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UBC’s Faculty of Education, one of the world’s leading education faculties, has served the local, national, and international education community through leadership in research, teaching, service and advocacy for more than 60 years. As the largest Faculty of Education in British Columbia, it plays a critical and influential role in the advancement of education in the province, shaping and participating in education’s possibilities and potential as a social good.
Today, the Faculty of Education creates conditions for transformative teaching, innovative learning, and leading-edge research guided by the highest standards of scholarship and the principles of collaboration, social justice, inclusion and equity. Offering undergraduate and graduate programs, as well as professional development opportunities, the Faculty of Education enrolls thousands of students each year on two campuses and ranks 10th in the world, according to QS World University Rankings (2021).
UBC’s Faculty of Education prepares more than 45% of the elementary and the majority of secondary educators in British Columbia, and a significant proportion of British Columbia’s school counsellors, administrators, special education professionals, and school psychologists. With more than 57,000 alum located in 100 countries, the UBC Faculty of Education truly is a global entity.
The Faculty of Education is home to four departments (Curriculum and Pedagogy, Educational and Counselling Psychology, and Special Education, Educational Studies, and Language and Literacy Education) and two schools (the School of Kinesiology and the Okanagan School of Education).
We provide outstanding research facilities for faculty and graduate students that promote leading-edge research. Our Education Library is a specialized resource with access to all of UBC’s research and special collections, including the X̱wi7x̱wa Library with materials produced by Indigenous organizations, tribal councils, schools, researchers and publishers.
The Faculty’s Education Research and Learning Commons at Ponderosa Commons features technology-enhanced teaching and learning spaces and also informal learning spaces. A number of faculty manage their own research labs, situated throughout campus.
Many of our PhD students have been selected as UBC Public Scholars and have received other honours.
https://ivet.educ.ubc.ca/Notable strengths are in literacy education and multilingualism; struggling and marginalized youth; Indigenous education, decolonization, and research; transformational program and curriculum design and inclusive pedagogies for schools, community organizations and higher education; sexual orientation and gender-identity inclusive education; social-emotional learning and well-being; autism; exercise physiology, socio-cultural aspects of health; neuromechanical studies; and multidisciplinary research in diversity, health, early childhood education, and digital media. The School of Kinesiology ranks 1st in Canada and 4th in the world by QS World University Rankings (2021).
UBC’s Faculty of Education is the national leader in the number of education graduate student fellowships received from the Social Sciences and Humanities Research Council (SSHRC). Additionally, the Faculty of Education is home to six Canada Research Chairs, one CIHR chair and nine donor-funded research chairs and professorships.
This is an incomplete sample of recent publications in chronological order by UBC faculty members with a primary appointment in the Faculty of Education.
| Year | Citation | Program |
|---|---|---|
| 2018 | Dr. Commodore examined Indigenous doctoral student's journeys to and experiences at a Canadian university. She found that students established success by creating community, maintaining family and cultural connections, and engaging in Indigenous and faculty mentoring programs. These findings inform policy, programs, and student services for Indigenous doctoral students. | Doctor of Philosophy in Educational Studies (PhD) |
| 2018 | Dr. Cleworth studied how a threat, such as standing near the edge of an elevated surface, influences the perception of balance-related movements. He found that when threatened, our balance perceptions during various tasks are amplified. His findings can assist clinicians and researchers in developing rehabilitation programs and reducing fall risk. | Doctor of Philosophy in Kinesiology (PhD) |
| 2018 | Dr. Nayebzadah studied the representation of Afghan-Canadian Muslim diaspora in postcolonial fiction through the practice of a/r/tography. Her work raises questions about biases, presuppositions, and world-views on Muslims. This research informs discussion around the role of authors as constructing and consolidating notions of "self" and "other". | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2018 | Dr. Patterson examined Pasifika women's experiences of working in higher education using Pacific research methods. This research explored how Pasifika women continue to navigate towards community success despite racism and sexism in the academy by challenging these practices and protecting the interests of Pasifika students and communities. | Doctor of Philosophy in Educational Studies (PhD) |
| 2018 | Dr. Goodrich studied measurement, evaluation and research methodology. She examined the application of a general diagnostic model to large-scale assessments across Canada and the U.S. Her findings reveal that such application provides a way to gain detailed evidence about mastery, reading literacy, and pathways to proficiency. | Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD) |
| 2018 | Dr. Murillo studied the processes by which subjectivity (our singular expression of who we are) emerges from educational experience. Working from psychoanalysis, his study shows that the process of becoming who we are is marked in important ways, not only by moments of internal struggle and even devastation, but also by reconciliation and reconstruction. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2018 | Based on Nuu-chah-nulth principles and personal experiences of teaching Indigenous and non-Indigenous students in higher education, Dr. Smith explored the collisions that occur between different knowledge systems. She notes that while progress is being made, decolonization and reconciliation require more attention and action from educational leaders. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2018 | Dr. Aijazi examined how people have flourished following natural disasters in the mountainscapes of Northern Pakistan and Kashmir. He highlights the diverse ways his participants sustain themselves despite conditions of violence. He reveals that lived and felt experience are sites of knowledge, and theory is not just about seeing, but also feeling. | Doctor of Philosophy in Educational Studies (PhD) |
| 2018 | Dr. Munoz created an Indigenous Fronterizo Pedagogy of Water by documenting the life stories of elders in her home community of Laredo, Texas. Her work revitalizes the ancestral relationships between the Rio Grande/Rio Bravo and the diverse Indigenous peoples of the Texas Mexico border communities, connecting youth to elders through water stories. | Doctor of Philosophy in Educational Studies (PhD) |
| 2018 | Dr. Frewing evaluated three methods for providing rewards when teaching new skills to children with autism spectrum disorder. All participants demonstrated a clear and stable preference for one method over the others. Children's preferences for teaching strategies may inform treatment selection, particularly when two or more strategies are similarly effective. | Doctor of Philosophy in Special Education (PhD) |