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.
|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.|
|2013||Dr. Bowles studied how simulation eases the transition of paramedics from being students into operational roles. He found that effective simulations focus not just on patient care, but on interaction with other people and factors in the environment. These results have influenced paramedic curriculum and informed policy on paramedic certification.|
|2013||Dr. Kim explored ways of listening to and relating to children's perspectives. She has shed light on their links to learning in both theory and practice. She is committed to engagIng in theorizing the idea of children's participation in the early childhood curriculum, and broadening our understanding of children's participation in practice.|
|2013||Dr. Wang explored ways in which language learning can be re-designed in a 3D gaming environment. Her research demonstrates that using a 3D gaming environment as a catalyst for change may provide language learners with opportunities to go beyond context boundaries. They can learn a target language without physically stepping out of their home countries.|
|2013||Dr. Armstrong developed a method of documenting problem posing patterns that emerge as small groups of students work collectively on a mathematics task. This research illuminates group work in school mathematics as a creative and improvisational process.|
|2013||Dr. Spector examined the concept of cosmopolitanism through theory, world events and literature. She argues that a cosmopolitan education is built upon hospitality to and responsibility for others in an increasingly interconnected and codependent world. This study increases philosophical understandings of what it means to be a human being.|
|2013||Dr. MacDougall investigated teaching and learning beliefs of art educators working in higher education. Informed by the philosophical work of Gilles Deleuze, he studied how art educators come to know what they know, and how they demonstrate that knowing in their teaching practices as they create meaningful learning encounters for their students.|
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.