Canvas Mass Course Creation for Summer 2018

Canvas Mass Course Creation for Summer 2018

By eric lee

March 6th, 2018

Connect-to-Canvas transition in our Faculty has been ongoing as planned. There are about 100 sections migrated for January 2018 and about 70 for summer, but we can do more! UBC IT has created all Canvas course shells for Summer 2018. This gives us the opportunity to offer, in Canvas, all Faculty of Education courses (except for those taught in the Teacher Education Program) this summer.

If you will be teaching a course in the Summer (and it is not a part of the Teacher Education Program), you can begin working on it in Canvas. Visit canvas.ubc.ca to log in to Canvas.

If this will be your first time teaching in Canvas, Educational Technology Support (ETS) will be offering Canvas training sessions in the beginning of April. Stay tuned for more information on our website.

Feel free to contact ETS by email at ets.educ@ubc.ca or by phone at 604-822-6333 if you have any questions.

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Reminder: Feedback on EDST Headship Candidate Presentation

By domansky

On Wednesday, February 28, 2018, Dr. Mona Gleason gave a presentation to the Faculty of Education which discussed her research and administrative leadership experience to demonstrate her suitability for the position of Head of the Department of Educational Studies.

For those of you who attended Dr. Gleason’s presentation or have watched the video of her presentation, the Advisory Committee welcomes your feedback in an online evaluation form. Your feedback is of high value to the Advisory Committee’s deliberations. Please click the link below to access the online evaluation form.

Complete Evaluation form

Please note, the evaluation form is open until Friday, March 9 at 11:45 p.m. After this time, the evaluation form will close. If you did not attend Dr. Gleason’s presentation or did not watch the online video of her presentation, please do not fill out the online evaluation form.

Congratulations to Dr. David Anderson

By domansky

Congratulations to Dr. David Anderson, Department of Curriculum & Pedagogy (EDCP), and his faculty team (Dr. Lisa McIntosh, Dr. Alex de Cosson, and Dr. Jill Baird) on receiving the 2018 Change Makers Award from the British Columbia Museums Association (BCMA).

The award recognizes the team for developing and leading the UBC’s Masters of Museum Education (MMEd) program and the significant impact of this program in the professional development of Museum Educators. This award has been singled out, among all university-wide awards, for recognition by the UBC Board of Governors in the “Service” category.

2018 QS World University Ranks by Subject

By domansky

The results for the 2018 QS World University Rankings by Subject are in.

Education

Below is a table that displays the ranking of our UBC Faculty of Education over the last two years in comparison to other faculties of education in the world, in North America, and in Canada:

QS World University Rankings by Subject Education
The Faculty of Education at the University of British Columbia
Rank
World North America Canada
2018 18 7 2
2017 19 9 2

Sport-Related Subjects

For the second year in a row, the UBC School of Kinesiology has been ranked #4 in the world, #1 in North America, and #1 in Canada in the 2018 QS World University Rankings for sport-related subjects.

To see how we compare to other universities and other faculties of education, please click here for the full results for the 2018 QS World University Rankings by Subject.

2018 Teaching Practices Survey

By domansky

From February 27 to March 21, 2018, UBC will be running the 2018 Teaching Practices Survey. This is an opportunity for UBC faculty and others with teaching responsibility to share their teaching practices and provide confidential feedback about UBC’s teaching climate. Those eligible to participate will receive an email invitation to the survey.

To learn more about the survey, visit: ctlt.ubc.ca/teaching-practices-survey.

Graduate Defence – Christine Bridge

By domansky

Christine Bridge, PhD, LLED

Land Education and Reconciliation: Exploring Educators’ Practice
Supervisors: Dr. Teresa Dobson (LLED), Dr. Jan Hare (LLED), Dr. Candace Galla (LLED)
Wednesday, March 14, 2018 | 9:00 a.m. | Graduate Student Centre, Room 203, 6371 Crescent Road

Committee Members:
Dr. Teresa Dobson (LLED)
Dr. Jan Hare (LLED)
Dr. Candace Galla (LLED)

University Examiners:
External examiner: Dr. Susan Dion (York University)
University examiners: Dr. Susan Gerofsky (EDCP), Dr. Cynthia Nicol (EDCP)

Abstract:

The focus of this narrative inquiry was to engage educators in a series of land-based activities that prompted them to consider how the notion of “land as first teacher” (Haig-Brown & Dannenmann, 2008) might contribute to interdisciplinary approaches to land education, ecological recovery, and reconciliation in their classroom praxis. The 4Rs of respect, relevance, reciprocity, and responsibility (Kirkness & Barnhardt, 1991) provided an ethical community protocol that directed an exploration into ways to integrate processes of reconciliation into educators’ teaching practice. The research took place on the University of British Columbia (UBC) Vancouver campus, situated on the traditional, ancestral, and unceded territory of the Musqueam people.

Over the span of four months, a participant group consisting of four graduate students, three undergraduate students, and two course instructors from the UBC Faculty of Education, engaged in a series of land-based activities on various public sites on or near the UBC campus that acknowledge and re-inscribe Indigenous presence. Following each activity, participants were asked to reflect on a series of guiding questions. Data sources included pre-study questionnaires, reflective journals, semi-structured interviews, and my own field notes and observations.

Findings of the research suggested dominant discourses regarding the use of land and ethics towards the land were effectively challenged over the course of the study. Participants expressed how they might re-shape their instructional approaches to include processes of reconciliation in a multitude of ways, and expressed commitment to build their own personal and professional knowledge, and awareness of Indigenous perspectives to help further these processes.

The study builds on a body of research exploring the effectiveness of decolonizing teacher education programs. It advances land education as a pedagogical model, and thus addresses the Truth and Reconciliation Commission of Canada’s (2015a) calls to action for increased Indigenous content for learners at all levels. Further, it attends to the urgent need for reconciliation that runs deep in our country, by promoting mutually respectful relationships between Indigenous and non-Indigenous peoples (TRC, 2015b).

Graduate Defence – Bong-gi Sohn

By domansky

Bong-gi Sohn, PhD, TESL

From Language Learners to Bilingual Providers: Second Language Socialization of Bilingual Mothers in South Korea
Supervisors: Dr. Steven Talmy (LLED), Dr. Ryuko Kubota (LLED), Dr. Patsy Duff (LLED)
Friday, March 16, 2018 | 12:30 p.m. | Graduate Student Centre, Room 200, 6371 Crescent Road

Committee Members:
Dr. Steven Talmy (LLED)
Dr. Ryuko Kubota (LLED)
Dr. Patsy Duff (LLED)

University Examiners:
External examiner: Dr. Mihyon Jeon (York University)
University examiners: Dr. Don Baker and Dr. Marlene Asselin

Abstract:

In the context of unprecedented globalization and migration flows, South Korea, known for promoting the modern nation-state’s ‘one-nation, one-language’ ideology, has undergone recalibration of its national identity and language ideologies. Since the mid-2000s, the South Korean government has developed a dual contradictory bilingual framework—assimilative Korean as a Second Language and celebratory multilingual development—particularly for damunhwa (multicultural) families consisting of international marriages between Korean men and foreign women and their children. Despite the government’s enthusiastic development of language policy, little is known of the grounds on which this bilingual initiative was established and how it is practiced in families. Adopting an approach that Bronson and Watson-Gegeo (2008) have called “language socialization as topic,” this qualitative study employed a document analysis and interviews to investigate the representational practices of foreign mothers across their lifespan in South Korea. I first address how the national-level language policy guides the regulation of foreign mothers’ four linear life trajectories: marriage, migration, childbirth and education, and home economics. Findings from the policy analysis represent the government’s (1) emphasis on damunhwa mothers’ exclusive use of Korean, (2) selective recommendation of heritage/foreign language for nationalistic purposes, and (3) discouragement of heritage language use in damunhwafamilies. They also demonstrate the government’s lack of concern with the roles of Korean fathers in family language socialization. The four damunhwa mothers in this study—from Japan, China, Vietnam, and Kyrgyzstan—presented their survival stories on learning to become dedicated mothers who are expected to use Korean with their children. Their narratives also demonstrate how the linguistic hierarchy is exacerbated and how they are demoralized in their bilingual workplaces. The mothers’ stated promotion of heritage languages often serves instrumental purposes rather than fostering bilingual and bicultural identities. These findings explain how damunhwa mothers have become the heart of linguistic nationalism in globalized times for South Korea, where the government has failed to recognize the fundamental importance of the situated nature of multilingual socialization of families. Through illuminating what has been neglected by policy makers, this dissertation calls for more equitable and gender-sensitive approaches to bilingual education in transnational and translingual times.

UBC NITEP Student Talks About His ‘Remarkable’ Practicum Project

By Julie Oya

March 5, 2018

Fourth-year teacher candidate, Dave Robinson, with the UBC Indigenous Teacher Education Program (NITEP), and Vancouver School Board Grade 6/7 teacher, Monica Treanor, with Sir Sandford Fleming Elementary School, recently completed a five-month carving project with her class.

Over this period, an 80-centimetre red cedar sculpture was hand-carved and sanded by Mr. Robinson and Mrs. Treanor’s students. The final touch on “Sir Sandford’s Seal,” as the piece came to be called, included an oiling ceremony held on February 22, 2018 at the UBC First Nations Longhouse, which saw each student take a turn brushing it with finishing oil.

Read the Q&A with Dave Robinson on his ‘remarkable’ practicum project

Research Infrastructure Support Services (RISS) Program Deadlines

By domansky

The next deadline for applying for Research Infrastructure Support Services (RISS) funding is Friday, April 6, 2018.  Application guidelines and the application form can be found on the ORE website.

The goal of the RISS program is to provide Education faculty members with the infrastructure support they need to pursue excellent research as defined by the disciplines represented within the departments and school.  The RISS program complements competitive external research grants and internal seed funding by supporting activities that are typically ineligible for support from these sources.

Please contact Dr. Heather Frost (heather.frost@ubc.ca) if you have any questions about applying to the program or activities eligible for support.

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Connection Grants

By domansky

Connection Grants support events and outreach activities geared toward short-term, targeted knowledge mobilization initiatives. These events and activities represent opportunities to exchange knowledge and to engage on research issues of value to those participating. Events and outreach activities funded by a Connection Grant may often serve as a first step toward more comprehensive and longer-term projects potentially eligible for funding through other SSHRC funding opportunities.

Connection Grants support workshops, colloquiums, conferences, forums, summer institutes, or other events or outreach activities that facilitate:

  • disciplinary and/or interdisciplinary exchanges in the humanities and social sciences;
  • scholarly exchanges between those working in the social sciences and humanities and those working in other research fields;
  • intersectoral exchanges between academic researchers in the humanities and social sciences and researchers and practitioners from the public, private and/or not-for-profit sectors; and/or
  • international research collaboration and scholarly exchanges with researchers, students and non-academic partners from other countries.

UBC DEADLINES

April 9, 2018: Optional ORE internal review submission. Email online application and Word drafts to robert.olaj@ubc.ca.

April 27, 2018 | 10:00 a.m.: Faculty-level (Associate Dean Research) signature. Email PDF of integrated application (online app + attachments) AND a signed UBC RPIF to robert.olaj@ubc.ca.

April 27, 2018 | 4:00 p.m.: UBC ORS. Email faculty-signed RPIF and PDF of the integrated application to Claudia Ramos (claudia.ramos@ubc.ca) and Wendy Hudelson (wendy.hudelson@ors.ubc.ca).

Special note: Applicants must commit an additional 50% of what is requested from SSHRC as cash and/or in-kind from partner organizations (contributions from individuals do not count toward the 50% match) at the time of application. For example, if you request $25,000 from SSHRC, you must come up with $12,500 in cash and/or valuated in-kind.

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