When: Wednesday, October 27th | 5:00 PM – 6:30 PM PST
Where: Virtually
The Diverse Career Paths of Educational Studies Alumni study and initiative is organizing its second panel entitled Spotlight on Alumni Careers: Educational Studies Alumni in the Public Sector
The Spotlight on Alumni Careers panel series aims to support Education graduate students in broadening their career avenues by showcasing the career stories and experiences of Educational Studies (EDST) Alumni. Each panel highlights alumni from a different sector. EDST Alumni will share their personal journeys and discuss how their current work is informed by their graduate studies. The panellists will inspire students and alumni who are looking for new, creative, and meaningful ways to contribute to society.
Whether in the municipal or tribal government, the Police department or the Department of Labour, Skills and Immigration, Educational Studies (EDST) alumni have gone on to seemingly every area of public service. In this panel, we will hear from EDST alumni who serve the public in various ways.
Organizers and Co-hosts:
Mary Kostandy: Co-investigator: PhD Candidate, EDST, Faculty of Education, UBC
Michael Murphy: Co-investigator: Manager, Alumni Engagement, Faculty of Education, UBC
Introductory remarks:
Dr. Jude Walker, PhD’11: Co-investigator: Associate Professor, EDST, Faculty of Education, UBC
Panelists:
Andrea Thoms, MEd’13
Adult Education Curriculum Consultant, Literacy, Humanities & Social Sciences, Province of Nova Scotia, the Department of Labour, Skills and Immigration
Andrea Thoms is the daughter of a Canadian father and a Trinidadian mother and both her parents, as well as numerous extended family members, are or have been educators so she has always known her path would lead in that general direction. When she was ten years old, her family moved to Japan, where she attended both Japanese public school and the American School. She had multiple opportunities to teach English as a second language in a variety of contexts and got her BA (English) at Acadia University in Nova Scotia, and then after a year of living in Vancouver, BC, moved back to the East Coast to do her BEd at St. Thomas University in Fredericton, New Brunswick. Afterwards, she returned to Vancouver for 13 years and got her Master’s degree at UBC. Before landing her current position with the province as a Curriculum Consultant, she taught both general and academic ESL, before becoming a Director of Studies.
Claudine Montes, PhD’06
Rincon Education Department Manager, Rincon Band of Luiseno Indians
Claudine Montes is of Southern Ute Tribe and Mexican descent but she grew up in the San Diego area. Claudine attended San Francisco State University where she got her Bachelor’s in Broadcast Communication Arts and then continued on to get her Master’s degree in American Indian Education. From there she took a job at the University of New Mexico as the Tribal for the Native American Studies Department. After working at UNM for several years she decided to go back to school to get her PhD at the University of British Columbia in Vancouver, Canada where she got a very unique opportunity to study in a First Nations Higher Education program called the Ts’’kel Program. There she had the great luck to meet and work with Indigenous people from around the world and live on the traditional territory of the Musqueam First Nations Band. Dr. Montes has worked in Native Education for over 25 years with a brief time away to work for the Southern California Tribal Chairman’s Association in government relations.
John Taylor, BEd’98, PhD’01
Mayor, Town of Newmarket, Ontario
John Taylor has been the Mayor of Newmarket for 3 years and also sits on the Council for the Region of York (pop. 1.2 million). He was the Deputy Mayor for 12 years previously. He is also the Chair of Housing York and sits on the board of Newmarket-Tay Hydro, AMO Housing & Homelessness task force, York Region Rapid Transit Corp, YorkNet Broadband corp., Newmarket Economic Development committee, etc. He has spent considerable time focusing on policy related to Housing and Homelessness. He has successfully moved forward policy committing local towns and cities to provide 2 acres of land each every five years for affordable housing. He is a former advisory board member of Teach for Canada.
Keith Dormond, PhD’21
Detective, Vancouver Police Department – Recruiting Unit
Keith Dormond has worked as a police officer with the Vancouver Police Department for over twenty-three years. He has specialized in the areas of patrol, domestic violence and stalking, mental health, and recruitment. Prior to becoming a police officer, he completed a Master of Social Work Degree at Carleton University and worked for four years as a social worker in Toronto and Vancouver. Keith recently graduated from UBC with a PhD in Educational Studies. The focus of his doctorate is how Canadian police, social workers, and mental health professionals understand and respond to honour-related violence and oppression. His research was supported by the UBC Public Scholar Award.
Moderator:
Logan Lorenz, MA’21
Business Career Centre, Sauder School of Business, UBC
I have been working in student affairs and higher education for the last eight years. These experiences have focused on career development, international education, and student engagement. I completed an undergraduate degree in psychology at the University of Calgary before moving to Vancouver in 2014. In 2021, I completed the Master of Arts in Educational Studies program. As part of this program, I completed a thesis on the Indigenization of student affairs and services in Canadian higher education. Seeing post-secondary students make connections between their academic pursuits and their career development brings great joy to my professional life. When not thinking about work, I enjoy exploring local coffee shops and craft breweries on my bicycle.
Spotlight on Alumni Careers: Educational Studies Alumni in the Public Sector
When: Wednesday, October 27th | 5:00 PM – 6:30 PM PST
Where: Virtually
The Diverse Career Paths of Educational Studies Alumni study and initiative is organizing its second panel entitled Spotlight on Alumni Careers: Educational Studies Alumni in the Public Sector
The Spotlight on Alumni Careers panel series aims to support Education graduate students in broadening their career avenues by showcasing the career stories and experiences of Educational Studies (EDST) Alumni. Each panel highlights alumni from a different sector. EDST Alumni will share their personal journeys and discuss how their current work is informed by their graduate studies. The panellists will inspire students and alumni who are looking for new, creative, and meaningful ways to contribute to society.
Whether in the municipal or tribal government, the Police department or the Department of Labour, Skills and Immigration, Educational Studies (EDST) alumni have gone on to seemingly every area of public service. In this panel, we will hear from EDST alumni who serve the public in various ways.
Organizers and Co-hosts:
Mary Kostandy: Co-investigator: PhD Candidate, EDST, Faculty of Education, UBC
Michael Murphy: Co-investigator: Manager, Alumni Engagement, Faculty of Education, UBC
Introductory remarks:
Dr. Jude Walker, PhD’11: Co-investigator: Associate Professor, EDST, Faculty of Education, UBC
Panelists:
Andrea Thoms, MEd’13
Adult Education Curriculum Consultant, Literacy, Humanities & Social Sciences, Province of Nova Scotia, the Department of Labour, Skills and Immigration
Andrea Thoms is the daughter of a Canadian father and a Trinidadian mother and both her parents, as well as numerous extended family members, are or have been educators so she has always known her path would lead in that general direction. When she was ten years old, her family moved to Japan, where she attended both Japanese public school and the American School. She had multiple opportunities to teach English as a second language in a variety of contexts and got her BA (English) at Acadia University in Nova Scotia, and then after a year of living in Vancouver, BC, moved back to the East Coast to do her BEd at St. Thomas University in Fredericton, New Brunswick. Afterwards, she returned to Vancouver for 13 years and got her Master’s degree at UBC. Before landing her current position with the province as a Curriculum Consultant, she taught both general and academic ESL, before becoming a Director of Studies.
Claudine Montes, PhD’06
Rincon Education Department Manager, Rincon Band of Luiseno Indians
Claudine Montes is of Southern Ute Tribe and Mexican descent but she grew up in the San Diego area. Claudine attended San Francisco State University where she got her Bachelor’s in Broadcast Communication Arts and then continued on to get her Master’s degree in American Indian Education. From there she took a job at the University of New Mexico as the Tribal for the Native American Studies Department. After working at UNM for several years she decided to go back to school to get her PhD at the University of British Columbia in Vancouver, Canada where she got a very unique opportunity to study in a First Nations Higher Education program called the Ts’’kel Program. There she had the great luck to meet and work with Indigenous people from around the world and live on the traditional territory of the Musqueam First Nations Band. Dr. Montes has worked in Native Education for over 25 years with a brief time away to work for the Southern California Tribal Chairman’s Association in government relations.
John Taylor, BEd’98, PhD’01
Mayor, Town of Newmarket, Ontario
John Taylor has been the Mayor of Newmarket for 3 years and also sits on the Council for the Region of York (pop. 1.2 million). He was the Deputy Mayor for 12 years previously. He is also the Chair of Housing York and sits on the board of Newmarket-Tay Hydro, AMO Housing & Homelessness task force, York Region Rapid Transit Corp, YorkNet Broadband corp., Newmarket Economic Development committee, etc. He has spent considerable time focusing on policy related to Housing and Homelessness. He has successfully moved forward policy committing local towns and cities to provide 2 acres of land each every five years for affordable housing. He is a former advisory board member of Teach for Canada.
Keith Dormond, PhD’21
Detective, Vancouver Police Department – Recruiting Unit
Keith Dormond has worked as a police officer with the Vancouver Police Department for over twenty-three years. He has specialized in the areas of patrol, domestic violence and stalking, mental health, and recruitment. Prior to becoming a police officer, he completed a Master of Social Work Degree at Carleton University and worked for four years as a social worker in Toronto and Vancouver. Keith recently graduated from UBC with a PhD in Educational Studies. The focus of his doctorate is how Canadian police, social workers, and mental health professionals understand and respond to honour-related violence and oppression. His research was supported by the UBC Public Scholar Award.
Moderator:
Logan Lorenz, MA’21
Business Career Centre, Sauder School of Business, UBC
I have been working in student affairs and higher education for the last eight years. These experiences have focused on career development, international education, and student engagement. I completed an undergraduate degree in psychology at the University of Calgary before moving to Vancouver in 2014. In 2021, I completed the Master of Arts in Educational Studies program. As part of this program, I completed a thesis on the Indigenization of student affairs and services in Canadian higher education. Seeing post-secondary students make connections between their academic pursuits and their career development brings great joy to my professional life. When not thinking about work, I enjoy exploring local coffee shops and craft breweries on my bicycle.
September 30th is the National Day for Truth and Reconciliation
UBC Faculty of Education is situated within the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) and Syilx (Okanagan) peoples. These lands and places are steeped in histories and knowledges of the original peoples of these territories.
Orange Shirt Day, also known as the National Day for Truth and Reconciliation, signals us to learn and reflect upon the Indian residential school system and the impact it continues to have on Indigenous communities.
Orange Shirt Day was elevated to a statutory day of observance in 2021, in light of the revelations of thousands of unmarked graves near former residential school sites across the country.
Commemorate Orange Shirt Day by coming together in a spirit of reconciliation and hope—because every child matters.
The inspiration for Orange Shirt Day came from residential school Survivor, Phyllis Jack Webstad, who shared her story at a residential school commemoration project and reunion event in 2013. On Phyllis’s first day of residential schooling, the six-year-old was stripped of her clothes, including the new orange shirt her grandmother had bought her. The shirt was never returned. Today, the orange shirt symbolizes how the residential school system took away the Indigenous identities of its students.
The date of September 30 was chosen as the National Day for Truth and Reconciliation because it was the time of year when Indigenous children were removed from their families and forced to attend residential schools.
Learn more about the Faculty of Education’s commitments to Truth and Reconciliation and to Indigenous Education.
How can we honour the National Day for Truth and Reconciliation?
- Personal reflection
- Education and awareness activities
- Participating in Orange Shirt Day events within your community
- Visiting the Indian Residential School History and Dialogue Centre at UBC
Educational Sources
The NCTR educates Canadians on the profound injustices inflicted on First Nations, Inuit and the Métis Nation by the forced removal of children to attend residential schools and the widespread abuse suffered in those schools.
The NCTR preserves the record of these human rights abuses and promotes continued research and learning on the legacy of residential schools. Their goal is to honour Survivors and to foster reconciliation and healing on the foundation of truth-telling.
The NCTR was gifted the spirit name bezhig miigwan, which, in Anishinaabemowin, the language of the Anishinaabe people, means “one feather.” The name reminds us that every Survivor needs the same respect and attention that an eagle feather deserves. The name also teaches us that we are vital to the work of reconciliation.
To learn more, visit NCTR’s website.
- Highlighted Reports
- Truth and Reconciliation Commission of Canada Reports
- Honouring the Truth, Reconciling for the Future, 2015: Summary of the final report of the Truth and Reconciliation of Canada
- What We Have Learned, 2015: Principles of Truth and Reconciliation
- The Survivors Speak, 2015: A Report of the Truth and Reconciliation Commission of Canada
- Truth and Reconciliation Commission of Canada: Calls to Action, 2015: In order to redress the legacy of residential schools and advance the process of Canadian reconciliation, the Truth and Reconciliation Commission of Canada published 94 calls to action.
- National Centre for Truth and Reconciliation Reports
- Modern Reports
- Government Reports
- Legislation
- Aboriginal Healing Foundation Reports
Read the 2015 Truth and Reconciliation Commission of Canada: Calls to Action.
The IRSHDC is a leading institution for culturally informed, reciprocal, community-led research, education and dialogues in partnership with Indigenous communities, Survivors and UBC. As a Survivor-centred, trauma-informed space, the IRSHDC works in service to Indigenous communities and peoples of Canada.
The IRSHDC works with partners across various disciplines at UBC and beyond to facilitate dialogues and access to records and information that support engaging the legacies of the residential school system and the ongoing impacts of colonialism in Canada. By supporting Indigenous peoples’ self-determination and working in partnership with partners and communities, the IRSHDC supports teaching and learning at UBC and UBC’s Indigenous Strategic Plan.
To learn more, visit IRSHDC’s website.
Indigenous teacher candidates in rural communities of British Columbia created an open educational resource, the Grease Trail Digital Storytelling project, to enhance the preservation and accessibility of Indigenous histories, stories, and memories embedded in local landscapes.
Through digital teaching and learning contexts, they explored this land-based experiential learning opportunity, engaged in traditional Indigenous storytelling practices, and situated the projected within the principles of:
- Respect: Understand local Indigenous knowledges to expand Indigenous-focused digital curricular
- Relevance: Develop digital storytelling as an instructional tool to enhance learning
- Responsibility: Provide land-based learning opportunities to build capacity for diversity and inclusion in teaching and learning contexts
- Reciprocity: Create open Indigenous digital storytelling educational resources for schools and Indigenous communities
These projects focus on one or more of the following goals:
- Supporting pre-and in-service teachers to address the Truth and Reconciliation Commission of Canada’s Calls to Action in their professional practice as emerging and established educators
- Redressing the colonial legacy of schooling for Indigenous learners, families, and communities by attending to anti-Indigenous racism, anti-oppressive practices, decolonization and Indigenization
- Addressing the relationship of the United Nations Declaration of the Rights of Indigenous Peoples to the Truth and Reconciliation Commission of Canada’s commitments, which are both aimed at improving the rights and wellbeing of Indigenous people through teaching and learning
Funding to support these projects was provided by the Ministry of Advanced Education, Skills, and Training.
View the Indigenous Curriculum Enhancement Project Gallery.
The display will include picture books, novels and graphic novels that address the history of residential schools in Canada, as well as teacher resources to support Truth and Reconciliation in K-12 schools.
The Education Library has a number of materials available year round to support teaching and learning about Residential School History and Truth and Reconciliation, many of which can be found on their booklists: blogs.ubc.ca/educationlibrarybooklists/indigenous-literature-and-education
The march will follow a marked pathway along Main Mall to the Reconciliation Pole where an Elder and Survivor will address attendees.
The pathway will be lined with informative placards and volunteers will speak about the history of residential schools.
The march will conclude at the Engineering cairn, where Elders and children will be invited to add handprints or messages to the painted cairn.
All members of the UBC community are welcome.
For more information, visit the event page.
The Faculty of Education is honoured to host two groundbreaking exhibits on the residential school system. The exhibits are presented in partnership with UBC Library and will be on display at the Irving K. Barber Learning Centre. The Faculty acknowledges the generosity of the Legacy of Hope Foundation, creator of the exhibits.
For more information on the exhibits, visit the event page.
The Legacy Of Hope Foundation is a national Indigenous charitable organization with the mandate to educate and create awareness and understanding about the residential school system, including intergenerational impacts, such as the removal of generations of Indigenous children from their families, including the Sixties Scoop, and the post-traumatic stress disorders that many First Nations, Inuit, and Métis continue to experience. The Foundation also works to address racism, foster empathy and understanding, and inspire action to improve the situation of Indigenous peoples today.
12:00 – 3:00 pm
Scarfe 1107
All teacher candidates and Faculty of Education faculty and staff are invited to participate in creating orange shirts to commemorate each of the Indigenous children who lost their lives at Indian Residential Schools. The collected contributions will be installed in Scarfe as an ongoing act of remembrance and reconciling.
Join us in a knitting or crocheting workshop, offered by Dr. Lorrie Miller, Dr. Kerry Renwick, Dr. Shannon Leddy and Heather Clark. New and seasoned knitters and crochet enthusiasts are all welcome. Patterns, directions and materials will be available. Donations can be dropped off in the Teacher Education Office.
For more information, visit the event page.
-
Picking up the Pieces: The Making of the Witness Blanket | Film screening followed by a conversation with Carey Newman and his sisters Marion and Ellen
September 21, 2021
4:30 – 7:00 pm PDT
virtual event presented via zoom
Register
Inspired to know more about his father’s time at residential school, Kwagiulth master carver and artist Carey Newman created the Witness Blanket – a wall-sized monument that commemorates the experiences of residential Survivors and their families, as well as the children who didn’t return home. The Witness Blanket is constructed from hundreds of everyday items collected from residential schools, churches, government buildings and cultural structures across Canada. Each object has a story to tell, each Survivor has something to say. Narrated by the artist, this 90-minute film weaves together those stories with Carey’s personal journey, examining how art can open our hearts to the pain of truth and the beauty of resiliency.
This event will be delivered virtually (via zoom). It will include a Musqueam welcome and opening remarks by Chief Dr. Robert Joseph and IRSHDC Academic Director Mary Ellen Turpel-Lafond (Aki-Kwe). A moderated conversation with Carey and his sisters Ellen and Marion will follow the film, and the event will conclude with a song by Syilx Okanagan singer Amber Cardenas.
-
Returning Home and Pathways to Reconciliation | Film screening and Q&A with Phyllis Webstad
September 27, 2021
11:00 am – 1:00pm PDT
live, in-person event at the Chan Centre for the Performing Arts
Register
“Returning Home” weaves the story of two parallel narratives. The first is the story of Phyllis Webstad, a Survivor of the former St. Joseph’s Mission residential school in Williams Lake and originator of Orange Shirt Day. The second is the story of the steady decline of wild pacific salmon. This 45-minute film is the first feature length documentary produced by Canadian Geographic. Directed by award-winning filmmaker Sean Stiller, it is set to tour the film festival circuit this fall, beginning with the Vancouver Film Festival on October 3, 2021.
We are pleased to be able to showcase the film in advance at the Chan Centre for the Performing Arts. This event will include a Musqueam welcome and opening remarks by Dr. Jo-ann Archibald Q’um Q’um Xiiem and IRSHDC Academic Director Mary Ellen Turpel-Lafond-Lafond (Aki-Kwe). A post-screening conversation and Q&A with Phyllis, moderated by Dr. Turpel-Lafond, will follow the film.
Both events are presented in partnership with the First Nations House of Learning, UBC Learning Circle, and the Centre for Excellence in Indigenous Health. The event on September 21st is also presented in partnership with UBC Okanagan’s Indigenous Programs and Services office.
Please note that registration is required for both events and proof of vaccination will be required for all guests attending the event taking place at the Chan Centre for the Performing Arts.
For more information, visit the event and registration page or email irshdc.events@ubc.ca.
10:00 am – 2:00 pm
Join the Teacher Education Office and the Office of Indigenous Education in the Neville Scarfe foyer to view National Day of Truth and Reconciliation resources.
Pick up an Orange Shirt Day button and donate to the Indian Residential Schools Survivor Society and the Orange Shirt Society.
Unmarked Graves
While some graves and cemeteries associated with the residential schools are known and are still maintained, others are now unknown or incompletely documented in the literature and may have passed from local memory.
From 1892 to 1908, the death rate from all causes of Indigenous children in residential schools is estimated at 8,000 deaths per 100,000. By comparison, the 1901 Canadian census showed the death rate from all causes for those between five and fourteen years of age is an equivalent of 430 per 100,000.
In the 1870s, residential schools were intended to provide basic English literacy, eliminate Indigenous languages, unilaterally acculturate children to non-Indigenous social and religious values, and provide vocational skills calculated to facilitate assimilation.
In 1920, an Indian Act amendment gave the Department of Indian Affairs the authority to send any school-aged First Nations child to a day school or a residential school. In many isolated communities with insufficient numbers to justify a day school, there was no alternative to enrollment in a residential school.
While most residential schools were established in remote or rural locations, some were established in major centres and became enclosed by urban development. This includes St. Paul’s IRS (1899-1959), established adjacent to the Squamish First Nation (North Vancouver). The school was demolished in 1959 and the land was redeveloped as St. Thomas Aquinas Catholic High School, with the nearby cemetery surrounded by residential development.
The Department of Indian Affairs was universally reluctant to send deceased students home for burial. In her memoirs, Eleanor Brass recalled how the body of a boy, who hung himself at the File Hills IRS (Saskatchewan) in the early twentieth century, was buried on the Peepeekisis Reserve even though his parents lived on the Carlyle Reserve.
In 1938, a mother requested that the body of her son, who was dying of tubercular meningitis at the Spanish IRS, be sent to her in Cornwall, Ontario, for burial upon his death. The response from Indian Affairs to the school was: “I have to point out that it is not the practice of the Department to send bodies of Indians by rail excepting under very exceptional circumstances. Bodies so shipped have to be properly prepared by the undertakers for transshipments under the laws of the province, and the expense of a long journey such as this would be, would entail an expenditure which the Department does not feel warranted in authorizing.”
In some cases, former Indian Residential Schools lie isolated from any surrounding community, and the available information suggests that they lie abandoned and largely overlooked.
Crisis Line
National Indian Residential School Crisis Line: 1.866.925.4419
The National Indian Residential School Crisis Line is available 24-hours a day for former residential school students.
This website contains subject matter that may be disturbing to some visitors, especially to Survivors of the residential school system. Please call the crisis line if you or someone you know is triggered while reading the content of this website, or experiencing pain or distress as a result of their residential school experience.
National Day for Truth and Reconciliation
September 30th is the National Day for Truth and Reconciliation
UBC Faculty of Education is situated within the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam) and Syilx (Okanagan) peoples. These lands and places are steeped in histories and knowledges of the original peoples of these territories.
Orange Shirt Day, also known as the National Day for Truth and Reconciliation, signals us to learn and reflect upon the Indian residential school system and the impact it continues to have on Indigenous communities.
Orange Shirt Day was elevated to a statutory day of observance in 2021, in light of the revelations of thousands of unmarked graves near former residential school sites across the country.
Commemorate Orange Shirt Day by coming together in a spirit of reconciliation and hope—because every child matters.
The inspiration for Orange Shirt Day came from residential school Survivor, Phyllis Jack Webstad, who shared her story at a residential school commemoration project and reunion event in 2013. On Phyllis’s first day of residential schooling, the six-year-old was stripped of her clothes, including the new orange shirt her grandmother had bought her. The shirt was never returned. Today, the orange shirt symbolizes how the residential school system took away the Indigenous identities of its students.
The date of September 30 was chosen as the National Day for Truth and Reconciliation because it was the time of year when Indigenous children were removed from their families and forced to attend residential schools.
Learn more about the Faculty of Education’s commitments to Truth and Reconciliation and to Indigenous Education.
How can we honour the National Day for Truth and Reconciliation?
- Personal reflection
- Education and awareness activities
- Participating in Orange Shirt Day events within your community
- Visiting the Indian Residential School History and Dialogue Centre at UBC
Educational Sources
The NCTR educates Canadians on the profound injustices inflicted on First Nations, Inuit and the Métis Nation by the forced removal of children to attend residential schools and the widespread abuse suffered in those schools.
The NCTR preserves the record of these human rights abuses and promotes continued research and learning on the legacy of residential schools. Their goal is to honour Survivors and to foster reconciliation and healing on the foundation of truth-telling.
The NCTR was gifted the spirit name bezhig miigwan, which, in Anishinaabemowin, the language of the Anishinaabe people, means “one feather.” The name reminds us that every Survivor needs the same respect and attention that an eagle feather deserves. The name also teaches us that we are vital to the work of reconciliation.
To learn more, visit NCTR’s website.
- Highlighted Reports
- Truth and Reconciliation Commission of Canada Reports
- Honouring the Truth, Reconciling for the Future, 2015: Summary of the final report of the Truth and Reconciliation of Canada
- What We Have Learned, 2015: Principles of Truth and Reconciliation
- The Survivors Speak, 2015: A Report of the Truth and Reconciliation Commission of Canada
- Truth and Reconciliation Commission of Canada: Calls to Action, 2015: In order to redress the legacy of residential schools and advance the process of Canadian reconciliation, the Truth and Reconciliation Commission of Canada published 94 calls to action.
- National Centre for Truth and Reconciliation Reports
- Modern Reports
- Government Reports
- Legislation
- Aboriginal Healing Foundation Reports
Read the 2015 Truth and Reconciliation Commission of Canada: Calls to Action.
The IRSHDC is a leading institution for culturally informed, reciprocal, community-led research, education and dialogues in partnership with Indigenous communities, Survivors and UBC. As a Survivor-centred, trauma-informed space, the IRSHDC works in service to Indigenous communities and peoples of Canada.
The IRSHDC works with partners across various disciplines at UBC and beyond to facilitate dialogues and access to records and information that support engaging the legacies of the residential school system and the ongoing impacts of colonialism in Canada. By supporting Indigenous peoples’ self-determination and working in partnership with partners and communities, the IRSHDC supports teaching and learning at UBC and UBC’s Indigenous Strategic Plan.
To learn more, visit IRSHDC’s website.
Indigenous teacher candidates in rural communities of British Columbia created an open educational resource, the Grease Trail Digital Storytelling project, to enhance the preservation and accessibility of Indigenous histories, stories, and memories embedded in local landscapes.
Through digital teaching and learning contexts, they explored this land-based experiential learning opportunity, engaged in traditional Indigenous storytelling practices, and situated the projected within the principles of:
- Respect: Understand local Indigenous knowledges to expand Indigenous-focused digital curricular
- Relevance: Develop digital storytelling as an instructional tool to enhance learning
- Responsibility: Provide land-based learning opportunities to build capacity for diversity and inclusion in teaching and learning contexts
- Reciprocity: Create open Indigenous digital storytelling educational resources for schools and Indigenous communities
These projects focus on one or more of the following goals:
- Supporting pre-and in-service teachers to address the Truth and Reconciliation Commission of Canada’s Calls to Action in their professional practice as emerging and established educators
- Redressing the colonial legacy of schooling for Indigenous learners, families, and communities by attending to anti-Indigenous racism, anti-oppressive practices, decolonization and Indigenization
- Addressing the relationship of the United Nations Declaration of the Rights of Indigenous Peoples to the Truth and Reconciliation Commission of Canada’s commitments, which are both aimed at improving the rights and wellbeing of Indigenous people through teaching and learning
Funding to support these projects was provided by the Ministry of Advanced Education, Skills, and Training.
View the Indigenous Curriculum Enhancement Project Gallery.
The display will include picture books, novels and graphic novels that address the history of residential schools in Canada, as well as teacher resources to support Truth and Reconciliation in K-12 schools.
The Education Library has a number of materials available year round to support teaching and learning about Residential School History and Truth and Reconciliation, many of which can be found on their booklists: blogs.ubc.ca/educationlibrarybooklists/indigenous-literature-and-education
The march will follow a marked pathway along Main Mall to the Reconciliation Pole where an Elder and Survivor will address attendees.
The pathway will be lined with informative placards and volunteers will speak about the history of residential schools.
The march will conclude at the Engineering cairn, where Elders and children will be invited to add handprints or messages to the painted cairn.
All members of the UBC community are welcome.
For more information, visit the event page.
The Faculty of Education is honoured to host two groundbreaking exhibits on the residential school system. The exhibits are presented in partnership with UBC Library and will be on display at the Irving K. Barber Learning Centre. The Faculty acknowledges the generosity of the Legacy of Hope Foundation, creator of the exhibits.
For more information on the exhibits, visit the event page.
The Legacy Of Hope Foundation is a national Indigenous charitable organization with the mandate to educate and create awareness and understanding about the residential school system, including intergenerational impacts, such as the removal of generations of Indigenous children from their families, including the Sixties Scoop, and the post-traumatic stress disorders that many First Nations, Inuit, and Métis continue to experience. The Foundation also works to address racism, foster empathy and understanding, and inspire action to improve the situation of Indigenous peoples today.
12:00 – 3:00 pm
Scarfe 1107
All teacher candidates and Faculty of Education faculty and staff are invited to participate in creating orange shirts to commemorate each of the Indigenous children who lost their lives at Indian Residential Schools. The collected contributions will be installed in Scarfe as an ongoing act of remembrance and reconciling.
Join us in a knitting or crocheting workshop, offered by Dr. Lorrie Miller, Dr. Kerry Renwick, Dr. Shannon Leddy and Heather Clark. New and seasoned knitters and crochet enthusiasts are all welcome. Patterns, directions and materials will be available. Donations can be dropped off in the Teacher Education Office.
For more information, visit the event page.
-
Picking up the Pieces: The Making of the Witness Blanket | Film screening followed by a conversation with Carey Newman and his sisters Marion and Ellen
September 21, 2021
4:30 – 7:00 pm PDT
virtual event presented via zoom
Register
Inspired to know more about his father’s time at residential school, Kwagiulth master carver and artist Carey Newman created the Witness Blanket – a wall-sized monument that commemorates the experiences of residential Survivors and their families, as well as the children who didn’t return home. The Witness Blanket is constructed from hundreds of everyday items collected from residential schools, churches, government buildings and cultural structures across Canada. Each object has a story to tell, each Survivor has something to say. Narrated by the artist, this 90-minute film weaves together those stories with Carey’s personal journey, examining how art can open our hearts to the pain of truth and the beauty of resiliency.
This event will be delivered virtually (via zoom). It will include a Musqueam welcome and opening remarks by Chief Dr. Robert Joseph and IRSHDC Academic Director Mary Ellen Turpel-Lafond (Aki-Kwe). A moderated conversation with Carey and his sisters Ellen and Marion will follow the film, and the event will conclude with a song by Syilx Okanagan singer Amber Cardenas.
-
Returning Home and Pathways to Reconciliation | Film screening and Q&A with Phyllis Webstad
September 27, 2021
11:00 am – 1:00pm PDT
live, in-person event at the Chan Centre for the Performing Arts
Register
“Returning Home” weaves the story of two parallel narratives. The first is the story of Phyllis Webstad, a Survivor of the former St. Joseph’s Mission residential school in Williams Lake and originator of Orange Shirt Day. The second is the story of the steady decline of wild pacific salmon. This 45-minute film is the first feature length documentary produced by Canadian Geographic. Directed by award-winning filmmaker Sean Stiller, it is set to tour the film festival circuit this fall, beginning with the Vancouver Film Festival on October 3, 2021.
We are pleased to be able to showcase the film in advance at the Chan Centre for the Performing Arts. This event will include a Musqueam welcome and opening remarks by Dr. Jo-ann Archibald Q’um Q’um Xiiem and IRSHDC Academic Director Mary Ellen Turpel-Lafond-Lafond (Aki-Kwe). A post-screening conversation and Q&A with Phyllis, moderated by Dr. Turpel-Lafond, will follow the film.
Both events are presented in partnership with the First Nations House of Learning, UBC Learning Circle, and the Centre for Excellence in Indigenous Health. The event on September 21st is also presented in partnership with UBC Okanagan’s Indigenous Programs and Services office.
Please note that registration is required for both events and proof of vaccination will be required for all guests attending the event taking place at the Chan Centre for the Performing Arts.
For more information, visit the event and registration page or email irshdc.events@ubc.ca.
10:00 am – 2:00 pm
Join the Teacher Education Office and the Office of Indigenous Education in the Neville Scarfe foyer to view National Day of Truth and Reconciliation resources.
Pick up an Orange Shirt Day button and donate to the Indian Residential Schools Survivor Society and the Orange Shirt Society.
Unmarked Graves
While some graves and cemeteries associated with the residential schools are known and are still maintained, others are now unknown or incompletely documented in the literature and may have passed from local memory.
From 1892 to 1908, the death rate from all causes of Indigenous children in residential schools is estimated at 8,000 deaths per 100,000. By comparison, the 1901 Canadian census showed the death rate from all causes for those between five and fourteen years of age is an equivalent of 430 per 100,000.
In the 1870s, residential schools were intended to provide basic English literacy, eliminate Indigenous languages, unilaterally acculturate children to non-Indigenous social and religious values, and provide vocational skills calculated to facilitate assimilation.
In 1920, an Indian Act amendment gave the Department of Indian Affairs the authority to send any school-aged First Nations child to a day school or a residential school. In many isolated communities with insufficient numbers to justify a day school, there was no alternative to enrollment in a residential school.
While most residential schools were established in remote or rural locations, some were established in major centres and became enclosed by urban development. This includes St. Paul’s IRS (1899-1959), established adjacent to the Squamish First Nation (North Vancouver). The school was demolished in 1959 and the land was redeveloped as St. Thomas Aquinas Catholic High School, with the nearby cemetery surrounded by residential development.
The Department of Indian Affairs was universally reluctant to send deceased students home for burial. In her memoirs, Eleanor Brass recalled how the body of a boy, who hung himself at the File Hills IRS (Saskatchewan) in the early twentieth century, was buried on the Peepeekisis Reserve even though his parents lived on the Carlyle Reserve.
In 1938, a mother requested that the body of her son, who was dying of tubercular meningitis at the Spanish IRS, be sent to her in Cornwall, Ontario, for burial upon his death. The response from Indian Affairs to the school was: “I have to point out that it is not the practice of the Department to send bodies of Indians by rail excepting under very exceptional circumstances. Bodies so shipped have to be properly prepared by the undertakers for transshipments under the laws of the province, and the expense of a long journey such as this would be, would entail an expenditure which the Department does not feel warranted in authorizing.”
In some cases, former Indian Residential Schools lie isolated from any surrounding community, and the available information suggests that they lie abandoned and largely overlooked.
Crisis Line
National Indian Residential School Crisis Line: 1.866.925.4419
The National Indian Residential School Crisis Line is available 24-hours a day for former residential school students.
This website contains subject matter that may be disturbing to some visitors, especially to Survivors of the residential school system. Please call the crisis line if you or someone you know is triggered while reading the content of this website, or experiencing pain or distress as a result of their residential school experience.
Legacy Of Hope Foundation
The Legacy Of Hope Foundation is a national Indigenous charitable organization with the mandate to educate and create awareness and understanding about the residential school system, including intergenerational impacts, such as the removal of generations of Indigenous children from their families, including the Sixties Scoop, and the post-traumatic stress disorders that many First Nations, Inuit, and Métis continue to experience. The Foundation also works to address racism, foster empathy and understanding, and inspire action to improve the situation of Indigenous peoples today.
For more than a decade, the Legacy of Hope Foundation has worked with Survivors, Indigenous communities, researchers, curators and educators to develop resources to increase public awareness and knowledge of the history and legacy of the Indian Residential School System. 100 Years of Loss: The Residential School System in Canada is one of the Foundation’s education programs.
Exhibits
The Faculty of Education is honoured to host two groundbreaking exhibits on the residential school system. The exhibits are presented in partnership with UBC Library and will be on display in the Irving K. Barber Learning Centre. The Faculty acknowledges the generosity of the Legacy of Hope Foundation, creator of the exhibits.
- Bi-Giwen: Coming Home, Truth Telling from the Sixties Scoop
The first of its kind, this exhibit explores the experiences of Survivors of the Sixties Scoop, which began in the 1960s, where Indigenous children were taken from their families, often forcibly and fostered and/or adopted out to non-Indigenous homes often far away from their communities and some across the globe.Developed with input from the National Indigenous Survivors of Child Welfare Network, this innovative and challenging exhibition features the first-person oral testimonies of twelve Indigenous Survivors of the Sixties Scoop, and reflects upon their pain, loss but also their enduring strength, courage and resilience.
- Generations Lost: Healing the Legacy of Residential Schools
This exhibit contains photographs, documents, text panels and artifacts from the 1880s to the present day. The exhibit moves through the process of leaving home, arriving at school, school activities and more. A section on the children who never returned home, as well as a section on contemporary role models, provides a wide range of perspectives.
Complimentary
Members of the public can access the exhibits free of charge.
Location
The exhibits will be on display within the level two foyer of the Irving K. Barber Learning Centre.
Disability access information can be found here.
Address
Irving K. Barber Learning Centre
1961 East Mall, Level 2, Foyer
Vancouver, BC
V6T 1Z1
Exhibit Dates
September 27 to October 29, 2021
Reception
Details and registration information coming soon
Crisis Line
The National Indian Residential School Crisis Line is available 24-hours a day for former residential school students: 1.866.925.4419
This website contains subject matter that may be disturbing to some visitors, especially to Survivors of the residential school system. Please call the crisis line if you or someone you know is triggered while reading the content of this website, or experiencing pain or distress as a result of their residential school experience.
Exhibits: Generations Lost: Healing the Legacy of Residential Schools
Legacy Of Hope Foundation
The Legacy Of Hope Foundation is a national Indigenous charitable organization with the mandate to educate and create awareness and understanding about the residential school system, including intergenerational impacts, such as the removal of generations of Indigenous children from their families, including the Sixties Scoop, and the post-traumatic stress disorders that many First Nations, Inuit, and Métis continue to experience. The Foundation also works to address racism, foster empathy and understanding, and inspire action to improve the situation of Indigenous peoples today.
For more than a decade, the Legacy of Hope Foundation has worked with Survivors, Indigenous communities, researchers, curators and educators to develop resources to increase public awareness and knowledge of the history and legacy of the Indian Residential School System. 100 Years of Loss: The Residential School System in Canada is one of the Foundation’s education programs.
Exhibits
The Faculty of Education is honoured to host two groundbreaking exhibits on the residential school system. The exhibits are presented in partnership with UBC Library and will be on display in the Irving K. Barber Learning Centre. The Faculty acknowledges the generosity of the Legacy of Hope Foundation, creator of the exhibits.
- Bi-Giwen: Coming Home, Truth Telling from the Sixties Scoop
The first of its kind, this exhibit explores the experiences of Survivors of the Sixties Scoop, which began in the 1960s, where Indigenous children were taken from their families, often forcibly and fostered and/or adopted out to non-Indigenous homes often far away from their communities and some across the globe.Developed with input from the National Indigenous Survivors of Child Welfare Network, this innovative and challenging exhibition features the first-person oral testimonies of twelve Indigenous Survivors of the Sixties Scoop, and reflects upon their pain, loss but also their enduring strength, courage and resilience.
- Generations Lost: Healing the Legacy of Residential Schools
This exhibit contains photographs, documents, text panels and artifacts from the 1880s to the present day. The exhibit moves through the process of leaving home, arriving at school, school activities and more. A section on the children who never returned home, as well as a section on contemporary role models, provides a wide range of perspectives.
Complimentary
Members of the public can access the exhibits free of charge.
Location
The exhibits will be on display within the level two foyer of the Irving K. Barber Learning Centre.
Disability access information can be found here.
Address
Irving K. Barber Learning Centre
1961 East Mall, Level 2, Foyer
Vancouver, BC
V6T 1Z1
Exhibit Dates
September 27 to October 29, 2021
Reception
Details and registration information coming soon
Crisis Line
The National Indian Residential School Crisis Line is available 24-hours a day for former residential school students: 1.866.925.4419
This website contains subject matter that may be disturbing to some visitors, especially to Survivors of the residential school system. Please call the crisis line if you or someone you know is triggered while reading the content of this website, or experiencing pain or distress as a result of their residential school experience.
Join Michelle Stack, of Global University Rankings and the Politics of Knowledge and Professor in the Faculty of Education, along with Dr. André Mazawi, professor in the Faculty of Education, Heather Morrison, Nadiia Kachynska, Glen Jones, and Mayumi Ishikawa, as they discuss university rankings and what they may mean for the future of higher education, post-pandemic and beyond.
When: Monday, September 20, 2021 | 1:00 pm – 2:00 pm PDT
Where: Virtually
Register Now
UTP Talks Presents: Moving Beyond Rankings: Post Pandemic Recovery
Join Michelle Stack, of Global University Rankings and the Politics of Knowledge and Professor in the Faculty of Education, along with Dr. André Mazawi, professor in the Faculty of Education, Heather Morrison, Nadiia Kachynska, Glen Jones, and Mayumi Ishikawa, as they discuss university rankings and what they may mean for the future of higher education, post-pandemic and beyond.
When: Monday, September 20, 2021 | 1:00 pm – 2:00 pm PDT
Where: Virtually
Register Now
September 7, 2021
Aanii – Greetings,
I am delighted to welcome you to a new academic year. I look forward, as no doubt you are, as well, to walking through the hallways and across campus to greet colleagues after the long hiatus from in-person interactions. I am particularly excited to see new and returning students in our Faculty of Education.
As glad as I feel about the resumption of our on-campus life, I also recognize that we have some uncertain times ahead of us. Along with UBC senior leadership and provincial health authorities, we are navigating mask mandates, vaccine cards, and rapidly changing circumstances arising from variants of concern and more. The safety and well-being of every member of our Faculty of Education community is important to me. I ask that you remain patient with the guidelines and restrictions, and continue to hold each other up as we find our way forward.
I would like to take this opportunity to thank the many people, most especially the staff and WorkLearn students, who came to campus regularly over the past 18 months to ensure that essential matters were looked after. I would also like to recognize that all of us have worked extraordinarily hard throughout the remote work and learning period, whether it was putting courses online, attending to administrative matters, taking classes, or meeting with graduate students and research colleagues through seemingly endless Zoom meetings.
Though it seemed to be a life lived almost fully online, together we have made significant accomplishments in our education community. Key markers from the past 18 months include the highly successful rollout of Workday, a number of very well attended online public lectures and events across departments and programs, several significant donations and endowments, completion of the work of the Task Force on Race, Indigeneity, and Social Justice, and increased interest in our programs across the board. We have thrived and this is a tribute to the extraordinary people who make up our community.
This month, I draw your attention to the National Day for Truth and Reconciliation on Thursday, September 30th, which will be observed as a statutory day to commemorate the legacy of residential schools and to honour residential school survivors and those who did not return to their families, communities, or territories. We will share some of our upcoming events related to this important day with you soon.
In Coast Salish tradition, I raise my hands up to all of you in respect and gratitude for the patience, care, and kindness that you have shown to your friends, families, and colleagues. This has made for stronger communities to support our return to campus.
Miigwech – thank you and stay well!
Jan
Message from <br>Dr. Jan Hare, Dean pro tem
September 7, 2021
Aanii – Greetings,
I am delighted to welcome you to a new academic year. I look forward, as no doubt you are, as well, to walking through the hallways and across campus to greet colleagues after the long hiatus from in-person interactions. I am particularly excited to see new and returning students in our Faculty of Education.
As glad as I feel about the resumption of our on-campus life, I also recognize that we have some uncertain times ahead of us. Along with UBC senior leadership and provincial health authorities, we are navigating mask mandates, vaccine cards, and rapidly changing circumstances arising from variants of concern and more. The safety and well-being of every member of our Faculty of Education community is important to me. I ask that you remain patient with the guidelines and restrictions, and continue to hold each other up as we find our way forward.
I would like to take this opportunity to thank the many people, most especially the staff and WorkLearn students, who came to campus regularly over the past 18 months to ensure that essential matters were looked after. I would also like to recognize that all of us have worked extraordinarily hard throughout the remote work and learning period, whether it was putting courses online, attending to administrative matters, taking classes, or meeting with graduate students and research colleagues through seemingly endless Zoom meetings.
Though it seemed to be a life lived almost fully online, together we have made significant accomplishments in our education community. Key markers from the past 18 months include the highly successful rollout of Workday, a number of very well attended online public lectures and events across departments and programs, several significant donations and endowments, completion of the work of the Task Force on Race, Indigeneity, and Social Justice, and increased interest in our programs across the board. We have thrived and this is a tribute to the extraordinary people who make up our community.
This month, I draw your attention to the National Day for Truth and Reconciliation on Thursday, September 30th, which will be observed as a statutory day to commemorate the legacy of residential schools and to honour residential school survivors and those who did not return to their families, communities, or territories. We will share some of our upcoming events related to this important day with you soon.
In Coast Salish tradition, I raise my hands up to all of you in respect and gratitude for the patience, care, and kindness that you have shown to your friends, families, and colleagues. This has made for stronger communities to support our return to campus.
Miigwech – thank you and stay well!
Jan
August 23, 2021
Congratulations to Dr. Vanessa Andreotti, Canada Research Chair in Race, Inequalities and Global Change and Professor in the Faculty of Education’s Department of Educational Studies, for her appointment as Interim Director of the Peter Wall Institute for Advanced Studies (PWIAS) at UBC beginning September 1st, 2021.
The PWIAS provides scholars from UBC and around the world with the opportunity to engage in innovative research in an interdisciplinary environment. The PWIAS aims to facilitate collaboration among a diverse range of scholars. The theme for the 2021 cohort of Wall Scholars is Complex Systems.
Please join us in wishing Dr. Andreotti every success with this appointment!
Dr. Vanessa Andreotti appointed Interim Director of the Peter Wall Institute for Advanced Studies
August 23, 2021
Congratulations to Dr. Vanessa Andreotti, Canada Research Chair in Race, Inequalities and Global Change and Professor in the Faculty of Education’s Department of Educational Studies, for her appointment as Interim Director of the Peter Wall Institute for Advanced Studies (PWIAS) at UBC beginning September 1st, 2021.
The PWIAS provides scholars from UBC and around the world with the opportunity to engage in innovative research in an interdisciplinary environment. The PWIAS aims to facilitate collaboration among a diverse range of scholars. The theme for the 2021 cohort of Wall Scholars is Complex Systems.
Please join us in wishing Dr. Andreotti every success with this appointment!
August 16, 2021
The Faculty of Education is pleased to announce that Ayaz Mahmood, who has served as Acting Director of Finance since July, 2020, has accepted the role of Assistant Dean, Finance in the Faculty of Education. The role of Assistant Dean, Finance, is a senior leadership role responsible for providing comprehensive financial leadership, expertise and direction for the Faculty of Education. The position has a Faculty-wide impact, contributing to strategic direction, plans and objectives by identifying issues and opportunities, evaluating organizational impact and introducing innovative initiatives to move the strategic plans forward.
Please join us in congratulating Ayaz on his new position!
Ayaz Mahmood appointed Assistant Dean, Finance
August 16, 2021
The Faculty of Education is pleased to announce that Ayaz Mahmood, who has served as Acting Director of Finance since July, 2020, has accepted the role of Assistant Dean, Finance in the Faculty of Education. The role of Assistant Dean, Finance, is a senior leadership role responsible for providing comprehensive financial leadership, expertise and direction for the Faculty of Education. The position has a Faculty-wide impact, contributing to strategic direction, plans and objectives by identifying issues and opportunities, evaluating organizational impact and introducing innovative initiatives to move the strategic plans forward.
Please join us in congratulating Ayaz on his new position!
August 3, 2021
The Faculty of Education congratulates Carleen Thomas, BEd’03, who will serve as the next Chancellor of Emily Carr University of Art + Design (ECU). She will be the first Indigenous person to hold this position at ECU. Ms. Thomas is currently the Special Projects Manager for the Treaty, Lands and Resources department at the Tsleil-Waututh Nation. Prior to this position, she served eight two-year terms as an elected council member for the Tsleil-Waututh Nation, in which she held the Community Development portfolio covering health and education.
Ms. Thomas, a UBC Bachelor of Education (secondary) alumna, previously worked for the North Vancouver and Burnaby school districts as a district resource teacher in Indigenous education. She has also sat on the Burnaby School District’s Aboriginal Advisory Committee and served as the Aboriginal Representative Chair in the Capilano University Senate. She currently sits on the Indigenous Advisory and Monitoring Committee, a federal advisory committee made up of 13 Indigenous and six senior federal representatives that provides advice to regulators and monitors the Trans Mountain Expansion project and existing pipeline.
Carleen Thomas is Appointed Chancellor of Emily Carr University
August 3, 2021
The Faculty of Education congratulates Carleen Thomas, BEd’03, who will serve as the next Chancellor of Emily Carr University of Art + Design (ECU). She will be the first Indigenous person to hold this position at ECU. Ms. Thomas is currently the Special Projects Manager for the Treaty, Lands and Resources department at the Tsleil-Waututh Nation. Prior to this position, she served eight two-year terms as an elected council member for the Tsleil-Waututh Nation, in which she held the Community Development portfolio covering health and education.
Ms. Thomas, a UBC Bachelor of Education (secondary) alumna, previously worked for the North Vancouver and Burnaby school districts as a district resource teacher in Indigenous education. She has also sat on the Burnaby School District’s Aboriginal Advisory Committee and served as the Aboriginal Representative Chair in the Capilano University Senate. She currently sits on the Indigenous Advisory and Monitoring Committee, a federal advisory committee made up of 13 Indigenous and six senior federal representatives that provides advice to regulators and monitors the Trans Mountain Expansion project and existing pipeline.
July 30, 2021
Dr. Derek Gladwin was recently appointed as Senior Editor for Environmental and Sustainability Education in the Oxford Research Encyclopedia of Education, published with the Oxford University Press. Peer-reviewed and regularly updated, the Oxford Research Encyclopedia of Education is part of the larger online Oxford Research Encyclopedia, a dynamic digital encyclopedia continuously updated by the world’s leading scholars and researchers.
Dr. Gladwin recently published an op-ed in the Oxford Research Encyclopedia of Education, Why climate change education needs more empathy, which discusses dismantling knowledge deficit models of education, activating empathy, finding consensus and more.
Visit Dr. Gladwin’s profile to learn more about his work, research and publications.
Dr. Derek Gladwin appointed as Senior Editor for Environmental and Sustainability Education in the Oxford Research Encyclopedia of Education
July 30, 2021
Dr. Derek Gladwin was recently appointed as Senior Editor for Environmental and Sustainability Education in the Oxford Research Encyclopedia of Education, published with the Oxford University Press. Peer-reviewed and regularly updated, the Oxford Research Encyclopedia of Education is part of the larger online Oxford Research Encyclopedia, a dynamic digital encyclopedia continuously updated by the world’s leading scholars and researchers.
Dr. Gladwin recently published an op-ed in the Oxford Research Encyclopedia of Education, Why climate change education needs more empathy, which discusses dismantling knowledge deficit models of education, activating empathy, finding consensus and more.
Visit Dr. Gladwin’s profile to learn more about his work, research and publications.
July 28, 2021
” It was very important, for example, for us to name and work with the distinction between Indigenous Rights and the struggles of racialized groups in Vancouver, in an accurate and responsible way.”
– Dr. Handel Kashope Wright
Equity Framework: City of Vancouver
The City of Vancouver has taken a significant step forward in acknowledging and upholding the rights and dignity of all people, addressing historic and current systemic injustice, and reducing harm by adopting its first-ever Equity Framework. The Equity Framework will help the City of Vancouver approach every aspect of its operations with a sharper and more nuanced equity lens.
Equity Framework: UBC Faculty of Education
Over the past two years, several people closely collaborated in the development of the Equity Framework, including Dr. Mumbi Maina, who helped lead the City of Vancouver’s unanimously approved Equity Framework, and Dr. Handel Kashope Wright, who provided sustained, extensive advice on the Equity Framework.
Dr. Mumbi Maina
Postdoctoral Fellow, UBC Faculty of Education
Social Planner, Social Policy and Projects Division, City of Vancouver
Dr. Maina is part of a research team working to imagine how Canadian cities can catalyze transformative innovation in tackling colonialism, inequities and the climate crisis. Her doctoral research examined the roles of various groups, including historically marginalized groups, in the enactment of sustainability in higher education policy and practice. She was the first Equity, Diversity and Inclusion Fellow in the Sustainability Group in the City of Vancouver and, in her current role as a Social Planner at the City of Vancouver, Dr. Mumbi has collaboratively worked towards organizational transformation through the development of the Equity Framework. Her previous work focused on grassroots social and environmental justice organizing, anti-racist education, and cross-cultural collaboration with immigrant and other communities across North America.
Dr. Handel Kashope Wright
Professor, UBC Faculty of Education
Director, Centre for Culture, Identity and Education, UBC Faculty of Education
Senior Advisor to the President on Anti-Racism and Inclusive Excellence, UBC
Senior Research Associate, School of Communication, University of Johannesburg
Co-Editor, African and Diasporic Cultural Studies Book Series, University of Toronto Press
Associate Editor, Critical Arts
Dr. Wright’s work focuses on continental and diasporic African cultural studies, critical multiculturalism, anti-racist education, qualitative research, and cultural studies of education. His current research examines post multiculturalism, youth identity, and belonging in the Canadian context. Dr. Wright serves on the City of Vancouver’s Black History Month Event Planning Committee. He also serves as an advisor to the Executive of the community group, Sierra Leoneans in British Columbia and the UBC student group, Africa Awareness.
To learn more, visit the City of Vancouver’s Equity Framework page.
UBC Faculty of Education members help lead the City of Vancouver’s unanimously approved Equity Framework
July 28, 2021
” It was very important, for example, for us to name and work with the distinction between Indigenous Rights and the struggles of racialized groups in Vancouver, in an accurate and responsible way.”
– Dr. Handel Kashope Wright
Equity Framework: City of Vancouver
The City of Vancouver has taken a significant step forward in acknowledging and upholding the rights and dignity of all people, addressing historic and current systemic injustice, and reducing harm by adopting its first-ever Equity Framework. The Equity Framework will help the City of Vancouver approach every aspect of its operations with a sharper and more nuanced equity lens.
Equity Framework: UBC Faculty of Education
Over the past two years, several people closely collaborated in the development of the Equity Framework, including Dr. Mumbi Maina, who helped lead the City of Vancouver’s unanimously approved Equity Framework, and Dr. Handel Kashope Wright, who provided sustained, extensive advice on the Equity Framework.
Dr. Mumbi Maina
Postdoctoral Fellow, UBC Faculty of Education
Social Planner, Social Policy and Projects Division, City of Vancouver
Dr. Maina is part of a research team working to imagine how Canadian cities can catalyze transformative innovation in tackling colonialism, inequities and the climate crisis. Her doctoral research examined the roles of various groups, including historically marginalized groups, in the enactment of sustainability in higher education policy and practice. She was the first Equity, Diversity and Inclusion Fellow in the Sustainability Group in the City of Vancouver and, in her current role as a Social Planner at the City of Vancouver, Dr. Mumbi has collaboratively worked towards organizational transformation through the development of the Equity Framework. Her previous work focused on grassroots social and environmental justice organizing, anti-racist education, and cross-cultural collaboration with immigrant and other communities across North America.
Dr. Handel Kashope Wright
Professor, UBC Faculty of Education
Director, Centre for Culture, Identity and Education, UBC Faculty of Education
Senior Advisor to the President on Anti-Racism and Inclusive Excellence, UBC
Senior Research Associate, School of Communication, University of Johannesburg
Co-Editor, African and Diasporic Cultural Studies Book Series, University of Toronto Press
Associate Editor, Critical Arts
Dr. Wright’s work focuses on continental and diasporic African cultural studies, critical multiculturalism, anti-racist education, qualitative research, and cultural studies of education. His current research examines post multiculturalism, youth identity, and belonging in the Canadian context. Dr. Wright serves on the City of Vancouver’s Black History Month Event Planning Committee. He also serves as an advisor to the Executive of the community group, Sierra Leoneans in British Columbia and the UBC student group, Africa Awareness.
To learn more, visit the City of Vancouver’s Equity Framework page.
July 28, 2021
Please join us in congratulating Dr. Lee Gunderson, Professor in the Faculty of Education, who has been recognized for his lifelong achievements in the field of reading through election to the Reading Hall of Fame. The Reading Hall of Fame aims to contribute, from the collective experiences of its members, to further improvement in reading instruction.
Criteria for nomination to the Reading Hall of Fame include 25 years or more of active involvement in literacy work, with contributions in the following areas:
- authorship of publications on literacy, including reports of significant research;
- performance in positions of responsibility in the field of literacy; and
- preparation of leaders in the literacy field through their teaching.
Dr. Gunderson’s induction to the Reading Hall of Fame will occur during the Literacy Research Association conference in Atlanta, Georgia in December, 2021.
Congratulations, Dr. Gunderson!
Dr. Lee Gunderson is elected to the Reading Hall of Fame
July 28, 2021
Please join us in congratulating Dr. Lee Gunderson, Professor in the Faculty of Education, who has been recognized for his lifelong achievements in the field of reading through election to the Reading Hall of Fame. The Reading Hall of Fame aims to contribute, from the collective experiences of its members, to further improvement in reading instruction.
Criteria for nomination to the Reading Hall of Fame include 25 years or more of active involvement in literacy work, with contributions in the following areas:
- authorship of publications on literacy, including reports of significant research;
- performance in positions of responsibility in the field of literacy; and
- preparation of leaders in the literacy field through their teaching.
Dr. Gunderson’s induction to the Reading Hall of Fame will occur during the Literacy Research Association conference in Atlanta, Georgia in December, 2021.
Congratulations, Dr. Gunderson!
July 13, 2021
Dr. Michelle Stack, Associate Professor in the Faculty of Education, was recently awarded a Public Engagement Award by UBC’s Public Humanities Hub. The Public Engagement Awards were created to honour individuals who have exhibited outstanding public humanities engagement in the past two years.
Dr. Stack, who was selected for the award from among 30 nominees, was cited for her research on the ways in which university rankings reinforce inequities and narrow definitions of what “counts” as scholarly work in the academy Dr. Stack’s new book, Global University Rankings and the Politics of Knowledge, which is now available online through UBC’s Open Collections.
Dr. Michelle Stack Receives Public Engagement Award
July 13, 2021
Dr. Michelle Stack, Associate Professor in the Faculty of Education, was recently awarded a Public Engagement Award by UBC’s Public Humanities Hub. The Public Engagement Awards were created to honour individuals who have exhibited outstanding public humanities engagement in the past two years.
Dr. Stack, who was selected for the award from among 30 nominees, was cited for her research on the ways in which university rankings reinforce inequities and narrow definitions of what “counts” as scholarly work in the academy Dr. Stack’s new book, Global University Rankings and the Politics of Knowledge, which is now available online through UBC’s Open Collections.
July 12, 2021
Please join us in congratulating Dr. Ali Abdi, Professor in the Faculty of Education, who is the 2021 recipient of the David N. Wilson Award for Distinguished Service. The award, which is bestowed by the Comparative and International Education Society of Canada (CIESC), recognizes outstanding achievement and contribution in research, mentorship and teaching. The award criteria are long-term distinguished service to CIESC; distinguished achievement in research and teaching; exemplary mentorship of students; and service to the international network of comparative and international scholars.
Dr. Ali Abdi Receives David N. Wilson Award for Distinguished Service
July 12, 2021
Please join us in congratulating Dr. Ali Abdi, Professor in the Faculty of Education, who is the 2021 recipient of the David N. Wilson Award for Distinguished Service. The award, which is bestowed by the Comparative and International Education Society of Canada (CIESC), recognizes outstanding achievement and contribution in research, mentorship and teaching. The award criteria are long-term distinguished service to CIESC; distinguished achievement in research and teaching; exemplary mentorship of students; and service to the international network of comparative and international scholars.
July 1, 2021
Reconnecting, Restoring, and Revitalizing: Preparing Ourselves for the New Academic Year
Aanii – Greetings Colleagues and Friends,
I am pleased to be able to serve as your Dean pro tem for this academic year. I welcome your advice, your input, and your expertise as I navigate this transitional time for our Faculty of Education community.
As students, staff, and faculty begin to prepare for their return to campus, I would like us to reflect for a moment on what we have been through over the last sixteen months, so that we can better support each other as we prepare to transition ourselves and our operations back to in-person campus life. During this time, educators have shown an extraordinary commitment to students and their families, supporting learning for students without, in many cases, adequate equipment or bandwidth. Our teacher candidates, likewise, learned how to adapt to practicum experiences that no one had prepared them for. Similarly, our graduate students also had to accommodate their own programs of study. Here in the Faculty of Education, our students, staff and faculty mobilized, virtually overnight, to continue their academic, scholarly, and administrative roles in the new space in which we found ourselves.
With nearly 70% of the population in Canada having received their first vaccination, and second-dose vaccinations on the rise, students, staff, and faculty are beginning to prepare for their return to campus. Without a doubt, we have all experienced challenges and traumas over the past year. One of the most difficult aspects of the pandemic for some has been the physical and emotional isolation. I recognize we are coming from different places and different stages of emotional readiness to resume our on-campus lives. Some are eager to resume the interpersonal interactions that bring inspiration and community to the workplace, while others may feel apprehensive or ambivalent about the resumption. As we think about ways of working together through the coming months, it is important that we respect our colleagues’ responses and feelings in adjusting to their transition back to campus.
Amid this pandemic, I would also note that we have seen intensified racial injustice. So many of us have had to carry the pain and grief that accompanies such disturbing and senseless acts of violence that have taken place against Black, Asian, Muslim, and Indigenous people who are just trying to live their lives. At the end of Indigenous People’s History Month, I was struck by how different this past June was for Indigenous students, staff, faculty, and communities. What is generally a time of celebration of the diversity of Indigenous cultures and languages, the events, activities, and gatherings last month took place under a shadow. Revelations of the massive grave site of 215 children at the Kamloops Indian Residential School and the 751 unmarked graves found at the Cowessess First Nation are a stark reminder of our shared colonial history that persists into our present lives.
Our intentions and actions in addressing racism and dismantling racist structures in society have critical implications for the work we do in the Faculty of Education and for how we engage with others around us. To this end, I will look to the recently submitted report by the Task Force on Race, Indigeneity, and Social Justice to guide the anti-racism and anti-oppressive work that the Faculty will undertake. I recognize that this must be done in solidarity with others leading important social justice work so we are all contributing to equity, diversity, inclusion, decolonization, and reconciliation.
I have to say, I look forward to returning to campus and seeing everyone. I encourage you to create time to reconnect, to reach out to others, to revitalize your scholarly and administrative work, and to restore and strengthen the web of relationships that lie at the heart of our Faculty community.
My hope is that in coming together at this time of renewal – whether in person or still on a Zoom call – we will be reminded of the interconnections among our work, our communities, and the lands on which we live and work. May we go forward with renewed respect, humility, and joy in our work together.
Miigwech – Thank you,
Jan
Message from the Dean pro tem
July 1, 2021
Reconnecting, Restoring, and Revitalizing: Preparing Ourselves for the New Academic Year
Aanii – Greetings Colleagues and Friends,
I am pleased to be able to serve as your Dean pro tem for this academic year. I welcome your advice, your input, and your expertise as I navigate this transitional time for our Faculty of Education community.
As students, staff, and faculty begin to prepare for their return to campus, I would like us to reflect for a moment on what we have been through over the last sixteen months, so that we can better support each other as we prepare to transition ourselves and our operations back to in-person campus life. During this time, educators have shown an extraordinary commitment to students and their families, supporting learning for students without, in many cases, adequate equipment or bandwidth. Our teacher candidates, likewise, learned how to adapt to practicum experiences that no one had prepared them for. Similarly, our graduate students also had to accommodate their own programs of study. Here in the Faculty of Education, our students, staff and faculty mobilized, virtually overnight, to continue their academic, scholarly, and administrative roles in the new space in which we found ourselves.
With nearly 70% of the population in Canada having received their first vaccination, and second-dose vaccinations on the rise, students, staff, and faculty are beginning to prepare for their return to campus. Without a doubt, we have all experienced challenges and traumas over the past year. One of the most difficult aspects of the pandemic for some has been the physical and emotional isolation. I recognize we are coming from different places and different stages of emotional readiness to resume our on-campus lives. Some are eager to resume the interpersonal interactions that bring inspiration and community to the workplace, while others may feel apprehensive or ambivalent about the resumption. As we think about ways of working together through the coming months, it is important that we respect our colleagues’ responses and feelings in adjusting to their transition back to campus.
Amid this pandemic, I would also note that we have seen intensified racial injustice. So many of us have had to carry the pain and grief that accompanies such disturbing and senseless acts of violence that have taken place against Black, Asian, Muslim, and Indigenous people who are just trying to live their lives. At the end of Indigenous People’s History Month, I was struck by how different this past June was for Indigenous students, staff, faculty, and communities. What is generally a time of celebration of the diversity of Indigenous cultures and languages, the events, activities, and gatherings last month took place under a shadow. Revelations of the massive grave site of 215 children at the Kamloops Indian Residential School and the 751 unmarked graves found at the Cowessess First Nation are a stark reminder of our shared colonial history that persists into our present lives.
Our intentions and actions in addressing racism and dismantling racist structures in society have critical implications for the work we do in the Faculty of Education and for how we engage with others around us. To this end, I will look to the recently submitted report by the Task Force on Race, Indigeneity, and Social Justice to guide the anti-racism and anti-oppressive work that the Faculty will undertake. I recognize that this must be done in solidarity with others leading important social justice work so we are all contributing to equity, diversity, inclusion, decolonization, and reconciliation.
I have to say, I look forward to returning to campus and seeing everyone. I encourage you to create time to reconnect, to reach out to others, to revitalize your scholarly and administrative work, and to restore and strengthen the web of relationships that lie at the heart of our Faculty community.
My hope is that in coming together at this time of renewal – whether in person or still on a Zoom call – we will be reminded of the interconnections among our work, our communities, and the lands on which we live and work. May we go forward with renewed respect, humility, and joy in our work together.
Miigwech – Thank you,
Jan
July 1, 2021
Dr. Jan Hare, Dean pro tem, is pleased to announce that, as of July 1, the English Language Institute (ELI) became part of the Faculty of Education. The ELI’s staff, operations and programs will form an important component of the Faculty of Education’s growing slate of international educational opportunities.
Since 1969, the ELI has provided English language learning opportunities to thousands of international students each year. Programs include the Vancouver English Experience Program, English for Academic Purposes, Business English, and Global Citizenship through English, among other offerings. In pre-pandemic times, students travelled to Vancouver to access the programs, which comprise modules of 3 to 8 weeks. Most students reside with a homestay family and participate in a range of social and cultural activities with their homestay families and with UBC students acting as cultural assistants.
There is a long history of collaboration between the Faculty of Education, most particularly the Department of Language and Literacy Education (LLED) and the ELI. For 23 years, the ELI Curriculum Advisory Committee has included a cohort of LLED faculty including Professors Duff, Norton, Shi and Reeder. Half of ELI’s current cohort of instructors were trained in LLED, and LLED graduate students regularly work in the ELI. Much of the ELI approach to language pedagogy has been influenced by research and theory from LLED.
ELI’s transition into Faculty of Education will yield many positive outcomes for learners, staff and faculty in both units.
We extend a warm welcome to our new colleagues!
The English Language Institute Joins the Faculty of Education
July 1, 2021
Dr. Jan Hare, Dean pro tem, is pleased to announce that, as of July 1, the English Language Institute (ELI) became part of the Faculty of Education. The ELI’s staff, operations and programs will form an important component of the Faculty of Education’s growing slate of international educational opportunities.
Since 1969, the ELI has provided English language learning opportunities to thousands of international students each year. Programs include the Vancouver English Experience Program, English for Academic Purposes, Business English, and Global Citizenship through English, among other offerings. In pre-pandemic times, students travelled to Vancouver to access the programs, which comprise modules of 3 to 8 weeks. Most students reside with a homestay family and participate in a range of social and cultural activities with their homestay families and with UBC students acting as cultural assistants.
There is a long history of collaboration between the Faculty of Education, most particularly the Department of Language and Literacy Education (LLED) and the ELI. For 23 years, the ELI Curriculum Advisory Committee has included a cohort of LLED faculty including Professors Duff, Norton, Shi and Reeder. Half of ELI’s current cohort of instructors were trained in LLED, and LLED graduate students regularly work in the ELI. Much of the ELI approach to language pedagogy has been influenced by research and theory from LLED.
ELI’s transition into Faculty of Education will yield many positive outcomes for learners, staff and faculty in both units.
We extend a warm welcome to our new colleagues!
July 1, 2021
Congratulations to Dr. Jan Hare, Dean pro tem of the UBC Faculty of Education, effective July 1, 2021
We are grateful to Professor Jan Hare, who has agreed to serve as Dean pro tem, until a new dean is appointed. Dr. Hare is a Professor in the Department of Language and Literary Education and holds a Canada Research Chair (Tier 1) in Indigenous Pedagogy. She previously served as the Associate Dean, Indigenous Education and the Director of the Indigenous Teacher Education Program (NITEP).
Her work in the Faculty of Education advances local, provincial, and national directives in Indigenous education resulting in new programs and pathways for Indigenous learners, as well as transforming teaching, learning, and research to be more responsive to Indigenous knowledges.
Dr. Hare is engaged in shaping UBC priorities, including serving on the Indigenous Strategic Plan Implementation Committee, Lead for the Indigenous Engagement Working Group on the Climate Emergency Task Force, and the Joint Committee for Assessing Indigenous Scholarship.
We look forward to working with Dr. Hare in her capacity as Dean pro tem.
Dr. Jan Hare appointed as Dean pro tem of the UBC Faculty of Education
July 1, 2021
Congratulations to Dr. Jan Hare, Dean pro tem of the UBC Faculty of Education, effective July 1, 2021
We are grateful to Professor Jan Hare, who has agreed to serve as Dean pro tem, until a new dean is appointed. Dr. Hare is a Professor in the Department of Language and Literary Education and holds a Canada Research Chair (Tier 1) in Indigenous Pedagogy. She previously served as the Associate Dean, Indigenous Education and the Director of the Indigenous Teacher Education Program (NITEP).
Her work in the Faculty of Education advances local, provincial, and national directives in Indigenous education resulting in new programs and pathways for Indigenous learners, as well as transforming teaching, learning, and research to be more responsive to Indigenous knowledges.
Dr. Hare is engaged in shaping UBC priorities, including serving on the Indigenous Strategic Plan Implementation Committee, Lead for the Indigenous Engagement Working Group on the Climate Emergency Task Force, and the Joint Committee for Assessing Indigenous Scholarship.
We look forward to working with Dr. Hare in her capacity as Dean pro tem.
June 29, 2021
Dear colleagues and friends,
I am delighted to share with you that the UBC Ritsumeikan Academic Exchange Programs, which have operated at UBC since 1991, will find a new academic home in the Faculty of Education as of July 1, 2021.
The UBC Ritsumeikan Academic Exchange Programs (UBC-Rits) is UBC’s longest standing and largest academic exchange program. Since 1991 it has welcomed almost 2900 students from Ritsumeikan University, located in Kyoto, Japan, for a full year of undergraduate study. Each year, the program brings 75 Japanese students to UBC to live and study in an integrated academic and residential environment. The program also provides UBC students with an opportunity to gain international and intercultural experience and insight by living with Rits students in student residences and by taking specially designed, integrated courses with Ritsumeikan students.
Dr. Reg D’Silva (LLED), our incoming Associate Dean, Equity and Strategic Programs, will provide strategic oversight of the UBC-Rits program. Dr. Ryan Deschambault will continue to serve as the program’s Acting Academic Director, and Ms. Sheri Wenman who has been associated with the program for over 30 years, will continue as the Program Manager. I offer my sincere congratulations and thanks to Dr. D’Silva, the UBC-Rits team, and Dr. George Belliveau, the LLED Department Head, for their commitment to the program and their work in facilitating the program’s transition into the Faculty of Education.
Best,
Blye
Welcome UBC Ritsumeikan Programs to the Faculty of Education
June 29, 2021
Dear colleagues and friends,
I am delighted to share with you that the UBC Ritsumeikan Academic Exchange Programs, which have operated at UBC since 1991, will find a new academic home in the Faculty of Education as of July 1, 2021.
The UBC Ritsumeikan Academic Exchange Programs (UBC-Rits) is UBC’s longest standing and largest academic exchange program. Since 1991 it has welcomed almost 2900 students from Ritsumeikan University, located in Kyoto, Japan, for a full year of undergraduate study. Each year, the program brings 75 Japanese students to UBC to live and study in an integrated academic and residential environment. The program also provides UBC students with an opportunity to gain international and intercultural experience and insight by living with Rits students in student residences and by taking specially designed, integrated courses with Ritsumeikan students.
Dr. Reg D’Silva (LLED), our incoming Associate Dean, Equity and Strategic Programs, will provide strategic oversight of the UBC-Rits program. Dr. Ryan Deschambault will continue to serve as the program’s Acting Academic Director, and Ms. Sheri Wenman who has been associated with the program for over 30 years, will continue as the Program Manager. I offer my sincere congratulations and thanks to Dr. D’Silva, the UBC-Rits team, and Dr. George Belliveau, the LLED Department Head, for their commitment to the program and their work in facilitating the program’s transition into the Faculty of Education.
Best,
Blye
June 28, 2021
The Faculty of Education’s Task Force on Race, Indigeneity and Social Justice has delivered its final report, which includes 12 clusters of themed recommendations, to Dean Blye Frank earlier today. The report identifies barriers that prevent or discourage the realization of equity, diversity, inclusion and decolonization for Indigenous and racialized people, as well as for people from other equity-deserving groups.
“I offer my sincere thanks to all members of the Task Force, most especially to Co-chairs Dr. Jan Hare and Dr. Marianne McTavish,” says Dr. Blye Frank, Dean of the Faculty of Education and recipient of the report and recommendations. “We all have an obligation to engage in work that dismantles racist and oppressive structures and decolonizes our institutions and processes. As a Faculty of Education, we have a special obligation to ensure that we do not reproduce racist, inequitable, or oppressive structures and attitudes that might be passed along to the teacher-candidates, educators and other professionals in our programs and communities.”
The Task Force was formed as a means to address and respond to two recent external reviews, both of which identified equity and inclusion issues, as well as racism, within the Faculty of Education’s programs and practices. The Task Force comprised 11 members, including staff and faculty members representing all ranks and a variety of equity-deserving groups, from both campuses. Through a comprehensive series of interviews, anonymous surveys, and focus groups, the Task Force gathered evidence from students, alum, staff and faculty members that clearly demonstrated institutional and individual racism within the Faculty of Education. A fulsome set of recommendations, written collaboratively by Task Force members, will guide the Faculty’s work in addressing the challenges.
The recommendations are clustered into four thematic areas, with specific action items embedded within each cluster. The recommendations and related action items derive from and are supported by the data gathered from focus groups, surveys and interviews.
Recommendations from the Report of the Task Force
Theme 1: Student recruitment, retention and success
- Provide, and improve access to, on-going, high-quality, relevant mentorship and guidance programs for Indigenous and racialized students at graduate and undergraduate levels.
- Provide scholarships and funding that address the specific needs, achievements and contributions of racialized and Indigenous communities, with attention to intersectionality (gender, sexual orientation, income and more).
- Provide, augment and promote academic counselling and supports that focus on retention and successful completion for racialized and Indigenous students, as well as lead to pathways of employment.
- Improve and expand mental health, counselling, support and well-being resources for racialized and Indigenous students.
Theme 2: Staff and faculty recruitment, retention, development and advancement
- Diversify practices and voices at all stages of the recruitment process, including the selection, interview and onboarding stages.
- Create more opportunities for mentorship, career counselling and training.
- Recognize and adequately compensate Indigenous and racialized staff and faculty for devoting emotional and invisible labour to activities that are beyond the regular scope of their work.
Theme 3: Curricula, research, pedagogy and learning
- Coordinate and deliver events and programs highlighting the work of Indigenous and racialized scholars, educators and community members, allowing them to network and showcase their research, learnings and methodologies.
- Re-evaluate and redesign the curriculum to modify the content and approach to anti-racism, Indigenization and post-colonialism.
Theme 4: Culture, climate, change processes and well-being
- Build more transparent, accountable and effective reporting systems for incidents concerning bias, discrimination and racism in order to increase access to and participation in the reporting process.
- Prioritize taking concrete actions to implement change processes, such as increased transparency and accountability.
- Continue and enhance awareness-raising and education on race and Indigenous issues through courses, workshops, training, conferences and seminars.
- Create a culture of inclusion within the Faculty of Education in which all (particularly BIPOC groups) feel included and safe to express their authentic selves.
Through its acceptance of the report of the Task Force, the Faculty of Education renews its commitment to enacting anti-racism, anti-oppression, equity, diversity, inclusion, and decolonizing practices in its research, teaching and learning; in its recruitment, retention, and advancement; and in its culture, climate, and wellbeing. The Faculty of Education’s goal is to model and lead action on social justice within the academic and education communities.
Task Force on Race, Indigeneity and Social Justice | Final Report
June 28, 2021
The Faculty of Education’s Task Force on Race, Indigeneity and Social Justice has delivered its final report, which includes 12 clusters of themed recommendations, to Dean Blye Frank earlier today. The report identifies barriers that prevent or discourage the realization of equity, diversity, inclusion and decolonization for Indigenous and racialized people, as well as for people from other equity-deserving groups.
“I offer my sincere thanks to all members of the Task Force, most especially to Co-chairs Dr. Jan Hare and Dr. Marianne McTavish,” says Dr. Blye Frank, Dean of the Faculty of Education and recipient of the report and recommendations. “We all have an obligation to engage in work that dismantles racist and oppressive structures and decolonizes our institutions and processes. As a Faculty of Education, we have a special obligation to ensure that we do not reproduce racist, inequitable, or oppressive structures and attitudes that might be passed along to the teacher-candidates, educators and other professionals in our programs and communities.”
The Task Force was formed as a means to address and respond to two recent external reviews, both of which identified equity and inclusion issues, as well as racism, within the Faculty of Education’s programs and practices. The Task Force comprised 11 members, including staff and faculty members representing all ranks and a variety of equity-deserving groups, from both campuses. Through a comprehensive series of interviews, anonymous surveys, and focus groups, the Task Force gathered evidence from students, alum, staff and faculty members that clearly demonstrated institutional and individual racism within the Faculty of Education. A fulsome set of recommendations, written collaboratively by Task Force members, will guide the Faculty’s work in addressing the challenges.
The recommendations are clustered into four thematic areas, with specific action items embedded within each cluster. The recommendations and related action items derive from and are supported by the data gathered from focus groups, surveys and interviews.
Recommendations from the Report of the Task Force
Theme 1: Student recruitment, retention and success
- Provide, and improve access to, on-going, high-quality, relevant mentorship and guidance programs for Indigenous and racialized students at graduate and undergraduate levels.
- Provide scholarships and funding that address the specific needs, achievements and contributions of racialized and Indigenous communities, with attention to intersectionality (gender, sexual orientation, income and more).
- Provide, augment and promote academic counselling and supports that focus on retention and successful completion for racialized and Indigenous students, as well as lead to pathways of employment.
- Improve and expand mental health, counselling, support and well-being resources for racialized and Indigenous students.
Theme 2: Staff and faculty recruitment, retention, development and advancement
- Diversify practices and voices at all stages of the recruitment process, including the selection, interview and onboarding stages.
- Create more opportunities for mentorship, career counselling and training.
- Recognize and adequately compensate Indigenous and racialized staff and faculty for devoting emotional and invisible labour to activities that are beyond the regular scope of their work.
Theme 3: Curricula, research, pedagogy and learning
- Coordinate and deliver events and programs highlighting the work of Indigenous and racialized scholars, educators and community members, allowing them to network and showcase their research, learnings and methodologies.
- Re-evaluate and redesign the curriculum to modify the content and approach to anti-racism, Indigenization and post-colonialism.
Theme 4: Culture, climate, change processes and well-being
- Build more transparent, accountable and effective reporting systems for incidents concerning bias, discrimination and racism in order to increase access to and participation in the reporting process.
- Prioritize taking concrete actions to implement change processes, such as increased transparency and accountability.
- Continue and enhance awareness-raising and education on race and Indigenous issues through courses, workshops, training, conferences and seminars.
- Create a culture of inclusion within the Faculty of Education in which all (particularly BIPOC groups) feel included and safe to express their authentic selves.
Through its acceptance of the report of the Task Force, the Faculty of Education renews its commitment to enacting anti-racism, anti-oppression, equity, diversity, inclusion, and decolonizing practices in its research, teaching and learning; in its recruitment, retention, and advancement; and in its culture, climate, and wellbeing. The Faculty of Education’s goal is to model and lead action on social justice within the academic and education communities.
June 24, 2021
Six Questions with Dr. Harper Keenan
This Pride Month we are celebrating the work of Dr. Harper Keenan, the Robert Quartermain Professor of Gender & Sexuality Research in Education at UBC. Dr. Keenan’s research analyzes how adults teach children to make sense of the social world. Much of his work investigates the management, or scripting, of children’s knowledge, and ways that educators and their students might work together to interrupt that process and imagine something different. We asked Dr. Keenan six questions to learn more about his work.
What scholarly projects are you currently working on?
Right now, I am working on three projects. The first is a mixed-methods study funded in part through the Spencer Foundation, which investigates the experiences of transgender people working in K-12 schools in the US and Canada. I am leading that project in collaboration with my colleagues Mollie McQuillan at the University of Wisconsin-Madison, and Mario Suárez at Utah State University. We aim to better understand the working conditions that trans people face as workers in public institutions, and what employers can to do best support them. A second project funded by SSHRC is engaging with teachers and students in the primary years – specifically Kindergarten and Grade 1 – to learn more about how and what children learn about the social meaning of race and gender from their earliest years in school. Finally, I’ve got a third interview-based study going that engages with a small group of transgender activists, artists, and community-based educators working outside of K-12 schools to identify how transgender people share knowledge with each other outside of formal schooling.
What is a research topic you’d like to work on in the future?
I think these projects will keep me pretty busy for a while, but I will say that I am really looking forward to being able to get back into classrooms to work with kids and teachers once many of the COVID-19 restrictions begin to lift. Spending time with kids and teachers helps me to deepen my own analysis and also to ensure that my scholarship is engaged with the realities of K-12 schools. It’s also so much more fun than only sitting at home on my computer!
Who inspires you and why?
Every day, I am inspired by the kids who challenge the adults in their lives to rethink why things are the way they are.
What is your least favourite part of your job?
I don’t like the emphasis on competition that often dominates a lot of academia. For those of us whose work engages with communities outside the academy, or with social movements, our work relies on coalition building that requires a great deal of time and care.
If you could have a super power what would it be?
It might be cliché, but I’d really like to be able to fly. It would be pretty amazing to be able to see the world from above, and to get to move with that kind of freedom.
What does Pride Month mean to you?
I have mixed feelings about Pride Month. These days, we see lots of corporations taking advantage of Pride to sell everything from shoes to vacation packages, which risks eclipsing the origins of Pride as a protest against police violence. As Pride is increasingly used as a marketing tool, it can often trick us into thinking that 2SLGBTQ+ people no longer face any kind of oppression, but that isn’t the case. Two spirit, queer, and trans people continue to face enormous challenges in public systems, from immigration to education to health care. For me, Pride is a time to reflect on the history of 2SLGBTQ+ political struggles, to celebrate the legacies of our ancestors, and to fight for a more livable future for us all.
Learn more about Dr. Keenan’s work.
Six Questions with Dr. Harper Keenan
June 24, 2021
Six Questions with Dr. Harper Keenan
This Pride Month we are celebrating the work of Dr. Harper Keenan, the Robert Quartermain Professor of Gender & Sexuality Research in Education at UBC. Dr. Keenan’s research analyzes how adults teach children to make sense of the social world. Much of his work investigates the management, or scripting, of children’s knowledge, and ways that educators and their students might work together to interrupt that process and imagine something different. We asked Dr. Keenan six questions to learn more about his work.
What scholarly projects are you currently working on?
Right now, I am working on three projects. The first is a mixed-methods study funded in part through the Spencer Foundation, which investigates the experiences of transgender people working in K-12 schools in the US and Canada. I am leading that project in collaboration with my colleagues Mollie McQuillan at the University of Wisconsin-Madison, and Mario Suárez at Utah State University. We aim to better understand the working conditions that trans people face as workers in public institutions, and what employers can to do best support them. A second project funded by SSHRC is engaging with teachers and students in the primary years – specifically Kindergarten and Grade 1 – to learn more about how and what children learn about the social meaning of race and gender from their earliest years in school. Finally, I’ve got a third interview-based study going that engages with a small group of transgender activists, artists, and community-based educators working outside of K-12 schools to identify how transgender people share knowledge with each other outside of formal schooling.
What is a research topic you’d like to work on in the future?
I think these projects will keep me pretty busy for a while, but I will say that I am really looking forward to being able to get back into classrooms to work with kids and teachers once many of the COVID-19 restrictions begin to lift. Spending time with kids and teachers helps me to deepen my own analysis and also to ensure that my scholarship is engaged with the realities of K-12 schools. It’s also so much more fun than only sitting at home on my computer!
Who inspires you and why?
Every day, I am inspired by the kids who challenge the adults in their lives to rethink why things are the way they are.
What is your least favourite part of your job?
I don’t like the emphasis on competition that often dominates a lot of academia. For those of us whose work engages with communities outside the academy, or with social movements, our work relies on coalition building that requires a great deal of time and care.
If you could have a super power what would it be?
It might be cliché, but I’d really like to be able to fly. It would be pretty amazing to be able to see the world from above, and to get to move with that kind of freedom.
What does Pride Month mean to you?
I have mixed feelings about Pride Month. These days, we see lots of corporations taking advantage of Pride to sell everything from shoes to vacation packages, which risks eclipsing the origins of Pride as a protest against police violence. As Pride is increasingly used as a marketing tool, it can often trick us into thinking that 2SLGBTQ+ people no longer face any kind of oppression, but that isn’t the case. Two spirit, queer, and trans people continue to face enormous challenges in public systems, from immigration to education to health care. For me, Pride is a time to reflect on the history of 2SLGBTQ+ political struggles, to celebrate the legacies of our ancestors, and to fight for a more livable future for us all.
Learn more about Dr. Keenan’s work.
When: Wednesday, June 23rd, 5:00 PM – 6:00 PM PDT
Where: Virtually
Are you wondering what practical teacher activism resembles? Come and learn how educators Monica, Nikitha, Ramona, Trevor and Kenneth are transforming pedagogy and student learning experiences through collaboration, ally-ship, organizing and resource sharing. Remember, best educators don’t limit themselves into their traditional classroom walls! They cooperate and collaborate within and across schools, build teams and networks to advance their teaching skills and to ensure student success.
RECORDING: Teacher Activism: What Does it Look Like?
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RECORDING: Teacher Activism: What Does it Look Like?
Moderator:
Kenneth Headley
Kenneth Headley is a Caribbean/Black school administrator. He has been an educator for over 12 years and an advocate for marginalized students, their families and their communities. Through his long-standing relationship with Beth Applewhite and James Morton, Kenneth has been a part of a team that focuses on providing meaningful opportunities to discuss issues of racial discrimination with students and educators. Since 2016, he has played an integral role in the success of annual Anti-Racism Youth Symposiums and Black History Month Student Conferences. Kenneth completed his Bachelor of General Studies in Canadian studies and sociology at SFU. He completed his BEd at SFU as well as his Master’s Degree in Educational Practice, looking at integrating cultural narratives in the classroom. Kenneth has been a moderator on #bcedchat for 5 years moderating conversations on race and curriculum goals for BC Students. Kenneth taught in Surrey for 9 years before becoming a Vice-Principal with the Maple Ridge School District in 2018.
Panelists:
Ramona Cruickshank
Ramona Cruickshank is currently a teacher and coordinator of a District Program in Maple Ridge for students with complex learning needs. She manages a team of 9 Educational Assistants and works collaboratively with them to support students in developing their voice to better self-advocate and communicate. Ramona is a UBC alumni with a Bachelor of Arts Degree and a Bachelor of Education degree. This is her 15th year of teaching, four of which were spent in First Nations Schools in BC in the roles of a Special Education Teacher, Vice-Principal, Student Services Coordinator & Spoken Language 12 classroom teacher. In 2016, she completed her Special Education Diploma from Queen’s University. Ramona is biracial, Grenadian, Black, Canadian, phenomenal, leader, founder and former President of the Caribbean & African Association of UBC, Carnival Sensations Caribbean Society and the Vancouver Caribbean Carnival Association. She is soca – the beat and rhythm of the African drum runs through her veins and she is proud of every attempt to feel free both physically and mentally.
Nikitha Fester
Nikitha Fester completed her Bachelor of Education at UBC in 2015 and is presently teaching in the French Immersion program with the Vancouver School district. She is passionate about teaching for joy and social justice and inspiring her students to develop their critical thinking. She will be pursuing her masters in Diversity and Equity Education in the fall.
Monica Noakes
Monica Noakes is an elementary teacher with the Surrey School District. Monica did her undergraduate studies at SFU and completed it in 2004. Since then she has also completed her MEd at SFU. Over the years Monica has focused her learning and classroom teaching on environmental education, which includes working with the Pembina Foundation to create an environmental education curriculum for elementary students. More recently she has been involved with the Classroom Champions program, partnering with Olympians to work on building students’ character and social and emotional learning.
Trevor O’Rourke
Trevor O’Rourke is a Queer teacher of Irish descent in Languages at Vancouver Technical Secondary. Having completed his B.A (Latin American History) and B.Ed (French Immersion) at SFU, he started his career teaching Spanish at New Westminster Secondary before branching out to French Immersion and Modern Languages at Van Tech. His work is centred around intersectionality, empowerment and celebration, and he a member of his school’s Anti-Racism Team. Outside of school, he has worked with Rainbow Refugee as a volunteer, and has used his voice as a local musician to highlight a number of social and environmental justice issues.
Teacher Activism: What Does it Look Like?
When: Wednesday, June 23rd, 5:00 PM – 6:00 PM PDT
Where: Virtually
Are you wondering what practical teacher activism resembles? Come and learn how educators Monica, Nikitha, Ramona, Trevor and Kenneth are transforming pedagogy and student learning experiences through collaboration, ally-ship, organizing and resource sharing. Remember, best educators don’t limit themselves into their traditional classroom walls! They cooperate and collaborate within and across schools, build teams and networks to advance their teaching skills and to ensure student success.
RECORDING: Teacher Activism: What Does it Look Like?
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RECORDING: Teacher Activism: What Does it Look Like?
Moderator:
Kenneth Headley
Kenneth Headley is a Caribbean/Black school administrator. He has been an educator for over 12 years and an advocate for marginalized students, their families and their communities. Through his long-standing relationship with Beth Applewhite and James Morton, Kenneth has been a part of a team that focuses on providing meaningful opportunities to discuss issues of racial discrimination with students and educators. Since 2016, he has played an integral role in the success of annual Anti-Racism Youth Symposiums and Black History Month Student Conferences. Kenneth completed his Bachelor of General Studies in Canadian studies and sociology at SFU. He completed his BEd at SFU as well as his Master’s Degree in Educational Practice, looking at integrating cultural narratives in the classroom. Kenneth has been a moderator on #bcedchat for 5 years moderating conversations on race and curriculum goals for BC Students. Kenneth taught in Surrey for 9 years before becoming a Vice-Principal with the Maple Ridge School District in 2018.
Panelists:
Ramona Cruickshank
Ramona Cruickshank is currently a teacher and coordinator of a District Program in Maple Ridge for students with complex learning needs. She manages a team of 9 Educational Assistants and works collaboratively with them to support students in developing their voice to better self-advocate and communicate. Ramona is a UBC alumni with a Bachelor of Arts Degree and a Bachelor of Education degree. This is her 15th year of teaching, four of which were spent in First Nations Schools in BC in the roles of a Special Education Teacher, Vice-Principal, Student Services Coordinator & Spoken Language 12 classroom teacher. In 2016, she completed her Special Education Diploma from Queen’s University. Ramona is biracial, Grenadian, Black, Canadian, phenomenal, leader, founder and former President of the Caribbean & African Association of UBC, Carnival Sensations Caribbean Society and the Vancouver Caribbean Carnival Association. She is soca – the beat and rhythm of the African drum runs through her veins and she is proud of every attempt to feel free both physically and mentally.
Nikitha Fester
Nikitha Fester completed her Bachelor of Education at UBC in 2015 and is presently teaching in the French Immersion program with the Vancouver School district. She is passionate about teaching for joy and social justice and inspiring her students to develop their critical thinking. She will be pursuing her masters in Diversity and Equity Education in the fall.
Monica Noakes
Monica Noakes is an elementary teacher with the Surrey School District. Monica did her undergraduate studies at SFU and completed it in 2004. Since then she has also completed her MEd at SFU. Over the years Monica has focused her learning and classroom teaching on environmental education, which includes working with the Pembina Foundation to create an environmental education curriculum for elementary students. More recently she has been involved with the Classroom Champions program, partnering with Olympians to work on building students’ character and social and emotional learning.
Trevor O’Rourke
Trevor O’Rourke is a Queer teacher of Irish descent in Languages at Vancouver Technical Secondary. Having completed his B.A (Latin American History) and B.Ed (French Immersion) at SFU, he started his career teaching Spanish at New Westminster Secondary before branching out to French Immersion and Modern Languages at Van Tech. His work is centred around intersectionality, empowerment and celebration, and he a member of his school’s Anti-Racism Team. Outside of school, he has worked with Rainbow Refugee as a volunteer, and has used his voice as a local musician to highlight a number of social and environmental justice issues.
June 21, 2021
Has spending on public education really declined over the past fifty years? The answer may be surprising. Dr. Jason Ellis (EDST) recently published a study in the Canadian Journal of Educational Administration and Policy entitled, “A Short History of K-12 Public School Spending in British Columbia, 1970-2020.” The article examines fifty years of data on public K-12 education spending and tracks how expenditure has changed over time. His results show that, when adjusted for inflation, K-12 public education spending has increased 250% during the period of study. The primary cause of this growth is the increased number of teachers the system employs, in large part due to the efforts of the BC Teachers’ Federation in renegotiating standard class sizes and composition rules.
When asked what led him to this research area, Dr. Ellis says, “I kept hearing that because of Neoliberalism and austerity there were all these spending cuts, but no one’s really looked into it to see if it was accurate – it surprised me, especially given the importance that’s usually given to the budget. I’d like to see more attention to that in the future, and more research done into it.”
Dr. Ellis’ findings are significant, but he is quick to note that these results raise several important questions that should be addressed. He would like to see someone with skills in economics and public finance address the next phase of research, and look at questions such as: “Is the system that much better than it was in 1970? Does the spending we have now create the kind of equity we want? If not, how could we spend more effectively?”
A full story on Dr. Ellis’ research is posted on the UBC News website.
Dr. Jason Ellis Publishes “A Short History of K-12 Public School Spending in British Columbia, 1970-2020”
June 21, 2021
Has spending on public education really declined over the past fifty years? The answer may be surprising. Dr. Jason Ellis (EDST) recently published a study in the Canadian Journal of Educational Administration and Policy entitled, “A Short History of K-12 Public School Spending in British Columbia, 1970-2020.” The article examines fifty years of data on public K-12 education spending and tracks how expenditure has changed over time. His results show that, when adjusted for inflation, K-12 public education spending has increased 250% during the period of study. The primary cause of this growth is the increased number of teachers the system employs, in large part due to the efforts of the BC Teachers’ Federation in renegotiating standard class sizes and composition rules.
When asked what led him to this research area, Dr. Ellis says, “I kept hearing that because of Neoliberalism and austerity there were all these spending cuts, but no one’s really looked into it to see if it was accurate – it surprised me, especially given the importance that’s usually given to the budget. I’d like to see more attention to that in the future, and more research done into it.”
Dr. Ellis’ findings are significant, but he is quick to note that these results raise several important questions that should be addressed. He would like to see someone with skills in economics and public finance address the next phase of research, and look at questions such as: “Is the system that much better than it was in 1970? Does the spending we have now create the kind of equity we want? If not, how could we spend more effectively?”
A full story on Dr. Ellis’ research is posted on the UBC News website.
June 21, 2021
UBC Faculty of Education is delighted to offer an MEd in Indigenous Education
The MEd in Indigenous Education degree program will help fulfill some of the important goals and actions set out in UBC’s 2018-2028 strategic plan, Shaping UBC’s Next Century, the Faculty’s 2019-2024 strategic plan, Learning Transformed, and the 2020 UBC Indigenous Strategic Plan which provide the framework for faculty- and unit-level commitments that form UBC’s response to the Calls to Action released in the Truth and Reconciliation Commission of Canada’s 2015 Final Report.
The degree program will be designed for educators, educational administrators and leaders, Indigenous community members, and other professionals in education settings who want in-depth preparation on K-12 Indigenous educational frameworks, theories, policies, curricular approaches, and community relationships that build upon Indigenous knowledge systems. It will also support educators implementing the revised provincial K-12 curriculum, which places new emphasis on Indigenous worldviews, histories, and pedagogies through the First Peoples Principles of Learning (FPPL). Course enrolees will be offered opportunities through course goals, objectives, activities, content, and assessment to learn how Indigenous knowledges can be incorporated into practice.
Offered as a blended learning cohort model, the 30.0 credit degree program will be delivered cooperatively by the Faculty’s:
- Department of Language and Literacy Education
- Department of Educational Studies
- Department of Curriculum and Pedagogy
Leadership and administrative support will be provided by the Faculty’s:
The degree program will begin with week-long in-person summer institutes, followed by online courses during the academic year. Unique to blended learning:
- The summer institutes will focus on land- and place-based learning, offering intensive experiential lessons which learners can link to the curriculum in British Columbia.
- The hybrid coursework in the fall and winter terms will accommodate full-time educators, increase access to graduate studies for Indigenous learners from communities beyond the lower mainland of British Columbia, and reduce the amount of time Indigenous learners will have to leave their communities to complete their graduate studies.
Courses for the degree program are slated to begin in July, 2022.
Further information on admissions will be forthcoming in the Fall of 2021.
For any further inquiries, fill out our Expression of Interest Form here!
New Program: Master of Education in Indigenous Education
June 21, 2021
UBC Faculty of Education is delighted to offer an MEd in Indigenous Education
The MEd in Indigenous Education degree program will help fulfill some of the important goals and actions set out in UBC’s 2018-2028 strategic plan, Shaping UBC’s Next Century, the Faculty’s 2019-2024 strategic plan, Learning Transformed, and the 2020 UBC Indigenous Strategic Plan which provide the framework for faculty- and unit-level commitments that form UBC’s response to the Calls to Action released in the Truth and Reconciliation Commission of Canada’s 2015 Final Report.
The degree program will be designed for educators, educational administrators and leaders, Indigenous community members, and other professionals in education settings who want in-depth preparation on K-12 Indigenous educational frameworks, theories, policies, curricular approaches, and community relationships that build upon Indigenous knowledge systems. It will also support educators implementing the revised provincial K-12 curriculum, which places new emphasis on Indigenous worldviews, histories, and pedagogies through the First Peoples Principles of Learning (FPPL). Course enrolees will be offered opportunities through course goals, objectives, activities, content, and assessment to learn how Indigenous knowledges can be incorporated into practice.
Offered as a blended learning cohort model, the 30.0 credit degree program will be delivered cooperatively by the Faculty’s:
- Department of Language and Literacy Education
- Department of Educational Studies
- Department of Curriculum and Pedagogy
Leadership and administrative support will be provided by the Faculty’s:
The degree program will begin with week-long in-person summer institutes, followed by online courses during the academic year. Unique to blended learning:
- The summer institutes will focus on land- and place-based learning, offering intensive experiential lessons which learners can link to the curriculum in British Columbia.
- The hybrid coursework in the fall and winter terms will accommodate full-time educators, increase access to graduate studies for Indigenous learners from communities beyond the lower mainland of British Columbia, and reduce the amount of time Indigenous learners will have to leave their communities to complete their graduate studies.
Courses for the degree program are slated to begin in July, 2022.
Further information on admissions will be forthcoming in the Fall of 2021.
For any further inquiries, fill out our Expression of Interest Form here!
June 16, 2021
Dear friends and colleagues,
It has been my privilege to serve as your Dean for the past ten years. No other role could have tempted me away from my home and life in Halifax, but the opportunity to join and lead one of the largest and most distinguished faculties of education in Canada seemed like one I could not pass up. Thank you for the opportunity, and thank you for the trust you placed in me as your Dean.
This Faculty brings together an extraordinary team of students, scholars and professional staff, with wide-ranging experiences and scholarly interests. Our Faculty has a unique standing in the Province, with a longstanding commitment to teacher education, educational research, and education across the lifespan. Every program we offer is infused with and underpinned by scholarly work, much of it conducted by our own faculty members and graduate students. We have an exceptional record of success in Tri-Council funding. Each year, numerous faculty members receive external honours and recognition. It is no surprise to me that our Faculty of Education is now ranked tenth in the world—you deserve no less.
What has given me the keenest satisfaction over the past ten years is not the Faculty’s rankings, nor the opening of our new building, nor the steady increase in research funding. It is the relationships that we created and nurtured: with Musqueam, with the Syilx, and with the many other Indigenous communities who have hosted our NITEP field centres and our students; with schools and school districts across the province; with international scholars and learners who have visited our Faculty or invited us to work alongside them in their home communities, including locations such as the Dadaab refugee camp. These relationships have enriched our scholarship, our programs and our lives and have contributed in important ways to our Faculty’s work and mission.
I offer all of you—students, alum staff, and faculty members—my most sincere thanks for joining me on this ten-year journey. I would like to recognize, in particular, several people who have made my job as Dean much easier:
- The absolutely exceptional staff working on the Sixth Floor, especially Anna Bin, Clara Ng and Suzanne Scott, who have all served on my Senior Leadership Team; along with them I would like to recognize Michael Murphy. All four have worked by my side for years and have been instrumental in the advancement of the Faculty’s goals and priorities.
- My External Advisory Board, who continually challenged me to do better and reach further.
- All those who served on my Senior Leadership Team over the years, most especially my current associate deans Dr. Patsy Duff, Dr. Jan Hare, and Dr. Marianne McTavish.
- Dr. Mary Bryson, who provided such exceptional leadership across many of the portfolios that underpin our success: faculty affairs, equity and innovation. It would be impossible for me to overstate how much I have relied upon their expertise and advice for the past five years.
- Our many donors for their philanthropic interest in and support of the Faculty, and whose generosity supports so many students, programs and initiatives.
- Our current students and our alum community—I will watch your career paths and achievements with interest and hope to remain connected with you all.
- Our faculty emeriti, whose legacy remains foundational to the Faculty’s continuing success. I offer a special recognition of those faculty members who are retiring at the end of June, 2021: Dr. Peter Crocker (KIN), Dr. Garnet Grosjean (EDST), Dr. Shelley Hymel (ECPS), and Dr. Richard Young (ECPS). I wish you all the best in this next phase of your lives.
I remain grateful to the leadership at the University, most especially Dr. David Farrar, Dr. Angela Redish, Dr. Andrew Szeri and Dr. Ananya Mukherjee Reed, who served as my Provosts, for their unflagging support of our Faculty. I also thank Dr. Martha Piper, Dr. Stephen Toope, Dr. Arvind Gupta and Dr. Santa Ono, who served in the role of President during my tenure as Dean and whose leadership was an inspiration to me. Finally, I note with gratitude with unflagging support and sage advice offered to me by many UBC colleagues, most especially my fellow Deans, Faculty Relations and the Office of the University Counsel.
Please know that I will forever be indebted to the entire Faculty of Education community for all the hard work, support and wise counsel that helped make my ten years as Dean a success. I hope you feel confident, as I do, that this exceptional Faculty stands well positioned not only to endure, but also to embark on an exciting new phase of its journey under the leadership of Dr. Jan Hare, your incoming Dean pro tem. I know I am leaving the Faculty in very good hands.
Best,
Blye
Farewell Message from Dean Frank
June 16, 2021
Dear friends and colleagues,
It has been my privilege to serve as your Dean for the past ten years. No other role could have tempted me away from my home and life in Halifax, but the opportunity to join and lead one of the largest and most distinguished faculties of education in Canada seemed like one I could not pass up. Thank you for the opportunity, and thank you for the trust you placed in me as your Dean.
This Faculty brings together an extraordinary team of students, scholars and professional staff, with wide-ranging experiences and scholarly interests. Our Faculty has a unique standing in the Province, with a longstanding commitment to teacher education, educational research, and education across the lifespan. Every program we offer is infused with and underpinned by scholarly work, much of it conducted by our own faculty members and graduate students. We have an exceptional record of success in Tri-Council funding. Each year, numerous faculty members receive external honours and recognition. It is no surprise to me that our Faculty of Education is now ranked tenth in the world—you deserve no less.
What has given me the keenest satisfaction over the past ten years is not the Faculty’s rankings, nor the opening of our new building, nor the steady increase in research funding. It is the relationships that we created and nurtured: with Musqueam, with the Syilx, and with the many other Indigenous communities who have hosted our NITEP field centres and our students; with schools and school districts across the province; with international scholars and learners who have visited our Faculty or invited us to work alongside them in their home communities, including locations such as the Dadaab refugee camp. These relationships have enriched our scholarship, our programs and our lives and have contributed in important ways to our Faculty’s work and mission.
I offer all of you—students, alum staff, and faculty members—my most sincere thanks for joining me on this ten-year journey. I would like to recognize, in particular, several people who have made my job as Dean much easier:
- The absolutely exceptional staff working on the Sixth Floor, especially Anna Bin, Clara Ng and Suzanne Scott, who have all served on my Senior Leadership Team; along with them I would like to recognize Michael Murphy. All four have worked by my side for years and have been instrumental in the advancement of the Faculty’s goals and priorities.
- My External Advisory Board, who continually challenged me to do better and reach further.
- All those who served on my Senior Leadership Team over the years, most especially my current associate deans Dr. Patsy Duff, Dr. Jan Hare, and Dr. Marianne McTavish.
- Dr. Mary Bryson, who provided such exceptional leadership across many of the portfolios that underpin our success: faculty affairs, equity and innovation. It would be impossible for me to overstate how much I have relied upon their expertise and advice for the past five years.
- Our many donors for their philanthropic interest in and support of the Faculty, and whose generosity supports so many students, programs and initiatives.
- Our current students and our alum community—I will watch your career paths and achievements with interest and hope to remain connected with you all.
- Our faculty emeriti, whose legacy remains foundational to the Faculty’s continuing success. I offer a special recognition of those faculty members who are retiring at the end of June, 2021: Dr. Peter Crocker (KIN), Dr. Garnet Grosjean (EDST), Dr. Shelley Hymel (ECPS), and Dr. Richard Young (ECPS). I wish you all the best in this next phase of your lives.
I remain grateful to the leadership at the University, most especially Dr. David Farrar, Dr. Angela Redish, Dr. Andrew Szeri and Dr. Ananya Mukherjee Reed, who served as my Provosts, for their unflagging support of our Faculty. I also thank Dr. Martha Piper, Dr. Stephen Toope, Dr. Arvind Gupta and Dr. Santa Ono, who served in the role of President during my tenure as Dean and whose leadership was an inspiration to me. Finally, I note with gratitude with unflagging support and sage advice offered to me by many UBC colleagues, most especially my fellow Deans, Faculty Relations and the Office of the University Counsel.
Please know that I will forever be indebted to the entire Faculty of Education community for all the hard work, support and wise counsel that helped make my ten years as Dean a success. I hope you feel confident, as I do, that this exceptional Faculty stands well positioned not only to endure, but also to embark on an exciting new phase of its journey under the leadership of Dr. Jan Hare, your incoming Dean pro tem. I know I am leaving the Faculty in very good hands.
Best,
Blye
June 15, 2021
The Faculty of Education extends its congratulations to the faculty members who have won awards in recent external research grant competitions
The Social Sciences and Humanities Research Council (SSHRC) supports postsecondary-based research, research training and knowledge mobilization activities in the social sciences and humanities. The Natural Sciences and Engineering Research Council of Canada (NSERC) funds visionaries, explorers and innovators who are searching for the scientific and technical breakthroughs that will benefit our country.
Please join us in celebrating our faculty members’ outstanding work and the impressive recognition that it has received:
SSHRC Partnership Development Grants
Dr. Kerry Renwick (EDCP)
Growing a Transnational Food Literacy Education Partnership (3 years)
SSHRC Insight Grants
Dr. John-Tyler Binfet (OSE)
Undergraduate Student Stress Reduction Through Virtual Canine Comfort (3 years)
Dr. Shannon Bredin (KIN)
Engaging Indigenous Youth Through Traditional Land-based Activities (5 years)
Dr. Peter Crocker (KIN)
UBC co-applicants: Dr. Erica Bennett (KIN), Dr. Andrea Bundon (KIN)
Exploring Psychological Well-being and Adaptation Processes in Paralympic and Olympic Athletes: A Critical Study of Privilege and Marginalization in the Age of COVID-19 (2 years)
Dr. Suzanne de Castell (MET)
Para-Cognitive Play: What Classroom Ecologies Can Teach Us About Game-Based Learning and Assessment (5 years)
Dr. Rita Irwin (EDCP)
UBC co-applicant: Dr. Shannon Leddy (EDCP)
Retracing, Reimagining and Reconciling our Roots (4 years)
Dr. Jennifer Jenson (LLED)
School’s Out: Ludic Pathways to STEM Equity? (5 years)
Dr. Anusha Kassan (ECPS)
Newcomer Youth and School Integration: An Arts-Based Engagement Ethnography in the French and English Public System (3 years)
Dr. Stephen Petrina (EDCP)
Philosophy of Media and Technology for Children and Youth (5 years)
Dr. Karen Ragoonaden (OSE)
Mindfulness and Antiracist Education: Developing Critical Reflection (3 years)
NSERC Discovery Grants
Dr. Edward Kroc (ECPS)
Essential and Incidental Measurement Error: Bayesian Estimation and Inference When Sample Measurements are Random-variable-valued (5 years)
Dr. Cameron Mitchell (KIN)
Understanding the Matrix: Regulation of the Human Muscle Extra Cellular Matrix (5 years)
Research Tools and Instruments Grants
Dr. Michael Koehle (KIN)
Upgrade to the UBC Environmental Physiology Laboratory to include Ozone Exposure Capacity
For the full list of grant recipients, please visit the Office of the Vice-President, Research and Innovation Research Community News page.
Congratulations to our SSHRC and NSERC Grant Recipients
June 15, 2021
The Faculty of Education extends its congratulations to the faculty members who have won awards in recent external research grant competitions
The Social Sciences and Humanities Research Council (SSHRC) supports postsecondary-based research, research training and knowledge mobilization activities in the social sciences and humanities. The Natural Sciences and Engineering Research Council of Canada (NSERC) funds visionaries, explorers and innovators who are searching for the scientific and technical breakthroughs that will benefit our country.
Please join us in celebrating our faculty members’ outstanding work and the impressive recognition that it has received:
SSHRC Partnership Development Grants
Dr. Kerry Renwick (EDCP)
Growing a Transnational Food Literacy Education Partnership (3 years)
SSHRC Insight Grants
Dr. John-Tyler Binfet (OSE)
Undergraduate Student Stress Reduction Through Virtual Canine Comfort (3 years)
Dr. Shannon Bredin (KIN)
Engaging Indigenous Youth Through Traditional Land-based Activities (5 years)
Dr. Peter Crocker (KIN)
UBC co-applicants: Dr. Erica Bennett (KIN), Dr. Andrea Bundon (KIN)
Exploring Psychological Well-being and Adaptation Processes in Paralympic and Olympic Athletes: A Critical Study of Privilege and Marginalization in the Age of COVID-19 (2 years)
Dr. Suzanne de Castell (MET)
Para-Cognitive Play: What Classroom Ecologies Can Teach Us About Game-Based Learning and Assessment (5 years)
Dr. Rita Irwin (EDCP)
UBC co-applicant: Dr. Shannon Leddy (EDCP)
Retracing, Reimagining and Reconciling our Roots (4 years)
Dr. Jennifer Jenson (LLED)
School’s Out: Ludic Pathways to STEM Equity? (5 years)
Dr. Anusha Kassan (ECPS)
Newcomer Youth and School Integration: An Arts-Based Engagement Ethnography in the French and English Public System (3 years)
Dr. Stephen Petrina (EDCP)
Philosophy of Media and Technology for Children and Youth (5 years)
Dr. Karen Ragoonaden (OSE)
Mindfulness and Antiracist Education: Developing Critical Reflection (3 years)
NSERC Discovery Grants
Dr. Edward Kroc (ECPS)
Essential and Incidental Measurement Error: Bayesian Estimation and Inference When Sample Measurements are Random-variable-valued (5 years)
Dr. Cameron Mitchell (KIN)
Understanding the Matrix: Regulation of the Human Muscle Extra Cellular Matrix (5 years)
Research Tools and Instruments Grants
Dr. Michael Koehle (KIN)
Upgrade to the UBC Environmental Physiology Laboratory to include Ozone Exposure Capacity
For the full list of grant recipients, please visit the Office of the Vice-President, Research and Innovation Research Community News page.
June 15, 2021
Congratulations to Dr. Cynthia Nicol on her reappointment as the David F. Robitaille Professor of Mathematics and Science Education for a three-year term beginning September 1, 2021
Endowed in 2000, the David F. Robitaille Professorship in Mathematics and Science Education was established to support Faculty initiatives focusing on the application of technology in the teaching and learning of mathematics, science and technology education, and to serve as the catalyst for initiating, promoting and supporting programs and research that enhance science, mathematics and technology skills at elementary and secondary levels or enhance teacher skills in those areas.
Dr. Nicol, Associate Professor, Department of Curriculum and Pedagogy, UBC Faculty of Education, lived and taught on Haida Gwaii in the Pacific Northcoast before moving to Vancouver to pursue her doctoral studies. Collaborating with educators and communities, she explores new ways of making mathematics responsive to all learners by connecting math, community and culture, emphasizing place and community-based education, and exploring social justice issues through mathematics.
Over the past four years, Dr. Nicol has worked to develop a living model of culturally responsive mathematics education based on intersecting theories of culturally responsive pedagogies, place-based pedagogies, Indigenous epistemologies and critical mathematics education. She has also supported and successfully collaborated with numerous participants in the David Robitaille International STEM Network, which includes many of her EDCP colleagues, on a variety of issues.
Her current projects focus on ways to support educators interested in more culturally responsive teaching practices, including Indigenous practices. Dr. Nicol’s collaborations with educators, school administrators, Elders, and community members on Haida Gwaii, has led to:
- the development of a locally, nationally and internationally recognized model for place-based mathematics education
- a book, Living Culturally Responsive Mathematics Education with/in Indigenous Communities
- an online land-enhanced mathematics methods course for UBC Indigenous teacher education students
- an online UBC mathematics education graduate program designed to reach potential students in rural and Indigenous communities
Visit Dr. Nicol’s profile to learn more about her work, research and publications.
Dr. Cynthia Nicol reappointed as the David F. Robitaille Professor of Mathematics and Science Education
June 15, 2021
Congratulations to Dr. Cynthia Nicol on her reappointment as the David F. Robitaille Professor of Mathematics and Science Education for a three-year term beginning September 1, 2021
Endowed in 2000, the David F. Robitaille Professorship in Mathematics and Science Education was established to support Faculty initiatives focusing on the application of technology in the teaching and learning of mathematics, science and technology education, and to serve as the catalyst for initiating, promoting and supporting programs and research that enhance science, mathematics and technology skills at elementary and secondary levels or enhance teacher skills in those areas.
Dr. Nicol, Associate Professor, Department of Curriculum and Pedagogy, UBC Faculty of Education, lived and taught on Haida Gwaii in the Pacific Northcoast before moving to Vancouver to pursue her doctoral studies. Collaborating with educators and communities, she explores new ways of making mathematics responsive to all learners by connecting math, community and culture, emphasizing place and community-based education, and exploring social justice issues through mathematics.
Over the past four years, Dr. Nicol has worked to develop a living model of culturally responsive mathematics education based on intersecting theories of culturally responsive pedagogies, place-based pedagogies, Indigenous epistemologies and critical mathematics education. She has also supported and successfully collaborated with numerous participants in the David Robitaille International STEM Network, which includes many of her EDCP colleagues, on a variety of issues.
Her current projects focus on ways to support educators interested in more culturally responsive teaching practices, including Indigenous practices. Dr. Nicol’s collaborations with educators, school administrators, Elders, and community members on Haida Gwaii, has led to:
- the development of a locally, nationally and internationally recognized model for place-based mathematics education
- a book, Living Culturally Responsive Mathematics Education with/in Indigenous Communities
- an online land-enhanced mathematics methods course for UBC Indigenous teacher education students
- an online UBC mathematics education graduate program designed to reach potential students in rural and Indigenous communities
Visit Dr. Nicol’s profile to learn more about her work, research and publications.
When: Tuesday, June 15, 2021 – Monday, June 21st, 2021, various times.
Where: Zoom, link TBD; please register using the online form at the bottom of this page to receive the Zoom link.
The Office of Indigenous Education will be hosting daily sessions online through Zoom in celebration of Indigenous Peoples Month.
The goal of these sessions is to promote and celebrate Indigenous knowledge and ways of being through community, storytelling, sharing with Elders, beading, baking, and more. Sessions are open to everyone!
Event Details
| Date | Time | Event | Guest |
| Tuesday, June 15, 2021 | 12:00 pm – 1:15 pm | Visiting Elders | Eric Mitchell, Chris Marchand |
| Wednesday, June 16, 2021 | 12:00 pm – 1:15 pm | Beading Circle | Chloe Erlendson |
| Thursday, June 17, 2021 | 12:00 pm – 1:15 pm | Bannock Baking | Jennifer Anaquod |
| Monday, June 21, 2021 | 12:00 pm – 1:30 pm | Speaker Event | Larry Grant |
More information, and the registration form can be found at this link:
Indigenous Education News and Events
The Office of Indigenous Education: Indigenous Peoples Day 2021
When: Tuesday, June 15, 2021 – Monday, June 21st, 2021, various times.
Where: Zoom, link TBD; please register using the online form at the bottom of this page to receive the Zoom link.
The Office of Indigenous Education will be hosting daily sessions online through Zoom in celebration of Indigenous Peoples Month.
The goal of these sessions is to promote and celebrate Indigenous knowledge and ways of being through community, storytelling, sharing with Elders, beading, baking, and more. Sessions are open to everyone!
Event Details
| Date | Time | Event | Guest |
| Tuesday, June 15, 2021 | 12:00 pm – 1:15 pm | Visiting Elders | Eric Mitchell, Chris Marchand |
| Wednesday, June 16, 2021 | 12:00 pm – 1:15 pm | Beading Circle | Chloe Erlendson |
| Thursday, June 17, 2021 | 12:00 pm – 1:15 pm | Bannock Baking | Jennifer Anaquod |
| Monday, June 21, 2021 | 12:00 pm – 1:30 pm | Speaker Event | Larry Grant |
More information, and the registration form can be found at this link:
Indigenous Education News and Events
The Faculty of Education invites faculty, emeriti, staff, students, alum, colleagues and friends to celebrate ten years of the leadership of Dr. Blye Frank, Professor and Dean.
Host
Dr. Lynn Bosetti, Professor, Okanagan School of Education
Date
Thursday, June 10, 2021
Time
3:30 pm PDT
Members
Dr. Jo-ann Archibald
Dr. Lynn Bosetti
Ms. Faustina Cheung
Ms. Harpreet Dhillon
Ms. Katy Ellsworth
Dr. Mona Gleason
Mr. Michael Murphy
Ms. Kristin Schuppener
Dr. Patricia Vertinsky
Mr. John Yamamoto
We offer our sincere thanks to the Advisory Committee under whose guidance this event was structured.
Preshow
Music starting at 3:15 pm by Will Clements
Program beginning at 3:30 pm
MC
Dr. Lynn Bosetti
Remarks
- Dr. Santa Ono
- Dr. Andrew Szeri
- Dr. Ananya Mukherjee Reed
- Dr. Mona Gleason
- Dr. Anthony Paré
- Dr. Pamela Ratner
- Dr. Wendy Carr
- Dr. Avis Glaze
- Dr. Thelma Cook
- Dr. Jo-ann Archibald
- Ms. Anna Bin
- Ms. Simran Chalhotra
- Dr. LJ Slovin
- Ms. Harpreet Dhillon
- Dr. Allyson Jule
We offer our sincere thanks to UBC Studios and UBC IT for their support of this event.
In the spirit of fun and in keeping with the Dean's verbal and sartorial proclivities, we invite you to select one of our custom Zoom backgrounds below and use it as your virtual background during the event. If you would care to wear your favourite zany pair of glasses, or to pop your collar, you are very welcome to do so.
"Communication, communication, communication"
"Relationships, relationships, relationships"
"This is not the world according to Frank"
Registration
Thank you for your interest in Celebrating 10 Years of Leadership. The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Video Recording
Celebrating Ten Years – Video Recording
Celebrating Ten Years of Leadership
The Faculty of Education invites faculty, emeriti, staff, students, alum, colleagues and friends to celebrate ten years of the leadership of Dr. Blye Frank, Professor and Dean.
Host
Dr. Lynn Bosetti, Professor, Okanagan School of Education
Date
Thursday, June 10, 2021
Time
3:30 pm PDT
Members
Dr. Jo-ann Archibald
Dr. Lynn Bosetti
Ms. Faustina Cheung
Ms. Harpreet Dhillon
Ms. Katy Ellsworth
Dr. Mona Gleason
Mr. Michael Murphy
Ms. Kristin Schuppener
Dr. Patricia Vertinsky
Mr. John Yamamoto
We offer our sincere thanks to the Advisory Committee under whose guidance this event was structured.
Preshow
Music starting at 3:15 pm by Will Clements
Program beginning at 3:30 pm
MC
Dr. Lynn Bosetti
Remarks
- Dr. Santa Ono
- Dr. Andrew Szeri
- Dr. Ananya Mukherjee Reed
- Dr. Mona Gleason
- Dr. Anthony Paré
- Dr. Pamela Ratner
- Dr. Wendy Carr
- Dr. Avis Glaze
- Dr. Thelma Cook
- Dr. Jo-ann Archibald
- Ms. Anna Bin
- Ms. Simran Chalhotra
- Dr. LJ Slovin
- Ms. Harpreet Dhillon
- Dr. Allyson Jule
We offer our sincere thanks to UBC Studios and UBC IT for their support of this event.
In the spirit of fun and in keeping with the Dean's verbal and sartorial proclivities, we invite you to select one of our custom Zoom backgrounds below and use it as your virtual background during the event. If you would care to wear your favourite zany pair of glasses, or to pop your collar, you are very welcome to do so.
"Communication, communication, communication"
"Relationships, relationships, relationships"
"This is not the world according to Frank"
Registration
Thank you for your interest in Celebrating 10 Years of Leadership. The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Video Recording
Celebrating Ten Years – Video Recording
June 9, 2021
Congratulations to Dr. Sandra Scott for receiving an NSERC PromoScience program grant
The Natural Sciences and Engineering Research Council of Canada (NSERC) is the major federal agency responsible for funding natural sciences and engineering research in Canada. NSERC directly funds university professors and students, as well as Canadian companies, to conduct research and training activities.
NSERC’s PromoScience program supports hands-on learning experiences that inspire the next generation of scientists and research leaders, offering financial support for non-profit organizations working with young Canadians to promote an understanding of science and engineering. All eligible applications are peer-reviewed by the PromoScience/NSERC Awards for Science Promotion Selection Committee. Members are chosen from the science and engineering promotion community, and the education community, based on their stature and expertise.
To learn more about NSERC’s PromoScience program, visit the program webpage.
Dr. Sandra Scott, Associate Professor of Teaching, Department of Curriculum and Pedagogy, UBC Faculty of Education is passionate about science, environmental education and elementary science. A self-described naturalist, scientist, and educator of, for, and in the environment, she was a classroom educator, marine educator and park naturalist prior to joining UBC.
Dr. Scott’s research follows a practitioner inquiry approach that embraces the notion of slow EcoPedagogy. She is interested in the ways learners experience and interpret the world as they explore their knowledge of science, aesthetics, ethics and history. Her Intergenerational Landed Learning Project partners children with community gardeners, educators and scientists, to grow food and learn how environmental and agricultural sciences can improve the health of the planet and ourselves. NSERC’s PromoScience program grant will help fund the project to reach more schools and elementary children, more Indigenous youth, integrate Indigenous ways, knowledges, and traditions, and provide professional development, both face-to-face and virtually, for more educators, preparing them to bring an inclusive living science component to students in their schools. To learn more, visit the Intergenerational Landed Learning Project website.
To learn more about Dr. Scott’s work, research and publications, visit her profile.
To learn more about all four UBC-led projects funded by the PromoScience program, visit the Office of the Vice-President Research and Innovation’s NSERC PromoScience program webpage.
Dr. Sandra Scott receives an NSERC PromoScience program grant
June 9, 2021
Congratulations to Dr. Sandra Scott for receiving an NSERC PromoScience program grant
The Natural Sciences and Engineering Research Council of Canada (NSERC) is the major federal agency responsible for funding natural sciences and engineering research in Canada. NSERC directly funds university professors and students, as well as Canadian companies, to conduct research and training activities.
NSERC’s PromoScience program supports hands-on learning experiences that inspire the next generation of scientists and research leaders, offering financial support for non-profit organizations working with young Canadians to promote an understanding of science and engineering. All eligible applications are peer-reviewed by the PromoScience/NSERC Awards for Science Promotion Selection Committee. Members are chosen from the science and engineering promotion community, and the education community, based on their stature and expertise.
To learn more about NSERC’s PromoScience program, visit the program webpage.
Dr. Sandra Scott, Associate Professor of Teaching, Department of Curriculum and Pedagogy, UBC Faculty of Education is passionate about science, environmental education and elementary science. A self-described naturalist, scientist, and educator of, for, and in the environment, she was a classroom educator, marine educator and park naturalist prior to joining UBC.
Dr. Scott’s research follows a practitioner inquiry approach that embraces the notion of slow EcoPedagogy. She is interested in the ways learners experience and interpret the world as they explore their knowledge of science, aesthetics, ethics and history. Her Intergenerational Landed Learning Project partners children with community gardeners, educators and scientists, to grow food and learn how environmental and agricultural sciences can improve the health of the planet and ourselves. NSERC’s PromoScience program grant will help fund the project to reach more schools and elementary children, more Indigenous youth, integrate Indigenous ways, knowledges, and traditions, and provide professional development, both face-to-face and virtually, for more educators, preparing them to bring an inclusive living science component to students in their schools. To learn more, visit the Intergenerational Landed Learning Project website.
To learn more about Dr. Scott’s work, research and publications, visit her profile.
To learn more about all four UBC-led projects funded by the PromoScience program, visit the Office of the Vice-President Research and Innovation’s NSERC PromoScience program webpage.
When: Tuesday, June 8, 2021 | 8:30 – 9:45 a.m.
Where: Zoom, link TBD; please register using the online form at the bottom of this page to receive the Zoom link.
David Lam Chair in Multicultural Education: Public Presentations
Drs. Anusha Kassan and Vanessa Andreotti will deliver public presentations in which they will discuss their research interests and achievements, and their vision as the David Lam Chair. We encourage the Faculty of Education community, including all faculty, students and staff, to attend the presentations and provide feedback through the online form before 4:30 p.m. on Monday, June 14, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
8:30 – 9:00 a.m. presentation 1, Dr. Anusha Kassan
9:00 – 9:15 a.m. break
9:15 – 9:45 a.m. presentation 2, Dr. Vanessa Andreotti
Note that the Advisory Committee is a personnel committee and, therefore, its interviews with Drs. Kassan and Andreotti and deliberations are confidential.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Call for internal applications for the David Lam Chair in Multicultural Education
Dr. Anusha Kassan
Kassan, A. – Bio and Vision Statement
Dr. Vanessa Andreotti
Andreotti, V. – Bio and Vision Statement
RSVP for the Public Presentation
Thank you for your interest in attending the David Lam Chair Presentation. The meeting registration is now closed. Should you be interested in attending, contact Faustina Cheung at faustina.cheung@ubc.ca to register. Thank you!
Q&A Period during the Public Presentations
Ask your questions via Slido Slido allows you to:
Online Feedback Form
Sorry. This form is no longer available.
Video Recording
Presentation 1, Dr. Anusha Kassan
Presentation 2, Dr. Vanessa Andreotti
Public Presentations: David Lam Chair in Multicultural Education
When: Tuesday, June 8, 2021 | 8:30 – 9:45 a.m.
Where: Zoom, link TBD; please register using the online form at the bottom of this page to receive the Zoom link.
David Lam Chair in Multicultural Education: Public Presentations
Drs. Anusha Kassan and Vanessa Andreotti will deliver public presentations in which they will discuss their research interests and achievements, and their vision as the David Lam Chair. We encourage the Faculty of Education community, including all faculty, students and staff, to attend the presentations and provide feedback through the online form before 4:30 p.m. on Monday, June 14, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
8:30 – 9:00 a.m. presentation 1, Dr. Anusha Kassan
9:00 – 9:15 a.m. break
9:15 – 9:45 a.m. presentation 2, Dr. Vanessa Andreotti
Note that the Advisory Committee is a personnel committee and, therefore, its interviews with Drs. Kassan and Andreotti and deliberations are confidential.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Call for internal applications for the David Lam Chair in Multicultural Education
Dr. Anusha Kassan
Kassan, A. – Bio and Vision Statement
Dr. Vanessa Andreotti
Andreotti, V. – Bio and Vision Statement
RSVP for the Public Presentation
Thank you for your interest in attending the David Lam Chair Presentation. The meeting registration is now closed. Should you be interested in attending, contact Faustina Cheung at faustina.cheung@ubc.ca to register. Thank you!
Q&A Period during the Public Presentations
Ask your questions via Slido Slido allows you to:
Online Feedback Form
Sorry. This form is no longer available.
Video Recording
Presentation 1, Dr. Anusha Kassan
Presentation 2, Dr. Vanessa Andreotti
June 7, 2021
Congratulations to Dr. Jo-ann Archibald Q’um Q’um Xiiem, OC, Professor Emerita, for receiving the 2021 YWCA Women of Distinction Award for Education, Training and Development
The YWCA Women of Distinction Awards honours extraordinary women leaders and businesses. The Education, Training and Development Award honours an academic, educator, administrator or other champion of learning who inspires a passion for life-long learning in those around her and has made a significant and sustained difference in Metro Vancouver. The recipient contributes through practice, research or administration in a learning environment including the education system, employee training and development, community education and/or alternative programs. She motivates others to gain knowledge, set goals and seek opportunities.
To learn more about the YWCA Women of Distinction Awards, visit the awards page.
To learn more about all of the 2021 YWCA Women of Distinction Awards recipients, visit the recipients page.
Indigenous scholar, author, and pioneer in the advancement of Indigenous education, Dr. Archibald was the first associate dean for Indigenous Education at UBC, former director of the Faculty’s Indigenous Teacher Education Program (NITEP), and Professor Emerita in the Faculty’s Department of Educational Studies. She completed her Bachelor of Education at UBC in 1972 and completed both a master’s and a doctorate in education.
A member of the Stol:lo Nation, Dr. Archibald is a visionary and an agent of change who is nationally recognized for creating culturally relevant teacher education and graduate programs for Indigenous students. During her career of more than 40 years, her work transformed the learning landscape through curriculum and program development, policy, teaching and research.
Dr. Jo-ann Archibald Q’um Q’um Xiiem, OC, Professor Emerita, receives the 2021 YWCA Women of Distinction Award for Education, Training and Development
June 7, 2021
Congratulations to Dr. Jo-ann Archibald Q’um Q’um Xiiem, OC, Professor Emerita, for receiving the 2021 YWCA Women of Distinction Award for Education, Training and Development
The YWCA Women of Distinction Awards honours extraordinary women leaders and businesses. The Education, Training and Development Award honours an academic, educator, administrator or other champion of learning who inspires a passion for life-long learning in those around her and has made a significant and sustained difference in Metro Vancouver. The recipient contributes through practice, research or administration in a learning environment including the education system, employee training and development, community education and/or alternative programs. She motivates others to gain knowledge, set goals and seek opportunities.
To learn more about the YWCA Women of Distinction Awards, visit the awards page.
To learn more about all of the 2021 YWCA Women of Distinction Awards recipients, visit the recipients page.
Indigenous scholar, author, and pioneer in the advancement of Indigenous education, Dr. Archibald was the first associate dean for Indigenous Education at UBC, former director of the Faculty’s Indigenous Teacher Education Program (NITEP), and Professor Emerita in the Faculty’s Department of Educational Studies. She completed her Bachelor of Education at UBC in 1972 and completed both a master’s and a doctorate in education.
A member of the Stol:lo Nation, Dr. Archibald is a visionary and an agent of change who is nationally recognized for creating culturally relevant teacher education and graduate programs for Indigenous students. During her career of more than 40 years, her work transformed the learning landscape through curriculum and program development, policy, teaching and research.
Posted on May 28, 2021 | Updated on June 1, 2021
Statement on the Indigenous children who died at the Kamloops Indian Residential School
I learned yesterday of the discovery of the buried bodies of 215 children at the site of the former Kamloops Indian Residential School. It is believed that many or most of these are undocumented deaths.
Events such as this evoke shock and horror, and serve as vivid reminders of the oppression of Indigenous people by the country that we call Canada. As a Faculty of Education, it is important that we recognize the ways in which education was, and can continue to be, used as a tool of assimilation, colonization, and oppression, both in residential schools and in society more generally.
We offer our condolences to the Tk’emlúps te Secwépemc First Nation, who like so many other Indigenous nations and communities, were robbed of their lands, cultures, languages, and devastatingly, their children. We also offer our condolences to all Indigenous colleagues, staff, students, and community members in our Faculty of Education. We mourn with you.
Reading about this tragic discovery may be traumatizing for some members of our community. For those who may need it, the National Indian Residential School Crisis Line is 1-866-925-4419. Additionally, I encourage you to utilize the supports that the University offers.
Supports for students:
- Student Health Services and Counselling Services provided (virtually)
- UBC Counselling Services are offering appointments by phone (604 822 3811)
- Wellness Centre Online a space for engaging in topic relevant to student wellbeing
- UBC Student Services – Managing Your Mental Health
Supports for faculty and staff:
Read the Office of the President’s statement.
Message from the Dean
Posted on May 28, 2021 | Updated on June 1, 2021
Statement on the Indigenous children who died at the Kamloops Indian Residential School
I learned yesterday of the discovery of the buried bodies of 215 children at the site of the former Kamloops Indian Residential School. It is believed that many or most of these are undocumented deaths.
Events such as this evoke shock and horror, and serve as vivid reminders of the oppression of Indigenous people by the country that we call Canada. As a Faculty of Education, it is important that we recognize the ways in which education was, and can continue to be, used as a tool of assimilation, colonization, and oppression, both in residential schools and in society more generally.
We offer our condolences to the Tk’emlúps te Secwépemc First Nation, who like so many other Indigenous nations and communities, were robbed of their lands, cultures, languages, and devastatingly, their children. We also offer our condolences to all Indigenous colleagues, staff, students, and community members in our Faculty of Education. We mourn with you.
Reading about this tragic discovery may be traumatizing for some members of our community. For those who may need it, the National Indian Residential School Crisis Line is 1-866-925-4419. Additionally, I encourage you to utilize the supports that the University offers.
Supports for students:
- Student Health Services and Counselling Services provided (virtually)
- UBC Counselling Services are offering appointments by phone (604 822 3811)
- Wellness Centre Online a space for engaging in topic relevant to student wellbeing
- UBC Student Services – Managing Your Mental Health
Supports for faculty and staff:
Read the Office of the President’s statement.
When:
Tuesday, May 18, 2021
Where:
The event has since concluded; thank you for your interest.
Time:
4:30 P.M. – 6:00 P.M. PDT
The Fraser River Discovery Centre (FRDC) is a not-for-profit organization whose mission is to bring together the many voices of the Fraser to discover, celebrate, and inspire passionate stewards of the river. Environmental education is one of the pillars at the FRDC. Join our educators as we share strategies for place-based learning that can be applied in your classroom, school grounds, or local parks. Create your own phenology chart and share ideas for adapting the activity for students. Connect with educators and learn more about the programs available at the Discovery Centre and online.
This event is open to all educators and is most applicable for teachers of grades 3 to 9.
Presenters:
Danika Didur-Tate is the Education Programs Manager at the Fraser River Discovery Centre. She is a dedicated environmental educator with two bachelor’s degrees and a master’s degree in the field, and nearly a decade of professional experience.
Karen Lee BA’01, BEd’03, MEd’20 is a secondary school teacher and a passionate educator in formal and informal settings who has helped to support the professional practice of teachers throughout B.C. She is currently Director of Operations at the FRDC.
Place-based learning along the Fraser River
When:
Tuesday, May 18, 2021
Where:
The event has since concluded; thank you for your interest.
Time:
4:30 P.M. – 6:00 P.M. PDT
The Fraser River Discovery Centre (FRDC) is a not-for-profit organization whose mission is to bring together the many voices of the Fraser to discover, celebrate, and inspire passionate stewards of the river. Environmental education is one of the pillars at the FRDC. Join our educators as we share strategies for place-based learning that can be applied in your classroom, school grounds, or local parks. Create your own phenology chart and share ideas for adapting the activity for students. Connect with educators and learn more about the programs available at the Discovery Centre and online.
This event is open to all educators and is most applicable for teachers of grades 3 to 9.
Presenters:
Danika Didur-Tate is the Education Programs Manager at the Fraser River Discovery Centre. She is a dedicated environmental educator with two bachelor’s degrees and a master’s degree in the field, and nearly a decade of professional experience.
Karen Lee BA’01, BEd’03, MEd’20 is a secondary school teacher and a passionate educator in formal and informal settings who has helped to support the professional practice of teachers throughout B.C. She is currently Director of Operations at the FRDC.
When: Wednesday, May 12, 2021 | 3:30 p.m. – 4:00 p.m. PDT
Where: Zoom, link TBD; please register below to receive the invitation closer to the presentation date.
David F. Robitaille Professorship in Mathematics and Science Education Public Presentation
Dr. Cynthia Nicol will give a public presentation to the entire Faculty of Education where she will discuss her research interests and achievements as the current Professorship holder, and her vision for the next three years. We encourage you (all faculty, students and staff) to make every effort to attend the presentation and provide your feedback through the online feedback form before 4:30 p.m. on Tuesday, May 18, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
3:30 p.m. – 3:50 p.m. presentation, Dr. Cynthia Nicol
3:50 p.m. – 4:00 p.m. Q&A period
Note that the Advisory Committee is a personnel committee and, therefore, its interview with Dr. Nicol and deliberations are confidential.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Dr. Cynthia Nicol
Video Recording
Dr. Cynthia Nicol – David F. Robitaille Public Presentation
RSVP for the Public Presentation
Thank you for your interest in attending the David F. Robitaille Professorship Presentation. The meeting registration is now closed. Should you be interested in attending, contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Online Feedback Form
Sorry. This form is no longer available.
Public Presentation: David F. Robitaille Professorship in Mathematics and Science Education
When: Wednesday, May 12, 2021 | 3:30 p.m. – 4:00 p.m. PDT
Where: Zoom, link TBD; please register below to receive the invitation closer to the presentation date.
David F. Robitaille Professorship in Mathematics and Science Education Public Presentation
Dr. Cynthia Nicol will give a public presentation to the entire Faculty of Education where she will discuss her research interests and achievements as the current Professorship holder, and her vision for the next three years. We encourage you (all faculty, students and staff) to make every effort to attend the presentation and provide your feedback through the online feedback form before 4:30 p.m. on Tuesday, May 18, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
3:30 p.m. – 3:50 p.m. presentation, Dr. Cynthia Nicol
3:50 p.m. – 4:00 p.m. Q&A period
Note that the Advisory Committee is a personnel committee and, therefore, its interview with Dr. Nicol and deliberations are confidential.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Dr. Cynthia Nicol
Video Recording
Dr. Cynthia Nicol – David F. Robitaille Public Presentation
RSVP for the Public Presentation
Thank you for your interest in attending the David F. Robitaille Professorship Presentation. The meeting registration is now closed. Should you be interested in attending, contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Online Feedback Form
Sorry. This form is no longer available.
Faculty and Staff are invited to attend an afternoon of Tea with the Dean and presentation of the 2020-2021 Staff Excellence Awards
Date
Monday, May 10 Thursday, May 13, 2021
Time
3:30 – 4:30 pm PDT
Host
Dr. Blye Frank, Dean, UBC Faculty of Education
Nominate an Faculty of Education staff member today! Nomination packages are due on or before April 16, 2021.
Dean’s Award for Staff Excellence – 2021 Nomination Form
Send your completed nomination package to Faustina Cheung at info.educ@ubc.ca or faustina.cheung@ubc.ca.
Registration
Thank you for your interest in Tea with the Dean The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Congrats to this year’s award winners and nominees!
Award winners
Emerging Leader: Kai Kaufman, Research Coordinator, Kinesiology
Outstanding Service: Jesse Liang, Administrative Manager, ECPS
Nominees
Kristin Schuppener, Administrative and Operations Manager, OSE
Natalie Simkin, Program Administrative Support, NITEP
Vicki Domansky, Senior Program Assistant, PDCE
Tea with the Dean
Faculty and Staff are invited to attend an afternoon of Tea with the Dean and presentation of the 2020-2021 Staff Excellence Awards
Date
Monday, May 10 Thursday, May 13, 2021
Time
3:30 – 4:30 pm PDT
Host
Dr. Blye Frank, Dean, UBC Faculty of Education
Nominate an Faculty of Education staff member today! Nomination packages are due on or before April 16, 2021.
Dean’s Award for Staff Excellence – 2021 Nomination Form
Send your completed nomination package to Faustina Cheung at info.educ@ubc.ca or faustina.cheung@ubc.ca.
Registration
Thank you for your interest in Tea with the Dean The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Congrats to this year’s award winners and nominees!
Award winners
Emerging Leader: Kai Kaufman, Research Coordinator, Kinesiology
Outstanding Service: Jesse Liang, Administrative Manager, ECPS
Nominees
Kristin Schuppener, Administrative and Operations Manager, OSE
Natalie Simkin, Program Administrative Support, NITEP
Vicki Domansky, Senior Program Assistant, PDCE
The upcoming Faculty Meeting will be held on Wednesday, May 5th from 1:00-3:00 p.m. via Zoom.
Chair
Dr. Blye Frank, Dean, UBC Faculty of Education
Date
Wednesday, May 5th 2021
Time
1:00 – 3:00 pm PDT
Documents
2021 05 05 Faculty Meeting AGENDA
GCAC – Cat 1 Proposal – EDCP546 New Course – 20210423
GCAC – Cat 2 Proposals – 20210427 (for information only and not to be discussed)
CCASA – Cat 2 – Music Ed Dual Degree – (for information only and not to be discussed)
Faculty Meeting
The upcoming Faculty Meeting will be held on Wednesday, May 5th from 1:00-3:00 p.m. via Zoom.
Chair
Dr. Blye Frank, Dean, UBC Faculty of Education
Date
Wednesday, May 5th 2021
Time
1:00 – 3:00 pm PDT
Documents
2021 05 05 Faculty Meeting AGENDA
GCAC – Cat 1 Proposal – EDCP546 New Course – 20210423
GCAC – Cat 2 Proposals – 20210427 (for information only and not to be discussed)
CCASA – Cat 2 – Music Ed Dual Degree – (for information only and not to be discussed)
May 4, 2021
Congratulations to Sara Van Dan Acker and Nana Wu on their 2020-21 UBC Faculty of Education Teaching Assistant Awards
In recognition of the valuable role that teaching assistants play in our programs, the University annually awards teaching prizes to UBC teaching assistants, two of which are allocated to Faculty of Education teaching assistants.
Sara Van Dan Acker, Teaching Assistant is completing her PhD in the Department of Language and Literacy Education in the UBC Faculty of Education. She holds a MA TESOL/Applied Linguistics from Portland State University. She has taught English as an additional language, academic literacy, and teacher preparation courses, as well as multi-disciplinary courses in Oregon (USA), Singapore, Japan and Canada.
Nana Wu, Teaching Assistant, is completing her PhD in the School of Kinesiology in the UBC Faculty of Education. She holds a master’s degree in Kinesiology from Shanghai University of Sport. She is passionate about physical activity promotion and chronic disease prevention, and is currently working on examining community-based lifestyle interventions designed for children living with type 1 diabetes, as well as systematic review and meta-analysis.
Sara Van Dan Acker and Nana Wu receive 2020-21 UBC Faculty of Education Teaching Assistant Awards
May 4, 2021
Congratulations to Sara Van Dan Acker and Nana Wu on their 2020-21 UBC Faculty of Education Teaching Assistant Awards
In recognition of the valuable role that teaching assistants play in our programs, the University annually awards teaching prizes to UBC teaching assistants, two of which are allocated to Faculty of Education teaching assistants.
Sara Van Dan Acker, Teaching Assistant is completing her PhD in the Department of Language and Literacy Education in the UBC Faculty of Education. She holds a MA TESOL/Applied Linguistics from Portland State University. She has taught English as an additional language, academic literacy, and teacher preparation courses, as well as multi-disciplinary courses in Oregon (USA), Singapore, Japan and Canada.
Nana Wu, Teaching Assistant, is completing her PhD in the School of Kinesiology in the UBC Faculty of Education. She holds a master’s degree in Kinesiology from Shanghai University of Sport. She is passionate about physical activity promotion and chronic disease prevention, and is currently working on examining community-based lifestyle interventions designed for children living with type 1 diabetes, as well as systematic review and meta-analysis.
May 4, 2021
Congratulations to Nikolaus Dean and Kieran Forde on their 2020-21 Killam Graduate Teaching Assistant Awards
As one of six Killam institutions, UBC offers yearly awards from the Killam Endowment Fund to faculty and teaching assistants who demonstrate excellence in teaching.
In recognition of the valuable role that teaching assistants play in our programs, UBC annually honours 16 graduate teaching assistants with the Killam Graduate Teaching Assistant Award, honouring candidates who meet criteria that demonstrate a high level of respect for the candidates from undergraduate students and supervisors. The UBC Killam Graduate Teaching Assistant Award adjudication takes place within faculties.
Nikolaus Dean is a teaching assistant and a SSHRC-funded, PhD student in the School of Kinesiology in the UBC Faculty of Education. Using qualitative methodologies and critical social theory, his research explores areas related to youth (sub)cultures, risk, pain, injury, and disability in action sports. His current doctoral research explores the emerging action sport of adaptive skateboarding and skaters with disabilities’ experiences within skateboarding’s larger (sub)culture.
Kieran Forde is a teaching assistant for the technology education cohort of the BEd program. He is also a PhD student in the Department of Curriculum and Pedagogy in the UBC Faculty of Education, and a facilitator for the Instructional Skills Workshop in the Centre for Teaching, Learning and Technology. In 2019, he completed a UBC MEd in media and technology studies education and continued his research in the area of teacher professionalism and its conflicts with online reputation and the permanence of digital memory. Before moving to Canada, he completed a BA at the National University of Ireland and a MA from the University of Limerick, and worked in China for over a decade where he delivered courses for Lambton College (Ontario), Memorial University (Newfoundland), and Northwood University (Michigan). During this time, he also worked on language assessment projects with the British Council in China and, later, in Nepal and India.
To learn more about the Killam Graduate Teaching Assistant Awards, visit the Office of the Provost and Vice-President Academic’s Teaching Awards page.
Nikolaus Dean and Kieran Forde receive 2020-21 Killam Graduate Teaching Assistant Awards
May 4, 2021
Congratulations to Nikolaus Dean and Kieran Forde on their 2020-21 Killam Graduate Teaching Assistant Awards
As one of six Killam institutions, UBC offers yearly awards from the Killam Endowment Fund to faculty and teaching assistants who demonstrate excellence in teaching.
In recognition of the valuable role that teaching assistants play in our programs, UBC annually honours 16 graduate teaching assistants with the Killam Graduate Teaching Assistant Award, honouring candidates who meet criteria that demonstrate a high level of respect for the candidates from undergraduate students and supervisors. The UBC Killam Graduate Teaching Assistant Award adjudication takes place within faculties.
Nikolaus Dean is a teaching assistant and a SSHRC-funded, PhD student in the School of Kinesiology in the UBC Faculty of Education. Using qualitative methodologies and critical social theory, his research explores areas related to youth (sub)cultures, risk, pain, injury, and disability in action sports. His current doctoral research explores the emerging action sport of adaptive skateboarding and skaters with disabilities’ experiences within skateboarding’s larger (sub)culture.
Kieran Forde is a teaching assistant for the technology education cohort of the BEd program. He is also a PhD student in the Department of Curriculum and Pedagogy in the UBC Faculty of Education, and a facilitator for the Instructional Skills Workshop in the Centre for Teaching, Learning and Technology. In 2019, he completed a UBC MEd in media and technology studies education and continued his research in the area of teacher professionalism and its conflicts with online reputation and the permanence of digital memory. Before moving to Canada, he completed a BA at the National University of Ireland and a MA from the University of Limerick, and worked in China for over a decade where he delivered courses for Lambton College (Ontario), Memorial University (Newfoundland), and Northwood University (Michigan). During this time, he also worked on language assessment projects with the British Council in China and, later, in Nepal and India.
To learn more about the Killam Graduate Teaching Assistant Awards, visit the Office of the Provost and Vice-President Academic’s Teaching Awards page.
May 4, 2021
Congratulations to Dr. Joanna Cannon for receiving a 2020-21 Killam Teaching Prize
As one of six Killam institutions, UBC offers yearly awards from the Killam Endowment Fund to faculty and teaching assistants who demonstrate excellence in teaching.
The Killam Teaching Prize is awarded annually to faculty nominated by students, colleagues and alumni in recognition of excellence in teaching. The Killam Teaching Prize is adjudicated within each faculty at the Vancouver campus, and within the Office of the Provost and Vice-President, Academic at the Okanagan campus.
Dr. Joanna Cannon, Associate Profesor, Department of Educational and Counselling Psychology, and Special Education, joined the UBC Faculty of Education in 2010 after completing her PhD in students with exceptionalities, with a focus on d/Deaf and hard of hearing children’s language and literacy acquisition. Prior, she was an educator of the d/Deaf and hard of hearing for nine years in K-12 itinerant and resource settings in Atlanta, Georgia.
Her current areas of research include language and literacy acquisition of students who are d/Deaf and hard of hearing and/or struggling readers. She works on determining effective grammar and literacy strategies, along with assessment tools, through intervention and validation research. Further, she studies strategies aimed at elementary students who are struggling readers and may benefit from multifaceted academic and language supports.
To learn more about Dr. Cannon’s work, research and publications, visit her profile.
To learn more about the Killam Teaching Prize, visit the Office of the Provost and Vice-President Academic’s Killam Awards and Fellowships page.
To learn more about 2020/21 Killam Teaching Prize recipient, Dr. Karen Ragoonaden, Professor of Teaching, Okanagan School of Education, UBC Faculty of Education, visit the School’s announcement page.
Dr. Joanna Cannon receives a 2020-21 Killam Teaching Prize
May 4, 2021
Congratulations to Dr. Joanna Cannon for receiving a 2020-21 Killam Teaching Prize
As one of six Killam institutions, UBC offers yearly awards from the Killam Endowment Fund to faculty and teaching assistants who demonstrate excellence in teaching.
The Killam Teaching Prize is awarded annually to faculty nominated by students, colleagues and alumni in recognition of excellence in teaching. The Killam Teaching Prize is adjudicated within each faculty at the Vancouver campus, and within the Office of the Provost and Vice-President, Academic at the Okanagan campus.
Dr. Joanna Cannon, Associate Profesor, Department of Educational and Counselling Psychology, and Special Education, joined the UBC Faculty of Education in 2010 after completing her PhD in students with exceptionalities, with a focus on d/Deaf and hard of hearing children’s language and literacy acquisition. Prior, she was an educator of the d/Deaf and hard of hearing for nine years in K-12 itinerant and resource settings in Atlanta, Georgia.
Her current areas of research include language and literacy acquisition of students who are d/Deaf and hard of hearing and/or struggling readers. She works on determining effective grammar and literacy strategies, along with assessment tools, through intervention and validation research. Further, she studies strategies aimed at elementary students who are struggling readers and may benefit from multifaceted academic and language supports.
To learn more about Dr. Cannon’s work, research and publications, visit her profile.
To learn more about the Killam Teaching Prize, visit the Office of the Provost and Vice-President Academic’s Killam Awards and Fellowships page.
To learn more about 2020/21 Killam Teaching Prize recipient, Dr. Karen Ragoonaden, Professor of Teaching, Okanagan School of Education, UBC Faculty of Education, visit the School’s announcement page.
May 4, 2021
Congratulations to Dr. Yanning (Anna) Dong on receiving the UBC Faculty of Education’s 2020-21 Sessional and Lecturer Teaching Prize
The UBC Faculty of Education has a long-standing commitment to excellence in teaching. In recognition of the significant contributions that sessional and lecturer faculty members make to our programs, the Faculty offers a Sessional and Lecturer Teaching Prize to outstanding educators.
Dr. Yanning (Anna) Dong, Lecturer, Department of Language and Literacy Education, UBC Faculty of Education, is a passionate and innovative educator. Her dedication to providing engaging learning experiences and her commitment to meeting the unique needs of learners in various teaching formats—in-person, online and blended—has enriched the experiences of her students and is a source of inspiration within the Faculty.
Dr. Yanning (Anna) Dong receives the 2020-21 Sessional and Lecturer Teaching Prize
May 4, 2021
Congratulations to Dr. Yanning (Anna) Dong on receiving the UBC Faculty of Education’s 2020-21 Sessional and Lecturer Teaching Prize
The UBC Faculty of Education has a long-standing commitment to excellence in teaching. In recognition of the significant contributions that sessional and lecturer faculty members make to our programs, the Faculty offers a Sessional and Lecturer Teaching Prize to outstanding educators.
Dr. Yanning (Anna) Dong, Lecturer, Department of Language and Literacy Education, UBC Faculty of Education, is a passionate and innovative educator. Her dedication to providing engaging learning experiences and her commitment to meeting the unique needs of learners in various teaching formats—in-person, online and blended—has enriched the experiences of her students and is a source of inspiration within the Faculty.
April 30, 2021
Congratulations to Dr. William (Bill) Sheel on his appointment as a Distinguished University Scholar
Dr. William (Bill) Sheel, Professor, School of Kinesiology, UBC Faculty of Education, has been appointed as a Distinguished University Scholar in UBC for his innovative research examining the intersections of age, sex and gender and the effects of exercise on human health.
Every two years, a select group of ten exceptional University faculty members who have distinguished themselves as scholars in research or teaching and learning receive this honoured appointment. The President confers the designation on the recommendation of a University adjudication panel.
“My research investigates the need to understand potential sex-based differences in breathlessness symptoms and their underlying mechanisms… Understanding what is ‘normal’ in healthy older women is especially important from a clinical perspective given that many diseases of the heart and lungs occur in older individuals.” – Dr. Sheel
To learn more about Dr. Sheel’s work, research and publications, visit his profile.
To learn more about all ten appointees, visit the Office of the Provost and Vice-President Academic’s 2021 Distinguished University Scholars page.
To learn more about the program, visit the Office of the Provost and Vice-President Academic’s Distinguished University Scholar Program page.
Dr. William (Bill) Sheel appointed as a Distinguished University Scholar
April 30, 2021
Congratulations to Dr. William (Bill) Sheel on his appointment as a Distinguished University Scholar
Dr. William (Bill) Sheel, Professor, School of Kinesiology, UBC Faculty of Education, has been appointed as a Distinguished University Scholar in UBC for his innovative research examining the intersections of age, sex and gender and the effects of exercise on human health.
Every two years, a select group of ten exceptional University faculty members who have distinguished themselves as scholars in research or teaching and learning receive this honoured appointment. The President confers the designation on the recommendation of a University adjudication panel.
“My research investigates the need to understand potential sex-based differences in breathlessness symptoms and their underlying mechanisms… Understanding what is ‘normal’ in healthy older women is especially important from a clinical perspective given that many diseases of the heart and lungs occur in older individuals.” – Dr. Sheel
To learn more about Dr. Sheel’s work, research and publications, visit his profile.
To learn more about all ten appointees, visit the Office of the Provost and Vice-President Academic’s 2021 Distinguished University Scholars page.
To learn more about the program, visit the Office of the Provost and Vice-President Academic’s Distinguished University Scholar Program page.
April 30, 2021
Congratulations to Dr. Marianne McTavish on receiving a 2021 ABCDE Teacher Educator Award
The Association of British Columbia Deans of Education (ABCDE) recognizes exceptional individuals at their annual Teacher Education Roundtable, where the Teacher Educator Award is presented to an individual or individuals at the school- or university-level who have distinguished themselves in partnering with a teacher education program in British Columbia.
Dr. McTavish, Associate Dean, Teacher Education and Professor of Teaching, Department of Language and Literacy Education, has been a passionate, inspirational and influential educator for more than 30 years. Her research and scholarship in literacy learning in the 21st century have deeply informed her substantive contributions to the Faculty’s teacher education program. As a member of the CREATE team that designed the BEd program that launched in 2013, Dr. McTavish ensured that changing notions of literacy in the 21st century and related courses were included in the new program, and she continues to ensure that the program’s courses reflect current research and practice. She also remains an active researcher, having just completed a Social Sciences and Humanities Research Council (SSHRC) partnership grant focusing on children’s oral language and writing development through play.
To learn more about Dr. McTavish’s work, research and publications, visit her profile.
To learn more about the award, visit ABCDE’s awards page.
To learn more about 2021 ABCDE Teacher Educator Award recipient, Anne MacLean, Lecturer, Okanagan School of Education, UBC Faculty of Education, visit the School’s announcement page.
Dr. Marianne McTavish receives a 2021 ABCDE Teacher Educator Award
April 30, 2021
Congratulations to Dr. Marianne McTavish on receiving a 2021 ABCDE Teacher Educator Award
The Association of British Columbia Deans of Education (ABCDE) recognizes exceptional individuals at their annual Teacher Education Roundtable, where the Teacher Educator Award is presented to an individual or individuals at the school- or university-level who have distinguished themselves in partnering with a teacher education program in British Columbia.
Dr. McTavish, Associate Dean, Teacher Education and Professor of Teaching, Department of Language and Literacy Education, has been a passionate, inspirational and influential educator for more than 30 years. Her research and scholarship in literacy learning in the 21st century have deeply informed her substantive contributions to the Faculty’s teacher education program. As a member of the CREATE team that designed the BEd program that launched in 2013, Dr. McTavish ensured that changing notions of literacy in the 21st century and related courses were included in the new program, and she continues to ensure that the program’s courses reflect current research and practice. She also remains an active researcher, having just completed a Social Sciences and Humanities Research Council (SSHRC) partnership grant focusing on children’s oral language and writing development through play.
To learn more about Dr. McTavish’s work, research and publications, visit her profile.
To learn more about the award, visit ABCDE’s awards page.
To learn more about 2021 ABCDE Teacher Educator Award recipient, Anne MacLean, Lecturer, Okanagan School of Education, UBC Faculty of Education, visit the School’s announcement page.
When: Wednesday, April 21, 2021
Time: 5:00 – 6:30 pm PDT
Where: Virtually
Dr. Blye Frank, Dean, Faculty of Education, the University of British Columbia, hosts the fifth installment of FRANKLY SPEAKING on Wednesday, April 21st, 2021.
Professors Pat Mirenda, Anthony Bailey, Joe Lucyshyn, and Connor Kerns, will share their knowledge and experience of working to create conditions for people touched by autism to thrive across their life span. Our panelists will bring their diverse backgrounds from Education, Medicine, and Psychology to open up debate and conversation for people and families to advance our collective understanding of autism spectrum disorder.
After the presentation, event attendees will be encouraged to ask questions to receive real-time answers from these professionals.
Frankly Speaking provides alumni and friends of UBC’s Faculty of Education with the opportunity to hear from prominent speakers on featured topics relevant to the field of education.
RECORDING: Frankly Speaking – Autism Spectrum Disorder Across the Life Span: Challenges and Solutions
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RECORDING: Frankly Speaking – Autism Spectrum Disorder Across the Life Span: Challenges and Solutions
Featured Speakers
Dr. Pat Mirenda
Professor Emerita | Department of Educational & Counselling Psychology, and Special Education
Dr. Pat Mirenda
Professor Emerita | Department of Educational & Counselling Psychology, and Special Education
Dr. Pat Mirenda is Professor Emerita in the Department of Educational & Counseling Psychology and Special Education, and was the former Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) at the University of British Columbia. She is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and taught courses at UBC on augmentative communication, autism, inclusive education, and positive behavior supports. She is a Fellow of both the American Speech Language Hearing Association (ASHA) and the International Society for Augmentative and Alternative Communication (ISAAC). She has published over 150 research articles and chapters and presents frequently at international, national, and regional conferences. Her research interests include understanding how children with autism and their families grow and develop over time, and examining the effectiveness of a parent coaching intervention for toddlers at risk for autism.
Dr. Anthony Bailey
Professor and Chair of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine
Dr. Anthony Bailey, BSc, MBBS, DCH, MRCPsych, FRCPC
Professor and Chair of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine
Dr. Anthony Bailey became Professor and Chair of Child and Adolescent Psychiatry at UBC in July 2010. He came from the University of Oxford where he was the Cheryl and Reece Scott Chair of Psychiatry, the first medical chair devoted to the study of autism. Dr. Bailey’s research has investigated the neurobiological basis of autistic disorders, using genetic, neuropathological and neuroimaging approaches. Until his move to Canada, Dr. Bailey coordinated the International Molecular Genetic Study of Autism Consortium: a large international team of clinicians and scientists brought together to identify susceptibility genes for autism. At Oxford, Dr. Bailey built the first Magnetoencephalographic Centre designed for the study of autism and other neurodevelopmental disorders. Dr. Bailey’s clinical work now focuses on able adults with Autism Spectrum Disorders and his current research addresses language processing and the challenges of service delivery in remote and rural communities. Dr. Bailey was the Founding Editor-in-Chief of Autism Research: the journal of the International Society of Autism Research (INSAR) and was recognized as an INSAR Fellow in 2019.
Dr. Joseph M. Lucyshyn
Associate Professor, Department of Educational & Counselling Psychology, and Special Education, Faculty of Education
Dr. Joseph M. Lucyshyn, PhD
Assistant Professor, Department of Educational & Counselling Psychology, and Special Education, Faculty of Education
Dr. Joseph Lucyshyn is an Associate Professor and Board Certified Behaviour Analyst (BCBA-D) in the Department of Educational and Counselling Psychology and Special Education (ECPS) in the Faculty of Education at University of British Columbia. He is Coordinator of the Behaviour Disorders Concentration and a member of the Autism/Developmental Disabilities Concentration in the Special Education Area of the ECPS Department. He teaches courses in positive behaviour support, single case research and ethics for behaviour analysts. He has published research on family centred positive behaviour support (FCPBS) in peer-reviewed journals including the Journal of Child and Family Studies, Journal of Consulting and Clinical Psychology, and Journal of Positive Behavior Interventions. He is an Associate Editor of the International Journal of Positive Behavioural Support. From 2011 to 2017, Dr. Lucyshyn served on the Board of Directors of the International Association for Positive Behavior Support (APBS), where he facilitated the establishment of APBS Networks in Hong Kong, Japan, and Taiwan. His current research focuses on group parent training models of positive behaviour support with families, mindfulness training with children with ASD and their parents, and culturally responsive positive behaviour support with families of diverse cultural backgrounds.
Dr. Connor Kerns
Assistant Professor, Department of Psychology
Director, Anxiety Stress and Autism Program
Dr. Connor Kerns
Assistant Professor, Department of Psychology
Director, Anxiety Stress and Autism Program
Dr. Kerns has conducted and published studies on broad array of topics including the role of paternal age in ASD risk, the co-occurrence of childhood psychopathologies, and differential predictors of CBT efficacy for child anxiety. Her present research focuses on the overlap, assessment and treatment of anxiety and autism spectrum disorders (ASD). Her ongoing projects aim to explore the varied presentation and phenomenology of anxiety in ASD and the implications of this variation for effective anxiety measurement and treatment. Dr. Kerns is also preparing to extend this work to the understudied area of traumatic events and their sequelae in youth with ASD. Another area of interest is the use of technology to facilitate the dissemination of empirically based treatments. Dr. Kerns is currently working to develop cost-effective, computer-assisted CBTs for youth with ASD and anxiety, interactive social stories to improve skill generalization in ASD, and video-enhanced ASD screening and educational tools. Her long terms goals include developing a parsimonious model of psychiatric co-occurrence to inform the design and dissemination of cross-diagnostic assessments and treatments that will improve child well-being and development.
Want a preview? Please see recordings of past Frankly Speaking events here.
Featured recordings include one on Resurgence and Reconciliation in Indigenous Education, Mental Health Literacy, and Cannabis Kids and the Classroom!
Questions? Please contact education.alumni@ubc.ca
Frankly Speaking – Autism Spectrum Disorder Across the Life Span: Challenges and Solutions
When: Wednesday, April 21, 2021
Time: 5:00 – 6:30 pm PDT
Where: Virtually
Dr. Blye Frank, Dean, Faculty of Education, the University of British Columbia, hosts the fifth installment of FRANKLY SPEAKING on Wednesday, April 21st, 2021.
Professors Pat Mirenda, Anthony Bailey, Joe Lucyshyn, and Connor Kerns, will share their knowledge and experience of working to create conditions for people touched by autism to thrive across their life span. Our panelists will bring their diverse backgrounds from Education, Medicine, and Psychology to open up debate and conversation for people and families to advance our collective understanding of autism spectrum disorder.
After the presentation, event attendees will be encouraged to ask questions to receive real-time answers from these professionals.
Frankly Speaking provides alumni and friends of UBC’s Faculty of Education with the opportunity to hear from prominent speakers on featured topics relevant to the field of education.
RECORDING: Frankly Speaking – Autism Spectrum Disorder Across the Life Span: Challenges and Solutions
-
-
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RECORDING: Frankly Speaking – Autism Spectrum Disorder Across the Life Span: Challenges and Solutions
Featured Speakers
Dr. Pat Mirenda
Professor Emerita | Department of Educational & Counselling Psychology, and Special Education
Dr. Pat Mirenda
Professor Emerita | Department of Educational & Counselling Psychology, and Special Education
Dr. Pat Mirenda is Professor Emerita in the Department of Educational & Counseling Psychology and Special Education, and was the former Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) at the University of British Columbia. She is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and taught courses at UBC on augmentative communication, autism, inclusive education, and positive behavior supports. She is a Fellow of both the American Speech Language Hearing Association (ASHA) and the International Society for Augmentative and Alternative Communication (ISAAC). She has published over 150 research articles and chapters and presents frequently at international, national, and regional conferences. Her research interests include understanding how children with autism and their families grow and develop over time, and examining the effectiveness of a parent coaching intervention for toddlers at risk for autism.
Dr. Anthony Bailey
Professor and Chair of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine
Dr. Anthony Bailey, BSc, MBBS, DCH, MRCPsych, FRCPC
Professor and Chair of Child and Adolescent Psychiatry, Department of Psychiatry, Faculty of Medicine
Dr. Anthony Bailey became Professor and Chair of Child and Adolescent Psychiatry at UBC in July 2010. He came from the University of Oxford where he was the Cheryl and Reece Scott Chair of Psychiatry, the first medical chair devoted to the study of autism. Dr. Bailey’s research has investigated the neurobiological basis of autistic disorders, using genetic, neuropathological and neuroimaging approaches. Until his move to Canada, Dr. Bailey coordinated the International Molecular Genetic Study of Autism Consortium: a large international team of clinicians and scientists brought together to identify susceptibility genes for autism. At Oxford, Dr. Bailey built the first Magnetoencephalographic Centre designed for the study of autism and other neurodevelopmental disorders. Dr. Bailey’s clinical work now focuses on able adults with Autism Spectrum Disorders and his current research addresses language processing and the challenges of service delivery in remote and rural communities. Dr. Bailey was the Founding Editor-in-Chief of Autism Research: the journal of the International Society of Autism Research (INSAR) and was recognized as an INSAR Fellow in 2019.
Dr. Joseph M. Lucyshyn
Associate Professor, Department of Educational & Counselling Psychology, and Special Education, Faculty of Education
Dr. Joseph M. Lucyshyn, PhD
Assistant Professor, Department of Educational & Counselling Psychology, and Special Education, Faculty of Education
Dr. Joseph Lucyshyn is an Associate Professor and Board Certified Behaviour Analyst (BCBA-D) in the Department of Educational and Counselling Psychology and Special Education (ECPS) in the Faculty of Education at University of British Columbia. He is Coordinator of the Behaviour Disorders Concentration and a member of the Autism/Developmental Disabilities Concentration in the Special Education Area of the ECPS Department. He teaches courses in positive behaviour support, single case research and ethics for behaviour analysts. He has published research on family centred positive behaviour support (FCPBS) in peer-reviewed journals including the Journal of Child and Family Studies, Journal of Consulting and Clinical Psychology, and Journal of Positive Behavior Interventions. He is an Associate Editor of the International Journal of Positive Behavioural Support. From 2011 to 2017, Dr. Lucyshyn served on the Board of Directors of the International Association for Positive Behavior Support (APBS), where he facilitated the establishment of APBS Networks in Hong Kong, Japan, and Taiwan. His current research focuses on group parent training models of positive behaviour support with families, mindfulness training with children with ASD and their parents, and culturally responsive positive behaviour support with families of diverse cultural backgrounds.
Dr. Connor Kerns
Assistant Professor, Department of Psychology
Director, Anxiety Stress and Autism Program
Dr. Connor Kerns
Assistant Professor, Department of Psychology
Director, Anxiety Stress and Autism Program
Dr. Kerns has conducted and published studies on broad array of topics including the role of paternal age in ASD risk, the co-occurrence of childhood psychopathologies, and differential predictors of CBT efficacy for child anxiety. Her present research focuses on the overlap, assessment and treatment of anxiety and autism spectrum disorders (ASD). Her ongoing projects aim to explore the varied presentation and phenomenology of anxiety in ASD and the implications of this variation for effective anxiety measurement and treatment. Dr. Kerns is also preparing to extend this work to the understudied area of traumatic events and their sequelae in youth with ASD. Another area of interest is the use of technology to facilitate the dissemination of empirically based treatments. Dr. Kerns is currently working to develop cost-effective, computer-assisted CBTs for youth with ASD and anxiety, interactive social stories to improve skill generalization in ASD, and video-enhanced ASD screening and educational tools. Her long terms goals include developing a parsimonious model of psychiatric co-occurrence to inform the design and dissemination of cross-diagnostic assessments and treatments that will improve child well-being and development.
Want a preview? Please see recordings of past Frankly Speaking events here.
Featured recordings include one on Resurgence and Reconciliation in Indigenous Education, Mental Health Literacy, and Cannabis Kids and the Classroom!
Questions? Please contact education.alumni@ubc.ca
Please join us for a Faculty-wide Town Hall
All Faculty of Education faculty, sessional faculty and staff are invited to attend the upcoming Faculty-wide town hall discussion of Winter Term 1 (September, 2021).
Hosts
Dr. Blye Frank, Dean, UBC Faculty of Education
Dr. Mary Bryson, Senior Associate Dean, Administration, Faculty Affairs and Innovation
Date
Monday, May 17th 2021
Time
12:00 – 1:30 pm PDT
Registration
Thank you for your interest in the Faculty-wide Town Hall. The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Video Recording
Resources
Faculty-wide Town Hall Presentation
Update — planning our return to campus – A message from the President
Faculty-wide Town Hall
Please join us for a Faculty-wide Town Hall
All Faculty of Education faculty, sessional faculty and staff are invited to attend the upcoming Faculty-wide town hall discussion of Winter Term 1 (September, 2021).
Hosts
Dr. Blye Frank, Dean, UBC Faculty of Education
Dr. Mary Bryson, Senior Associate Dean, Administration, Faculty Affairs and Innovation
Date
Monday, May 17th 2021
Time
12:00 – 1:30 pm PDT
Registration
Thank you for your interest in the Faculty-wide Town Hall. The event registration is now closed. Should you be interested in attending, please contact Faustina Cheung at info.educ@ubc.ca to register. Thank you!
Video Recording
Resources
Faculty-wide Town Hall Presentation
Update — planning our return to campus – A message from the President
April 6, 2021
Congratulations to Dr. Blye Frank, Dean and Professor, on his 2021 Distinguished Alumni Award from the Acadia Alumni Association
“I can think of no one who has contributed more to educational and social research, civic duty, an agent of change for equity and social justice, transformational leadership in the administration and business of university faculties, and systemic change at the community level. Quite simply, there are few leaders like Dr. Frank who have the strength of will to serve as an ongoing champion for those most at risk and the talent to influence others to join the quest for deep systemic change.”
Nancy Pynch Worthylake, Executive Director, Canadian School Boards Association
Dr. Frank has enjoyed an outstanding career as a teacher, mentor, researcher, educator, trailblazer and administrator. He completed degrees at Acadia University—BA (’77), BEd (’77), MEd (’81)—and a PhD from Dalhousie University (’90). He also holds a Diploma in Education, a Teaching Certificate in the Province of Nova Scotia, and is a Certified Canadian Counselor.
Throughout his academic career, Dr. Frank has been a Lecturer, Adjunct Professor, Assistant Professor, Professor, Head of the Division of Medical Education and also the Department of Bioethics in Dalhousie University’s Faculty of Medicine. Currently, Dr. Frank leads the UBC Faculty of Education in his second term as Dean.
“[I] always encouraged and facilitated an environment of mutual respect and critical reflection for diverse learners through the application of new pedagogical theories and practices based on research excellence.”
Dr. Blye Frank, Dean and Professor, UBC Faculty of Education
His pedagogical and leadership work in equity, diversity and inclusion in teacher and health care education is grounded in extensive and ongoing scholarship, and his tireless efforts have earned considerable accolades and attention. In addition to being named this year’s Distinguished Alumni Award recipient, Dr. Frank has received the Mount Saint Vincent University Award for Research, the Mount Saint Vincent University Alumnae Award for Teaching, the Association of Atlantic Universities Distinguished Teacher Award for Excellence in Teaching, and the prestigious May Cohen Gender Equity Award from the Association of Faculties of Medicine in Canada in recognition of outstanding effort for achievement in improving the gender equity environment in academic medicine in Canada.
“…his personal and professional commitment to helping others is a testament to all… He is someone to whom we can all aspire, and we are proud to celebrate him…”
– Donalda MacBeath, President of the Acadia Alumni Association
For more information on Dr. Frank’s career and contributions, please visit Acadia University’s 2021 Distinguished Alumni Award recipient page.
Acadia Alumni Association honours Dean Frank with 2021 Distinguished Alumni Award
April 6, 2021
Congratulations to Dr. Blye Frank, Dean and Professor, on his 2021 Distinguished Alumni Award from the Acadia Alumni Association
“I can think of no one who has contributed more to educational and social research, civic duty, an agent of change for equity and social justice, transformational leadership in the administration and business of university faculties, and systemic change at the community level. Quite simply, there are few leaders like Dr. Frank who have the strength of will to serve as an ongoing champion for those most at risk and the talent to influence others to join the quest for deep systemic change.”
Nancy Pynch Worthylake, Executive Director, Canadian School Boards Association
Dr. Frank has enjoyed an outstanding career as a teacher, mentor, researcher, educator, trailblazer and administrator. He completed degrees at Acadia University—BA (’77), BEd (’77), MEd (’81)—and a PhD from Dalhousie University (’90). He also holds a Diploma in Education, a Teaching Certificate in the Province of Nova Scotia, and is a Certified Canadian Counselor.
Throughout his academic career, Dr. Frank has been a Lecturer, Adjunct Professor, Assistant Professor, Professor, Head of the Division of Medical Education and also the Department of Bioethics in Dalhousie University’s Faculty of Medicine. Currently, Dr. Frank leads the UBC Faculty of Education in his second term as Dean.
“[I] always encouraged and facilitated an environment of mutual respect and critical reflection for diverse learners through the application of new pedagogical theories and practices based on research excellence.”
Dr. Blye Frank, Dean and Professor, UBC Faculty of Education
His pedagogical and leadership work in equity, diversity and inclusion in teacher and health care education is grounded in extensive and ongoing scholarship, and his tireless efforts have earned considerable accolades and attention. In addition to being named this year’s Distinguished Alumni Award recipient, Dr. Frank has received the Mount Saint Vincent University Award for Research, the Mount Saint Vincent University Alumnae Award for Teaching, the Association of Atlantic Universities Distinguished Teacher Award for Excellence in Teaching, and the prestigious May Cohen Gender Equity Award from the Association of Faculties of Medicine in Canada in recognition of outstanding effort for achievement in improving the gender equity environment in academic medicine in Canada.
“…his personal and professional commitment to helping others is a testament to all… He is someone to whom we can all aspire, and we are proud to celebrate him…”
– Donalda MacBeath, President of the Acadia Alumni Association
For more information on Dr. Frank’s career and contributions, please visit Acadia University’s 2021 Distinguished Alumni Award recipient page.
When: Thursday, April 1, 2021 | 3:00 p.m. – 4:15 p.m. PDT
Where: Zoom, link TBD; please email Katy Ellsworth (katy.ellsworth@ubc.ca) to RSVP
Chris Spencer Foundation Professorship in Dyslexia Public Presentation
Drs. Joanna Cannon and Sterett Mercer will deliver public presentations in which they will discuss their research interests and achievements, and their vision as the Chris Spencer Foundation Professor. We encourage the Faculty of Education community, including all faculty, students and staff, to attend the presentations and provide feedback through the online form before 4:30 p.m. on Thursday, April 15, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
3:00 p.m. – 3:30 p.m. presentation 1, Dr. Joanna Cannon
3:30 p.m. – 3:45 p.m. break
3:45 p.m. – 4:15 p.m. presentation 2, Dr. Sterett Mercer
Note that the Advisory Committee is a personnel committee and, therefore, its interviews with Drs. Cannon and Mercer and deliberations are confidential. The committee is advisory to the Dean, who makes the final decision on his recommendation to the Provost.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Call for internal applications for the Chris Spencer Foundation Professorship in Dyslexia
Dr. Joanna Cannon Bio
Biography and Vision Statement – Dr. Joanna Cannon
Dr. Sterett Mercer Bio
Biography and Vision Statement – Dr. Sterett Mercer
Video Recording
Chris Spencer Foundation Professorship Candidate Public Presentations
Online Feedback Form
Sorry. This form is no longer available.
Public Presentations: Chris Spencer Foundation Professorship in Dyslexia
When: Thursday, April 1, 2021 | 3:00 p.m. – 4:15 p.m. PDT
Where: Zoom, link TBD; please email Katy Ellsworth (katy.ellsworth@ubc.ca) to RSVP
Chris Spencer Foundation Professorship in Dyslexia Public Presentation
Drs. Joanna Cannon and Sterett Mercer will deliver public presentations in which they will discuss their research interests and achievements, and their vision as the Chris Spencer Foundation Professor. We encourage the Faculty of Education community, including all faculty, students and staff, to attend the presentations and provide feedback through the online form before 4:30 p.m. on Thursday, April 15, 2021. Your feedback is of high value to the Advisory Committee’s deliberations. A video recording of the presentation will be made available for a brief period should you be unable to attend.
Presentation Details
3:00 p.m. – 3:30 p.m. presentation 1, Dr. Joanna Cannon
3:30 p.m. – 3:45 p.m. break
3:45 p.m. – 4:15 p.m. presentation 2, Dr. Sterett Mercer
Note that the Advisory Committee is a personnel committee and, therefore, its interviews with Drs. Cannon and Mercer and deliberations are confidential. The committee is advisory to the Dean, who makes the final decision on his recommendation to the Provost.
We hope to see you at the presentation.
More information, including the call for applications and job description can be found on the following webpages:
Advisory Committee to the Dean: Chairs and Professorship Searches
Call for internal applications for the Chris Spencer Foundation Professorship in Dyslexia
Dr. Joanna Cannon Bio
Biography and Vision Statement – Dr. Joanna Cannon
Dr. Sterett Mercer Bio
Biography and Vision Statement – Dr. Sterett Mercer
Video Recording
Chris Spencer Foundation Professorship Candidate Public Presentations
Online Feedback Form
Sorry. This form is no longer available.
March 30, 2021
Congratulations to the recipients of UBC’s Faculty Research Awards, including faculty members Dr. Candace Galla and Dr. Ryuko Kubota.
UBC KILLAM RESEARCH FELLOW
Enabling faculty to pursue full-time research during a recognized study leave
Junior Category – award categories are based on the number of years since PhD completion
Dr. Candace Galla
Associate Professor, UBC Faculty of Education
Dr. Galla’s research explores what types of technology initiatives (low, mid, or high) Indigenous language communities are using to revitalize, maintain, and promote their language.
Born in Hilo, Hawaiʻi and raised in a sugar plantation town, Pahala, in Kaʻū, Hawaiʻi, Dr. Galla was exposed to an array of languages and cultures from a young age. She continued learning about her Hawaiian language and culture formally at Kamehameha Schools on Kapālama campus in Honolulu. Upon graduation, she attended the University of Arizona, where she received a BA in Linguistics, MA in Native American Linguistics and a PhD in Language, Reading and Culture. While she resided in Tucson, Arizona, she was the Program Coordinator of the American Indian Language Development Institute (AILDI). The program reignited her passion of her culture and inspired her dissertation research on Indigenous language revitalization and technology. Afterward, Dr. Galla moved back to Hawaiʻi, where she was a Visiting Assistant Professor in Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language at the University of Hawaiʻi in Hilo. There, she taught linguistics courses, including Introduction to Linguistics and Indigenous Languages of the United States.
To learn more about Dr. Galla’s work, visit her profile page.
UBC KILLAM RESEARCH PRIZE
Recognizing outstanding research and scholarly contributions
Arts and Humanities: Senior Category – award categories and adjudication based on number of years since PhD completion and main source of Tri-agency research funding
Dr. Ryuko Kubota
Professor, UBC Faculty of Education
Dr. Kubota’s research focuses on critical approaches to culture, race, and pedagogy in language education.
Dr. Kubota is a co-editor of Race, culture, and identities in second language education: Exploring critically engaged practice (2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (2012). Her publications have also appeared in Applied Linguistics, Critical Inquiry in Language Studies, Journal of Second Language Writing, Journal of Multilingual and Multicultural Development, Linguistics and Education, TESOL Quarterly, and other journals. She has also published many book chapters and publications in Japanese.
To learn more about Dr. Kubota’s work, visit her profile page.
The Office of the VP, Research and Innovation will be hosting an online celebration on May 11, 2021 to acknowledge the achievements of our researchers in 2020 and 2019. For more information, please visit UBC’s Faculty Research Awards page.
UBC Faculty Research Awards
March 30, 2021
Congratulations to the recipients of UBC’s Faculty Research Awards, including faculty members Dr. Candace Galla and Dr. Ryuko Kubota.
UBC KILLAM RESEARCH FELLOW
Enabling faculty to pursue full-time research during a recognized study leave
Junior Category – award categories are based on the number of years since PhD completion
Dr. Candace Galla
Associate Professor, UBC Faculty of Education
Dr. Galla’s research explores what types of technology initiatives (low, mid, or high) Indigenous language communities are using to revitalize, maintain, and promote their language.
Born in Hilo, Hawaiʻi and raised in a sugar plantation town, Pahala, in Kaʻū, Hawaiʻi, Dr. Galla was exposed to an array of languages and cultures from a young age. She continued learning about her Hawaiian language and culture formally at Kamehameha Schools on Kapālama campus in Honolulu. Upon graduation, she attended the University of Arizona, where she received a BA in Linguistics, MA in Native American Linguistics and a PhD in Language, Reading and Culture. While she resided in Tucson, Arizona, she was the Program Coordinator of the American Indian Language Development Institute (AILDI). The program reignited her passion of her culture and inspired her dissertation research on Indigenous language revitalization and technology. Afterward, Dr. Galla moved back to Hawaiʻi, where she was a Visiting Assistant Professor in Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language at the University of Hawaiʻi in Hilo. There, she taught linguistics courses, including Introduction to Linguistics and Indigenous Languages of the United States.
To learn more about Dr. Galla’s work, visit her profile page.
UBC KILLAM RESEARCH PRIZE
Recognizing outstanding research and scholarly contributions
Arts and Humanities: Senior Category – award categories and adjudication based on number of years since PhD completion and main source of Tri-agency research funding
Dr. Ryuko Kubota
Professor, UBC Faculty of Education
Dr. Kubota’s research focuses on critical approaches to culture, race, and pedagogy in language education.
Dr. Kubota is a co-editor of Race, culture, and identities in second language education: Exploring critically engaged practice (2009) and Demystifying career paths after graduate school: A guide for second language professionals in higher education (2012). Her publications have also appeared in Applied Linguistics, Critical Inquiry in Language Studies, Journal of Second Language Writing, Journal of Multilingual and Multicultural Development, Linguistics and Education, TESOL Quarterly, and other journals. She has also published many book chapters and publications in Japanese.
To learn more about Dr. Kubota’s work, visit her profile page.
The Office of the VP, Research and Innovation will be hosting an online celebration on May 11, 2021 to acknowledge the achievements of our researchers in 2020 and 2019. For more information, please visit UBC’s Faculty Research Awards page.
Date: Thursday, March 25th | 5:00 PM – 6:30 PM PST
Where: Virtually
The Diverse Career Paths of Educational Studies Alumni study and initiative is launching its first-panel entitled Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
The Spotlight on Alumni Careers panel series aims to support Education graduate students in broadening their career avenues by showcasing the career stories and experiences of Educational Studies (EDST) Alumni. Each panel highlights alumni from a different sector. EDST Alumni will share their personal journeys and discuss how their current work is informed by their graduate studies. The panelists will inspire students and alumni who are looking for new, creative, and meaningful ways to contribute to society.
From vegan cooking education to graphic facilitation, from career coaching to supporting children facing homelessness, Educational Studies (EDST) alumni have gone on to seemingly every walk of life. In this panel, we will hear stories from EDST alumni who courageously ventured on to less beaten tracks by founding their own businesses, foundations, non-profits, and initiatives.
RECORDING: Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
-
-
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RECORDING: Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
Co-hosts:
|
Mary Kostandy: Co-investigator and Study Coordinator: PhD Candidate, EDST, Faculty of Education, UBC Michael Murphy: Co-investigator: Manager, Alumni Engagement, Faculty of Education, UBC |
Panelists:
Brigitte Gemme, PhD’09
Chief Meal Planner and Founder, Vegan Family Kitchen
Brigitte Gemme trained and worked for over 15 years in the fields of sociology of science and higher education. During that period, she alternated between policy activism, project management, and research. She completed her PhD in Educational Studies in 2009. She was employed by academic and government organizations including UBC, UQAM, and NRC. After the birth of her second child, she grew impatient about both environmental destruction and rampant chronic diseases. She quit academia and founded a tiny online business called Vegan Family Kitchen. She finds meaning in making it easier for more people to eat more plants while decreasing their consumption of animal products, for their personal benefit and the greater good. She lives in Vancouver and loves to cycle everywhere with her husband and two fast-growing kids.
Erica Mohan, MEd’03, PhD’10
Founder and Executive Director at Community Education Partnerships
Erica Mohan is the Founder and Executive Director of Community Education Partnerships (CEP), a non-profit that provides educational support to Pre-K – 12th grade students facing homelessness and housing insecurity in the San Francisco Bay Area. For three years prior to founding CEP, Erica was a volunteer, and later the Learning Center Coordinator, for School on Wheels, an organization that has been tutoring children facing homelessness in the Greater Los Angeles Area since 1993. Understanding the critical need to academically support children experiencing homelessness and housing insecurity and realizing that the San Francisco Bay Area lacked an organization specifically dedicated to providing such support, in 2010 Erica founded Community Education Partnerships. Erica holds an MEd and a PhD in Educational Studies from the University of British Columbia. When not working, Erica enjoys spending time with her partner and three kids, hiking, and growing the stack of books she looks forward to reading…eventually.
Isabeau Iqbal, BSc’93, MA’04, PhD’12
Career & Life Coach
Isabeau Iqbal, PhD, is a career and life coach who helps ambitious perfectionists in higher education discover, appreciate, and apply their strengths so they can experience more joy in their professional and personal lives. She also offers workshops to organizations committed to supporting the professional growth of their members.
While Isabeau didn’t set out to do a PhD in order to become a solopreneur (!), nor was it her intention to pursue a traditional academic career. The entrepreneurial route found her and she’s delighted it did. Isabeau enjoys the challenge of entrepreneurship alongside her (stable) part-time role within academia.
Isabeau is a Gallup-Certified Strengths Coach and is certified with the International Coaching Federation. She has a PhD from EDST.
Sam Bradd, MEd’15
Graphic Facilitator, Drawing Change
Sam Bradd (he/him) is a graphic facilitator, meeting facilitator, and the founder of Drawing Change. He combines 20 years’ facilitation experience with visual tools to help groups engage, solve problems and lead. He has an MEd in Educational Studies (UBC), is certified in Human Systems Dynamics and Integral Facilitation, and is a Dialogue Associate with the SFU Centre for Dialogue. Sam’s facilitation is strengths-based, creative, works with complexity, participatory, and uses an intersectional and anti-racism lens. Throughout his career, Sam has worked with decision-makers in 11 countries, with the World Health Organization, Indigenous communities, and groups working to change the world. He is the co-editor of two books including Drawn Together through Visual Practice (2016) and is a co-founder of the award-winning Graphic History Collective. He’s a white settler of Italian and Scottish background and lives on unceded Musqueam, Squamish, and Tsleil-Waututh territories.
Moderator:
Suzanne Scott, PhD’11
Assistant Dean, Development & Alumni Engagement, Faculty of Education, UBC
Suzanne Scott is the Assistant Dean, Development & Alumni Engagement at the Faculty of Education at The University of British Columbia.
In this role, she oversees the fundraising priorities for the Faculty including the School of Kinesiology. She directs a team of fundraising and alumni engagement professionals who engage more than 55,000 alumni living in over 100 countries.
Suzanne holds a PhD from the Department of Educational Studies where she examined the impact of private philanthropy in Canadian higher education. Her co-supervisors were Drs. Don Fisher and Amy Scott Metcalfe. For her MA research at OISE at The University of Toronto, she worked on an innovative educational project for child labourers in Bangladesh.
Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths
Date: Thursday, March 25th | 5:00 PM – 6:30 PM PST
Where: Virtually
The Diverse Career Paths of Educational Studies Alumni study and initiative is launching its first-panel entitled Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
The Spotlight on Alumni Careers panel series aims to support Education graduate students in broadening their career avenues by showcasing the career stories and experiences of Educational Studies (EDST) Alumni. Each panel highlights alumni from a different sector. EDST Alumni will share their personal journeys and discuss how their current work is informed by their graduate studies. The panelists will inspire students and alumni who are looking for new, creative, and meaningful ways to contribute to society.
From vegan cooking education to graphic facilitation, from career coaching to supporting children facing homelessness, Educational Studies (EDST) alumni have gone on to seemingly every walk of life. In this panel, we will hear stories from EDST alumni who courageously ventured on to less beaten tracks by founding their own businesses, foundations, non-profits, and initiatives.
RECORDING: Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
-
-
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RECORDING: Spotlight on Alumni Careers: Educational Studies alumni who forged their own career paths.
Co-hosts:
|
Mary Kostandy: Co-investigator and Study Coordinator: PhD Candidate, EDST, Faculty of Education, UBC Michael Murphy: Co-investigator: Manager, Alumni Engagement, Faculty of Education, UBC |
Panelists:
Brigitte Gemme, PhD’09
Chief Meal Planner and Founder, Vegan Family Kitchen
Brigitte Gemme trained and worked for over 15 years in the fields of sociology of science and higher education. During that period, she alternated between policy activism, project management, and research. She completed her PhD in Educational Studies in 2009. She was employed by academic and government organizations including UBC, UQAM, and NRC. After the birth of her second child, she grew impatient about both environmental destruction and rampant chronic diseases. She quit academia and founded a tiny online business called Vegan Family Kitchen. She finds meaning in making it easier for more people to eat more plants while decreasing their consumption of animal products, for their personal benefit and the greater good. She lives in Vancouver and loves to cycle everywhere with her husband and two fast-growing kids.
Erica Mohan, MEd’03, PhD’10
Founder and Executive Director at Community Education Partnerships
Erica Mohan is the Founder and Executive Director of Community Education Partnerships (CEP), a non-profit that provides educational support to Pre-K – 12th grade students facing homelessness and housing insecurity in the San Francisco Bay Area. For three years prior to founding CEP, Erica was a volunteer, and later the Learning Center Coordinator, for School on Wheels, an organization that has been tutoring children facing homelessness in the Greater Los Angeles Area since 1993. Understanding the critical need to academically support children experiencing homelessness and housing insecurity and realizing that the San Francisco Bay Area lacked an organization specifically dedicated to providing such support, in 2010 Erica founded Community Education Partnerships. Erica holds an MEd and a PhD in Educational Studies from the University of British Columbia. When not working, Erica enjoys spending time with her partner and three kids, hiking, and growing the stack of books she looks forward to reading…eventually.
Isabeau Iqbal, BSc’93, MA’04, PhD’12
Career & Life Coach
Isabeau Iqbal, PhD, is a career and life coach who helps ambitious perfectionists in higher education discover, appreciate, and apply their strengths so they can experience more joy in their professional and personal lives. She also offers workshops to organizations committed to supporting the professional growth of their members.
While Isabeau didn’t set out to do a PhD in order to become a solopreneur (!), nor was it her intention to pursue a traditional academic career. The entrepreneurial route found her and she’s delighted it did. Isabeau enjoys the challenge of entrepreneurship alongside her (stable) part-time role within academia.
Isabeau is a Gallup-Certified Strengths Coach and is certified with the International Coaching Federation. She has a PhD from EDST.
Sam Bradd, MEd’15
Graphic Facilitator, Drawing Change
Sam Bradd (he/him) is a graphic facilitator, meeting facilitator, and the founder of Drawing Change. He combines 20 years’ facilitation experience with visual tools to help groups engage, solve problems and lead. He has an MEd in Educational Studies (UBC), is certified in Human Systems Dynamics and Integral Facilitation, and is a Dialogue Associate with the SFU Centre for Dialogue. Sam’s facilitation is strengths-based, creative, works with complexity, participatory, and uses an intersectional and anti-racism lens. Throughout his career, Sam has worked with decision-makers in 11 countries, with the World Health Organization, Indigenous communities, and groups working to change the world. He is the co-editor of two books including Drawn Together through Visual Practice (2016) and is a co-founder of the award-winning Graphic History Collective. He’s a white settler of Italian and Scottish background and lives on unceded Musqueam, Squamish, and Tsleil-Waututh territories.
Moderator:
Suzanne Scott, PhD’11
Assistant Dean, Development & Alumni Engagement, Faculty of Education, UBC
Suzanne Scott is the Assistant Dean, Development & Alumni Engagement at the Faculty of Education at The University of British Columbia.
In this role, she oversees the fundraising priorities for the Faculty including the School of Kinesiology. She directs a team of fundraising and alumni engagement professionals who engage more than 55,000 alumni living in over 100 countries.
Suzanne holds a PhD from the Department of Educational Studies where she examined the impact of private philanthropy in Canadian higher education. Her co-supervisors were Drs. Don Fisher and Amy Scott Metcalfe. For her MA research at OISE at The University of Toronto, she worked on an innovative educational project for child labourers in Bangladesh.
Please join us for the Faculty-wide Update on Anti-racist Initiatives
The UBC Faculty of Education invites you to join your Faculty of Education colleagues engaged in scholarly or other work that is helping us move closer to inclusive and socially just work and learning environments that aim to dismantle racist attitudes and behaviours.
Date
Friday, March 12, 2021
Time
10:00 – 11:30 am PST
Host
Dr. Blye Frank, Dean, UBC Faculty of Education
Featuring
Dr. Handel Kashope Wright, Professor and Senior Advisor to the President on Anti-Racism and Inclusive Excellence; updates from the President’s Office
Dr. Mary Bryson, Senior Associate Dean, Administration, Faculty Affairs & Innovation; updates from the Equity portfolio and Equity-focused hiring practices
Dr. Shannon Leddy, Assistant Professor of Teaching and Dr. Karen Ragoonaden, Professor of Teaching; updates on behalf of the Task Force on Race, Indigeneity, and Social Justice
Dr. Bathseba Opini, Assistant Professor of Teaching; Anti-racist scholarship, and initiatives in Teacher Education
Dr. Ryuko Kubota, Professor; Anti-racism initiatives in the Department of Language and Literacy Education
Dr. Jan Hare, Associate Dean of Indigenous Education; updates from the Office of Indigenous Education and addressing Indigenous student experiences in schools
Dr. Harper Keenan, Assistant Professor; Anti-racism initiatives and Intersectionality
Registration
The Faculty-wide update on anti-racism initiatives took place on Friday, March 12, 2021. A recording of the event is available below.
Video
Faculty-wide Update on Anti-racist Initiatives
Please join us for the Faculty-wide Update on Anti-racist Initiatives
The UBC Faculty of Education invites you to join your Faculty of Education colleagues engaged in scholarly or other work that is helping us move closer to inclusive and socially just work and learning environments that aim to dismantle racist attitudes and behaviours.
Date
Friday, March 12, 2021
Time
10:00 – 11:30 am PST
Host
Dr. Blye Frank, Dean, UBC Faculty of Education
Featuring
Dr. Handel Kashope Wright, Professor and Senior Advisor to the President on Anti-Racism and Inclusive Excellence; updates from the President’s Office
Dr. Mary Bryson, Senior Associate Dean, Administration, Faculty Affairs & Innovation; updates from the Equity portfolio and Equity-focused hiring practices
Dr. Shannon Leddy, Assistant Professor of Teaching and Dr. Karen Ragoonaden, Professor of Teaching; updates on behalf of the Task Force on Race, Indigeneity, and Social Justice
Dr. Bathseba Opini, Assistant Professor of Teaching; Anti-racist scholarship, and initiatives in Teacher Education
Dr. Ryuko Kubota, Professor; Anti-racism initiatives in the Department of Language and Literacy Education
Dr. Jan Hare, Associate Dean of Indigenous Education; updates from the Office of Indigenous Education and addressing Indigenous student experiences in schools
Dr. Harper Keenan, Assistant Professor; Anti-racism initiatives and Intersectionality
Registration
The Faculty-wide update on anti-racism initiatives took place on Friday, March 12, 2021. A recording of the event is available below.
Video
March 5, 2021
Congratulations to Dr. Leyton Schnellert, Associate Professor in the Department of Curriculum and Pedagogy, on his reappointment as Eleanor Rix Professor for Rural Teacher Education for a second three-year term beginning September 1, 2021
The mandate of the Eleanor Rix Professorship is to better understand and respond to current problems and needs that exist in rural education, and to recruit, prepare and support new and practicing teachers who work in small and rural communities in British Columbia.
Dr. Schnellert’s funded studies include Growing Innovation in Rural Sites of Learning (SSHRC), Co-composing an embedded, land-based Coast Salish immersion middle school (Vancouver Foundation), and Working towards relational accountability through local Indigenous ways of knowing and being (SSHRC). These projects were developed with rural and Indigenous communities, educators, and researchers to recognize and nurture place-conscious and culturally sustaining pedagogies.
Dr. Schnellert is co-chair of British Columbia’s Rural Education Advisory, academic advisor to the West Kootenay Rural Teacher Education Program, and coordinator of the Practitioner Inquiry and Place-Conscious Pedagogies M.Ed. Program. His recent publications include the edited book, Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities; book chapter, Place-consciousness and education change networks to empower rural learners in Corbett and Gereluk’s Rural teacher education: Connecting land and people; and article, In situ hybrid spaces as generative sites for teacher preparation in McGill Journal of Education.
To learn more about Dr. Schnellert’s work, research and publications, visit his profile.
Dr. Leyton Schnellert reappointed as Eleanor Rix Professor for Rural Teacher Education
March 5, 2021
Congratulations to Dr. Leyton Schnellert, Associate Professor in the Department of Curriculum and Pedagogy, on his reappointment as Eleanor Rix Professor for Rural Teacher Education for a second three-year term beginning September 1, 2021
The mandate of the Eleanor Rix Professorship is to better understand and respond to current problems and needs that exist in rural education, and to recruit, prepare and support new and practicing teachers who work in small and rural communities in British Columbia.
Dr. Schnellert’s funded studies include Growing Innovation in Rural Sites of Learning (SSHRC), Co-composing an embedded, land-based Coast Salish immersion middle school (Vancouver Foundation), and Working towards relational accountability through local Indigenous ways of knowing and being (SSHRC). These projects were developed with rural and Indigenous communities, educators, and researchers to recognize and nurture place-conscious and culturally sustaining pedagogies.
Dr. Schnellert is co-chair of British Columbia’s Rural Education Advisory, academic advisor to the West Kootenay Rural Teacher Education Program, and coordinator of the Practitioner Inquiry and Place-Conscious Pedagogies M.Ed. Program. His recent publications include the edited book, Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities; book chapter, Place-consciousness and education change networks to empower rural learners in Corbett and Gereluk’s Rural teacher education: Connecting land and people; and article, In situ hybrid spaces as generative sites for teacher preparation in McGill Journal of Education.
To learn more about Dr. Schnellert’s work, research and publications, visit his profile.
March 4, 2021 | The UBC Faculty of Education in the University of British Columbia is ranked 10th in the world by QS World University Rankings for 2021.
This stellar ranking reflects the dedication and support of the Faculty’s leading researchers, faculty, students, staff, donors and more, as well as our commitment to inclusion and innovation.
To learn more about education and training QS World University Rankings, visit their rankings webpage.
To learn how QS World University Rankings compiles rankings, visit their methodology webpage.
UBC Faculty of Education is ranked 10th in the world
March 4, 2021 | The UBC Faculty of Education in the University of British Columbia is ranked 10th in the world by QS World University Rankings for 2021.
This stellar ranking reflects the dedication and support of the Faculty’s leading researchers, faculty, students, staff, donors and more, as well as our commitment to inclusion and innovation.
To learn more about education and training QS World University Rankings, visit their rankings webpage.
To learn how QS World University Rankings compiles rankings, visit their methodology webpage.
