Frances Radford, BA ’25, BEd ’27, always knew she wanted to teach. “It’s always been a calling, since as long as I can remember,” she says. That lifelong aspiration was recently recognized when Frances was named the recipient of the Provost’s Award for Teaching Assistants (TA) and Tutors in recognition of her outstanding contributions to the English Foundation Program (EFP) at UBC Okanagan.

“It was really special to see that my commitment and passion was being acknowledged,” Frances reflects. “To get letters from students and know that something you’re doing, while also managing your own classes, really made a difference. It showed me that what my work can have a real impact.”

As an undergraduate Teaching Assistant, Frances supported students new to Canada as they navigated university-level English and academic culture. She designed and led weekly labs, organized cultural and community-building events, and acted as a bridge between instructors and students. “We’d take them off-campus for experiences, like walks at Mission Greenway to see the salmon spawning. I always enjoyed seeing something so familiar to me through their eyes. For some, it was a new experience to have access to nature so close. It made me appreciate it more.”

But it wasn’t just about lesson plans and field trips. Frances saw her role as deeply relational. “The students would often come to us first if they were struggling with an assignment or with homesickness, and as a TA you would help them, or connect them to the support they needed,” she says.

After spending the first two years of her undergraduate degree in online classes, the EFP supported her sense of connection to campus and highlighted the universal nature of the student experience.

“It helped me find community at UBCO after a disconnected start during the pandemic,” she explains. “I remember thinking throughout the semester how, even though we come from places thousands of miles apart, we’re really not that different. We’re all university students, dealing with the same challenges, asking the same questions, and worrying about our families back home. It was powerful to see people from all over the world come together in one small classroom in Kelowna and realize how much we share.”

To future TAs or students considering similar opportunities, she offers encouragement: “Just try. The students are probably ten times more nervous than you are, and it’s okay make mistakes in front of them or ask for help from your peers and instructors.”

Looking forward, Frances will start the Bachelor of Education program in September.

“I’m most excited to keep creating inspiring moments and meaningful connections with students. I want to build inclusive, welcoming classrooms where students feel supported, make happy memories, and experience the kind of teaching that truly makes a difference.”

Originally posted at bark.ok.ubc.ca

There was a ripple of excitement through the hallways of Helen Gorman Elementary as six therapy dogs trotted into Shannon Kirkey-Stead’s Grade 5 classroom, accompanied by their devoted handlers from UBC Okanagan’s B.A.R.K. (Building Academic Retention through K9s) program. 

The visit was far more than a feel-good moment—it was a carefully designed lesson in social and emotional learning (SEL). “We’ve been working especially on emotional regulation, observing body language, and reading the room,” explained Kirkey-Stead. “We wanted B.A.R.K. to visit because we knew their unique approach, grounded in research, would resonate with our Grade 5s, offering comfort, connection, and a new way to understand emotions and empathy.” 

The four-legged visitors, Golden Retrievers Memphis, Abby, and Dash; Goldendoodles Finn and Chloe; and a wire-haired dachshund named Helen, and human companions, Carla, Alyson, Maureen, Linda, and Jan, supported students as they engaged in a series of thoughtful activities. 

During the session, students: 

• Practiced respectful introductions with dogs and handlers 

• Learned about the importance of body language (both canine and human) 

• Participated in a “mindful mingle” to calmly meet and observe different dogs 

• Reflected on their experience through gratitude journaling and wrote thank-you cards to the B.A.R.K. team 

One of the most impactful outcomes, said Kirkey-Stead, was the emotional shift she observed. “Teaching a canine-assisted SEL session was heartwarming and powerful. The students opened up in ways we hadn’t seen before. The impact was immediate—calm, focused energy, engaged hearts, and a room full of smiles. The dogs didn’t just visit, they helped us teach and grow.” 

Student reflections echoed that impact: 

• “Being with the dogs made me feel warm and happy inside” 

• “During my time with the B.A.R.K. dogs, I learned neat things about kids in my class that I didn’t know before” 

• “I’m grateful for the privilege of spending time with the dogs because not all schools get them.”  

• “I’m grateful that the dogs helped me and my friends regulate our emotions.”  
• “I’m grateful for the B.A.R.K. program and the people for giving up your time when you could have been doing something else.”

By Dr. Catherine Broom, associate professor

We often hear calls for democracy, but what do we mean by the word, and do we all share the same meaning?

The roots of democracy in Western society lie in Ancient Greece: Democracy means “power by the people” (demo-people; kratos-power in Greek). In Ancient Athens this meant that citizens of the city (primarily free men born in the city) could participate directly in the affairs of the city. This would happen through open government forums that citizens would attend, where they could discuss issues and make decisions through voting.

How does Canada’s form of government relate to the Ancient Greek concept, and what exactly is a democracy today? As Canadian citizens vote for Members of Parliament (MPs) in their ridings, Canada is a “representative democracy,” in the sense that citizens elect “representatives” to govern on their behalf in parliament (not the senate). These individuals are voted in according to the party platforms they run on. When in power, they are (in theory) to govern based on the platform that elected them. Thus, Canadian citizens are not part of a direct democracy in that they do not vote directly on the affairs of state, as in Ancient Greece. However, there is democracy in the sense that citizens vote for Members of Parliament, and citizens have rights to be informed of and comment on how the affairs of the state are run through letters to their Members of Parliament or the news. Citizens, further, hold a number of rights and can have their say through political actions such as voting, writing their opinions in public venues, and protesting.

Canada is a democracy in the sense listed above, but also in the important sense that democracy, as a lived practice, could be argued to be one in which individual members of the public are most valued. That is, in a democracy, citizens are valued as individuals able to participate in the affairs of the state through voting, acquiring knowledge, discussing current issues, and protesting, and the government is meant to be run “of, by, and for” the people, to take an expression from a famous American (Abraham Lincoln).

Is this how Canadians generally understand the term? A recent survey study found that “democracy” is valued by many, but that they hold diverse views of what it entails. For some, it’s respecting the voice of people, for others it’s about “civil liberties” or Charter rights and freedoms. Perhaps we can find some common ground about the idea of democracy by starting with what democracy is not: it is not using intimidation, imposition or violence to push forward one’s ideas of what should be.

Democracy involves more than just voting for the next leader or party in power. It is about having awareness of which laws and policies are developed in order to work towards providing conditions that most promote the well-being, or growth, of people in society. This concept also comes from Ancient Greek times, based in the concept of Eudaimonia, composed of the words eu (good) and daimon (spirit). This term refers to achieving our human potential of living a happy and successful life as a good citizen. Happiness is not understood as the Post-Modern obsession with wealth or fun, but rather as contentment that arises from a life lived ethically (or virtuously [arête]), encompassing intellectual, social, emotional, physical, and spiritual qualities. Success, similarly, does not refer to the collection of monetary or other goods, but rather to the living of life in a manner that fosters the well-being of the individual and those around the person, and the civic community in general. In this sense, democracy is about engagement in the deliberations and decisions which create the conditions that support each individual, as well as the community.

Thus, democracy is more than a system of decision making or governance. It is founded in a belief in the value of each person and a collective commitment to decision making in the interest of the greater or common good of each and all, which is messy and complex and requires discussion, deliberation and (sometimes) conflict resolution. It aims towards providing individuals with the space and context to develop into their best selves while bounding individuals from actions that harm others. For instance, a child with ADHD who needs to move physically in order to learn should be given the space and learning conditions that allow them to grow and find their passion and place in society where they can contribute their gifts (Hallowell & Ratey, 2023).

In the survey mentioned above, participants also mentioned personal qualities such as being open minded, generous, and committed to personal and community well being. These qualities are rooted in respecting diverse individuals and perspectives and engaging in peaceful conflict resolution processes, from protests, to strikes, to arbitration, negotiation, and compromise. The concept of democracy described here is Western and rooted in Ancient Greece, but the ideas of respect for each individual and a commitment to conflict resolution and actions that support larger community wellbeing are found across diverse cultures and traditions, as illustrated in the idea of Restorative Justice.

References

Hallowell, E. & Ratey, J. (2023). ADHD 2.0. London: Sheldon Press.

We are excited to share that the Building Academic Retention through K9s (B.A.R.K.) program has received funding from the Critical Research Equipment & Tools (CRET) Program. This funding will help enhance B.A.R.K.’s research capabilities, and support the well-being of university students.

Since 2012, B.A.R.K. has been a leader in exploring the benefits of therapy dogs on student mental health. Through rigorous studies, including randomized control trials and long-term intervention research, B.A.R.K. has collected data from thousands of students, shaping how therapy dogs are integrated into academic settings to reduce loneliness, decrease homesickness, and improve overall well-being.

The funding will enable the program to acquire essential equipment that will further improve research and support community initiatives. This includes mobile lab equipment for maximizing reach across campus and community partners, and specialized canine safety equipment to ensure the health and comfort of the therapy dogs involved in our studies

This funding is not only vital to our continued success at UBCO but also allows the program to expand their research partnerships with community organizations, such as the RCMP. These partnerships will enable the program to explore new avenues in the field of human-animal interactions, including studies focused on neurodivergent students, supporting students struggling with addiction, and refining interventions to reduce loneliness in first-year undergraduates.

B.A.R.K. has long been a collaborative effort, with Dr. Binfet co-authoring 32 published articles with students on the effects of therapy dogs on well-being. With the support of this new funding, the team will continue to provide valuable research training to undergraduate and graduate students, offering hands-on experience in a field with few equivalents in Canada.

Since the late summer of 2024, the children at the UBCO Child Care Centre have been benefiting from a vibrant new addition to their environment: a dedicated sensory area designed to support their emotional, physical, and cognitive development. The area is equipped with tactile blocks, weighted toys, sensory balls, textured pads, and more—tools selected specifically to promote sensory exploration and support children’s diverse needs.

The early childhood educators have already seen noticeable improvements in the children’s ability to self-regulate, focus, and engage more meaningfully with their peers since the equipment has been provided.

“We’ve seen such a positive difference in the children’s behavior since the sensory room opened,” says Kamini Kishore, Program Manager of the UBCO Child Care Centre. “Having regular access to the equipment gives them an outlet for energy and emotions, and it helps set them up for a more successful day overall.”

The project was born from a research partnership between UBCO faculty member Dr. Stephen Berg (Okanagan School of Education) and the Child Care Centre’s leadership team.

Dr. Berg has a longstanding interest in early childhood environments, where he both teaches and conducts research. “Exploring the needs of both children and staff was at the forefront of the conversation with the centre,” says Dr. Berg. “Through that process, it became clear that sensory equipment and a dedicated space were a priority. The Child Care Centre has always been open to collaboration, and this partnership has grown naturally over time.”

This sensory equipment is not only enhancing daily learning, it’s also laying the groundwork for future research and professional development. The space provides a collaborative, safe and interactive area for children and early childhood educators to come together alongside graduate students and researchers to study sensory play. Dr. Berg recently completed interviews with the Centre’s early learning educators and sees the space as a hub for further study and student engagement.

“I believe there will be even more opportunities for research at the Child Care Centre,” he says. “We’re hopeful that graduate students interested in early learning will use the sensory room to conduct hands-on research that deepens our understanding of child development.”

The sensory equipment was made possible with funding from UBCO’s Critical Research Equipment & Tools Program.

It all started with music. Thomas Bégin, BEd ‘25, was drawn to guitar at the age of 12 after seeing a friend play. His passion led him to complete his Bachelor in Music and Master in Music at the Conservatoire de musique de Montréal, and then further his education with a second Master’s degree in music at the Universidad Pablo de Olavide in Spain. During this time, he also continued to gain experience through summer music academies and was learning from various teachers.

Thomas was living in Europe when the pandemic struck, and he decided to move back in Montreal, facing uncertainty about his next steps. As he was looking into different opportunities, he discovered a program to support teaching French in British Columbia. Eager for a new challenge, he made the move to Fort St. John.

“Before finding the program, I didn’t know there were French immersion schools in other places across Canada, and I liked the concept,” he says. “It was really fun to speak and play in French with the students.”

Thomas spent one year in Fort St. John, and then the following year, he applied to the program again and came to Kelowna.

“It was while in Kelowna and talking with the teachers, and other members of the French community, that I decided to apply to the Bachelor of Education at UBCO.”

His time at UBC was particularly impactful due to the support he found within the program. “The faculty are very accessible, and there is a strong sense of community,” he says.

Now, as a French immersion teacher, Thomas is passionate about the role language plays in connecting people and communities.

“French is my culture, and sharing that with students is rewarding,” he shares. “I love seeing students embrace the language and gain an appreciation for it.”

Looking back, Thomas is grateful for the experiences that led him to teaching and how his background in music has shaped his approach to the classroom. Although becoming a teacher wasn’t on his mind at the time, Thomas began to teach private guitar lessons to children while he was studying for his bachelor’s in university. His attention to his students’ needs — especially younger children’s ability to focus — has helped him adapt his teaching style to be more mindful.

“In music, you learn to be patient, attentive, and adaptable—skills that translate well into teaching. Whether it’s teaching guitar or French, the key is understanding students and their individual needs,” he reflects.

One of the core elements that Thomas highlights in his teaching is the relationship between teacher and student. He believes that knowing students on a deeper level enhances the learning experience.

“During my final internship, I learned to appreciate the closeness you develop with students when you are consistently with them for an extended period. It’s an invaluable experience that you can’t replicate in short-term settings,” he says.

For anyone considering a career in teaching, Thomas recommends taking time to explore different experiences before making a decision.

“The path to becoming a teacher isn’t always straightforward, and that’s okay,” he says. “Be curious, whether it’s volunteering in a different classroom or exploring opportunities outside of traditional teaching, every experience will add value.”

Is authoritarianism in the 21st century different from its 20th century counterpart?
How might educational institutions be conscripted for authoritarian ends (or to combat those ends)?
How should concerned educators understand and respond to contemporary authoritarianism?

Authoritarianism is a political outlook in which the power of the state to command and coerce citizens is seen to legitimately trump democratic values, the rule of law and civil liberties. Observers have documented a rise in authoritarian political attitudes across the globe. It has become increasingly clear educational systems have been an influential lever in advancing an authoritarian outlook, both in terms of the internal culture of educational institutions themselves (e.g., pressure to conform to various ideological precepts) and with respect to the political exploitation of public worries about the trustworthiness of those same institutions (e.g., moral panic about ‘indoctrination’). It is undeniable that education is key to understanding authoritarianism as a 21st century phenomenon.

This symposium session will feature scholarly work that aims to address these, and related, themes followed by a discussion with the audience.

Event Details

Thursday, April 17
3:30 to 5:30 p.m. PST

In-Person on the UBC Okanagan Campus
Online via Zoom

Register

Room location and Zoom link will be emailed.

Speakers

Fedor Korochkin
TU Dortmund University, Germany
Center for Independent Social Research – U.S., Washington, D.C.

Thomas Heilke
Department of Economics, Philosophy and Political Science,
The University of British Columbia Okanagan, British Columbia, Canada

Manuela Ungureanu
Department of Economics, Philosophy and Political Science
The University of British Columbia Okanagan, British Columbia, Canada

Christopher Martin
Director, Centre for Mindful Engagement,
Okanagan School of Education, British Columbia, Canada

Supported by

The Centre for Mindful Engagement and the Department of Economics, Philosophy and Political Science

Dr. Peter Arthur with student presenter Emily Wang

Congratulations to Dr. Peter Arthur for receiving a UBCO 2025 Dr. Claire Budgen Golden Apple Award. The Award recognizes Dr. Arthur’s dedication to fostering instructor-student relationships.

The Dr. Claire Budgen Golden Apple Award was created to acknowledge faculty members making outstanding contributions to wellbeing in the academic environment.

Learn more about the criteria students use to nominate faculty.

Congratulations on taking the first step towards pursuing your Masters – researching the best fit for you! Receiving a Master of Education (MEd) can open the doors to a wide range of impactful and fulfilling careers.

In our MEd program, our courses focus on practical skills and strategies that you can immediately apply to your work, whether that’s in the classroom or in a field outside of education. Both pathways are suitable for individuals who are working full-time and require flexibility in their schedules.

Capstone Project

With a capstone project, you’re able to select a topic related to your personal interests or professional goals to explore in-depth. Projects are not limited to writing a research paper. We have had graduates create workshops, websites and guidebooks (view our Capstone Project Repository for inspiration).  Working with your supervisor, you are empowered to let your creativity flourish.

• Choose a Capstone if:
  • You are passionate about a specific educational issue and want to explore it deeply.
  • You are looking for practical, hands-on experience that will enhance your problem-solving and research skills.
  • You want to make a tangible impact in the field of education or beyond.
  • You want to work independently (with the support of a supervisor) to solve a problem of practice.

Coursework only

A coursework only pathway may mean a faster completion time. Students can finish as quickly as one year, if they take three classes in Winter 1, three classes in Winter 2, two classes in Summer 1 and two classes in Summer 2.

• Choose Coursework if:
  • You prefer structured, academic learning.
  • You want to gain foundational knowledge.
  • You aim to broaden your knowledge across a range of subjects.
  • You prefer to focus on a variety coursework rather than produce an independent project.

Note: You can begin the program in in the capstone pathway, and then choose to change to coursework only.

To Become a Teacher in BC

Receiving a Master of Education can qualify you to teach in post-secondary institutes such as colleges or universities. It does not qualify you to teach in K to 12 schools; however, for current certified teachers, it may lead to a TQS category upgrade.

To teach in BC’s K-12 schools, you need to complete an undergraduate degree and an approved teacher education program, such as our Bachelor of Education. This will qualify you to obtain a teaching certificate from the Teacher Regulation Branch.

Our 5th university-wide UBC Giving Day is coming soon on Thursday, April 3! In previous years, thousands of UBC supporters came together to raise critical funds for students, research and community projects.

This year, we aim to build on that success and create a bigger ripple of impact across campus and the world. On April 3, join faculty, staff, alumni, emeriti, students and donors to support the cause that matters most to you. Let’s come together to make a difference for communities both on and off campus.

Go to givingday.ubc.ca to donate to the cause that matters most to you, check the Challenges to maximize your impact and encourage your friends and family to do the same using the hashtag #UBCGivingDay. Help show the world that together we are stronger, our voices louder and our actions more powerful.

The future of B.A.R.K.: Expanding with donor support

This year, our B.A.R.K. program is participating in Giving Day. Founded in 2012, Building Academic Retention Through K9s —or B.A.R.K.— is a program that harnesses the power of canine companionship to enhance student well-being and reduce stress, loneliness, and homesickness among students. Its unique, evidence-based approach brings together university students, trained therapy dogs and handlers in a supportive environment that foster interpersonal connections and a sense of community, especially in first-year students.

B.A.R.K. has more than 60 volunteer handler-dog teams that participate in regular programming on campus and in the community. In addition, more than 20 student volunteers provide a range of program support while gaining valuable leadership skills, campus connections, and experience in applied research. Students often remain involved throughout their studies, helping to support therapy dog sessions, media work or research assistance.

B.A.R.K.’s success has created significant opportunities for growth at UBC and within the broader community. Donor support will play a crucial role in sustaining and expanding its exceptional impact in the several key areas:

New Research & Community Initiatives: Advance research on the benefits of canine-assisted therapy for neurodiverse and LGBTQ+ populations in collaboration with local school district community partners.

Graduate Student Funding: Support graduate student research to broaden B.A.R.K.’s scope, explore new partnerships and enhance its leadership in animal-assisted interventions.

Program Capacity: Provide critical resources to expand staff, administrative support, and volunteer training—ensuring B.A.R.K.’s ability to meet growing demand and scale outreach on campus and within the community.