Ashwani Kumar
Job Title
Associate Professor
Employer
Mount Saint Vincent University
Doctor of Philosophy in Curriculum Studies (PhD)
Overview
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.
Quick Facts
Program Enquiries
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Meet a UBC representative
Aligning your Graduate Program and Career Goals
Date: Wednesday, 19 August 2020Time: 11:00 to 12:00
Join Danielle Barkley, Educator and Career & Professional Development Advisor at UBC's Centre for Student Involvement and Careers, and Shane Moore, Marketing and Recruitment Manager. They'll be talking about aligning your graduate program with your career goals. They'll also be providing an overview of the wide range of career and professional development opportunities and support available at UBC. This session will be helpful to those still thinking about which graduate program is right for them, as well as applicants who know their program of study and want to better understand the support and guidance available at UBC.
RegisterAdmission Information & Requirements
1) Check Eligibility
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. 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.
English Language Test
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:
TOEFL: Test of English as a Foreign Language - internet-based
Overall score requirement: 92
Reading
22
Writing
22
Speaking
22
Listening
22
IELTS: International English Language Testing System
Overall score requirement: 6.5
Reading
6.0
Writing
6.0
Speaking
6.0
Listening
6.0
Other Test Scores
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.
Prior degree, course and other requirements
Prior Degree Requirements
A Master's degree with high standing in a relevant educational discipline.
Document Requirements
A letter of intent describing the focus of the proposed research and a sample of work demonstrating scholarly writing,
2) Meet Deadlines
September 2021 Intake
Application Open Date
01 October 2020Canadian Applicants
Application Deadline: 01 December 2020
Transcript Deadline: 07 December 2020
Referee Deadline: 07 December 2020
International Applicants
Application Deadline: 01 December 2020
Transcript Deadline: 07 December 2020
Referee Deadline: 07 December 2020
3) Prepare Application
Transcripts
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.
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.
Supervision
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.
Instructions regarding supervisor contact for Doctor of Philosophy in Curriculum Studies (PhD)
Applicants should browse faculty profiles and indicate in their application who they are interested in working with. No commitment from a supervisor prior to applying is necessary, but contacting faculty members is encouraged.
Citizenship Verification
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
4) Apply Online
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
Tuition & Financial Support
Tuition
| Fees | Canadian Citizen / Permanent Resident / Refugee / Diplomat | International |
|---|---|---|
| Application Fee | $106.00 | $168.25 |
| Tuition * | ||
| Installments per year | 3 | 3 |
| Tuition per installment | $1,698.56 | $2,984.09 |
| Tuition per year (plus annual increase, usually 2%-5%) | $5,095.68 | $8,952.27 |
| Int. Tuition Award (ITA) per year (if eligible) | $3,200.00 (-) | |
| Other Fees and Costs | ||
| Student Fees (yearly) | $944.51 (approx.) | |
| Costs of living (yearly) | starting at $16,954.00 (check cost calculator) | |
* Regular, full-time tuition. For on-leave, extension, continuing or part time (if applicable) fees see UBC Calendar.
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.
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.
Financial Support
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.
Program Funding Packages
All full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a funding package of at least $18,000 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 $18,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.
Scholarships & awards (merit-based funding)
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.
Teaching Assistantships (GTA)
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.
Research Assistantships (GRA)
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.
Financial aid (need-based funding)
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.
Foreign government scholarships
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.
Working while studying
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.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement.
Tax credits and RRSP withdrawals
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
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.
Cost Calculator
Applicants have access to the cost calculator to develop a financial plan that takes into account various income sources and expenses.
Career Outcomes
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:
RI (Research-Intensive) Faculty: typically tenure-track faculty positions (equivalent of the North American Assistant Professor, Associate Professor, and Professor positions) in PhD-granting institutions
TI (Teaching-Intensive) Faculty: typically full-time faculty positions in colleges or in institutions not granting PhDs, and teaching faculty at PhD-granting institutions
Term Faculty: faculty in term appointments (e.g. sessional lecturers, visiting assistant professors, etc.)
Sample Employers in Higher Education
University of British Columbia (11)Royal Roads University (2)
Capilano University (2)
Concordia University (2)
Lakehead University (2)
University of Alberta (2)
University of Wollongong
Mount Saint Vincent University
Columbus State University
Thompson Rivers University
Sample Employers Outside Higher Education
BC School DistrictAlpha Secondary School
Museum of Vancouver
Government of Lesotho
TEC
Community Association for Lasting Success
Da Vinci Science Center
HR MacMillan Space Centre
Wells Fargo
Pythagoras Academy
Sample Job Titles Outside Higher Education
Teacher (2)President
Community Artist and Contract Researcher
Teacher Principal
Senior Manager, Curatorial
VP
Science Education Manager
Personal Banker
High Commissioner to Canada
Head Start Early Education Coordinator
PhD Career Outcome Survey
You may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.Disclaimer
These data represent historical employment information and do not guarantee future employment prospects for graduates of this program. They are for informational purposes only. Data were collected through either alumni surveys or internet research.Alumni on Success
Enrolment, Duration & Other Stats
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.
Enrolment Data
| 2019 | 2018 | 2017 | 2016 | 2015 | |
|---|---|---|---|---|---|
| Applications | 50 | 37 | 25 | 28 | 47 |
| Offers | 13 | 10 | 13 | 13 | 19 |
| New registrations | 9 | 10 | 8 | 12 | 11 |
| Total enrolment | 77 | 80 | 76 | 78 | 73 |
Completion Rates & Times
This program has a graduation rate of 77.08% based on 48 students admitted between 2006 - 2009. Based on 31 graduations between 2015 - 2018 the minimum time to completion is 2.66 years and the maximum time is 8.33 years with an average of 5.40 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each year, May to April [data updated: 10 March 2020]. Enrolment data are based on March 1 snapshots. Program completion data are only provided for datasets comprised of more than 4 individuals. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs [data updated: 27 October 2019].
Doctoral Citations
A doctoral citation summarizes the nature of the independent research, provides a high-level overview of the study, states the significance of the work and says who will benefit from the findings in clear, non-specialized language, so that members of a lay audience will understand it.
| Year | Citation |
|---|---|
| 2014 | Dr. Pearson studied views held by administrators, faculty members and undergraduate students on curriculum integration in a program of study. She found that students had a better understanding of ways in which curriculum elements are integrated across disciplines, and of teaching approaches. Her findings suggest future direction for curriculum reform. |
| 2014 | Dr. McLellan studied how 5- to 7-year-old children do math. Her study highlighted the communication processes of arithmetic and algebra. It helps teachers understand how to build on the skills and abilities young children bring with them when they enter formal classrooms, and reminds teachers not to pre-define what mathematics is supposed to be. |
| 2014 | Dr. Jope examined how people become ethical teachers by learning to discern the ethically-salient features of classrooms while on practicum in teacher education. His study underscores the ethical character of good teaching and the central place of discernment in being and becoming an ethical teacher. |
| 2014 | Dr. Dancer's international research examines how intensive listening brings awareness to everyday sound environments, as an expression of culture, states of Being, identity and ones sense of place. It introduces listening and sound as a unique learning modality utilised by artists, researchers and educators, to influence practices and curriculum. |
| 2014 | Dr. Albon studied the role and status of the basic sciences in UBC's current B.Sc. in Pharmacy program. His in-depth case study revealed tensions amongst faculty about the importance of these sciences. He showed how the different perspectives are confounding agreement on the scientific foundations of contemporary pharmacy education and its practice. |
| 2014 | Dr. Hagen studied student engagement in elementary math. She found using cognitive tools from Imaginative Education theory to build children's connections to math concepts increased their math awareness and self-confidence. Her study points to the importance of engaging children's emotional responses and imagination in learning mathematics. |
| 2014 | Dr. Gutica studied how emotion influences learning in the context of tutoring systems. She designed an educational game, Heroes of Math Island, for students in Grades 5 to 7, and analyzed the learners' emotional states as they interacted with it. Her findings will benefit researchers and designers in the field of advanced learning technologies. |
| 2014 | Dr. Moore conducted an eight month ethnographic study in a classroom of youth studying film. In the current media rich context, this research considers the use of popular culture and digital video production in educational spaces. This study informs current discussions in pedagogy, media education, and youth studies. |
| 2013 | Dr. May investigated the notion of 'network' in art, learning, and teaching by examining artists who work with relational practices and digital media, and who also teach in universities. She found that there are connections between the participants' art and teaching practices that have significant implications for the future of art education. |
| 2013 | Dr. D'Amour studied anxiety in learners. She worked for two years with one highly anxious math student. Her in-depth analysis of this case study drew from an unusual combination of psycho-analytic and complexity theory. The work contributes to a nuanced understanding of anxiety and the affective dimensions of learning. |
Pages
Sample Thesis Submissions
Further Program Information
Specialization
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.
Program Website
Faculty Overview
Academic Unit
Program Identifier
VGDPHD-F5
September 2021 Intake
Application Open Date
01 October 2020 Canadian Applicant Deadline
01 December 2020 International Applicant Deadline
01 December 2020 Program Enquiries
Still have questions after reviewing this page thoroughly?
Contact the program
Contact the program
Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update the application inquiries contact details please use this form.
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