The Provost’s Award for Teaching Excellence and Innovation celebrates outstanding faculty members from UBC’s Okanagan campus who demonstrate preeminence in educational leadership, innovation, and teaching while embodying a commitment to inclusion, diversity, equity and anti-racism, thus elevating teaching and learning on campus and beyond.

This year, Dr. Bill Cohen has been selected as the recipient of the Provost’s Award for Teaching Excellence and Innovation for his remarkable contributions, passion, and dedication to fostering reconciliation and decolonization through education.

Dr. Cohen, a member of the Okanagan Nation with extensive kinship ties across British Columbia and Washington, has dedicated more than 25 years to advancing Indigenous knowledge, research, education, and pedagogical transformation. He actively engages in community-driven initiatives as a parent, volunteer, advisor, facilitator, and director while also embodying the roles of educator, artist, storyteller, and author.

His ongoing research focuses on uncovering, comprehending, and conceptualizing the transformative potential inherent in Indigenous and Okanagan knowledge and pedagogy, mainly through revitalizing organic language and cultural understanding. His educational initiatives include organizing numerous community, school, arts, language, literacy, and numeracy projects and fostering intergenerational collaboration among elders, fluent speakers, teacher candidates, parents, and children.

The impact of his work has been recognised by his colleagues and students, who praise his transformative contributions and leadership in reshaping education. He will be recognized at the UBC Okanagan 2024 Teaching Awards Ceremony on May 14, 2024.

To learn more, read the Office of the Provost and Vice-President, Academic’s announcement and visit the Teaching Awards page.

Teaching Excellence Celebration

The campus community is invited to celebrate and recognize the achievements of UBC Okanagan teachers and mentors and celebrate our community of teaching excellence.

Date: Tuesday, May 14, 2024
Time: 4 to 6 pm | Award presentation followed by a reception
Location: UBC Ballroom | UNC 200 

If you have not received an invitation and wish to attend, please contact okanagan.ceremonies@ubc.ca to RSVP.

Join Syilx Elders, Knowledge-Keepers, local and national scholars/educators, and Canada Research Chairs as they speak to co-curricular-making experiences and bring their reflections to the conversations in circle.

Please register by April 23 as capacity is limited. Dinner will be provided.

REGISTER

This event is part of the Co-Curricular-Making—Honouring Indigenous Connections to Land, Culture, and the Relational Self a Social Sciences and Humanities Research Council (SSHRC) funded research project.

Starting in the fall of 2021, this project has brought local Elders, Knowledge Keepers, university researchers, local partners and participating educators together to seek respectful ways for educators to align their teaching practices toward reconciliation.

By the end of the five-year project, teachers and their students will have gained deeper understandings of Syilx culture with teachings that connect land, culture and understandings of self in the world.

In the field of education, there are educators whose dedication and passion not only shape the minds of future generations but also pave the way for transformation within the school system.

On April 23, we will honour Terry-Lee Beaudry, BEd ’81, as she receives the 2024 UBC Alumni Builder Award.

“I am deeply honoured to receive this award on behalf of the many colleagues at the District and university level who have had a hand in strengthening our current Central Okanagan Public Schools/Okanagan School of Education partnership and who remain committed to building reconciliation practices in education for the betterment of our children and communities,” says Beaudry.

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Beaudry’s inspiration for pursuing a career in education stemmed from her mother, Frances Rivard Klassen, a residential school survivor. Her mother’s experiences with the education system fueled Beaudry’s passion for ensuring that all students, regardless of background, have the opportunity to pursue their dreams and receive a quality education.

Beaudry has made (and continues to make) lasting marks on UBC, the Okanagan School of Education (OSE), and beyond. Beaudry began her career as a teacher in Central Okanagan Public Schools in 1981. Since then, she has been a Vice-Principal, Principal, Director of Instruction, Assistant Superintendent, and her current role is Deputy Superintendent. Her career as an educator exemplifies the essential foundation of trust and relationship-building required for fostering the productive advancement and welfare of the education system.

“I’m grateful for the privilege to collaborate with many teams of committed and talented educators, educational leaders, community members, and university faculty to transform learning in schools” she says. “There is always work to do, but I’ve witnessed profound growth in deepening student learning over the years.”

Her involvement with UBC began during her early days as a teacher, hosting candidates in her classroom. As a principal, she designed collaborative groupings of new teachers to work alongside colleagues in the District which has led to exceptional learning opportunities. In 2015, she was invited, by Dr. Susan Crichton, to participate in the re-imagining of the Teacher Education Program alongside faculty and local Indigenous Knowledge Holders. In 2017, she became an Adjunct Professor for UBC.

Her efforts have helped foster a deeper understanding of Indigenous culture, history, and traditions among aspiring educators, contributing to the ongoing process of truth and reconciliation in Canada.

In addition to her work with OSE, she has collaborated with organizations such as the British Columbia School Superintendents Association, BC Principals and Vice Principals and UBC to develop leadership programs for new administrators, with a focus on Indigenous leadership and system change. She is also a researcher partner in the School’s multi-year “Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture and the Relational Self” – a SSHRC funded project led by Dr. Margaret Macintyre Latta.

In 2018, she was the recipient of the ABCDE Education Advocate of the Year – Outstanding Service to BC Public Education award, and the EdCAN Network National Award Winner for “Drastically Reducing Indigenous Student Dropout Rates.” She was also a finalist for the Premier Award – Indigenous Education in 2017.

Reflecting on her career and the journey that led her to this moment, Beaudry emphasizes the importance of collective action and community-building in education. She believes that true transformation occurs when educators come together in communities of practice to collaborate in the design of learning to meet the needs of each learner. Terry’s advice to aspiring teachers echoes this sentiment:

“As an aspiring educator, ask yourself if a career “with children at the center” fuels your heart – speaks to you.  Uphold the belief that “all children can learn” for your entire career. Build networks so you can engage in collaborative professionalism (for your entire career) to continue to improve your practice.  Dr. Joanne Archibald said it best:  “While the human mind is naturally focused on survival; a community-mind can be developed as a way to magnify the creativity of an individual mind and thus increase an individual’s overall potential.

Individually, we have limitations – but collectively, we can build empowering and life-changing learning experiences where equity is a reality and all students thrive, holistically.”

Congratulations Terry-Lee Beaudry!

About the Award

The Alumni Builder Awards recognize a cross-section of alumni representing both campuses who have significantly contributed to the university and enriched the lives of others, and in doing so, have supported alumni UBC’s mission of realizing the promise of a global community with a shared ambition for a better world and an exceptional UBC.

Learn more about the award and other recipients at alumni.ubc.ca.

There is a bustle of activity in the Food Studies classroom as students pile in. Serena Slonowski, B.Sc. ’21, B.Ed. ’23, starts her class in circle, giving each student an opportunity to connect as they share their thoughts on the question of the day.

She outlines the day’s agenda and activity where students would be making cut-out sugar cookies with their choice of icing type and decorations. She then dives into the lesson, but perhaps unexpectedly, she doesn’t immediately share the recipe. Instead, she begins with talking about the rule of thirds, and demonstrating how art can intersect with food — offering the students an opportunity to make connections with other subjects and interests.

“The most prominent benefit for this class is that it’s a life skill,” says Slonowski. “Feeding yourself and knowing how to use what’s in your fridge is important. But there is so much more to it. We can see how the core competencies are being reflected almost every class.

Students are thinking critically and creatively. They cook together and need to collaborate and communicate. They share a meal together and form relationships. It may be that there aren’t their close friends in the class so they are learning to have small talk and be outside of their comfort zones.”

Slonowski hadn’t intended on becoming a Food Studies teacher. It was during her final practicum where in an effort to challenge herself, she requested to teach new subjects outside of her formal background.

“I wanted something that would make me step outside my comfort zone, because I thought if there was ever an opportunity to try to really push myself, it would be when I had the support from my field advisor and mentor teachers,” says Slonowski.

In addition to foods, she was also teaching Environmental Science in Action. With some encouragement from her field advisor, she found herself reflecting on her two classes and how differently she was approaching them.

“I found with my science class, we were often outside on the land, or with community partners. If we were in the classroom, we were often sitting in circle in reflection or listening to a guest speaker. That’s when I started to think, why can’t we have these types of experiences, like going on a field trip, in a foods class?”

Kathy Ross (left) and Serena Slonowski (right)

While she didn’t have an opportunity to pursue those ideas during her final internship, following the completion of her B.Ed., she received a contract position teaching foods. Shortly after starting the position, she attended a Co-Curricular-Making event where she made a connection with an elementary school principal, Wendy Briggs, that led her to an opportunity to collaborate with a teacher in Peachland, Kathy Ross. The pair brought their classes together for nature cooking buddies, where over the course of five visits they focused on creating outdoor learning experiences that could then be brought into the kitchen.

“We would have activities like a sensory observation, where we would talk about what we were seeing or smelling, and then the students brought those observations into their spring cookie design challenge. We also learned about indigenous plants and discussed their traditional uses, and students participated in a scavenger hunt to find the plants. On our last day, we harvested and experimented with cooking dandelions and pine needles,” says Slonowski.

Driven by her passion for experiential learning, Slonowski continued to seek opportunities to empower her students learning. With her next cohort, on their first day, Slonowski walked them through the curriculum and together they generated ideas.

“I prompted them with questions such as what would you like to learn, who can we learn from and what can we do,” she says. “They came up with a list of activities and field trips, and based on their ideas, I organized visits to three local organizations including Bulk Barn, Paynter’s Fruit Market and Helen’s Acres Community Farm.”

As Slonowski continues with her teaching journey, she remains committed to fostering a positive and inclusive learning environment where students feel empowered to take ownership of their learning. By encouraging creativity, risk-taking, and reflection, she instils in her students a sense of confidence and resilience that she hopes will extend beyond the kitchen.

“Their favourite days, the days when they come in to class and are the most excited, are always when they get to choose what they’re making, and see themselves reflected in the recipe or lesson,” says Slonowski. “It’s important to me to create a space where students feel safe to make mistakes and guiding them through those challenges so they can learn from them.”

Join us for an information session to learn more about UBCO’s 16-month Bachelor of Education (BEd) program. This session is designed to provide you with insights into the admissions requirements, application process, program highlights and more! The session will be comprised of a brief presentation and an opportunity to ask questions.

Monday, April 22, 2024
12:15 p.m. to 1 p.m.
Online via Zoom

Register

While this session will be in English, it is suitable for those interested in learning more about the BEd, French pathways. 

Kyla Henry’s (BEd’ 15, MEd’ 23) journey into the field of education began in the same school where she now works as a teacher.

“After high-school when I was contemplating what to do next, I felt pulled towards education,” says Henry. “I always loved working with children, and I had so many great teachers growing up who really made an impact on me.”

Reflecting on her first day of the Bachelor of Education program, Henry shared that many of her colleagues seemed to have ‘teaching in their blood’ while her passion for education developed a little differently. Raised in a household that cherished books, Henry developed a love for reading and language at an early age, laying the groundwork for her future career — and research.

Early in her career as a French immersion elementary school teacher, Henry recognized the importance of developing her students’ literacy skills, but didn’t quite know the best way forward. Motivated by a desire to deepen her understanding and support her students better, she spent time over her maternity leave learning about new approaches. Always the lifelong learner and inspired by what she had learned, she made the decision to pursue a Master of Education with a capstone project.

“I felt a weight of responsibility towards my students, knowing that I needed to equip myself with the knowledge to help them succeed,” she says. “I knew that in order to truly make a difference in my students’ lives, I needed to continue my own learning journey.”

Henry’s capstone project drew inspiration from an investigative podcast. The podcast’s reporter, Emily Hanford, discussed the different types of methods associated with how to best teach reading.

“The podcast discussed research conducted by a number of different practitioners in different fields, and I was astounded to learn that I had been using methods that were basically disproven, and that set the direction for my capstone.”

Henry found that there was a research gap when it came to teaching reading in French immersion. She decided to focus her project to applying the English Science of Reading research to the French immersion context.

“Completing my MEd was transformational in so many ways,” says Henry. “My classroom practice now is very different. For example, as part of my project I created a scope and sequence of what the kindergarten year looks like in literacy, and it really made me think deeper and more intentionally about what I’m doing, and how I’m targeting all learners, especially those students who need more or different types of exposures.”

She has also implemented different activities in her classroom, such as articulatory gestures, where she teaches her students about sounds, how they are represented by different letters and where the sounds ‘live’ in their mouths.

As a passionate advocate for literacy education, Henry’s impact extends beyond the walls of her classroom. She developed and delivered a professional development workshop, Enhancing Early Literacy in the French Immersion Context.

“Once I understood that much of the research for English readers is also valid for our French learners, I wanted to find practical ways to share this with colleagues that could be taken into the classroom to enhance instruction,” Henry explains. “In the workshop, I shared the research and also strategies for how it could be applied to the classroom.”

For teachers who are considering how they can implement changes in their classroom, but maybe feeling a little overwhelmed, Henry shares this advice.

“It’s completely normal to have  feelings of doubt or inadequacy – we’ve all been there. If you’re wondering about something, don’t stop wondering. Don’t leave it there. Take the time to seek out some answers. Try to find some colleagues to work with, set up an inquiry group or seek out resources. Just be curious, and don’t let it stop there.”

The Okanagan School of Education mourns the loss of Dr. Philip Balcaen, Associate Professor Emeritus, who passed away on March 1, 2024.

Dr. Balcaen’s commitment to science education as the embodiment of inquiry at the heart of education and, in particular, to the roles of engaging critical and creative thinking across all disciplines, resonated deeply throughout his teachings.

His educational journey commenced in 1978 as a high school educator, leading him to undertake teacher education roles at SFU in 1997 and later UBC (formerly OUC) in 2002. His impact extended globally, collaborating with educators in India and China, notably through a comprehensive 12-year research endeavor in Northern India. Furthermore, he actively engaged with science and mathematics educators across Alberta, Saskatchewan, and Ontario, enriching the educational landscape.

In recognition of his remarkable contributions to education, Dr. Balcaen was honoured with the Association of BC Deans of Education, Education Advocate Award in 2016, celebrating his influential and innovative work in teacher education both locally and internationally.

Dr. Balcaen concluded his distinguished career upon his retirement from UBC Okanagan in 2018. His absence will be deeply felt within our community, yet his teachings and passion for education will continue to inspire generations to come.

Celebration of Life for Dr. Philip Balcaen

Saturday, April 6 at 1 p.m.
Gray Monk Winery
1055 Camp Rd, Lake Country, BC V4V 2H4
https://graymonk.com/

All are welcome to attend to honour the memories and cherish the moments that had been shared together.

Hosted by family and friends of Phil

Join Dr. Jan Hare, Dean pro tem, of the Faculty of Education, as she hosts transgender rights activist Kalki Subramaniam. This initiative is made possible with the generous support of esteemed donor Dr. Robert Quartermain.

Distinguished Speaker

This year’s event will feature Kalki Subramaniam, a globally renowned transgender rights activist, author, artist, actor, and entrepreneur from Tamil Nadu, India. She is also the founder of Sahodari Foundation, a pioneering organization which works for the social, political and economic empowerment of the underprivileged transgender community in India. Kalki’s activism with the Supreme Court judiciary and legal fraternity in India played a pivotal role in the Supreme Court of India’s legal recognition of transgender identities in 2014.

Learn more

Date & Time

Tuesday, April 2, 2024 | 5:30 pm to 6:45 pm

Location

Online:
This event will be live streamed. Please RSVP to receive the link.

In-Person:

Jack Poole Hall
Robert H. Lee Alumni Centre
6163 University Boulevard
Vancouver, British Columbia
Canada
V6T 1Z1

Register

What is Fairness in Education?

IMPLICATIONS FOR RESOURCEs AND RELATIONSHIPS

WITH DR. KRASSIMIR STOJANOV

Thursday, March 14, 2024 | 5:30 p.m. to 7:00 p.m. PST
at Okanagan College, Atrium, Centre for Learning, 1000 K.L.O. Rd., Kelowna

What should a just and fair education system look like? Explore the question in this upcoming talk.

Dr. Krassimir Stojanov will discuss some of the qualities that philosophers often claim should be characteristic of any just and fair institution. He will then turn to the qualities of just and fair educational institutions, arguing that an education system where teacher-student relationships can be built on empathy and respect is fundamental. Educational institutions, he proposes, should be designed with this fundamental quality in mind.

REGISTER

Refreshments will be provided.
Option to attend online. Please note, this event will not be recorded. 

ABOUT THE SPEAKER

Krassimir Stojanov is Professor and Chair of Philosophy of Education at the Catholic University of Eichstaett-Ingolstadt, Germany, and co-founder of the new Institute of Philosophical Research in Education in Munich. Main topics of his research are educational and transnational justice, human flourishing and its social prerequisites and conditions, critical social theory, philosophical foundations of democratic education, among others.

Hosted by: Okanagan College, the Centre for Mindful Engagement, UBC Okanagan School of Education and Faculty of Management.

Whether you are a seasoned educator looking to expand your skill set or someone new to teaching, our Teaching English and Additional Languages (TEAL) Post-Baccalaureate Certificate offers a dynamic learning experience that sets you up for success in the EAL classroom.

We will be hosting two online information sessions to provide you with insights into the certificate, curriculum, admission requirements, skills development, and exciting career opportunities the certificate offers. The sessions will be comprised of a brief presentation and an opportunity to ask questions.

Session 1

Tuesday, March 5
12:15 p.m. to 1 p.m. PT
Online via Zoom

Session 2

Wednesday, March 6
4 p.m. to 4:45 p.m. PT
Online via Zoom

Register

The certificate is open to applicants with a degree or current undergraduate students with a minimum of third-year standing.