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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 |
|---|---|---|
| 2009 | Dr. Fraser exploreds how knowledge and understanding of Maori culture and traditions are transmitted through a specific Maori performing arts festival. This festival creates a Maori knowledge legacy by shaping both individual and collective Maori identities, and it is this community educational process which this her dissertation communicates describes. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Dr. Forer expanded upon and applied the multilevel view of validation to a widely used measure of school readiness called the Early Development Instrument. Along the way, he developed a new method for assessing the fit of categorical models. His work helps establish the boundaries of interpretation for this measure. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2009 | Dr. Iftody explored the conditions of reading popular cultural texts and discourses around childhood closely and collectively in the context of an online fan community. This work contributes to the development of counter-normative reading practices and strategies, or reading for ethics, in the context of teacher education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Barney investigated a teaching and learning strategy based on a/r/tography, a method of inquiry derived from art related theories and practices. Dr. Barney?s research suggests an approach to teaching and learning that offers new ways to perceive of artist, researcher, teacher, and student identities. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Burgess examined how nature experiences arouse biophilia (love of living things). His research contributes to our understanding of the relationship between people and the natural world and illustrates the importance of including the larger biotic community in our discussions of educational reform. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Moll investigated how emotions influenced student learning in the context of participation in physics competitions. Dr Moll employed complexity thinking to understand how evoked emotions shaped the students? personal construction of science identity, attitudes, motivations and decision making about physics. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Robinson Kitt investigated the impact of being a firefighter on men's mental health. Through in-depth interviews, she found that firefighters' mental health is not only impacted by the job requirements, which often involve responding to and witnessing trauma, but also the occupational culture in which they work. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2009 | Dr. Peck researched the relationship between students' ethnic identities and their understanding of significance in Canadian history. She found that students'identities strongly influenced the narratives of Canadian history that they constructed. Her findings reveal the complex influences that identities have on understanding of history. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Ryan's research was a case study focused on the analysis of a Networked Learning Community of teachers within a geographically and culturally diverse school district in BC. His findings focused on policies as well as factors in the local context that create an enabling environment for district wide networks as a vehicle for teacher development. In addition, his research provides insight on the role a network can play in teacher engagement, teacher empowerment, and teacher connections. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2009 | In this case study of an adult literacy research project, Dr Alkenbrack explores the merits and debates of the Research in Practice tradition. The study challenges assumptions about what research is and who has the right to create knowledge, and promotes adult literacy practitioners as researchers and authoritative voices at the research table. | Doctor of Philosophy in Educational Studies (PhD) |