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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 |
|---|---|---|
| 2016 | Dr. Sylvester examined whether variety is truly a spice of life when it comes to exercise. He found that variety does influence how people feel in exercise settings, and can change their exercise behaviour. This knowledge will aid health promotion specialists to help more people enjoy exercise and reap the health benefits from physical activity. | Doctor of Philosophy in Kinesiology (PhD) |
| 2016 | Dr. Gagne examined variations in the academic achievement and well-being of foreign-born adolescents in BC and sought to identify predictors of this variation. Through her research, she identified a number of assets and risks associated with variations in outcomes supporting the idea that migration itself is not the main variant. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2016 | Dr. Skipper studied how teachers develop insights and knowledge about their practice. He examined personal, professional and social influences that contribute to individual understandings of teaching. His research addresses the complex considerations that drive teacher professional identities. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2016 | Dr. Fellner used Cree/Métis research to explore how mental health services can better serve urban Indigenous communities. She developed a decolonizing framework based in Indigenous ways of knowing, being, and doing, to guide changes in research, training, practice, and policy that may contribute to healing and wellness with Indigenous communities. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2016 | Dr. Arntzen studied the use of digital technologies in teacher education. She developed a theory to explain the relationship between instructional discourse and teacher candidates' development of imaginative capacity with digital technologies. This theory will be used to help inform the integration of digital technology into teacher education. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2016 | Guided by her Elders and drawing on memories evoked by her grandmother's photos, Dr. Cranmer's research focuses on the challenges facing an adult heritage language learner in reclaiming her language, Kwak'wala. The study contributes to both learning and teaching insights for other residential school survivors to reconnect with their languages. | Doctor of Philosophy in Language and Literacy Education (PhD) |
| 2016 | Dr. Anderson examined the academic socialization dialogue of international and permanent resident Chinese PhD students at a Canadian University. His research highlights the importance of providing support and mentorship opportunities for culturally and linguistically diverse doctoral students to increase access into their respective academic communities. | Doctor of Philosophy in Teaching English as a Second Language (PhD) |
| 2016 | Are abandoned buildings nothing but wastelands? Dr. LeBlanc's artistic explorations of various closed schools puncturing the Canadian landscape suggest otherwise. Utilizing documentary and conceptual photographic practices, she examined how art can provoke viewers to re-imagine relationships between space, time, place, and memory. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2016 | Dr. Baker studied Indigenous Science Education for addressing issues of equity and sustainability. His research led to a slow pedagogy of relations involving land, language, story, and ceremony that fosters miskasowin, a Cree term denoting the development of relational identities. His research highlights the need to engage diverse worldviews in schools. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2016 | Dr. Wooldridge studied how infants and toddlers accessed and used mobile devices at home. She found that infants are provided with tablets and smartphones by parents based on parental technology beliefs, developmental knowledge, and device use habits. This represents a significant shift in the primary ecology for human development from birth. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |