Mount Saint Vincent University
Graduate programs in the field of Curriculum Studies encompass, but are not limited to, investigations into: teacher education, the social construction of knowledge, the curriculum as culturally and politically situated, contemporary curriculum and instructional discourses, and the role of curriculum and curricular reform in K-12 and other learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service and in-service teacher education. Inquiry in the field is multi-disciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory.
Being born in Alberta, growing up in Ontario, and spending a lot of time in Nova Scotia with my extended family, I consider myself a Canadian through and through. UBC provides the ideal setting for my continued Canadian exploration and world-class researchers that support, push, and extend my interests.
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. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
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:
Overall score requirement: 92
Overall score requirement: 6.5
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:
The GRE is not required.
A Master's degree with high standing in a relevant educational discipline.
A letter of intent describing the focus of the proposed research and a sample of work demonstrating scholarly writing,
All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.
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.
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
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.
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,732.53||$3,043.77|
|Tuition per year|
(plus annual increase, usually 2%-5%)
|Int. Tuition Award (ITA) per year (if eligible)||$3,200.00 (-)|
|Other Fees and Costs|
|Student Fees (yearly)||$969.17 (approx.)|
|Costs of living (yearly)||starting at $17,242.00 (check cost calculator)|
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.
All full-time students who begin a UBC-Vancouver PhD program in September 2021 or later will be provided with a funding package of at least $22,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $22,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their 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.
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
68 students graduated between 2005 and 2013: 3 are in non-salaried situations; for 6 we have no data (based on research conducted between Feb-May 2016). For the remaining 59 graduates:
These statistics show data for the Doctor of Philosophy in Curriculum Studies (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
|2017||Dr. Sarte's research demonstrated a method for deciphering how beginning teachers consciously and unconsciously become recognisable as teachers. His contribution combined photo-elicitation with the work of French psychoanalyst, Jacques Lacan. His study brings forward a framework that facilitates the construction of positive professional identity.|
|2017||Dr. Berg explored evidence projecting a future world of limited fossil energy use. His research mapped out linkages between petroleum geology, energy economics and climate science. He concludes that future educators should embrace a post-carbon pedagogy in their practice.|
|2016||Dr. Madden studied teacher identity in relation to the emergent field of Indigenous education. She focused on teachers' processes, priorities, and preparedness as they navigated Faculties of Education and schools. Her work enhances our understanding of knowledge-practice across institutions, and has widespread and immediate applications for practice.|
|2016||Dr. Arntzen studied the use of digital technologies in teacher education. She developed a theory to explain the relationship between instructional discourse and teacher candidates' development of imaginative capacity with digital technologies. This theory will be used to help inform the integration of digital technology into teacher education.|
|2016||Are abandoned buildings nothing but wastelands? Dr. LeBlanc's artistic explorations of various closed schools puncturing the Canadian landscape suggest otherwise. Utilizing documentary and conceptual photographic practices, she examined how art can provoke viewers to re-imagine relationships between space, time, place, and memory.|
|2016||Dr. Baker studied Indigenous Science Education for addressing issues of equity and sustainability. His research led to a slow pedagogy of relations involving land, language, story, and ceremony that fosters miskasowin, a Cree term denoting the development of relational identities. His research highlights the need to engage diverse worldviews in schools.|
|2016||Intrigued by the learning possibilities that food gardens offer, Dr. Urueta explored the identities constructed by urban youth who had participated in a one-year, intergenerational garden-based learning project at the UBC Farm. Her findings contribute to understanding the pedagogical possibilities and challenges of food gardens.|
|2015||Dr. Campbell studied change in the culturally diverse students in engineering design teams. Buying into teamwork, claiming viable roles and navigating team perspectives were found critical to early professional development. This suggests a need for an explicit curricular focus on teamwork, intercultural and communicative skills, and formative assessment.|
|2015||Dr. Boulton-Funke completed her doctoral research in the field of Curriculum Studies. Focussing on teacher education, she explored the practices of teachers of visual arts. Her findings will help us understand how creative thought, intuition and memory can influence the approaches used in the practice of visual arts teachers.|
|2015||Dr. Namazzi studied how formal education might engage the prior knowledge of individuals and groups, to curb the spread of HIV/AIDS. She showed a complex interplay between cultural practices, formal instruction and youth commitment to conceptual and behavioural change. This provides insights into ways educators can effectively teach moral education.|
Curriculum Studies encompasses, but is not limited to, investigations into: teacher education, the social construction of knowledge, the curriculum as culturally and politically situated, contemporary curriculum and instructional discourses, and the role of curriculum and curricular reform in K-12 and other learning environments. Students learn about issues of planning and development, program implementation and evaluation, and pre-service and in-service teacher education. Inquiry in the field is multi-disciplinary and includes numerous perspectives and orientations such as: cultural studies, historical consciousness, post structuralism, feminism, multicultural education, semiotics, and critical theory.