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.

A Master of Education (MEd) degree is often associated with education roles, such as teaching and school administration. However, the skills and knowledge you gain from a MEd can be applied in many fields outside of traditional classroom settings.

Here are a few jobs where an MEd degree can enhance your career:

Corporate Trainer

Corporate trainers design and deliver training programs for employees, helping them develop skills and improve performance. An MEd with a focus on instructional design, adult education, or organizational learning can provide the expertise needed to create effective, engaging training programs for businesses in various industries.

Skills Applied: Curriculum development, communication, adult learning principles, and instructional technology.

Nonprofit Program Coordinator or Director

Many nonprofit organizations offer educational services or community programs. An MEd equips you with the skills to design, implement, and evaluate educational programs for underprivileged or marginalized communities.

Skills Applied: Program development, leadership, inclusive education, curriculum design, and assessment.

Human Resources Specialist (Employee Development)

Human resources professionals involved in employee development use educational strategies to improve employee performance, conduct training workshops, and manage onboarding programs. An MEd can be an asset for HR professionals focusing on creating employee training programs or leadership development.

Skills Applied: Training development, leadership skills, evaluation and instructional strategies.

Content Developer for Educational Media or Technology

Companies in the educational technology sector often need content developers who can create engaging, educational materials or courses for students or professionals. An MEd with a focus on instructional design, educational technology, or media studies can make you highly attractive to companies in this growing industry.

Skills Applied: Instructional design, multimedia content creation, technology integration, and user experience design.

Health Educator

Health educators teach individuals or groups about healthy behaviors and wellness. This role often involves creating and delivering educational programs about topics like nutrition, physical activity, mental health or drug prevention. An MEd can provide foundational skills needed for this role.

Skills Applied: Curriculum development, learning principles, program management and communication.

Museum/Art Gallery Educator or Curator

Many museums and art galleries offer educational programs and need educators to develop and deliver tours, workshops, or educational content for visitors of all ages. Your background in education can help make the museum’s exhibits more engaging and informative.

Skills Applied: Program development, educational outreach and curriculum design.

Learning Strategist (Post-Secondary Institutes)

Most post-secondary institutions have positions where individuals are involved in helping students improve their academic performance through effective learning techniques, study habits, and educational support. These roles may also assist faculty in creating effective online or face-to-face courses and learning materials tailored to diverse student populations.

Skills Applied: Learning principles, project management and instructional strategies.

Social Media Manager (For Education-Related Content)

Educational organizations, from schools to educational technology companies, need social media managers who can create content that educates and engages their audiences. An MEd background can be particularly useful in creating meaningful educational content and understanding how best to communicate complex topics to a wide audience.

Skills Applied: Audience engagement, educational outreach and project management

Government Education Specialist

Many government agencies focus on educational initiatives and programs, whether it’s creating literacy campaigns, advising on public education funding, or overseeing public education systems. An MEd can provide the knowledge and perspective needed to work in these roles.

Skills Applied: Policy analysis, program development, communication, and education system knowledge.

Read more to see if pursuing your MEd with a Capstone or Coursework only is right for you.

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.

Kendra Jacobs, MA ‘16, has found a unique way to blend her passion for mathematics with her belief in fostering a community-oriented classroom. An experienced teacher and founder of Mathematizing 24/7, Jacobs’s approach to teaching math goes beyond numbers—it’s about building relationships, encouraging critical thinking, and empowering students to see the relevance of math in their everyday lives.

“Many students have a negative relationship with math,” says Jacobs. “I didn’t have a positive relationship with math when I was in school, and in the first role I had where I had to teach math, I was nervous. But then the nerves turned to curiosity, and I wanted to find out how do educators teach math? How can we make it fun and engaging for kids? I didn’t want the kids in my class to be as afraid of math as I was.”

This exploration became the inspiration for Jacobs’s master’s thesis, where she researched how teachers develop their own growth mindsets around math. This experience helped to shape Jacobs’s approach to teaching math, and over the years, her approach has continued to evolve.

Her desire to share her passion for math and teaching led her to launch Mathematizing 24/7. The idea for the platform emerged while instructing in the Bachelor of Education program. For the last several years, Jacobs has taught the numeracy portion of Block 2, and found the teacher candidates would frequently ask where they could find more information and resources. Initially, it started as an Instagram channel for the candidates, but Jacobs quickly realized that there was a strong interest in her insights and expertise.

Mathematizing 24/7 took an unexpected turn when Jacobs attended a Startup Weekend event through Accelerate Okanagan. “At first, I was nervous. I didn’t think of myself as a businessperson, I didn’t even know what a pitch consisted of, and the idea of pitching my project in front of a room full of strangers was daunting,” she admits. “But I was encouraged to take the risk, and in the end, my pitch was selected, and our team ended up winning the competition.”

With the help of her team, Jacobs built the first iteration of the Mathematizing 24/7 website and began refining her business model. “It was an incredible experience,” she says. “I had no idea what I was doing at first, but the team I worked with was so supportive. They helped me understand the nuts and bolts of starting a business, from website development to marketing strategies.”

Through Mathematizing 24/7, she offers a variety of tools, resources, and strategies to help other educators create inclusive and engaging math classrooms. From curriculum materials to classroom activities, while the business side of things was new to her, the goal has always the same: to break down barriers and build confidence in students’ mathematical abilities.

“What I realized through this experience is that math can be transformative, not just for students but also for educators who are eager to grow and learn,” she says. “Through Mathematizing 24/7, I have been able to create a space where teachers can feel empowered to try new strategies and connect with a community of like-minded educators.”

One of Jacobs’s favourite strategies to share is called “thinking from the heart.” In this activity, students are encouraged to communicate their thoughts without the pressure of raising their hands. Instead, they use a silent thumbs-up signal to indicate they have something to share. “When students raise their hands, it often signals to others that the thinking is done, and they stop processing,” she explains. “But by teaching students to think from the heart, we create a culture where everyone continues to think, and no one feels rushed.”

This approach not only fosters deeper individual engagement but also builds a sense of community and mutual respect. “I teach my students that math is about more than just solving problems—it’s about caring for one another’s thinking,” Jacobs says. “When students share their thoughts without interruption, they feel valued, and the class becomes a space where everyone is encouraged to contribute their unique perspectives.”

The strategy of thinking from the heart goes hand in hand with Jacobs’s broader educational philosophy. “Math is a tool that helps us understand the world, but it also teaches us important life skills like patience, empathy, and perseverance,” she reflects. “That’s why I love teaching math—it’s not just about formulas; it’s about helping students develop skills that will serve them in all aspects of life.”

Organized by Dr. Roísín Seifert (Postdoc, UBC Okanagan Education) + A.E. Osworth (Assistant Professor, UBC Vancouver, Creative Writing)

Queer UBC students at all levels and post-docs are invited to join a two-day intensive designed to use both art (poetry, prose, and world-building games) and speculative ethnography to empower us as queers to practice radical hope and resilience through imagining and writing our own decolonial futures.

Dates and Time

April 9 and 10
9 a.m. to 6 p.m.
UBC Okanagan campus
(room numbers will be sent to registered participants)

What the workshop entails

Two days of generative co-creating and deep relating facilitated by Dr. Róisín Seifert, and A.E. Osworth, along with special guests. The workshop will begin by using creative writing to reflect on the self in our current context, then branch out to engaging anthropological tools and perspectives to think and write critically and explicitly about future cultures. Participants are then asked how to decenter colonial worldviews in speculative futurism.  Finally, the workshop offers participants the chance to put it all together using a tabletop role-playing game to co-create ethnographically informed speculative future worlds. We will then write stories and artifacts from within those imagined futures. Students will have an optional showcase opportunity after the intensive ends. Students will also have the opportunity to contribute to research that will measure the impact of this activity on well-being and help shape future iterations of the Writing Decolonial Queer Utopias Project.

Why this workshop is happening

With the importing of queer-phobic policies and attitudes in many countries, it is easy to imagine that the future for queers is bleak; it is, therefore, just as easy to descend into depression, apathy, and anxiety in the present. This space is being created in response to a sustained queer mental health crisis that is and always has been caused by a heteronormative, capitalist, and deeply colonized world. All those concepts are, however, created by human beings. Which means we can replace them with better ones. It is not a foregone conclusion that our world will get worse; let’s imagine together how our world might (queerly) improve. While this is a creative intensive, we hope that it will have very tangible impacts on mental health, community well-being, and (perhaps) even future worlds.

Register now

Funding provided by UBC’s Strategic Equity & Anti-Racism Fund

Supported by UBC Wellbeing, UBC Collaborative + Experimental Ethnography Lab and ICER