How can we help young learners become caring citizens of their communities and the world?
2022 Graduate Student Endowed Awards Winners
January 9, 2023
The Office of the Associate Dean, Academic, Graduate and Innovation is pleased to announce the following graduate student award winners in the 2022 Graduate Student Endowed Awards competition:
Dean of Education Scholarship
Alexis Webster (ECPS)
Anastasia Zhuravleva (LLED)
Ariane Faria dos Santos (EDCP)
Brook Hadwen (KIN)
Brook Haight (KIN)
Gregg Eschelmuller (KIN)
Jamie Hawke (KIN)
Johanna Mickelson (ECPS)
Katharine McCloskey (ECPS)
Kieran Forde (EDCP)
Liam Foulger (KIN)
Lisa Trainor (KIN)
Makayla Freeman (ECPS)
Martin Dammert Freundt Thurne (ECPS)
Mohosina Jabin Toma (EDCP)
Naoki Takemura (EDCP)
Patricia Unung (EDCP)
Sarah Skinner (ECPS)
Serikbolsyn Tastanbek (LLED)
Tayler Colton (ECPS)
Xuyan Tang (ECPS)
Donald and Ellen Poulter Scholarship
Asma Afreen (LLED)
Guanyu Chen (ECPS)
Sarah Panofsky (ECPS)
Tonje Molyneux (ECPS)
Joseph Katz Memorial Scholarship
Amir Michalovich (LLED)
Lee Iskander (EDCP)
Lori Huston (EDCP)
Zhen Lin (LLED)
Janusz Korczak Association of Canada Graduate Scholarship in Children’s Rights and Canadian Indigenous Education
Lori Huston (EDCP)
Jimmar Memorial Scholarship in Education
Kyle Missen (KIN)
LOMCIRA Harold Covell Memorial Scholarship
Zhen Lin (LLED)
Mary Elizabeth Simpson Scholarship
Ryosuke Aoyama (LLED)
Stephen Busch (KIN)
UBC Education researchers awarded Peter Wall Institute for Advanced Studies: Catalyst Collaboration Fund grants for climate and nature emergency research
January 5, 2023
The Peter Wall Institute for Advanced Studies awarded UBC Faculty of Education researchers—Dr. Cash Ahenakew and Dr. Liv Yoon—Catalyst Collaboration Fund (Cycle 2) grants.
The Peter Wall Institute for Advanced Studies (PWIAS) brings together scholars from around the world to engage in research that transcends traditional disciplinary boundaries and explores innovative ways of thinking and knowing. The PWIAS Catalyst Collaboration Fund supports collaborative research projects, events, knowledge translation and mobilization related to the climate and nature emergency.
Dr. Cash Ahenakew
Canadian Research Chair in Indigenous Peoples’ Well-Being
Project: Indigenous Youth Building and Exchanging Strategies for Climate Advocacy
A week-long workshop to be held at the Peter Wall Institute for Advanced Studies in the Spring of 2023 will bring together seven Indigenous youth from communities from North and South America to develop strategies for Indigenous-led advocacy against climate colonialism, especially for international audiences. Principle Investigator Dr. Cash Ahenakew will support the young people to strategically and accountably weave impactful narratives that honour their Indigenous epistemologies and ontologies while shifting dominant responses away from false, simplistic solutions to climate change and toward responses that honour Indigenous land rights, self-determination and the well-being of the earth.
Dr. Liv Yoon
Project: A Community-based, Inter- and Trans-disciplinary Approach to Indoor Heat and Air Pollution
A series of three virtual workshops to discuss experiences, needs and resources around the health impacts of indoor heat and air pollution threats in the Vancouver Lower Mainland area among researchers, city partners, policy makers and marginalized residents. These workshops will subsequently inform a tailored research project to protect vulnerable citizens against negative health impacts of indoor heat and air pollution. This approach entails closely working with—and being guided by—community members directly affected by climate-related hazards.
Learn more
Universal Design for Learning Fellows Program
Overview
Universal Design for Learning is a set of principles for course and curriculum development that supports a more inclusive and accessible learning environment for all learners. The UDL Fellows Program will support faculty and staff to develop expertise in UDL through a cohort-based professional development program. It will be comprised of a series of facilitated workshops, online modules, and a project-focused set of activities to help participants use UDL principles to redesign their courses to be more inclusive and accessible. Courses impacted by these projects will benefit students from all backgrounds, not just those with accessibility needs, by providing more options and flexibility through the design of resources, tools, and course delivery.
The goals of the UDL Fellows Program are to:
- Identify and address systemic barriers to equitable learning opportunities, to create and sustain equitable and inclusive campuses (supporting UBC Strategic Plan Strategy 4: Inclusive Excellence and enhancing the accessibility of physical and virtual spaces for students, staff, and faculty).
- Improve access and inclusion in on-campus, online and hybrid teaching and learning environments with a focus on barriers for students with disabilities or other accommodations.
- Develop a network of practitioners with expertise in applying UDL approaches in the design and delivery of courses across a range of disciplines and who will promote awareness of UDL amongst faculty and staff across UBC.
- Develop a range of strategies and resources to help increase support for accessibility in UBC courses and on its campuses.
View the full Teaching and Learning Enhancement Funding (TLEF) description of this program.
Nomination Process (From CTLT)
The 2023 Faculty Fellows Program is limited to 15 project teams from the UBC Vancouver campus. Nominations for the Program will be made by the Associate Deans Academic. Each Faculty will be asked to nominate a project team with a description of the course being proposed for a UDL redesign and a rationale for why the project team and the course have been nominated for the UDL Fellows Program.
Ideally, each faculty project team will include an instructor and a support staff member (from a Faculty Instructional Support Unit or departmental support unit) and have an identified course or learning context around which their project will focus. However, if participation by a Faculty support staff member is not possible, CTLT will provide support for the project.
All project teams who participate in the UDL Fellows Program will commit to implementing UDL approaches in the identified course during the 2023/24 academic year (i.e., Winter Session 1 starting September 2023 or Winter Session 2 starting January 2024).
Faculty of Education Internal Deadline
Submit proposals by 4:00 PM, January 5, 2023.
Faculty of Education Submissions and Ranking Process
- The Faculty of Education invites applications from all instructors; we particularly encourage instructors/coordinators of courses with significant reach (e.g., undergraduate and graduate multi-section courses).
- The Provost’s Office has invited only one nomination from the Faculty of Education and has indicated they will fund the project we nominate.
- Proposals will be ranked by the Faculty of Education TLEF Internal Review Committee.
- The TLEF Internal Review committee will make a recommendation to the Dean’s designate (normally the Associate Dean, Academic).
- The successful proposal will be nominated for the UDL Fellows Program. Provost’s deadline is January 26, 2023.
- Those proposals not nominated for the UDL Fellows Program will be considered for ETS support.
Application Guidelines
Submit a statement (up to 500 words) outlining the following:
- Your team’s previous work with UDL.
- An overview of how your team intends to achieve the goals of the UDL program (see goals listed above).
- Rationale for proposing the course:
- Why is the proposed course a good candidate for this initiative?
- What is the prospective audience? How will students benefit?
- How broad is the reach of this course? Will there be reach/impact beyond the course?
- A plan for sharing what is learned with colleagues in the Faculty of Education.
- Submission link
Evaluation Criteria
- The proposal provides a clear rationale and methodology.
- Objectives align with the fellowship’s goals:
- Identifies and addresses systemic barriers to equitable learning opportunities, to create and sustain equitable and inclusive campuses (supporting UBC Strategic Plan Strategy 4: Inclusive Excellence and enhancing the accessibility of physical and virtual spaces for students, staff, and faculty).
- Improves access and inclusion in on-campus, online and hybrid teaching and learning environments.
- Has the potential to develop a network of practitioners with expertise in applying UDL approaches in the design and delivery of courses across a range of disciplines and who will promote awareness of UDL amongst faculty and staff across UBC.
- Develops a range of strategies and resources to help increase support for accessibility in UBC courses and on its campuses.
- The proposal articulates project outcomes that are well defined and achievable.
- The proposal will lead to resource development or activities that actively engage aspects of equity, diversity, and inclusion, with consideration of strategies to address equitable participation for all students in the implementation of the project.
- There is evidence of the project team’s previous work with UDL and inclusive education strategies.
- The proposal targets enhancement of teaching and learning that benefits a significant number of students directly (e.g., multi-section courses).
- Evidence of value for enrolled students.
- Clear plan for sharing what is learned.
If you have any questions, please contact Dr. Teresa Dobson.
Learning With, From, and Alongside Syilx Community Members
PHOTO: One of the tiny beaded orange shirt pins created by Okanagan School of Education staff. Photography by Amanda Lamberti.
Project Name
Learning With, From, and Alongside Syilx Community Members
Team Members
Danielle Lamb, Kristin Schuppener
Unit
Okanagan School of Education
Project Summary
Members of the Syilx community are leading a series of experiential learning and unlearning sessions for Okanagan School of Education staff, in order to celebrate and share local Syilx histories and connections to the land, culture, and understandings of self in the world.
In the first workshop, held August 9, 2022, Kyla Shields of the Syilx Nation led a beading session in which she shared the local tradition of beading and the history of orange shirts.
