Congratulations to Chinook McLean for receiving our Master-Level Outstanding Presentation/Publication Award!

The Graduate Program Review Committee was impressed with Chinook’s accepted presentation at AERA, a notable achievement.

QUESTION AND ANSWER WITH SESSION WITH Chinook

What does receiving the award mean to you?

This award is heartening recognition of the hard work I have engaged in over the past few years as a full-time graduate student while also teaching full time. This award especially recognizes the value of my experiences presenting and publishing my research and poetry outside my classroom and research circle. Particularly in this COVID-era, sharing my pedagogical passions with the wider community outside my classroom has been proved inspirational and motivational.

What has your experience been like with the Okanagan School of Education?

My experience with OSE began in 2016 when I started my BEd in the Secondary Teacher Education Program (STEP). After that intense and revelatory experience, I completed a year of teaching before beginning my MA at OSE under the tutelage of Dr Leyton Schnellert and Dr Karen Ragoonaden. I continued to teach full time, commuting for classes on the weekends from my home in Tappen or completing coursework online until I began my research. I discovered that I definitely preferred in-person learning, and made some excellent, enduring connections with several professors and fellow grad students.

What is your research project?

My research explored the creation of transformative space in a Humanities classroom within a rural grade 7-12 school in British Columbia, Canada. More specifically, the study investigated how circle pedagogy, restorative practices in education (RPEs), and student voice contributed to classroom transformation. My study offers a practical illustration of transformation in education, including a discussion of not only what it means in theory, but also what it can look and feel like in the classroom itself. The new understandings add to the body of research relating to transformative opportunities that arise through classroom practices that promote student voice and demonstrate how both educators and learners can benefit when they engage in open, cooperative communication. Finally, my study provides insight into how the methodologies of a/r/tography and living inquiry incorporated as classroom practices have the potential to create powerful educational transformation.

Why did you choose that topic?

As I spiral forward in my pedagogical praxis, I continue to look for ways to more meaningfully engage in anti-oppressive advocacy including “reconcili-action.” I have been planting these seeds with my learners by teaching them about, and opening up our classroom to, student voice. As an educator in BC today, I feel that I ought to be doing more to engage my colleagues and our students and community in education for reconciliation. Though the pandemic has made it harder than ever to connect to the community, Indigenous and otherwise, beyond the school grounds, persisting with intra- and inter-community connections and conversations can help us to walk the path towards decolonization. My hope is that if enough educators work at “little t” transformations in our own classrooms and schools, then “big T” transformation – that is systems-wide transformation and decolonization – will move from the realm of possibility to probability.

What advice do you have for future graduate students?

Ensure each major project or paper that you work on for your coursework is something that you incorporate into your classroom and also your research. If your teaching aligns with your pedagogical passions, this shouldn’t be difficult, and – if you haven’t figured it out yet – this will help you hone in on your research topic. There will be times that you are totally jazzed about your work, and there will likely be times that you will be utterly demoralized by the academic marathon you’ve been running. Try to remind yourself that is all part of the process. If you find yourself bawling at the end of the day in your classroom and re-writing complete sections of your thesis, know that you aren’t the first. Be prepared to adapt and you will thrive.

Graduate Supervisors: Dr. Karen Ragoonaden and Dr. Leyton Schnellert

Congratulations to Karin Wiebe, recipient of our Master-Level Graduate Student award!

Karin has a wonderful record of service and contributions at the faculty, campus and community level along with excellent academic achievements.

QUESTION AND ANSWER WITH SESSION WITH Karin

What does receiving the award mean to you?

Receiving the Master-Level Graduate Student award holds a two-fold meaning for me: Foremost it stands as evidence of the strong support and positive learning experiences I have benefitted from at the Okanagan School of Education. Second, this award is also a signpost that tells me I am going in the right direction. I have watched some of my goals for the future shift and change over the past year, as the OSE challenges me to aim higher. My hope is this award will join other pieces of the puzzle that fosters positive and lasting benefits for BC’s English as an additional language learners.

What has your experience with the Okanagan School of Education been like?

UBCO’s OSE has afforded me opportunities to act in a variety of team-member and individual roles across the Okanagan campus and the provincial English as an Additional Language (EAL) community. The program has both shown me where my research interest is situated within the field of education, and encouraged me to find connections with other curriculum, teachers, and ways of knowing.

It has been a difficult year for many in the UBC academic community, and for others, almost impossible. I have been honoured to work alongside so many people who have met these challenges and become flexible, kind, and calm people in the face of a pandemic. I am surrounded by astonishing mentors, whom I aspire to emulate.

What is your research project?

This study looks for the successful self-driven language learning practices of newcomers in the British Columbia workplace. Using a second language acquisition (SLA) theoretical framework, participants’ language learning strategies, activities and perceptions will be gathered through semi-structured interviews and a focus group. This study will assist in developing a deeper understanding of English as an additional language learning in the workplace, uncover practices of self-driven language learning which will be shaped into a set of workplace learning principles for newcomers to use, and inform future workplace language development courses.

Why did you choose that topic?

As a worker in high-volume cultural tourism and agriculture tourism, I’ve been surrounded with multicultural and multilinguistic work environments for over 25 years. My coworkers and friends have always come from a variety of cultural backgrounds which fed my curiosity about other languages and cultures. In these workplaces, I observed challenges unique to language learners, and it was a natural progression for me to grow into English as an additional language (EAL) education where I felt I could make a positive difference for newcomers.

What difference do you hope your research will make?

This proposed research has great potential to further understanding of English as an additional language (EAL) learning and the Canadian workplace. Second, it will make explicit the successful tools and practices of self-driven language learning in workplace environments. Third, I will use the knowledge gained to shape a set of workplace learning principles for future newcomers to use. Next, the findings from this study can inform curriculum development for workplace language development courses for newcomers.  This study also has the potential to impact curriculum development in general EAL courses for newcomers, inform programming choices for EAL course providers, suggest service provision needs for settlement agencies, influence workplace policies related to additional language training, and provide valuable professional development content for practitioners working with newcomers learning EAL. There is also an opportunity as a result of this study to create series of workshops, and participants’ perceptions of the effectiveness of those workshops could be explored. Finally, the study provides an inroad to discussion between newcomers and their employers about supportive and productive workplace learning environments.

What advice do you have for future graduate students?

If you’re considering graduate school, don’t hesitate. You will start with some ideas and goals for what you want to achieve in the program, but you will also come away with a constellation of possibilities and connections you couldn’t have anticipated.

If you are just starting the program, I encourage you to dig deep in your studies, and don’t give up on challenging concepts. Your hard work will pay off in understandings, friendships, connections, and a sense that you bring current, relevant skills to all your future endeavours.

Graduate Supervisor: Dr. Scott Douglas

Congratulations to Liz Saville, our Doctoral Studies Outstanding Conference Presentation Award and Outstanding Doctoral-level Graduate Student Award recipient!

QUESTION AND ANSWER WITH SESSION WITH Liz

What does receiving these awards mean to you?

I am very grateful and honored to receive both of these awards. Receiving the Doctoral Studies Outstanding Conference Presentation encourages me in my efforts this year both locally and internationally to promote my PhD research and inspire others in the field to consider thinking about what it means to build and support equitable cultures of teaching and learning in STEM classrooms.

Receiving the Outstanding Doctoral-Level Graduate Student Award further encourages me in my focus this year on sustained engagement with coursework and PhD research and I am thankful for the opportunities I have been given throughout the year to contribute to the overall work of the Okanagan School of Education (OSE).

What has your experience been like with the Okanagan School of Education?

The best word that I can think of to use to describe my experiences with the Okanagan School of Education (OSE) is refractive. Stick with me through this science analogy –  in physics, refraction occurs when the direction of light rays are changed as they speed up or slow down as a result of moving from a medium of one density to a medium of another density. Throughout my Master’s and PhD study with the OSE I have been introduced to new ways of thinking, new people, new research, and new opportunities – all of which have been provided to me by the OSE and have acted as significant new mediums that either slowed me down to really dig in or sent me speeding off with new ideas and energy – each one intentionally bending my trajectory of thinking and course of action both in my teaching contexts and in my graduate work. I am very grateful for the ways in which the OSE has supported my continued growth as an educator and researcher.

What is your research project?

The learning cultures students experience in secondary science, technology, engineering and math (STEM) classrooms establish and sustain conditions for students to develop conceptions about who can do STEM and who belongs in STEM communities. That feeling of “I can do STEM and I belong in STEM communities” is called having a STEM identity.  It is well understood that historical western STEM education has been socially, politically and culturally informed and that seeing oneself as a rightful member of STEM communities may be at odds with diverse understandings of what success looks like in STEM. A noted lack of women, minorities and persons with disabilities in STEM programs and careers related to physics, engineering, technology and computer science suggests continued urgency in exploring why some students remain excluded.

In my PhD research, I aim to capture and analyze narrative portraits (stories) of STEM identity formation from a diverse group of secondary students. These portraits will explore what students understand as their STEM identity and the forces, factors and conditions that contribute to forming, maintaining and also challenging what they think it means to be a STEM person. I’m particularly curious about the ways that students navigate STEM identity alongside their cultural, racial and gendered identities. It is my hope that these portraits might offer insights for educators in building equitable learning cultures that recognize, challenge and support a diversity of student STEM identities.

Why did you choose that topic?

Before returning to graduate school I taught K-12 STEM courses and about STEM education for over 20 years at the high school, college and university level and what I have enjoyed most about teaching in these contexts is helping students see themselves as confident learners and teachers of STEM subjects. From my experience, I have had many students over the years come into my math, science, or STEM education classes with decreased levels of STEM identity. For example, they say things like “I’m just not a math person” and I’m always looking for ways in which I can create classroom cultures that support the equitable construction of STEM identity for all diversities of students. It is my hope that the portraits developed through this research might illuminate ways in which STEM learning cultures have best supported equitable STEM identity construction. It is anticipated that findings will contribute to knowledge and practices of STEM educators in recognizing the importance of STEM identities, the diversity of these identities, and how to create conditions for a multitude of STEM identities to thrive in classrooms.

What advice do you have for future graduate students?

Come into your graduate programs at the OSE with a receptivity to growth, challenge and opportunity and you will be rewarded.  Take advantage of all that the OSE has to offer you. If you do – you will find yourself growing in your ways of thinking, being and doing with every course you take, in your interactions with OSE faculty and staff and through the research and learning opportunities that are available to you as a graduate student.

Graduate Supervisor: Dr. Sabre Cherkowski

Congratulations to Chris England, our M.A. Outstanding Thesis Award recipient!

QUESTION AND ANSWER WITH SESSION WITH CHRIS

What does receiving this award mean to you?

I’m honored to receive this award. To date, writing my thesis has been the single most difficult task of my academic career. It feels great to be acknowledged formally for the countless hours of reading, thinking and revising that this thesis demanded.

What has your experience been like with the Okanagan School of Education?

I’m glad that I chose to study with the Okanagan School of Education. I was allowed the academic freedom to pursue the questions that were meaningful to me. The quality of the courses I took during my program were top notch. I appreciated the timely and helpful guidance to meet all of my course requirement. I cannot give my supervisor, Dr. Christopher Martin, enough praise; he was knowledgeable, helpful, available and made my education feel like a priority.

What is your research project?

My thesis takes a close look at our efforts to use education as a tool to reduce individual disadvantages. Disadvantage is a position where people have fewer opportunities, less access to developing certain skills and less independence compared to others. When we try to make our society better for everyone (also known as social justice), these pursuits can lead to disagreements and conflicts. Some people propose that we could resolve the problems of disadvantage if people were simply more equal. I strongly disagree. After careful consideration, I argue that it is a mistake to think of education as promoting social equality. I argue that equality is only valuable because it sometimes improves individual freedom. I argue that in societies like ours, to pursue social justice ethically, we should abandon ideas of improving social equality. Instead, I argue that people in our society deserve opportunities to live autonomous lives.

Why did you choose this topic—and what difference do you hope your research will make?

From the outset of my teaching career in 2014, I was perplexed by the aims of social justice in education. Despite all the training and information on the topics, there seemed to be a lot of confusion and resistance around the implementation of diversity, equity and inclusion initiatives. While all of the initiatives seemed to be promoting desirable social changes, some of the aims seemed to be conflicting. It became clear to me, from educational controversies in the media, in staff rooms and staff meetings, as well as in the classroom, that I was not the only one that was puzzled. The controversies around social justice in schools were wasting a lot of time, effort and emotion on disagreements about pursuing social justice through education. Without clearly established aims for promoting social justice, these efforts will remain a major source of political and educational controversy. I hope that my research will help to clear up some of the misunderstandings on topics of social justice in education, providing aims to be used as guidelines for the ethical implementation of stronger movements towards social justice.

What advice do you have for future graduate students?

Graduate studies for a MA are difficult. Make sure you can commit a significant chunk of time to your studies for two to three years. You need to learn a lot about your area of interest before you can engage in it. Pick courses that will contribute, as much as possible, to your knowledge of your area of interest. Read everything. Get your hands on reading lists from courses that do not fit your timetable. Explore everything in the library on related topics. Take notes! Pull out and organize the ideas that are valuable. Find people you can talk to about what you read: this could be other students, colleagues, friends or family. Pose questions. Write and revise your ideas. Communicate often with your supervisor. It is a lot of work, but it is worth it. Pursuing your legitimate curiosity will make your studies meaningful.

We’re also pleased to share that Chris successfully defended his thesis on May 3.

Graduate Supervisor: Dr. Christopher Martin

Congratulations to Eva Koch, our M.Ed. Outstanding Project Award recipient!

QUESTION AND ANSWER WITH SESSION WITH Eva

What does receiving the award mean to you?

This award means that all the hard work – all those moments where I didn’t want to make “just one more change” but somehow found a way to make myself to keep going – paid off. It’s also a recognition of all the incredible support along the way – from my family, my incredible supervisor Dr. Lynn Bosetti, School District 67’s cultural coordinator Anona Kampe, my graduate colleagues, and the talented professors I met along the way that challenged my thinking and shaped who I am as a thinker, writer, activist, and educator. It’s all our accomplishment, really!

What has your experience been like with the Okanagan School of Education?

I really didn’t want to complete a fully online master’s from some random university in some town/country somewhere else. It was important to me that the learning be situated within the context of British Columbia, but ideally also in the traditional territory of the Okanagan Syilx people as this where I am lucky to call home now. It was important to me that some of my classes and some of my professors had connections to local knowledge keepers so that I could continue to learn about reconciliation in this local context specifically.

I was also thrilled to find a program that I was able to complete while still teaching so that my teaching could inform my research and my research could inform my practice. I think they complement each other – graduate studies support innovation, critical reflection of our practices and create a community of colleagues who are also willing to change their pedagogical approach. Conversely, keeping one foot firmly planted in the classroom means philosophical musings are still grounded in lived experience and reality. While I believe asking big questions and challenging the status quo can shape our current and future reality, educational reform is gentler when theory is not completely removed from practicality and current political & educational context.

Finally, I was really happy that most of my classes were in person, on campus (at least until the pandemic hit, that is!). Being able to commute with other teachers over the summer or on Saturdays created a sense of community that was… priceless.

What was your research project? 

My initial draw to a master’s program was a deep curiosity of how best to support the Indigenous learners in my classroom, while offering a more historically inclusive and socially just curriculum. As a non-Indigenous teacher, I am not alone in wondering how to embed the BC renewed curriculum in meaningful and authentic ways. It’s a huge topic with so many layers that are still being grappled with, not only in the field of education, but also as a society.

I wanted to explore some of the ways I could respectfully and accurately embed Indigenous perspectives and pedagogies in my own teaching, but also create something practical that other teachers in my district could use as a resource guide. I know there are many competing demands for educators’ time and not every educator is able to digest & sift through nuanced academic literature. And yet reflecting on past and current research is critical. Findings and recommendations – particularly from Indigenous scholars and local knowledge keepers – need to be communicated in a way that can be practically incorporated. So, I decided to create a teacher magazine. I wanted my contribution to be an accessible guide for teachers new to the work of reconciliation – a “how-to guide” for those starting up on the journey of decolonizing their teaching practice.

I also felt it was important to showcase some of the incredible work already happening in my district – to celebrate those taking up some of the Truth & Reconciliation Commission’s Calls to Action with courage. Finally, I wanted to share some reflections on the journey of taking up the work of the “settler-ally” within the context of BC public school education, in the hopes that other educators could benefit.

You can read more about Eva’s capstone project and find her educator research in our capstone repository.

Why did you choose that topic?

I chose this topic because of a handful of students who touched my heart in deep and unexpected ways. I chose this topic because it is long overdue and while the province has made some important changes to the curriculum and the professional standards of educators, there is much work to be done in terms of implementing these curricular reforms.

I hope this works provides a safe space for non-Indigenous teachers to explore what it means to be a “settler-ally”. I hope it gives others, specifically non-Indigenous teachers, some ease in knowing that they are not alone in trying to figure this out, that there are no easy answers, and that the work can be uncomfortable. But I also want to highlight how critical hope and the pedagogy of discomfort can be a guide in the work of reconciliation. Rather than shattering worldviews and collapsing in despair at the ‘Truth stage’, the very act of sitting with the discomfort & critically reflecting can be an antidote that helps create the positive changes we are desperately needing.

What advice do you have for future graduate students?

I think it’s important to do you research and look into different schools and options before making a decision. And to make sure you have the headspace to commit to 2 years of solid work. It’s also critical to have a support network, especially if you have a young family – having a plan for childcare whether it’s a spouse, grandparent or setting up lots of playdates with friends and neighbors.

Finally, I can’t overstate how important it was for me to have a “buddy” during my master’s. Janice Moase and I applied at the same time, took many of our courses together and we also met others in our district who were just slightly ahead or behind us in terms of coursework. It was so key having others who had advice on which courses to take (or not to take!), reminders about important steps and deadlines and just the friendship of being able to laugh and got out for a meal on the way back home to Penticton. Having that team of educators really brightened the journey and made it so much more fun and doable! So if you can, sign up with a friend or group from your school district because teaching can already be an isolating experience when we get busy with our own classrooms; graduate schools doesn’t need to be that way. We all learn more when we can learn from each other. Plus it’s more fun that way.

Graduate Supervisor: Dr. Lynn Bosetti

The Okanagan School of Education is pleased to share that three faculty members have received Social Sciences and Humanities Research Council (SSHRC) grants.

Congratulations to Dr. John-Tyler Binfet, Dr. Karen Ragoonaden and Dr. Sabre Cherkowski on their successful applications!

Undergraduate Student Stress Reduction Through Virtual Canine Comfort
2021 – 2024 |  $88, 915
Dr. John-Tyler Binfet (UBC) and Dr. Christine Tardif-Williams (Brock University)

Post-secondary students are known to experience heightened stress as they adjust to campus and balance academic and life responsibilities; which sometimes includes a full or part-time job. This stress has been exacerbated under the COVID-19 pandemic restrictions as students face unprecedented and unpredictable times.

Dr. John-Tyler Binfet along with co-applicant Dr. Christine Tardif-Williams, Brock University, have received a SSHRC Insights Grant to create Virtual Canine Comfort modules. Canine intervention sessions hosted on-campus as part of UBC’s Building Academic Retention through K9s program (B.A.R.K.) have been proven to be an effective and popular way of reducing stress, but can these sessions have the same effect virtually? In light of COVID-19 and online learning, this project will assess the effects of synchronous (i.e., interactions offered via Zoom) and asynchronous (i.e., interactions offered via Youtube) modules on students’ self-reports of stress.

By assessing students’ perceptions of their experience with the various models of virtual canine comfort modules, Drs. Binfet and Tardif-Williams will determine whether the well-established in-person stress-reduction program can be delivered digitally. If seen to be an effective method of intervention, the Virtual Canine Comfort videos will be made accessible for use by students across Canada. The project will also contribute to the fields of human-animal interactions and post-secondary student mental well-being by assessing a low-barrier and low-cost way of supporting student stress reduction through therapy dogs.

Therapy dogs and their handlers from B.A.R.K. program will be recruited to participate in the creation of modules.

Mindfulness and Antiracist Education: Developing Critical Reflection
2021 – 2024  |  $86, 370
Dr. Karen Ragoonaden (UBC), Dr. Heesoon Bai (Simon Fraser University) and Dr. Oren Ergas (Beit Berl College)

The research involves introducing mindfulness practices in antiracist education courses delivered over three years at two campuses: the University of British Columbia’s Okanagan campus (UBC O) and Simon Fraser University (SFU). The researchers hypothesize that mindfulness, as a reflective practice, has the potential to support educators as they navigate unsettling and provocative discussions relating to race, gender, culture and identity. Specifically, the research questions are: How can mindfulness practices support critical self-reflection when discussing privilege and marginalization? How do pre-service and service teachers respond, emotionally, physically and intellectually to mindfulness practices as they engage antiracist education?

Understanding the Wellbeing Capacity of Preservice Teachers
2021 – 2024  |  $182, 420
Dr. Benjamin Kutsyuruba (Queen’s University), Dr. Karen Ragoonaden (UBC), Dr. Keith Walker (University of Saskatchewan), Dr. Lorraine Godden (Carleton University), Dr. Sabre Cherkowski (UBC) and Dr. Timothy Claypool (University of Saskatchewan)

The research will examine the extent and depth of disciplined and conscious programmatic considerations within teacher education programs in Canada to equip pre-service teachers with the capacity to nurture and sustain well-being for themselves and for those they serve and with whom they work. The research objectives are to: a) identify specific components related to policies, principles, initiatives, and practices with respect to fostering well-being in teacher education programs across Canada; b) describe the effectiveness of programmatic efforts at the teacher education level designed to develop aspiring teachers’ capacities to promote well-being in their practica and early career teaching; c) examine the respective foundational paradigms that give rise to a focus on nurturing well-being in pre-service teachers; and d) synthesize these findings with those found in the extant literature to develop a systematic schema of promising characteristics to inform the future curriculum and policy landscapes of fostering well-being in and through teacher education programs in Canada.

Learn more about current research grants in progress.

Join us at our Graduate Student Awards Night to celebrate our award recipients! Following the presentations there will be an opportunity to socialize with your colleagues.

Thursday, June 17, 2021
Presentations: 4:15 p.m. to 4:30 p.m.
Social: 4:30 to 5:00 p.m.

All are welcome to attend.

Register

Congratulations to the Class of 2021! We are bursting with pride and are excited to see where your journeys take you. We look forward to celebrating with you in-person when it’s safe to do so.

In case you missed it during the virtual celebration, watch Dean Blye Frank’s message to the graduating class:

We also have a few special acknowledgments:

Congratulations to our Bachelor of Education, Head of Graduating Class, Pattie Perkins! 

Read Pattie’s Story

Congratulations to our 2021 Maxwell Cameron Award recipients, Kelsi Brown and Lindsay Ellis!

Read Kelsi’s Story

Read Lindsay’s Story

Congratulations to our 2021 Sharon McCoubrey Award recipient, Kristy Grinde!

Read Kristy’s Story

Congratulations Maxwell Cameron Award recipient and 2020/2021 Bachelor of Education graduate, Kelsi Brown!

Several Okanagan School of Education faculty members nominated Kelsi for the award as she demonstrated an outstanding passion for creating positive change during her field experience. Here is what one of her nominators had to say:

“Kelsi presented a unit on Black Lives Matters (BLM) and worked with the diverse needs in the class when addressing this issue. She made sure everyone was comfortable in the discussion and stressed the seriousness of the issue. When dealing with the students who felt it did not affect them because they were not black, Kelsi used the analogy of helping your neighbor put out a housefire, even if it was not your house. Students understood the analogy and some went further with creating a poster awareness campaign.”

Question and Answer with Session with Kelsi

What has your experience been like with the Okanagan School of Education?

My experience at the Okanagan School of Education was amazing. I feel like I grew so much as a person and challenged myself to do things I thought I couldn’t. From jumping into the French immersion program as a new self-taught French speaker, to meeting the most incredible friends and faculty that supported and pushed me along the way. It’s cheesy, but these people believed in me and made my entire experience what it was.

What does receiving the award mean to you?

This award is everything. It represents every ounce of courage it took to take a risk, bringing in the complex and controversial topic of Black Lives Matter (BLM) into my classroom even though I didn’t quite know how. I knew that I didn’t have all of the answers, so I let my students guide me through this unit with their rich discussions, curiosities, and projects that ended up spanning the entirety of my practicum. I was nervous and scared to begin, but the rage and sadness I felt was overpowering. I knew it was my duty as an educator to not let this fundamental learning pass my grade six students by.

About the Maxwell Cameron Award

The Maxwell A. Cameron Award is given annually by the British Columbia Teachers’ Federation (BCTF) to students completing the final year of the Bachelor of Education degree in elementary and secondary school teaching. The recipients of the award are those students who are considered to be outstanding students in the graduating class who have initiated, worked, or participated in a project that created positive change globally or in their local community, and or, been actively involved in issues related to poverty, LGBTQ rights, women’s rights, antiracism, peace, global or environmental issues.

The award is named after Maxwell Cameron who headed the Department of Education at UBC in the mid-1940s. Prior to that, he was on staff as an associate professor and director of UBC’s summer school.

Congratulations to our Sharon McCoubrey recipient and 2020/2021 Bachelor of Education graduate, Kristy Grinde!

With her Bachelor of Fine Arts (Virtual Arts) and a clear passion for creativity, Kristy is an excellent recipient for the Sharon McCoubrey award. This is what her nominator had to say:

“Kristy uses her knowledge and passion to inspire student creativity throughout the learning day. During her candidacy field experience, Kristy developed innovative rich tasks for her Grade One students such as a playful exploration of color (using paints!) and constructing community buildings using ‘loose parts’. She also effectively uses visual art to represent her own emerging ideas about pedagogy and literacy learning.”

Question and Answer with Session with Kristy

What has your experience been like with the Okanagan School of Education?

My experience at OSE was shaped by continuous reflection, encouragement, community, and moments of learning from which I propelled my pedagogy. What will always stand out to me was the relationship fostered with my faculty advisor Anne MacLean and my mentors. Their attention to the milestones in my education were heartwarming, thoughtful, and genuine. Receiving my teacher plaque with my name on it, and the feeling of pride that brought forth in all of us present is something that I will cherish forever.

What does receiving the award mean to you?

I am grateful and thankful for nomination to receive the Sharon McCoubrey award. I feel incredibly honoured and excited. I believe that Art is a catalyst for self-esteem, belonging, and connection. Art has taught me to embrace mistakes, believe in myself, and to experiment. I am blessed to be able to share the love of Art with young learners.

Why did you decide to enter the field of teaching?

I decided to become a teacher because I believe that it is important to choose a career that gives back to the community. I feel that teaching is one of those careers. Education has been an empowering contribution in my life. I feel the happiest when I am learning and growing, and I chose to teach so I can learn and grow with students every day.  I have had many amazing teachers in my life that I will always remember. I aspire to be that teacher for students.

About the Sharon McCoubrey Award

Associate Professor Emeritus Sharon McCoubrey created the award to be presented to a Bachelor of Education student who has demonstrated leadership and passion for creativity with a commitment to advancing the teaching of visual arts in elementary schools.