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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 |
|---|---|---|
| 2008 | Dr. Morgan employed sociocultural frameworks to examine how online instructors negotiated their teaching presence in international contexts. She found that language, identity, and positioning were important mediators in online teaching, revealing new insights into online teaching and learning. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2008 | Dr. Katz's doctoral research involved the creation of a school program to develop compassionate learning communities by involving students in activities that made them aware of individual differences and the value of diversity. The program increased students' self-respect and respect for diverse others, and reduced bullying and discrimination. | Doctor of Philosophy in Special Education (PhD) |
| 2008 | Dr Pighini's multiple case studies examined the experiences of parents of developmentally at-risk children serviced by the Infant Development Program of BC. Her findings support the implementation of a primary-level early identification and intervention system for at-risk children within a family-centered and collaborative model of services. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2008 | Dr. Hinbest studied the implications of devolving the evaluation of social programs and services to nonprofit and grassroots organizations. He examined capacity challenges experienced by communities and organizations flowing from increased accountability expectations, and the role of evaluators in coping with such effects. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2008 | Dr. Mutonyi's case study investigated adolescent students' understanding of the relationship between Health Literacy, HIV/AIDS and Gender. The youth are a critical constituency of reform and it is important to engage them in issues that impact development including issues of health, literacy, HIV/AIDS and Gender. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2008 | Dr. Ward created a theoretical model for integrating literary arts mentors into elementary and secondary school curricula. This model provides the framework for future studies in author-mentorship from a position that recognizes the social nature of language learning and the importance of building on and extending children's previous knowledge of writing. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2008 | Dr. Séror examined second language university students' and content instructors' perspectives of the impact of providing feedback to written assignments. Focusing on the explicit and implicit messages found in the discourse of feedback, Dr Séror highlights the often unspoken forces and functions that shape this widespread educational practice. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2008 | Dr. Mirfakhraie developed a multicentred theory and methodology in analyzing curriculum reform and showed that despite the inclusion of critical educational theories, Iranian textbooks construct the world by references to multiple "us" and "them" categories based on contradictory anti-imperialist and nationalist narratives and discriminatory discourses of whiteness, Shi'ism and patriarchy. | Doctor of Philosophy in Educational Studies (PhD) |
| 2008 | Dr. Pidgeon explored institutional responsibility and accountability to Aboriginal education from Indigenous perspectives. She found that relationships were key to institutional transformation. Her research provides clear direction for improving policies, services, and programs in order for Aboriginal students to be more successful. | Doctor of Philosophy in Educational Studies (PhD) |
| 2008 | The point of no return: Aboriginal offenders' journey towards a crime free life- provides an increased understanding of the needs of Aboriginal offenders and offers guidance concerning useful strategies to incorporate into wellness plans when entering the community. Most notably, respecting Aboriginal culture and knowledge was emphasized. | Doctor of Philosophy in Counselling Psychology (PhD) |