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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 |
|---|---|---|
| 2009 | Dr. Nicholson employed interactive inquiry activities to explore with youth the ways in which they experience dominant conceptions of what knowledge is and where knowledge comes from in their daily lives. Her research illustrates potential effects that implicitly-held conceptions of knowledge can have on education and research practices. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Twynam's developed and refined a decision-making framework for use by student judicial-affairs personnel in colleges and universities. Dr Twynam's framework provides a much-needed tool for making consistent and fair decisions in increasingly complex moral and legal institutional contexts. | Doctor of Education in Educational Leadership and Policy (EdD) |
| 2009 | Dr Moore examined parents' understanding of children's social and emotional development. She found that despite reportedly sound understanding, parents supported children's social development more effectively than their emotional development. This research suggests the importance of assisting parents to effectively foster children's development. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2009 | Dr. Farzamian studied sociocultural and psychological factors that were part of immigrant executive?s cross-cultural adjustment experiences.This research assists us in understanding their challenges, identifies their coping strategies, and has important implications for counselling theory and practice. | Doctor of Philosophy in Curriculum Studies (PhD) |
| 2009 | Dr. Grant examined the experience of interpreters involved in mental health counselling. Canada's demographics indicate an increasing need for interpreters in health care, yet research on interpreter use in these settings is rare. Her research offers important considerations regarding training and practice standards for mental health interpreters. | Doctor of Philosophy in Counselling Psychology (PhD) |
| 2009 | Dr. Guhn studied children's development, with a focus on gender differences, comparisons of English-, Cantonese-, and Punjabi-speaking children, and the effects of poverty on development. He proposes a theory that helps to better understand diverse patterns of child development, and that aims to inform educational research and practice. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2009 | Dr. Arim used the Canadian National Longitudinal Survey of Children and Youth to examine the relationship between parenting and adolescent developmental wellbeing. This work contributes to the area of measurement of parenting and adolescent problem behaviours, as well as to our understanding of the reciprocal relationship between these constructs. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2009 | Dr. Law's dissertation used a mixed-method approach to explore Cyberbullying, a form of Internet Aggression. Using a Socio-Ecological model, she assessed the interplay among individual, peer, parental, and school factors on Internet aggression. This work contributes to the area of child and adolescent development and responsible Internet use. | Doctor of Philosophy in Human Development, Learning, and Culture (PhD) |
| 2009 | Dr. Hanson explored the ways activists understood and applied critical reflection in their work as facilitators of participatory workshops on women's rights and gender equality. She also addressed how activists experienced paradoxes and possibilities in their development work. The study was framed by transnational feminist pedagogies. | Doctor of Philosophy in Educational Studies (PhD) |
| 2009 | Dr. Vanston investigated tattooing practices of adolescent girls. She found that mothers and musicians were influential with girls' desire to get tattooed and with tattoo image and placement. Girls believed that tattoos reflected and communicated their experiences, interests, and relationships. | Doctor of Philosophy in Curriculum Studies (PhD) |