrators, and policy-makers, based on ideas about institutional compatibility and boundaries between the two types of institutions. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2009 | Dr. Denizot examined the predictors of reading comprehension in French immersion. She found that when students are not familiar with the culture of the text they compensate for the unknown vocabulary and part of the missing cultural knowledge with grammatical knowledge to understand what they are reading. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2009 | Dr. Riley examined how teachers' expectations and stereotypes influenced the learning opportunities afforded Aboriginal students. She found that, despite their best intentions, some teachers provided poor, confused or arbitrary reasons for denying students opportunities for educational remediation or advancement. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Dr. Waithman researched three topics which influence student learning in the public education system: social justice principles, school-choice policies and year-round schooling. She explored strategies which supported student learning and developed several recommendations for policy, practice and future research relevant to public education. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2009 | Dr. Greenwood did research on "Places for the Good Care of Children" which is about Indigenous early childhood and the potential of understanding children's care and education as a site for cultural rejuvenation and efforts to rebuild colonized peoples. Her research answers questions about linkages between early childhood, government policies, community visions, and the identity and rebuilding of Indigenous peoples and communities. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr Gemme studied the training of graduate students in UBC's Faculty of Forestry. She showed how academic forest researchers are connected to both the scientific field and the forest sector. Those ties shape the educational experience of graduate students, and contribute to maintain the relevance of university research in society. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Theorizing knowledge mobilization as semiotic practice, Dr. Potts examined the relevance of multimodality and linguistic register to a) students' recontextualization of quotidian (particularly multilingual) knowledge, and b) recontextualization of pedagogic texts for purposes of public accountability. Relations between predominant registers and hypermodality's affordances impacted attempts to reverse dominant knowledge flows. | Doctor of Philosophy in Language and Literacy Education (PhD) |