What’s happening in the Faculty of Education
Learn the latest news and announcements related to our research, faculty, students and alumni, recent highlights in the media, and upcoming events.
When: Tuesday, February 25, 2020 | 11:00 am – 1:00 pm
Where: Ponderosa Commons, Ballroom, 6445 University Boulevard
Event Details
Tuesday, February 25, 2020
- 10:45 a.m. – 11:00 a.m. Mingling with fellow staff members
- 11:00 a.m. – 1:00 p.m. Lunch served, interspersed with door prizes
- 1:00 p.m. Event Wrap Up
Ponderosa Commons Oak House, Ponderosa Ballroom
6445 University Boulevard
Indian-style buffet lunch, with meat, vegetarian, and vegan options, provided by Scholars Catering.
Please RSVP below to enter your name into one of several door prizes.
The deadline to RSVP is Tuesday, February 18th 2020!
The Dean’s Staff Appreciation Lunch
When: Tuesday, February 25, 2020 | 11:00 am – 1:00 pm
Where: Ponderosa Commons, Ballroom, 6445 University Boulevard
Event Details
Tuesday, February 25, 2020
- 10:45 a.m. – 11:00 a.m. Mingling with fellow staff members
- 11:00 a.m. – 1:00 p.m. Lunch served, interspersed with door prizes
- 1:00 p.m. Event Wrap Up
Ponderosa Commons Oak House, Ponderosa Ballroom
6445 University Boulevard
Indian-style buffet lunch, with meat, vegetarian, and vegan options, provided by Scholars Catering.
Please RSVP below to enter your name into one of several door prizes.
The deadline to RSVP is Tuesday, February 18th 2020!
When: Wednesday, February 26th, 2020 | 12:30 pm – 03:00 pm
Where: Neville Scarfe Building, Room 1007
Don’t miss the next Transformative Inclusive Pedagogical Practices Project Intensive on Feb. 26th from 12:30-3:00 (with lunch) building on the very successful Intensive held in November. This project, led by Dr. Jan Hare and Dr. Wendy Carr, seeks to build competency among faculty, instructors, faculty advisors and grad teaching assistants to enhance their teaching of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBQT2+ students.
What are some of the challenging situations and dynamics we face in post-secondary classrooms? Join us in engaging with scenarios as a springboard for exploration, discussion and insight-sharing.
Transformational Inclusive Pedagogical Practices (TIPP) Project February Intensive
When: Wednesday, February 26th, 2020 | 12:30 pm – 03:00 pm
Where: Neville Scarfe Building, Room 1007
Don’t miss the next Transformative Inclusive Pedagogical Practices Project Intensive on Feb. 26th from 12:30-3:00 (with lunch) building on the very successful Intensive held in November. This project, led by Dr. Jan Hare and Dr. Wendy Carr, seeks to build competency among faculty, instructors, faculty advisors and grad teaching assistants to enhance their teaching of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBQT2+ students.
What are some of the challenging situations and dynamics we face in post-secondary classrooms? Join us in engaging with scenarios as a springboard for exploration, discussion and insight-sharing.
When: Monday, February 17th, 2020 | 08:00 am – 09:30 am
Where: Vancouver Aquarium | 845 Avison Way, Vancouver
Happy Family Day!
You and your family are invited to join us for a fun-filled Family Day at the Vancouver Aquarium located in Stanley Park. The morning program will consists of a continental breakfast, coffee, tea and juice. After a few opening remarks, we will have a chance to learn more about the aquarium. There will be an educational talk from the Vancouver Aquarium staff. We hope to see you there for a day of fun, learning, and (most importantly) family!
Registration opens: 8:00 a.m.
Remarks: 8:20 a.m.
Activities: 8:30 a.m.
4D Movie: 9:30 a.m. (TBC)
Adults: $10.00
Children 12 and under: Free!
Family Day at the Vancouver Aquarium
When: Monday, February 17th, 2020 | 08:00 am – 09:30 am
Where: Vancouver Aquarium | 845 Avison Way, Vancouver
Happy Family Day!
You and your family are invited to join us for a fun-filled Family Day at the Vancouver Aquarium located in Stanley Park. The morning program will consists of a continental breakfast, coffee, tea and juice. After a few opening remarks, we will have a chance to learn more about the aquarium. There will be an educational talk from the Vancouver Aquarium staff. We hope to see you there for a day of fun, learning, and (most importantly) family!
Registration opens: 8:00 a.m.
Remarks: 8:20 a.m.
Activities: 8:30 a.m.
4D Movie: 9:30 a.m. (TBC)
Adults: $10.00
Children 12 and under: Free!
When: Wednesday, February 26, 2020 | 12:30 pm – 03:00 pm
Where: Neville Scarfe Building, Room 1007
Don’t miss the next Transformative Inclusive Pedagogical Practices Project Intensive on Feb. 26th from 12:30-3:00 (with lunch) building on the very successful Intensive held in November. This project, led by Dr. Jan Hare and Dr. Wendy Carr, seeks to build competency among faculty, instructors, faculty advisors and grad teaching assistants to enhance their teaching of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBQT2+ students.
What are some of the challenging situations and dynamics we face in post-secondary classrooms? Join us in engaging with scenarios as a springboard for exploration, discussion and insight-sharing.
The Transformative Inclusive Pedagogical Practices (TIPP) Project is led by Dr. Jan Hare, Associate Dean of Indigenous Education, and Dr. Wendy Carr, Dean’s Senior Advisor for Sexual Orientation and Gender Identity (SOGI) Inclusion. This project seeks to build competency among teacher educators to engage in the foundational work of supporting pre-service teachers in their teaching and learning of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBTQIA2S+ students in the teacher education program.
Instructors and faculty advisors in teacher education must negotiate the integration of inclusive pedagogical practices in their teaching and/or supervising while preparing pre-service teachers to do the same. As the Faculty of Education prepares over 700 teacher candidates annually for the teaching profession, graduates must be able to respond to emerging curriculum priorities that include the First Peoples Principles of Learning in all areas of the K to 12 BC curriculum and recent changes to school district policies related to SOGI-inclusion with corresponding curricular links and SOGI 1 2 3 resources.
National directives from the Truth and Reconciliation Calls-to-Action (2015), the Association of Canadian Deans of Education National Accord on Indigenous Education (2010), and recent changes to provincial human rights legislation to protect gender identity and expression create unique responsibilities for teacher educators and pre-service teachers in this professional learning context.
Inclusive pedagogical practices in teacher education are informed by theoretical frameworks such as culturally-responsive pedagogies, anti-oppression approaches, queer or feminist theory, intersectionality, anti-colonial, anti-racist and decolonizing methods, and Indigenous theories of education. Yet, how instructors engage in inclusive teaching practices is influenced by a range of factors, including their discipline, teaching and other experience/s or identity/ies.
The Office of Indigenous Education and SOGI UBC, in partnership with the UBC Research-Based Theatre Collaborative, offers this first TIPP Intensive as experiential opportunities for teacher educators. University classroom scenarios are depicted as a springboard for discussion, analysis and exploration of transformative, inclusive pedagogical approaches that consider the multiple experiences and identities of our students.
Transformative Inclusive Pedagogical Practices (TIPP) Project Intensive
When: Wednesday, February 26, 2020 | 12:30 pm – 03:00 pm
Where: Neville Scarfe Building, Room 1007
Don’t miss the next Transformative Inclusive Pedagogical Practices Project Intensive on Feb. 26th from 12:30-3:00 (with lunch) building on the very successful Intensive held in November. This project, led by Dr. Jan Hare and Dr. Wendy Carr, seeks to build competency among faculty, instructors, faculty advisors and grad teaching assistants to enhance their teaching of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBQT2+ students.
What are some of the challenging situations and dynamics we face in post-secondary classrooms? Join us in engaging with scenarios as a springboard for exploration, discussion and insight-sharing.
The Transformative Inclusive Pedagogical Practices (TIPP) Project is led by Dr. Jan Hare, Associate Dean of Indigenous Education, and Dr. Wendy Carr, Dean’s Senior Advisor for Sexual Orientation and Gender Identity (SOGI) Inclusion. This project seeks to build competency among teacher educators to engage in the foundational work of supporting pre-service teachers in their teaching and learning of Indigenous and SOGI-inclusive perspectives, content, and learning approaches, as well as create safer learning environments for Indigenous and LGBTQIA2S+ students in the teacher education program.
Instructors and faculty advisors in teacher education must negotiate the integration of inclusive pedagogical practices in their teaching and/or supervising while preparing pre-service teachers to do the same. As the Faculty of Education prepares over 700 teacher candidates annually for the teaching profession, graduates must be able to respond to emerging curriculum priorities that include the First Peoples Principles of Learning in all areas of the K to 12 BC curriculum and recent changes to school district policies related to SOGI-inclusion with corresponding curricular links and SOGI 1 2 3 resources.
National directives from the Truth and Reconciliation Calls-to-Action (2015), the Association of Canadian Deans of Education National Accord on Indigenous Education (2010), and recent changes to provincial human rights legislation to protect gender identity and expression create unique responsibilities for teacher educators and pre-service teachers in this professional learning context.
Inclusive pedagogical practices in teacher education are informed by theoretical frameworks such as culturally-responsive pedagogies, anti-oppression approaches, queer or feminist theory, intersectionality, anti-colonial, anti-racist and decolonizing methods, and Indigenous theories of education. Yet, how instructors engage in inclusive teaching practices is influenced by a range of factors, including their discipline, teaching and other experience/s or identity/ies.
The Office of Indigenous Education and SOGI UBC, in partnership with the UBC Research-Based Theatre Collaborative, offers this first TIPP Intensive as experiential opportunities for teacher educators. University classroom scenarios are depicted as a springboard for discussion, analysis and exploration of transformative, inclusive pedagogical approaches that consider the multiple experiences and identities of our students.
When: Friday, January 24, 2020 | 11:00 am – 12:15 pm
Where: Neville Scarfe Building, Room 2415
Dr. Ching-Lin Shih will discuss the fundamental concepts of computerized adaptive testing (CAT) and why it can enhance measurement efficiency. Then he will use a real example to demonstrate how to apply CAT for assessing physical function of patients of stroke in Taiwan. Here is a reference paper for this talk, https://bit.ly/35JKAFU.
QMS Talk: Enhancing Measurement Efficiency with Computerized Adaptive Testing
When: Friday, January 24, 2020 | 11:00 am – 12:15 pm
Where: Neville Scarfe Building, Room 2415
Dr. Ching-Lin Shih will discuss the fundamental concepts of computerized adaptive testing (CAT) and why it can enhance measurement efficiency. Then he will use a real example to demonstrate how to apply CAT for assessing physical function of patients of stroke in Taiwan. Here is a reference paper for this talk, https://bit.ly/35JKAFU.
When: Thursday, January 23rd, 2020 | 02:30 pm – 04:00 pm
Where: Ponderosa Commons, Room 2012, 6445 University Boulevard.
This event will take place on the traditional, ancestral, and unceded territories of the Musqueam people.
What does it mean to be a public scholar? We all like the ideas of community engagement, social impact, public dialogue, and collaboration – but how do we prioritize these in our work, amidst many other pressing demands of academia? Join this interdisciplinary panel of PhD students/candidates/alumni to discuss some of the possibilities and challenges of public scholarship, and to hear about their ideas and experiences in reimagining academia in the service of transformation and social justice.
Natalia Balyasnikova is a graduate of the Department of Language and Literacy Education and a UBC Public Scholar. Since defending her dissertation, Dr. Balyasnikova has been working as an Education Specialist at Justice Education Society of BC, heading the development and evaluation of large scale professional development programs in the justice sector.
Harini Rajagopal is a PhD candidate in Language and Literacy Education and a UBC Public Scholar. Her research explores ways to value what young English language learners bring to elementary school. Using child-centered, collaborative, and creative learning opportunities, she hopes to engage with pedagogies in more human ways, communicate good ideas, and facilitate meaningful action.
A UBC Public Scholar, Dacotah-Victoria Splichalova is a second-year Ph.D. student in the Institute for Resources, Environment, and Sustainability. Through community-led projects, she explores arts-based approaches to facilitate reimaginings of ‘H2O’ beyond a resource, to uncover emotional and symbolic aspects of people’s connections to water, both shedding light on experiences of water insecurity, and highlighting critical pathways for more inclusive water governance.
Neila Miled is a PhD Candidate in the department of Educational Studies, a Killam Scholar, a Liu scholar and UBC Public Scholar. Her research engages with transnational feminism, postcolonial/decolonial theory, critical ethnography and photovoice to explore the socio-political and cultural contexts of education in relation to immigrants and refugee youth.
Research with Impact: Conversations with Public Scholars
When: Thursday, January 23rd, 2020 | 02:30 pm – 04:00 pm
Where: Ponderosa Commons, Room 2012, 6445 University Boulevard.
This event will take place on the traditional, ancestral, and unceded territories of the Musqueam people.
What does it mean to be a public scholar? We all like the ideas of community engagement, social impact, public dialogue, and collaboration – but how do we prioritize these in our work, amidst many other pressing demands of academia? Join this interdisciplinary panel of PhD students/candidates/alumni to discuss some of the possibilities and challenges of public scholarship, and to hear about their ideas and experiences in reimagining academia in the service of transformation and social justice.
Natalia Balyasnikova is a graduate of the Department of Language and Literacy Education and a UBC Public Scholar. Since defending her dissertation, Dr. Balyasnikova has been working as an Education Specialist at Justice Education Society of BC, heading the development and evaluation of large scale professional development programs in the justice sector.
Harini Rajagopal is a PhD candidate in Language and Literacy Education and a UBC Public Scholar. Her research explores ways to value what young English language learners bring to elementary school. Using child-centered, collaborative, and creative learning opportunities, she hopes to engage with pedagogies in more human ways, communicate good ideas, and facilitate meaningful action.
A UBC Public Scholar, Dacotah-Victoria Splichalova is a second-year Ph.D. student in the Institute for Resources, Environment, and Sustainability. Through community-led projects, she explores arts-based approaches to facilitate reimaginings of ‘H2O’ beyond a resource, to uncover emotional and symbolic aspects of people’s connections to water, both shedding light on experiences of water insecurity, and highlighting critical pathways for more inclusive water governance.
Neila Miled is a PhD Candidate in the department of Educational Studies, a Killam Scholar, a Liu scholar and UBC Public Scholar. Her research engages with transnational feminism, postcolonial/decolonial theory, critical ethnography and photovoice to explore the socio-political and cultural contexts of education in relation to immigrants and refugee youth.
Application deadline: Monday March 2, 2020.
Objectives
- To bring outstanding international scholars to UBC for extended visits, in partnership with UBC’s faculties, departments and research centres.
- To foster basic and advanced research in an interdisciplinary research environment.
- To serve as a catalyst for longer-term interdisciplinary research relationships through the Institute.
The Peter Wall Institute for Advanced Studies is offering International Visiting Research Scholars (IVRS) awards of $15,000 to bring some of the world’s best scholars to UBC.
Exceptional scholars who have achieved the highest levels of distinction in their fields, and whose work has had a broad impact well beyond any one discipline are invited to spend time at UBC and the Peter Wall Institute. Ideal candidates will have demonstrated their commitment to working across disciplinary boundaries.
The Institute will partner with UBC faculties, departments and research centres to attract outstanding scholars to UBC for an extended stay, providing opportunities to foster interdisciplinary academic exchange and catalyze new research directions between UBC and international scholars.
IVRS will spend a minimum of three weeks at UBC, with part-time residence at the Institute, during the academic term from September 2020 – May 2021.
*Host Faculty* All visiting scholars must be hosted by at least two UBC faculty members from different departments. Please download the application form for IVRS candidates.
International Visiting Research Scholars
Application deadline: Monday March 2, 2020.
Objectives
- To bring outstanding international scholars to UBC for extended visits, in partnership with UBC’s faculties, departments and research centres.
- To foster basic and advanced research in an interdisciplinary research environment.
- To serve as a catalyst for longer-term interdisciplinary research relationships through the Institute.
The Peter Wall Institute for Advanced Studies is offering International Visiting Research Scholars (IVRS) awards of $15,000 to bring some of the world’s best scholars to UBC.
Exceptional scholars who have achieved the highest levels of distinction in their fields, and whose work has had a broad impact well beyond any one discipline are invited to spend time at UBC and the Peter Wall Institute. Ideal candidates will have demonstrated their commitment to working across disciplinary boundaries.
The Institute will partner with UBC faculties, departments and research centres to attract outstanding scholars to UBC for an extended stay, providing opportunities to foster interdisciplinary academic exchange and catalyze new research directions between UBC and international scholars.
IVRS will spend a minimum of three weeks at UBC, with part-time residence at the Institute, during the academic term from September 2020 – May 2021.
*Host Faculty* All visiting scholars must be hosted by at least two UBC faculty members from different departments. Please download the application form for IVRS candidates.
Registration deadline: February 5, 2020.
Deadline to submit Research Project Information Form: February 27, 2020.
Applicant’s e-submission deadline on ResearchNet: March 3, 2020.
You may continue to work on your proposal after you have submitted your paperwork to ORS. Please see ORS website for further information about eSubmission Procedures.
Sponsor deadline: March 4, 2020.
Objectives
- To support a diverse portfolio of health-related research and knowledge translation proposals at any stage, from discovery to application, including commercialization
- To promote relevant collaborations across disciplines, professions, and sectors
- To contribute to the creation and use of health-related knowledge
The Project Grant program is open to applicants in all areas of health research that are aligned with the CIHR mandate: “To excel, according to internationally accepted standards of scientific excellence, in the creation of new knowledge and its translation into improved health for Canadians, more effective health services and products, and a strengthened Canadian health care system”.
The total amount available for Fall 2019 and Spring 2020 Project Grant competitions is $550M. The Project Grant competition will also have a specific funding envelope to support early career researchers (ECRs).
Funding is augmented by CIHR Institute Priority Announcements (PAs) that award grants in specific research areas relevant to the Institutes’ mandates. PAs offer additional sources of funding for highly ranked and competitive applications that were not funded through the Project Grant competition budget.
The Project Grant program has no formal requirements for partnering; however, depending on the nature of the research proposal a commitment (cash or in-kind) from interested or engaged knowledge user(s) or other partners will be reasonably expected by peer reviewers.
Project Grant: Spring 2020 Competition
Registration deadline: February 5, 2020.
Deadline to submit Research Project Information Form: February 27, 2020.
Applicant’s e-submission deadline on ResearchNet: March 3, 2020.
You may continue to work on your proposal after you have submitted your paperwork to ORS. Please see ORS website for further information about eSubmission Procedures.
Sponsor deadline: March 4, 2020.
Objectives
- To support a diverse portfolio of health-related research and knowledge translation proposals at any stage, from discovery to application, including commercialization
- To promote relevant collaborations across disciplines, professions, and sectors
- To contribute to the creation and use of health-related knowledge
The Project Grant program is open to applicants in all areas of health research that are aligned with the CIHR mandate: “To excel, according to internationally accepted standards of scientific excellence, in the creation of new knowledge and its translation into improved health for Canadians, more effective health services and products, and a strengthened Canadian health care system”.
The total amount available for Fall 2019 and Spring 2020 Project Grant competitions is $550M. The Project Grant competition will also have a specific funding envelope to support early career researchers (ECRs).
Funding is augmented by CIHR Institute Priority Announcements (PAs) that award grants in specific research areas relevant to the Institutes’ mandates. PAs offer additional sources of funding for highly ranked and competitive applications that were not funded through the Project Grant competition budget.
The Project Grant program has no formal requirements for partnering; however, depending on the nature of the research proposal a commitment (cash or in-kind) from interested or engaged knowledge user(s) or other partners will be reasonably expected by peer reviewers.
The Conversation
By: Dr. Bonny Norton
January 19, 2020
Global Storybooks: From Arabic to Zulu, freely available digital tales in 50+ languages
Globally, 750 million youth and adults do not know how to read and write and 250 million children are failing to acquire basic literacy skills. Literacy is central to education and plays an important role in development and peace.
In response to this global educational challenge, our team based at the University of British Columbia developed the open multilingual literacy portal Global Storybooks.
This portal hosts custom sites with multilingual open-licensed books for over 40 countries and regions on five continents. Our vision is to help democratize global flows of information and resources, to facilitate language learning — including Indigenous languages — and to promote literacy.
Global Storybooks: From Arabic to Zulu, freely available digital tales in 50+ languages
The Conversation
By: Dr. Bonny Norton
January 19, 2020
Global Storybooks: From Arabic to Zulu, freely available digital tales in 50+ languages
Globally, 750 million youth and adults do not know how to read and write and 250 million children are failing to acquire basic literacy skills. Literacy is central to education and plays an important role in development and peace.
In response to this global educational challenge, our team based at the University of British Columbia developed the open multilingual literacy portal Global Storybooks.
This portal hosts custom sites with multilingual open-licensed books for over 40 countries and regions on five continents. Our vision is to help democratize global flows of information and resources, to facilitate language learning — including Indigenous languages — and to promote literacy.
Dec 31, 2019
UBC Active Kids is pleased to announce our 2018/2019 Year In Review! It contains more information about who we are, and highlights some of our favorite success stories and initiatives of the last full academic year. We invite you to visit our website to view the full year in review: kin.ubc.ca/activekids
UBC ACTIVE KIDS 2018-2019 Annual Report
Dec 31, 2019
UBC Active Kids is pleased to announce our 2018/2019 Year In Review! It contains more information about who we are, and highlights some of our favorite success stories and initiatives of the last full academic year. We invite you to visit our website to view the full year in review: kin.ubc.ca/activekids