Master of Arts in Human Development, Learning, and Culture (MA)
The Human Development, Learning, and Culture (HDLC) program at UBC addresses the interface of research and practice in education, weaving together theoretical models and concepts in their application to real world educational issues. Investigations of learning and development, including the unique contributions of culture to these processes, are applied to a wide range of contexts including classroom, afterschool, work, and technological contexts. This work is interpreted through a variety of theoretical lenses (e.g., constructivist, cognitive, sociocultural, and social and emotional development). Students are encouraged to participate in research and teaching opportunities throughout their program.
Coursework emphasizes three primary areas: a) learning and development, b) culture and diversity, and c) research methods, including qualitative and quantitative, experimental and developmental.
Admission Information & Requirements
In order to apply to this program, the following components may be required.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
Minimum Academic Requirements
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Meeting the minimum requirements does not guarantee admission as it is a competitve process.
Letters of Reference
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Statement of Interest
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
English Language Proficiency
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
This program has not specified whether applicants should reach out to faculty members. Please review the program website for additional details.
Test Scores (GRE / GMAT or similar)
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
Deadline to submit online application. No changes can be made to the application after submission.Transcript Deadline
Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.Referee Deadline
Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.
September 2021 Intake
Application Open Date19 September 2020
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
We encourage all applicants to review the awards listing to identify potential opportunities to fund your graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
In addition to scholarships and awards, applicants may be eligible to apply for financial aid or other benefits in the form of loans, bursaries, tax credits, or similar.
Tuition / Program Costs
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$2,428.38||$4,534.95|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$1,500.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$944.51 (approx.)|
|Costs of living (yearly)||starting at $16,954.00 (check cost calculator)|
All fees for the year are subject to adjustment and UBC reserves the right to change any fees without notice at any time, including tuition and student fees. Tuition fees are reviewed annually by the UBC Board of Governors. In recent years, tuition increases have been 2% for continuing domestic students and between 2% and 5% for continuing international students. New students may see higher increases in tuition. Admitted students who defer their admission are subject to the potentially higher tuition fees for incoming students effective at the later program start date. In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.
These statistics show data for the Master of Arts in Human Development, Learning, and Culture (MA). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
Completion Rates & Times
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
Butler, Deborah (special education, learning disabilities, inclusive educational practices, intervention research for students with learning disabilities, Collaboration and co-regulation in teachers' professional learning, collaborative professional development models, learning disabilities in adolescence and adulhood, mathematics, metagocnition and self-regulated learning, research methods in educaiton, strategic performanc ein reading, writing)
Ford, Laurie (Early Childhood Assessment, Youth and Families)
Hymel, Shelley (Social Contexts, Social Determinants of Child and Youth Development, Socialization, Violence, Social Networks, Educational Approaches, Learning and Development Approaches, social development, peer relations in children and youth, school violence, bullying and victimization, Social Emotional Learning, mental health and wellbeing, interpersonal relations among children and youth)
Perry, Nancy (motivation and self-regulated learning in young children; social perspectives on teaching and learning, reading and writing; accommodating individual difference in general education classrooms; learning disabilities; special education, Metacognition, motivation, and self-regulated learning in elementary school children Social perspectives on teaching and learning, including social cognitive and sociocultural theories, Teacher development, Individual differences, Learning disabilities)
Schonert-Reichl, Kimberly (Children’s social and emotional development, empathy, moral development, bullying, risk and resiliency, adolescent stress and coping, transition to school, transition to adulthood (emerging adulthood), social and emotional learning in school, Social, emotional, and moral development of children and adolescents with an emphasis on identifying the processes and mechanisms that promote positive development)
Shapka, Jennifer (Affective and Emotional Development, Cognitive Development, New Technology and Social Impacts, Technology, Media, Social Media, Adolescents, Cyberbullying, Self-regulation, Online Privacy)
Vadeboncoeur, Jennifer (cultural-historical psychology, child/parent relationships, student/ teacher relationships, play and performance based learning, bridging school and out of school contexts for learning, Alternative schooling and pedagogies, Critical theory, Discourse and critical discourse analysis, ethnography, Qualitative research, Socially constructing knowledge and identity, Sociocultural approaches to learning and teaching, Young people placed)