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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 Arthur investigated the impact of online scholarly reading tools on university student assignments. He found that students perceived the tools as beneficial, while no evidence was found that the tools improve student's ability to comprehend, critique, and use what they read. This research will inform the ongoing design of such tools to increase their likelihood of enhancing the online scholarly reading environment. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2009 | Dr Lehman examined spousal social support for persons living with rheumatoid arthritis. His work showed that a lack of shared understanding of disease impact is linked to poorer quality social support between partners. Findings have implications for the development of couple-based interventions to promote social support and improved health. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Dr. Johnson conducted a case study of a group of students who organized a campaign to prevent their high school from being reconfigured into a middle school. Students became involved because they valued their school and relationships with teachers and peers. The study demonstrates that for students to understand democratic citizenship they must practice it. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2009 | Dr. Moy investigated the ways bullying is framed through curriculum, policy and media. She found that a singular focus on bullying works against the goals of social change. Her research explores how community and school-based educators can address identity and inequality as a route to counteracting violence in schools. | Doctor of Philosophy in Educational Studies (PhD) |
| 2008 | Dr. Moffatt examined how parents, teachers and a teacher-librarian-researcher constructed 'reading', the category 'readers' and social in/equality in the context of "research interviews for a study on literacy". She found that she and the participants produced equal and unequal social relations and values through their talk of reading and readers. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2008 | Dr. Harrison identified practices that protect mental health therapists in their challenging work with traumatized clients. His research illuminates how supervision, self-care, spirituality, and social support mitigate risks of burnout and vicarious traumatization, that otherwise threaten the personal and professional wellbeing of therapists. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2008 | Dr. Sze examined the functions and genres of the English writing of Chinese ESL children. She found that at home the children wrote more for personal and social purposes for real audiences, or for entertainment than they did in school. She suggested teachers incorporate children's home experiences into school-based writing. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2008 | Dr. Yu investigated the roots of morality. She found that how people view the world influences how they view themselves and their social relationships. People's worldviews, self-views, and relationships influence how they solve social problems and make decisions. Her study integrates different schools of moral psychology with cultural psychology. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2008 | Dr Owuor investigated Kenyan teachers' perceptions of students' differences and how these influence curriculum implementation. Findings highlighted how social markers mask students' diversity.The study contributes to the literature on how teachers' practice influences educational success amidst challenges of poverty and HIV/AIDS in Africa. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2008 | Dr. Meredith investigated social dynamics among skilled trades workers at a large West-coast shipyard. He found that the hiring practices and cultural norms of this workplace help to protect tradesmen from job competition, but that they also contribute to sustaining the peculiar demographic and social profile of heavy trades occupations. | Doctor of Philosophy in Educational Studies (PhD) |