Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
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. The doctoral program in HDLC weaves together theoretical models and concepts in their application to real world educational issues.
TOEFL (ibT) Overall Score Requirement
IELTS Overall Score Requirement
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 2020 Intake
Application Open Date19 September 2019
September 2021 Intake
Application Open Date19 September 2020
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.
21 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 1 we have no data (based on research conducted between Feb-May 2016). For the remaining 19 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 EducationUniversity of British Columbia (4)
University of Alberta
Saint Mary's University
Western University (Ontario) - King's University College
Northwest Community College
Simon Fraser University
University of Northern British Columbia
Wilfrid Laurier University
Sample Employers Outside Higher EducationState of Arizona - First Things First
Sample Job Titles Outside Higher EducationResearch and Evaluation Project Director
Social Science Researcher
Substance Use\Mental Health Youth and Family counsellor
PhD Career Outcome SurveyYou may view the full report on career outcomes of UBC PhD graduates on outcomes.grad.ubc.ca.
DisclaimerThis program underwent a name or structural change in the study time frame, and all alumni from the previous program were included in these summaries. 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.
Tuition / Program Costs
|Fees||Canadian Citizen / Permanent Resident / Refugee / Diplomat||International|
|Installments per year||3||3|
|Tuition per installment||$1,665.26||$2,925.58|
|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)||$930.14 (approx.)|
|Costs of living (yearly)||starting at $16,884.10 (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.
Completion Rates & Times
Upcoming Doctoral Exams
Wednesday, 9 October 2019 - 12:30pm - Room 200
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)
Recent Doctoral Citations
- Dr. Aloysius Chijioke Anyichie
"Dr. Anyichie developed a Culturally Responsive Self-Regulated Learning Framework (CR-SRL) to help educators in creating supportive environments for culturally diverse learners. Building on this framework, his in-depth case study analyses showed how two teachers' CR-SRL practices could be associated with the qualities of students' engagement." (May 2019)
- Dr. Molly Elizabeth Lawlor
"Dr. Lawlor investigated mindfulness, self-compassion, and well-being in a group of early adolescents. She found that mindfulness and self-compassion had differing relations to indicators of well-being. Results suggest that mindfulness may serve as a protective factor, while self-compassion may have a promotive role in early adolescent well-being." (May 2019)
- Dr. Renira Elyodi Vellos
"Dr. Vellos examined the wording of school safety policies and how high school principals in BC Interpreted them. Her findings showed the language of the policies conveyed a lack of safety and a zero-tolerance approach, and that principals used their discretion to ensure safety in schools. This work will inform public safety policy documents." (May 2018)
- Dr. Natalia Pavlovna Panina-Beard
"Dr. Panina-Beard explored the experiences of students who attended both mainstream schools and alternative programs in BC. Together with an Elder and two architects, the students imagined a school that they had never experienced and, created a school for education. This work will inform policy and planning for students in alternative programs." (May 2018)
- Dr. James L Floman
"Dr. Floman examined the feasibility, acceptability, and efficacy of digital meditation trainings for teachers. From teachers' perspectives, the meditation practices were highly engaging, and moderately efficacious and enjoyable. More research is needed, however, to determine the efficacy of digital meditations for teachers using objective measures." (May 2018)