We are pleased to announce that our 3rd year PhD student Pramod Sah has been awarded a Killam Doctoral Scholarship.
The Killam Doctoral Scholarships are provided annually from the Izaak Walton Killam Memorial Fund for Advanced Studies. These are the most prestigious graduate awards available at UBC and are awarded to the top doctoral candidates in the Affiliated Fellowships competition.
Congratulations, Pramod!
By: Ben Mussett
October 19, 2018
“Canada should lead the world in giving Indigenous peoples the kind of education, healthcare and recognition that they deserve,” former Prime Minister Paul Martin told a packed audience at UBC on October 17.
Martin was speaking at Moving Forward Together: Resurgence and Reconciliation in Indigenous Education, the third instalment of faculty of education Dean Blye Frank’s “Frankly Speaking” series. He was joined by UBC’s former Associate Dean of Indigenous Education Dr. Jo-ann Archibald and the University of Winnipeg’s Associate VP Indigenous Affairs Kevin Lamoureux.
Together, the three speakers discussed the challenges and successes of Indigenous education and the essential role it plays in reconciliation.
Link to full text.
Join us in congratulating Faculty of Education Alumnus, Maymie Tegart, on being awarded the Premier’s Award for Excellence in Education: Outstanding Teacher Award.
Maymie graduated UBC with a Bachelor’s of Education in 2016. Shortly after graduating, Maymie took a teaching position at Blue River Elementary, bringing her experience and ideas to a multi-grade classroom in the Northern BC community. As part of her teaching, Maymie has brought nature into the classroom by turning a room spare room into a greenhouse for the students. Here her students have been able to start seeds, learn about life cycles and pollinators through observation and hands on learning.
Narrowed down from 188 nominees, Maymie was chosen as one of nine inaugural winners of the Premier’s Awards for Excellence in Education. These awards honour the achievements of education professionals working in the public, independent, First Nations and offshore schools.
Congratulations Maymie!
Congratulations to our three Faculty of Education faculty members who have been inducted into the UBC Quarter Century Club. Dr. Anthony Clarke (EDCP), Dr. Patricia Duff (LLED),and Dr. Shelly Hymel (ECPS), were honoured at the 23rd Annual Quarter Century Club Dinner hosted by President Ono on October 11th.
The UBC Quarter Century Club was first established in 1996 by President David Strangway to recognize active full-time faculty members and librarians with 25 years of service. In 2003, the club began recognizing active members who have reached the additional milestone of 35 years of service. This group is known collectively as Tempus Fugit, or “time flies.”
Dedicating themselves to the university and the students who attend, our three faculty members have not just served with the Faculty of Educations, but have actively worked to make it better.
Meet the inductees:
Dr. Clarke spent a number of years as a classroom teacher in Australia before coming to Canada to work with beginning teachers, classroom teachers, and university instructors at UBC. He is involved in a number of projects, including the Community of Inquiry in Teacher Education elementary teacher education initiative and in recent years he has become increasingly involved in supporting Scholarship of Teaching and Learning inquiries by local, national, and international faculty members.
When not actively involved in these endeavours, Dr. Clarke participates behind the scenes in various capacities often involving new ways of exploring teacher education initiatives as part of his work for the Centre for the Study of Teacher Education.
Dr. Patricia Duff, a Professor of Language and Literacy Education at UBC works in the graduate and post-degree certificate programs in Teaching English as a Second Language and Modern Language Education. She is also Co-director of the Centre for Research in Chinese Language and Literacy Education.
In 2004, Dr. Duff was awarded the title of Distinguished University Scholar at the University of British Columbia, and in 2007 she received the University of British Columbia Killam Faculty Teaching Prize. In 2017, she received the American Association for Applied Linguistics Distinguished Scholarship and Service Award for her contributions to applied linguistics.
Dr. Duff has previously served as Director of Modern Language Education at UBC and as Director (and co-founding member) of the UBC Centre for Intercultural Language Studies for several years, promoting cross-faculty initiatives related to languages at UBC and beyond.
First joining UBC in 1993, Dr. Shelly Hymel has served in a number of different administrative roles within the Faculty of Education. These roles include the Associate Dean Office of the Graduate Programs and Research (OGPR), the Educational and Counselling Psychology and Special Education (ECPS) Department Head and Deputy Head, Area Coordinator for the Human Development, Learning, and Culture (HDLC) and School Psychology (SCPS) program areas and the Co-Director of Psychoeducational Research and Training Centre.
Currently, Dr. Hymel holds the Edith Lando Professorship in Social-Emotional Learning (SEL) which includes teaching young people how to recognize and manage emotions, make responsible decisions, establish a caring attitude, and handle challenging situations effectively.
She has also worked directly with students experiencing social difficulties and collaborates with school districts that want to address the social side of education. She has long emphasized the importance of knowledge mobilization efforts, giving over 200 invited school/community presentations, and 14 keynote presentations for educators across Canada, and has co-edited three special issues on school bullying for the online magazine for parents and teachers, www.education.com.
Congratulations to you all and thank you for your 25 years of dedicated service!
Guidelines are now available for MSFHR’s 2019 Scholar competition. The letter of intent deadline is November 29, 2018, with full applications due January 31, 2019.
Since 2001, the MSFHR Scholar Program has supported more than 400 early-career health researchers as they establish independent research careers, build leading health research programs and train junior scientists. This in turn helps to develop, attract and retain BC’s best and brightest health researchers and support the advancement of world-class health research in BC.
Each Scholar award provides salary support for up to five years, helping Scholars protect time to conduct research and expand their potential to make significant contributions to their field.
DEADLINES
October 16: Voluntary ORE internal review. Please email entire Word version of the proposal to Robert Olaj in the ORE.
October 25, 10:00 AM: Faculty RPIF signature. Please email completed UBC RPIF form and full PDF of the application to Robert Olaj in the ORE for Faculty signature.
October 25, 4:00 PM: ORS institutional deadline. Please email Faculty-signed RPIF to Donna Lei (604-822-8595) and Wendy Hudelson (604-822-8581) at ORS along with a full PDF of the application.
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:
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.
DEADLINES
November 1: Voluntary ORE internal review. Please email entire Word version of the proposal to Robert Olaj in the ORE.
November 8 10:00 AM: Faculty RPIF signature. Please email completed UBC RPIF form and full PDF of the application to Robert Olaj in the ORE for Faculty signature.
November 8 8:30 AM: ORS institutional deadline. Please email Faculty-signed RPIF to Donna Lei (604-822-8595) and Wendy Hudelson (604-822-8581) at ORS along with a full PDF of the application.
November 13 8:30 AM: Deadline to hit “submit” online.
Partnership Development Grants provide support over one to three years to teams/partnerships, led by a project director, to:
Partnership funding is intended for teams working in formal partnership between postsecondary institutions and/or organizations of various types. For more information, see the definitions for formal partnership and partner organization.
The quality of training, mentoring and employability plans for students and emerging scholars will be evaluated as an important part of the proposed initiative. Please see SSHRC’s Guidelines for Effective Research Training for more information on how students and emerging scholars can meaningfully participate in proposed initiatives.
The intellectual leadership and governance for the creation of a formal partnership may come from within the research community and/or from partner organizations from the public, private and not-for-profit sectors. However, only an eligible institution may administer the grant funding, once awarded (see Eligibility).
SSHRC invites applicants and their partner organizations who wish to propose formal disciplinary, interdisciplinary, interinstitutional, international and/or cross-sector partnership arrangements to apply for support through this funding opportunity. Funds are available to support a variety of formal partnership development initiatives in all of the disciplines and themes eligible for funding at SSHRC.
For tools and resources to assist with the planning and implementation of your partnership, please see SSHRC’s Partnerships Tool-Kit.
There are two categories of partnerships that may request support:
Following is a list of possible formal partnership approaches. Applicants are in no way limited to these approaches, and are welcome to combine some of the features described below.
DEADLINES
November 26: Voluntary ORE internal review. Please email entire Word version of the proposal to Robert Olaj in the ORE.
December 13, 10:00 AM: Faculty RPIF signature. Please email completed UBC RPIF form and full PDF of the application to Robert Olaj in the ORE for Faculty signature.
December 13, 4:30 PM: ORS institutional deadline. Please email Faculty-signed RPIF to Donna Lei (604-822-8595) and Wendy Hudelson (604-822-8581) at ORS along with a full PDF of the application.
December 17: SSHRC national deadline.
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.
To quote the launch text: “This new funding opportunity supports SSHRC’s commitment to excellence and its constant drive to enable research that informs public debate and leads to real impacts in the lives of Canadians.”
Highlights:
Congratulations to Denneisha Griffin-Pinnock (M.Ed, ALE student) who is the recipient of a Rick Hansen “Man in Motion” Fellowship!
The Rick Hansen “Man in Motion” Fellowships are made available by the University of British Columbia to honour the incredible determination and many personal achievements of Rick Hansen, Bachelor (Physical Education), 1986 and Doctor of Laws, honoris causa. His two-year world tour, Man in Motion, completed in 1987, changed public attitudes and the prospects for people with disabilities. Two fellowships, each valued at $16,000 per year, are awarded each year.
Designing Learning Experiences with Equity-Seeking Youth: Strength-Based Strategies for Sustaining Culture, Community and Creativity
Supervisor(s): Dr. Maureen Kendrick (LLED), Dr. James Anderson (LLED), Dr. Theresa Rogers
Monday, October 15, 2018 | 12:30pm | Room 2012, Ponderosa Commons North (Oak and Cedar Houses), 6445 University Boulevard
Abstract
Despite Canada’s public commitments to equity and diversity, the nation’s education systems are not adequately meeting the needs of culturally and linguistically non-dominant youth. Aboriginal youth in Canada frequently have negative and incomplete educational experiences as a result of racism, deficit perspectives, inequitable funding, and the exclusion of their ways of being and knowing (Drummond & Rosenbluth, 2013; Hare & Pidgeon, 2011; Kanu, 2002). Similarly, newcomer youth are excluded from mainstream education systems and programs through a lack of cultural competence, while alternative spaces such as those run by settlement organizations are underfunded (Van Ngo, 2009). As Canada grows increasingly diverse through immigration and begins to acknowledge historic and ongoing infringement on the rights of Aboriginal peoples, what counts as quality education must be revisited and recreated together.
My study considers the teaching and learning processes that work for non-dominant youth seeking equity, including how practitioners and young people negotiate the value of different communicative repertoires with each other and with society. I examine the kinds of learning processes that equity-seeking youth and practitioners want to create together, what strategies they use to move towards their vision, and how they imagine their work could be better sustained despite conflict with dominant systems. I anchor my study with insights gained through interviews with 12 experienced educators and social workers from across Canada. I also conducted research through two partnerships; one with youth and educators at a First Nations high school, and one with newcomer youth and facilitators in a creative arts program run by a settlement organization.
My findings elaborate on existing evidence in the field of culturally sustaining education in formal and informal contexts regarding the importance of relationships and the value of enabling the full communicative repertoires of learners. Additionally, I uncover new ideas about how relational pedagogy is manifested across the learning ecology through protecting, hosting, venturing, and accessing. I also identify ways that cycles of acceptance and expression can be set in motion and sustained, and how youth are adapting and countering the practice of authoring identity (e.g., Cummins, 2001; Cummins & Early, 2011).
