Programs Prepare for your professional practice in a wide range of education-related fields with programs offered on campus, off campus and online.
Departments, Schools and Units The Faculty of Education consists of four departments, two schools, academic and administrative units, and research centres and institutes. Back to top. Note: Statistics and Business Math courses are not accepted. EDUC is an acceptable course and the equivalent to Math In the event of a discrepancy, the Academic Calendar shall be held to be correct. Note: Preference will be given to applicants with academic coursework in two teachable subjects. Please see the French Language Competency Assessment for more information.
Other science courses may be included in the 24 credits upon approval. There is a growing demand for French teachers all across Canada. Review the eligibility criteria, guidelines and application on the BC Ministry of Education website.
Ideally, this competency test should be taken in the third or fourth year of undergraduate studies. Exam Centres — Canada. Potential candidates to the French Pathway may be contacted by the Education Office in regards to their French proficiency during the application review process. See Financial Planning for helpful resources, and add up your first-year costs with our Cost Calculator. In addition to the tuition costs, Bachelor of Education students have program fees and require accident insurance.
The Field Experience Kit will be used for various field experiences e. Field Experience Kits will be distributed in September. Workshops and special sessions e. Students are also required to have Accident Insurance, if you do not have your own insurance, please visit the Student Resources section for details on purchasing the insurance through UBC. For detailed tuition and fees information, visit the UBC Okanagan Academic Calendar , a comprehensive guide to all programs, courses, services, and academic policies at The University of British Columbia.
Plan ahead to ensure you meet important deadlines and other target dates. For full admissions information visit the UBC Okanagan academic calendar , a comprehensive guide to all programs, courses, services, and academic policies.
These self-assessment worksheets can assist you in reviewing academic admission requirements for your admission pathway: Teaching Children and Teaching Adolescents. You will provide your summary of experience and essay in the Supplemental Application Form.
Details can be found in Step Three. You will send a link to your chosen references for them to submit a confidential reference report. Details can be found in Step Four. Admission to the Okanagan School of Education is competitive and the Bachelor of Education program has limited enrolment. Satisfying the minimum admission requirements does not guarantee admission. The Supplemental Application Form offers you the opportunity to share your practical experiences and explain your educational goals.
To meet the admission requirements, you must have a minimum of 75 hours of practical experience volunteer or paid , preferably at the age level you wish to teach. Although we consider all relevant experiences, we strongly recommend current experiences within the last two years.
A range and variety of instructional experiences is encouraged to better prepare for the program. Typical experiences for applicants include but are not limited to working in school classrooms as a volunteer or assistant, teaching dance, coaching team sports or working as a summer camp counselor.
While we recommend classroom experience, it is not required. Experience in international settings is valuable, but we recommend experience in Canadian settings. The essay question is provided below for your convenience. Becoming an educator opens doors to many opportunities to teach, learn, and contribute in a variety of contexts including but not exclusive to schools. What are your goals as an educator?
Highlight and provide examples of the qualities and experiences you bring to the challenge of becoming an educator? Maximum words. Submit Supplemental. You must arrange for the submission of two 2 confidential references to be sent on your behalf. The School of Education will not accept more than two reports. Letters in lieu of these report forms are also not acceptable. Further, it is your responsibility to ensure that your references understand the importance of including those pieces of information accurately when submitting their reference.
Your references must be directly associated e. The references must be credible authorities who can speak to your abilities, experiences, and interests relevant to the teaching profession. They cannot be a family member or a personal friend. Reference Form. Submit your official transcripts for any post-secondary studies at institutions other than UBC. You can check the status of your application through the Student Service Centre. Prospective students will be notified of an admission decision any time between March and June of the same year.
Welcome packages will be sent by the end of July of the same year, although the information is available through our BEd resources. The iTEC Certificate Program provides an opportunity for teachers to have hands-on experiences with educational technologies and technology-based learning.
Students will work with emerging forms of digital media, technologies, and learning management systems, social media, and communication networks. Students will have opportunities to teach and learn in formal public and private K—12 schools and informal museums, centers, community—based institutions educational venues to improve their understanding and practices in the pedagogical uses of information and communication technologies ICT within face-to-face, mixed-mode, and online-distance education settings.
This program focuses on established and emerging digital media and educational technology perspectives and practices for the purpose of both enhancing your knowledge of existing educational technology curriculum issues and developing new areas of inquiry specific to your interests and situation.
The diploma and certificate programs incorporate course work in educational leadership, inquiry-based learning, literacy, collaborative planning and teaching, information literacy, curriculum design and implementation, multi-media resources, and learning technologies.
This certificate program focuses broadly on developing early childhood education ECE curricula and the principles of teaching and learning in the early years preschool to Grade 3. The broad field of behaviour analysis grew out of the scientific study of principles of learning and behaviour. It has two main branches: experimental and applied behaviour analysis. The experimental analysis of behaviour is the basic science of this field and has over many decades accumulated a substantial and well-respected research literature.
This literature provides the scientific foundation for applied behaviour analysis ABA , which is both an applied science that develops methods of changing behaviour and a profession that provides services to meet diverse learning and behavioural needs.
Professionals in applied behaviour analysis engage in the specific and comprehensive use of the principles of learning in order to address behavioural needs of widely varying individuals in diverse settings. Examples of these applications include building the skills and achievements of children in school settings; and enhancing the development, abilities, and choices of children and adults with various types of kinds of disabilities.
Qualified teachers who are Canadian citizens or Permanent Residents are eligible to apply for our Teacher Updating Program. This program offers the opportunity to update teaching credentials while becoming familiar with recent developments in British Columbia schools.
Candidates admitted to this program take course work alongside Bachelor of Education teacher candidates. Practicum placements are matched to grade-level preference and previous experience. This program is designed for professionals wishing to acquire new skills or to build on their current knowledge base regarding adult learning. The Diploma in Adult Learning and Education is particularly appropriate for those who do not want to pursue a graduate degree but are interested in developing skills and knowledge in organizing, conducting, evaluating or administering programs for adult learners.
Typical students range from business people to government workers to healthcare professionals to community organizers to independent consultants and other professionals whose practice, in some way, includes designing and running learning experiences for adults. Early childhood birth to age 9 is widely recognized as being a critically important period for establishing strong foundations for learning and wellbeing throughout life.
The Guidance Studies Diploma offers teachers and other professionals background information and basic skills and concepts in school guidance work. It is intended for those who wish to do guidance work excluding individual and group counselling in elementary and secondary schools. Those desiring a position in a school system are required to be qualified teachers. One letter of reference is required for admission.
This program can be completed on a full or part-time basis. This Health Education program is designed for educators currently working in health education programs in school and non-school settings. Applicants should have at least two years work experience and may choose a program emphasis on education in either school or non-school settings. The Diploma Program aims to provide additional professional and academic guidance to ID and SCC consultants, to raise their skill and knowledge levels beyond the introductory level, to enhance their level of practice, and to assist them in providing leadership.
The Diploma that is awarded at the completion of the course program is a terminal credential, which means that the credits earned cannot be applied to another University degree. Students must complete the Diploma program within 5 years of their acceptance. The Diploma in Language and Literacy Education is an in-service program for teachers and administrators who wish to deepen and extend their knowledge of curriculum, instruction, assessment and evaluation for diverse types of school populations.
Students may choose either to focus on a particular aspect of language and literacy education, to select a variety of courses from among the various areas of language arts, or a combination of the two. Participants in the Mathematics Education program will gain experience in and subject expertise and knowledge of the teaching of mathematics at the school level. The program is open to teachers and professionals in related areas. This program is designed for teachers who wish to specialize in using the natural outdoor environment for integrated learning experiences for students.
The coursework allows for specialization in a variety of areas within the field of Special Education. This diploma meets all the course recommendations of the Canadian School Library Association. Students have the option to complete their Diploma entirely online. The Diploma in Education — Teacher-Librarianship offers flexibility in course selection. Students are encouraged to take the required courses in any order, and at their own pace. All 30 credits must be completed within five years from the commencement of the first applicable course.
If students begin their coursework as an unclassified student, they may advance their UBC coursework to a maximum of 18 credits or, if a student has studied outside of UBC, 12 appropriate non-UBC credits into their Diploma program. Please note that any transferred credits must also be within the five year limit.
The program requires 30 credits of approved core and elective courses. The Technology Studies Diploma in Education program is designed to allow teachers of technology subjects to focus on new or established areas of curricular significance in order to enhance their knowledge of existing curricular topics and to develop new areas of curriculum.
The diploma requirement is 30 post-baccalaureate credits, and its flexibility makes it a viable option to the masters program. The difference between the two is that in the diploma program students can take 12 credits of senior—level technical courses from BCIT, Emily Carr, or other design and technical institutions.
The diploma program in Visual and Performing Arts in Education may be just the kind of cross-disciplinary or integrated approach you have been looking for. It is designed to achieve breadth in the arts by offering combinations of art, dance, drama, and music courses. Diploma students opting for a Visual and Performing Arts in Education program complete courses from three of the four arts disciplines.
Whenever possible, practicing teachers are encouraged to upgrade their expertise and qualifications by returning to UBC for additional courses. The iTEC program provides an opportunity for teachers to have hands-on experiences with educational technologies and technology-based learning.
A 30 credit Diploma in Education — Curriculum and Instructional Studies will enable teachers to explore new fields of curricular or instructional study or to further their studies in a field of interest for professional purposes. It permits students to focus primarily on curriculum questions or on instructional questions, or to work in both areas. Home economics teachers are in high demand in BC and Canada. Whether you are a home economics teacher who wishes to further your specialization expertise, or you are a qualified teacher who wishes to add a specialization in home economics, the Home Economics Diploma in Education program can assist you.
The Diploma in Education is a 30 credit post-degree program designed to help teachers extend and deepen their knowledge of theory and pedagogy related to the teaching of home economics in schools.
Teachers who complete their diploma may apply to the Teacher Qualification Service for a qualification upgrade. This program will benefit teachers who are developing their own class curricula and teachers wishing to become resource persons for physical education at a school or district level.
The EdD in Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and non-formal settings.
These settings include, among many others, the post-secondary sector, business and health organizations, unions and community groups as well as the K—12 school system. The Human Development, Learning, and Culture HDLC program at UBC addresses the interface of research and practice in education, weaving together theoretical models and concepts in their application to real world educational issues.
Investigations of learning and development, including the unique contributions of culture to these processes, are applied to a wide range of contexts including classroom, afterschool, work, and technological contexts. This work is interpreted through a variety of theoretical lenses e. HDLC graduates have found careers in a variety of settings including university teaching and research, social policy analysis, curriculum and program evaluation, schools and community organizations, and corporate learning communities.
Doctoral studies in Literacy focus on critical and contemporary issues at the intersections of literacy learning and cultural and societal transformation. Students in our programs are teachers and other professional educators who engage in courses, conversations and research addressing a broad range of issues and contexts — in and out of schools, nationally and internationally, and across the lifespan.
Students in our program engage with critical societal issues that impact these topics, such as equity and inclusion, immigration and globalization, gender, youth culture, relationships among communities and educational institutions, and public policy. These programs involve study in second language curriculum, assessment, second language acquisition, bilingualism and intercultural education. The program follows the scientist-practitioner model for the education of counselling psychologists; students receive a substantial education as both researchers and professional psychologists.
Designed for those with relevant experience who want to gain doctoral level competence, this program enhances research, counselling theory, and counselling skills. Students will be prepared for careers as researchers, practitioners, and educators in a wide variety of settings including academic, clinical, community, business, private practice, and research.
Our graduates hold positions such as staff psychologist, research manager, professor, director, department head, clinical counsellor, vocational rehabilitation consultant, team leader, behavioural consultant, group facilitator, and psychoanalyst. The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in curricular and pedagogical issues within educational settings.
Two 3-credit doctoral seminars are offered in the Program as required courses. In addition to these six credits, one is required to take two research methodology and two specialization courses 12 credits total. Students select courses in consultation with their faculty supervisors or program advisory committee, based on prior academic work and research interests.
Students in the PhD program typically are expected to complete coursework in the first 18 months of their program and reach candidacy within 24 months before starting their dissertation research. Students are expected in the next two years to develop and carry out a research project designed to make an original contribution to knowledge in the area of specialization.
The university allows doctoral students up to six years to complete program requirements, however students are encouraged to complete their programs in four years. The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.
Students are required to take two first-year doctoral seminars and a second-year doctoral seminar. Students in the PhD program typically devote two years to coursework, and two to four years to developing and carrying out a research project designed to make an original contribution to knowledge in the study area.
The university allows doctoral students up to six years to complete program requirements. The School of Kinesiology offers graduate students original investigations M. Students entering the M. Potential MKin students are required to have a B. Measurement, evaluation and research methodology is an evolving field that is trans-disciplinary by nature and is at the core of many of the research activities in the Department of Educational and Counselling Psychology, and Special Education, the Faculty of Education, and in many of the human and health sciences in the University.
We prepare graduate students as methodological and measurement specialists. The programs emphasize advanced research as applied to educational, psychological, health, and social contexts. The School Psychology program prepares graduate students to become psychologists who work in schools, academic, research, community and private practice settings.
The primary goal of the program is to develop professional psychologists whose research, training and practice activities increase the educational and psychological wellbeing of children and youth. The School Psychology program follows a scientist-practitioner model, with emphasis on the integration of theory, research and clinical skills.
Training encompasses academic, social, behavioral, consultation, intervention and prevention domains, and students receive training in the integration of assessment and intervention and in relevant professional, legal and ethical issues. Science and professional practice are viewed as interactive and complementary, with research integrated across core psychological and educational foundations training as well as relevant practical experiences at all levels of the program.
The doctoral program in Special Education prepares students to contribute to the scientific knowledge base and assume leadership roles in their area s of expertise and interest. Integrating research and practice, the graduate programs in Teaching English as a Second Language TESL offer professional development to teachers of ESL and prepare researchers and leaders in applied linguistics.
TESL graduate students gain experience and understanding in such areas as: current issues in TESL theory and practice; second language acquisition, second language reading and writing, language socialization, language and identity, second language assessment, discourse analysis, critical applied linguistics, and research methods. Cross-Faculty Inquiry in Education doctoral program is an individualized, research-orientated program for students interested in undertaking research that is interdisciplinary or trans-disciplinary in nature.
The UBC Masters in High Performance Coaching and Technical Leadership is a three year, 30 credit specialized program for experienced sport coaches and technical leaders who are looking to advance in their careers.
The program is composed of a one year graduate certificate followed by masters course work. The remaining schedule consists of online teaching methods that are designed to facilitate the participation of candidates from across Canada and around the world.
This certificate is intended for individuals in teaching, supporting, or monitoring roles in public and private institutions of higher education in British Columbia and beyond. Students will complete coursework on the following topics: an introduction to the field of higher education; the historical, philosophical, economic, and sociological foundations of higher education; organization and administration of higher education; and the Canadian systems of higher education.
Our mission is to inspire, engage and provoke educators to understand, inquire into, and model curricular and pedagogical possibilities of deep involvement with the visual arts in culture and society. Within a large research orientated university situated on traditional Musqueam land, the Art Education Program strives to:.
Stimulate and conduct research within a vibrant and collaborative research community that focuses on methodologies and content relevant to the visual arts in culture and society. Provide for, model, and develop socially responsible and ecologically aware exemplary teaching practices in and across contexts with a focus on the visual arts in culture and society.
Provide leadership, and engage with local, national, and international arts and culture organizations and professionals. The research interests of faculty in Art Education are diverse.
The objective of the Business Education specialization is to provide educational professionals with the knowledge and skills necessary to implement business education programs. Individuals with a degree in Commerce or Business Administration who are not qualified teachers may be considered for admission. In community and agency counselling, students focus on counselling individuals, couples and families. Affective and developmental needs of individual and families are studied in content and practicum courses.
Skills are developed in group and individual counselling. Students graduating from this specialty area are employed as counsellors in a range of governmental, industrial, and agency settings.
The focus is on the facilitation of informed career decision making and life style planning. Beyond the common core, students in this area acquire knowledge about counselling issues pertinent to students in higher education, and develop skills in individual and group counselling.
Students graduating with this area of focus are employed as counsellors in colleges and universities. The MA and MEd programs in school counselling are offered for both elementary and secondary school levels. These programs offered are intended to develop knowledge and skills for school counselling and child and adolescent counselling in non-school settings, with emphasis on individual and group counselling, consultation, coordination and assessment.
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