Relevant Degree Programs
Affiliations to Research Centres, Institutes & Clusters
Dr. Jillianne Code is a learning scientist, whose area of research is at the praxis of educational technology, psychology and measurement. Before coming to the University of British Columbia, Jillianne was Associate Professor of Educational Technology and Psychology in the Faculty of Education at the University of Victoria (UVic), and a Post-doctoral Research Fellow at the Harvard Graduate School of Education in Assessment and Learning Technologies. Dr. Code holds a Ph.D in Educational Psychology from Simon Fraser University, a M.Ed in Educational Psychology with a specialization Instructional Technology and a B.Ed in Secondary Science and Art Education from the University of Alberta.
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
- Pandemic designs for the future: perspectives of technology education teachers during COVID-19 (2020)
Information and Learning Science
- I Am the Clinical Trial (2019)
JACC: Heart Failure, 7 (5), 439-441
- Measuring theory of mind (ToM) with preschool-aged children: storybooks and observations with iPads (2019)
International Journal of Early Years Education
- The Heart Failure State of Mind: An Informal Survey of Canadians With Lived Experience and the Importance of Considering Cognitive Impairment (2019)
Canadian Journal of Cardiology, 35 (7), 941.e7
- Assessment in immersive virtual environments: Cases for learning, of learning, and as learning (2017)
Journal of Interactive Learning Research, 28 (3), 235-248
- The Need for Heart Failure Advocacy in Canada (2017)
Canadian Journal of Cardiology, 33 (11), 1450-1454
- Open badges in online learning environments: Peer feedback and formative assessment as an engagement intervention for promoting agency (2016)
Journal of Educational Multimedia and Hypermedia, 25 (2), 127-142
- The utility of using immersive virtual environments for the assessment of science inquiry learning (2013)
Journal of Interactive Learning Research, 24 (4), 371-396
- Agency and identity in social media (2012)
Digital Identity and Social Media, 37-57
- Social identities, group formation, and the analysis of online communities (2009)
Handbook of Research on Social Software and Developing Community Ontologies, 86-101
- The emergence of agency in online social networks (2009)
Handbook of Research on Social Software and Developing Community Ontologies, 102-118
- Examining trace data to explore self-regulated learning (2007)
Metacognition and Learning, 2 (2-3), 107-124
- Self-regulated learning, motivation and goal theory: Implications for instructional design and e-learning (2006)
Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 872-874
- The learning kit project: Advancing research on learning as learners learn in everyday settings (2006)
Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006, 2006, 975-979
- Using cognitive tools in gStudy to investigate how study activities covary with achievement goals (2006)
Journal of Educational Computing Research, 35 (4), 339-358
- Online discussion and college student learning: Toward a model of influence (2005)
Technology, Pedagogy and Education, 14 (1), 61-76