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.
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.
|2015||Dr. McGregor explored the recent history of change in the Nunavut school system. She focused on a non-Indigenous educational leader's career biography, the role of Elders, curriculum development and leadership training. She found life-long learning and continuous practices of sharing stories contribute to advancing decolonizing goals for schools.|
|2014||Dr. Fu investigated how high school physics teachers in China exercise both their individual and collective influence in the on-going nationwide curriculum reform. The study offers a clear understanding of the impact of physics teachers and sheds light on the efforts to attain the desired curriculum decentralization in China.|
|2014||Dr. Kim examined ocean literacy during a summer camp. He offered directions for Marine Education which included facilitating student's connectedness to the ocean, and providing opportunities for emotional connections through direct experiences. Dr. Kim also re-imagined the Ocean Literacy definition of sustainability to embrace an Earth-centered view.|
|2014||Dr. Gibson examined the ways in which history teachers approached ethical judgments about controversial events in Canadian history, and the impact this had on the responses of students. His research shows that there were vast differences between what teachers believed and how they actually taught about ethically controversial events in the classroom.|
|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.|
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.