Director, Masters of Educational Technology Program and Director, Graduate Studies in Education (Pro Tem)

April 3, 2018

In 2018/19 Dr. Jennifer Shapka, Professor in ECPS, Director, Masters of Educational Technology (MET) Program, and Director, Graduate Studies in Education, will be going on sabbatical.

As of September 1, 2018, Dr. Teresa Dobson, Professor, LLED will take on the roles of Director, MET Program and Director, Graduate Studies in Education (Pro Tem).

Thank you to Dr. Shapka for providing extraordinary leadership both to the Office of Research in the Graduate Studies portfolio during a time of new and significant challenges, including the 4-Year funding requirement for PhD students, and also to the MET Program during a period of Re/Imagining and new faculty hiring and curriculum development.

Dr. Teresa M. Dobson is Professor and former Deputy Head in the Department of Language and Literacy (LLED). Her research for the past two decades has focused primarily on the production of knowledge and its reception in digital environs. She employs collaborative, digital humanities approaches in developing experimental reading interfaces and in studying reader experience of such interfaces. She is a founding member of the Implementing New Knowledge Environments (INKE) project. With INKE’s Interface Design team, she has contributed to the development of a series of prototypes for scholarly use: inke.ca/projects/tools-and-prototypes. Dr. Dobson is also a literacy and literary education researcher interested in learner engagement in multimodal environments, GPS-enabled interfaces for place-based writing and reading, and teaching literature for social justice. Dr. Dobson is author of multiple publications in peer-reviewed digital humanities, literacy and literary education journals. Dr. Dobson is co-author (with Jeff Miller) of one of the first two courses offered through the MET Program, Text Technologies: The Changing Spaces of Reading and Writing, which won the BC Technology Users Group Innovation Award in 2004 for early implementation of social media in online education. She was a member of the original inter-departmental committee that formulated the MET curriculum and has since served on the MET Advisory, Management, and Executive Committees. Dr. Dobson spearheaded the establishment of the Digital Literacy Centre in LLED in 2008 and served as its first Director from 2009 through 2011.

Please join us in welcoming Dr. Dobson to her new roles as Director, MET Program and Director, Graduate Studies in Education (Pro Tem).

Graduate Defence – Natalia Panina-Beard

By domansky

Natalia Panina-Beard, PhD, Human Development, Learning and Culture

Creating a New Vision for an Imagined School: Young People from Alternative Programs Explore their Experiences with Schooling
Supervisor: Dr. Jennifer Vadeboncoeur
Friday, April 6, 2018 | 12:30 p.m. | Graduate Student Centre, 6371 Crescent Road, Room 200

Abstract

Based on Vygotsky’s sociocultural theory, which states that learning and development takes place in the relation between an individual and his or her sociocultural environment, this research focused on the schooling experiences of students attending alternative programs (APs) in British Columbia. Two research questions were addressed: 1) What do the students attending APs say they need to graduate from high school? 2) What would a school look like that provides opportunities for meeting the students’ educational needs and integrating their strengths?

Through qualitative methods, eleven students were engaged in a three-phase research process. First, they were interviewed individually. Second, they worked in groups and sharing circles with the support of a researcher, a community Elder and two architects. Third, they created a model for an imagined school that would meet their educational needs and integrate their needs for high school completion.

Using thematic analysis, the students reported that mainstream schools did not provide the support and care they needed, did not recognize their teaching and learning needs in a timely manner and did not include their strengths to facilitate school engagement. Conversely, they described the APs as having limited learning opportunities, but providing support and care. Therefore, in their imagined school, they created spaces for: positive relationships with their teachers, rich learning experiences leading to a career, hands-on learning spaces, a garden and a farm. Further, their imagined school was an open and spacious facility connected to the outdoors.

The current study contributes to the literature by building from interviews with young people to create with them an imagined school that provides opportunities for both addressing educational needs and building from strengths. Unique to Vygotsky’s theory is a recognition that, along with an experience itself, what matters is the meaning that is made from experience; individuals create meaning in the moment, as well as reinterpret the meaning of experience over time. Through reflection and reinterpretation of experience, the young people in this study were enabled to imagine a school that they had never experienced and, thus, create a school for education.

Graduate Defence – Lynn Service

By domansky

Lynn Service, MA, Special Education

A Video-Based Preference Assessment of Social Stimuli
Supervisor(s): Dr. Pat Mirenda (SPED) and Dr. Laura Grow (Garden Academy)
Thursday, April 5, 2018 | 10:00 a.m. | Neville Scarfe Building, Room 309C

Abstract

Research on social stimuli preference assessments has largely used pictorial depictions of social stimuli (Kelly, Roscoe, Hanley, & Schlichenmeyer, 2014; Lang et al., 2014). However, social stimuli are dynamic and the use of videos may better portray the nuances of social stimuli (Snyder, Higbee, & Dayton, 2012). The purpose of the current study was to evaluate a 3-step process to identify reinforcing social stimuli (i.e., a semi-structured interview, a video-based preference assessment, and a reinforcer assessment. Six children aged 2- to 7-years old participated in the study. Two participants had a diagnosis of Autism Spectrum Disorder, one had a diagnosis of Autism Spectrum Disorder and Attention-Deficit Hyperactivity Disorder, and three were typically developing. The experimenter conducted a video-based, paired-choice preference assessment in which two videos of different social stimuli played simultaneously. The rate of responding for high- and low-preference social stimuli was assessed during baseline and a progressive and/or fixed ratio schedule of reinforcement. Four participant’s participation was terminated before full data sets could be collected due to engagement in problem behaviour. Two participants were able to complete full data sets; however, both required modifications to the original method to do so. The results of the study will be discussed in terms of clinical implications and considerations for future research.

Canvas Migration Update

By eric lee

March 27, 2018

Educational Technology Support (ETS) has been working on the transition of UBC’s primary learning management system from Connect to Canvas. In the summer terms of 2018, all courses (aside from courses in the Teacher Education Program) will be using Canvas as their primary learning management system. By September 2018, all courses will be transitioned into using Canvas.

If you are teaching a classroom course in Summer 2018, you will be able to migrate your course yourself! To migrate your course, you first must have your Canvas course shell ready and you must have access to the Connect course you are planning on migrating. Please visit our website to learn how to migrate your course from Connect to Canvas: Canvas Migration. If you are teaching an online course in Summer 2018, ETS will be migrating your course.

If you run into any issues trying to migrate your course, please feel free to contact ETS by email at ets.educ@ubc.ca or by phone at 604 822 6333.

New Director of Communications

By domansky

March 26, 2018

The Faculty of Education is pleased to announce that Ms. Moira McDermott has joined the Faculty of Education as Director, Communications, as of Monday March 26, 2018.

Ms. McDermott comes with over 20 years of experience in communications, marketing and public relations, both in post-secondary institutions and in the public and private sector. Ms. McDermott has received Professional Accreditation (APR), is a Certified Advertising Agency Practitioner (CAAP) and also received the IAP2 Certification from the International Association for Public Participation. Her contributions to the Province of British Columbia has earned her the Deputy Minister’s Certificate of Recognition for the Ministry of Education’s Employee Learning Strategy and British Columbia Premier’s Certificate of Recognition for contributions to the Queen’s Jubilee Visit. In her current and former positions, Ms. McDermott has lead the communications and marketing portfolio to significantly increase the applications for a new Bachelor of International Economics (BIE) degree and has held extensive experience in advising senior leadership, Board members, staff, alumni and faculty in various organizations.

In her role as Director, Communications, Ms. McDermott will be responsible for the development, implementation and evaluation of media, public relations and other communications strategies for the Faculty of Education, provision of guidance and collaboration with unit-level communicators, liaison with other Faculties and central units for Faculty promotion and acting as a key communicator between the Faculty of Education and external organizations.

Ms. McDermott’s office will be located on the 6^th Floor, Neville Scarfe Building, in Room 2620. She can be contacted at moira.mcdermott@ubc.ca or 604-822-0853.

Please join us in welcoming Ms. McDermott to the Faculty of Education!

Conversations with the Dean RSVP

By alex smiciklas

Please register for the next installment of Conversations with the Dean being held on Tuesday April 24, from 4:00-5:30 p.m. in Room 2414 (fourth floor lounge), Neville Scarfe Building.

One Button Studio/DIY Media Space Revamp

By eric lee

March 26, 2018

The One-Button Studio is a designated space within UBC Studios, located in the University Services Building at 2329 West Mall. The One-Button Studio is a free service available to UBC faculty and staff to create video presentations, lectures and announcements. As the name suggests, the One-Button Studio was designed to be a video production option that is simpler to use, with only a few steps to get started.

Recently, UBC Studios has added a new DIY-Media Space to the One-Button Studio. The space now includes a table-top recording station that allows you to live-stream videos, make Camtasia lecture/presentation recordings and podcasts. The DIY-Media Space includes a writing tablet, an optimally mounted microphone, and a high-definition camera.

UBC Studios has done its best to make the space DIY-friendly and simple to use. While the DIY-Media Space is not as simple as pushing one-button, Camtasia recordings take only a few clicks to setup and there are instructions laid out to you on how to use the writing tablet.

If you do not wish to use the new table-top DIY-Media space, the option to use the original One-Button Studio is still available!

If you would like to book the One-Button Studio/DIY-Media Space, please contact UBC Studios by phone at 604 822 9800 or by email at ubc.studios@ubc.ca. This service is free to use for faculty and staff members of UBC.

From Centennial to Sesquicentennial in Canada: Transformative Research in the History of Education

By domansky

HSE-RHÉ Editors: Penney Clark and Mona Gleason, University of British Columbia

Guest Editors: Sharon Anne Cook, Chad Gaffield, Ruby Heap, Stéphane Lévesque, Heather McGregor, Lorna McLean, Nicholas Ng-A-Fook, and Timothy J. Stanley, Making History Educational Research Unit / Faire de l’histoire unité de recherche en éducation University of Ottawa / Université d’Ottawa

Published: Spring 2018 special issue / Le numéro spécial de printemps 2018, Historical Studies in Education / Revue d’histoire de l’éducation

View online

In this issue:

Special Issue – Introduction

From Centennial to Sesquicentennial in Canada: Transformative Research in the History of Education | Chad Gaffield

Special Issue – Articles

The Writing of Women into Canadian Educational History in English Canada and Francophone Quebec, 1970 to 1995 | Sharon Anne Cook, Ruby Heap, Lorna McLean
Back to School? Historians and the View from the Classroom | Penney Clark, Amy von Heyking
Combien ou comment ? Les femmes canadiennes dans les récits scolaires et dans la mémoire collective, rétrospective des recherches depuis 1980 | Marie-Hélène Brunet
Women Rarely Worthy of Study: A History of Curriculum Reform in Ontario Education | R. Fine-Meyer, K. Llewellyn
Off to School: Filmic False Equivalence and Indian Residential School Scholarship | Jane Griffith

Articles

Swimming Against the Current of Secular Education: The Rise and Fall of Columbian Methodist College, 1892-1937 |Eric Damer, Gerald Thomson
Le « moment 68 » au Collège Sainte-Anne : la mentalité estudiantine au moment de la grève de 1968 | Michael Poplyansky
L’Éducation des filles congolaises au maquis de Mulele: Arme de libération ou force d’(auto)destruction? | Annette Lembagusala Kikumbi, Marc Depaepe

Research Note / Note de recherche

La formation en techniques de laboratoire médical au Québec, 1943-1968 : Vingt-cinq ans avant le Cégep | Andrée Dufour

Book Reviews / Comptes Rendus

Marc-André Éthier, Vincent Boutonnet, Stéphanie Demers et David Lefrançois, Quel sens pour l’histoire? | Laurie Pageau
Jean-François Condette, dir., Les personnels d’inspection. Contrôler, évaluer, contrôler les enseignants. Retour sur une histoire France/Europe (XVIIe-XXe siècle) | Jean-Pierre Proulx
Matthew Hayday, So They Want Us to Learn French: Promoting and Opposing Bilingualism in English-Speaking Canada | Jack D. Cécillon
Helen May, Kristen Nawrotzki, and Larry Prochner eds., Kindergarten Narratives on Froebelian Education: Transnational Investigations | Sofia Chatzistefanidou
Colleen Gray, No Ordinary School: The Study, 1915–2015 | K. M. Gemmell
Jon N. Hale, The Freedom Schools: Student Activists in the Mississippi Civil Rights Movement | Tracy E. K’Meyer
Nancy Weiss Malkiel, “Keep the Damned Women Out”: The Struggle for Coeducation | Christine D. Myers
Shelley Hasinoff and David Mandzuk, Case Studies in Educational Foundations: Canadian Perspectives | Trevor Norris
David F. Labaree, A Perfect Mess: The Unlikely Ascendency of American Higher Education | Julie A. Reuben
Jason Reid, Get Out of My Room! A History of Teen Bedrooms in America | Katharine Rollwagen
Jonathan Zimmerman and Emily Robertson, The Case for Contention: Teaching Controversial Issues in American Schools | Peter Seixas
Robert C. Vipond, Making a Global City: How One Toronto School Embraced Diversity | Myer Siemiatycki
David Wright, SickKids: The History of the Hospital for Sick Children | Judith Young

SSHRC Partnership Engage Grants

By domansky

Designed to support partnerships between the academic sector and one non-academic partner (public, private or not-for-profit), SSHRC Partnership Engage Grants put a strong emphasis on the relevance to, and involvement of, the Partner Organization.

Deadlines:

April 30, 2018: Alert Robert Olaj in the Office of Research in Education (ORE) that you are submitting an application if you are interested in ORE development support.

June 8, 2018 | 10:00 a.m.: Email Robert Olaj in the Office of Research in Education (ORE) a completed/signed UBC RPIF and a full PDF of your application.

June 8, 2018 | 4:30 p.m.: Email UBC Office of Research Services (ORS) the ORE-signed RPIF and a copy of the application.

June 15, 2018: SSHRC national deadline.

Highlights:

$25,000 maximum award
Deadlines 4 times per year, the next of which is June 15 (June 8 ORE/ORS deadline)
Only one application per calendar year (Jan.-Dec.) permitted, irrespective of application results
Results in approximately 2 months
Cash and/or in-kind contributions from the Partner Organization are expected
International participants from academic postsecondary organizations are permitted to act as Co-Applicants
All Co-Applicants from academic institutions must submit a full SSHRC CV
Co-Applicants from from eligible not-for-profit organizations may request a salary research allowance to release them from duties to their organization.

Dr. Joy Butler to Receive R. Tait McKenzie Award

By domansky

Congratulations to Dr. Joy Butler, professor in the Department of Curriculum & Pedagogy (EDCP), who has been selected to receive the 2018 R. Tait McKenzie Award. Presented by Physical & Health Education Canada (PHE Canada), the R. Tait McKenzie Award is geared toward Canadians who have made a significant impact on physical education, health education/promotion, recreation, and dance and who have served the profession over an extended period of time. To qualify, candidates must have at least 20 years’ experience as a teacher, coach, supervisor or administrator, etc., and have performed distinguished, meritorious service as a recognized leader locally/regionally, nationally, and internationally.

The award will be presented to Dr. Butler at the National PHE-Canada conference on May 18, 2018, held at Whistler, BC.

Congratulations on this milestone achievement!