We are now inviting colleagues to submit course proposals for our Summer Institute in Education (SIE). Share your research, passion and knowledge with the next generation of educators, education experts and change-makers.

SIE offers unique learning opportunities for educators to strengthen their professional growth by intertwining theoretical and practical pedagogical knowledge. SIE instructors help to instill a commitment to career-long professional knowledge.

We are seeking instructors that will share their enthusiasm for life-long learning and inspire educators at all phases of their career. Instructors will design their course for Bachelor of Education, Graduate and post- baccalaureate students as well as current educators in the field.

Courses are three weeks in length starting July 6 and offered in the morning or afternoon. They will be held Monday to Thursday with the exception of the week of August 3, which will be held Tuesday to Friday due to BC Day.

Instructors have a choice of seven course topics:

• Physical Education (July 6 to 24, 9 a.m. to 12 p.m.)
• Indigenous Education AM (July 6 to 24, 9 a.m. to 12 p.m.)
• Indigenous Education PM (July 6 to 24, 1 p.m. to 4 p.m.)
• Science Methodology, K to 9 (July 6 to 24, 9 a.m. to 12 p.m.)
• Math, K to 9 (July 6 to 24, 1 p.m. to 4 p.m.)
• French (July 6 to 24, 9 a.m. to 12 p.m.)
• French (July 6 to 24, 1 p.m. to 4 p.m.)
• Learning Technology: Practical Applications (July 27 to August 14, 9 a.m. to 12 p.m.)
• Classroom Management (July 27 to August 14, 1 p.m. to 4 p.m.)

Interested educators must submit their resume, course title, description, objectives and learning outcomes by January 5. A minimum of a Master-level degree is required.

Submit your application

If you have any questions about the SIE or the application process, please email sie.education@ubc.ca.

Interested in receiving a notification for when we begin accepting instructor applications? Sign-up for our Summer Institute Instructor newsletter.

Recipient Sydney Fender next to Bob Bissell, Kiwanis Society

The 2019 school year started a little brighter for one Okanagan School of Education Bachelor of Education student. Sydney Fender was the recipient of the inaugural Kelowna Kiwanis Legacy Major Entrance Award in Education – an award accompanied by $10,000.  Established by the Central Okanagan Kiwanis Community Service Society, the award is presented to a student pursuing the Teaching Children (Kindergarten to Grade 5+) pathway.

Teaching children wasn’t always the career Fender had in mind.

“I was often told I should be a teacher,” she says with a laugh. “And I resisted for awhile, but after taking a leadership role in a number of events and activities that primarily revolved around children, I began to see the fit and my passion for it.”

You may have seen Fender at one of the Okanagan’s countless events as she has been an active volunteer since she was eight years old. She has volunteered in a variety of places from assisting in care homes and community centres to preschools and in our local parks.

“My volunteer and leadership experiences have taught me how rewarding helping others is, and became a key reason why I am pursuing education,” she says.

It seems volunteering runs in the family as her grandfather, Sherman Dahl, was an active member in Kiwanis International. He was a volunteer in the Kiwanis Club of Regina-Wascana from 1980 to 1994 and was the president of the club from 1982-1983.

“I love hearing my grandfather’s stories about his time with the Kiwanis Society,” says Fender. “He has shared with me his experiences ranging from helping out at high school football games to planning wheelchair dances. Through his experiences, he has passed on his knowledge to me about good citizenship and valuing all people.”

Fender is looking forward to continuing passing on the knowledge of good citizenship to her future students.

“I want to teach my students about sustainability and the importance of nature,” says Fender. “I hope to have a classroom filled with student art created from found in nature objects like sticks and rocks.”

For future Bachelor of Education students, Fender has some advice to share:

“Spend as much time as you can with children and adolescents of all ages, backgrounds and socioeconomics so you can truly understand what you’re getting into,” she says. “Focus on something you’re passionate about and bring that passion with you to the classroom.”

Congratulations to our Doctoral Studies Publication Award recipient Camille Rousseau!

While Camille is still new to UBC – and to Kelowna – she’s already being featured in publications. Before pursuing her PhD at the Okanagan School of Education, Camille was researching animal-assisted education for children during her Master’s degree at Brock University in St. Catharines, Ont. She connected with Professor Binfet at an anthrozoology conference in California and was able to collaborate with him during her Master’s research. It was Professor Binfet who inspired and encouraged her to further her research with us.

“I’m really thankful for the program that is offered here and how it allows me to expand the depth and breadth of my expertise. There is really nothing like what we do here at B.A.R.K.”

Question and Answer Session with Camille

What is your research project?

My research focuses on animal-assisted education – specifically therapy dogs in an educational context for children. Previously I concentrated on literacy, and whether the presence of therapy dogs was associated with increases to children’s reading motivation and reading persistence. I’m moving away from the reading context now and looking more at whether dogs can support youth struggling in oral contexts, such as when they experience public speaking anxiety.

What difference do you hope your research will make?

I hope my research will help further our understanding of whether therapy dogs can support children’s learning in educational contexts. Dogs are an important part of children’s ecology, and as such it is important to understand how they impact children’s socio-emotional and educational development.

Ultimately, I hope that my research will lay the foundations for the development and implementation of standards to execute canine-assisted activities for educational purposes.

What advice do you have for future graduate students?

As an undergraduate student, I wasn’t very much involved in research processes. It would have been nice to work in a lab early on in my academic career. I would recommend that future grad students connect with supervisors that are conducting research in areas they are interested in, and to participate in what’s happening on their campus even before pursuing graduate studies. Find what inspires you and get involved!

Specifically for graduate students, take a step back and appreciate what you’re doing. It’s so easy to be self-critical, and you really need to look after yourself.

Read Camille’s latest co-author publication with co-authors Professor Tardif-Williams and Professor Binfet: Shifting Preservice Teachers’ Views of Animal Welfare and Advocacy through a Human-Animal Relationships Course

Graduate Supervisor: Dr. John-Tyler Binfet

Education’s changing landscape offers new opportunities for teaching and learning.

What: Mindful Teaching and Learning: Innovations in Practice
Who: Kelly Hanson, Kevin Kaiser and Michael Ross
When: Tuesday, November 26 from 7 to 8 p.m.
Where: Innovation Centre, 460 Doyle Avenue

UBC Okanagan School of Education is hosting an interactive panel discussion on Mindful Teaching and Learning: Innovations in Practice on Tuesday, Nov. 26. Come and meet award winning educators as they talk about how they support creative and critical approaches aimed at empowering their students, their colleagues and those passionate about education.

Audience members can expect an evening of lively conversation as panelists share stories and insights based on their innovative practices – with a focus on place-based learning, sustainability and the First People’s Principles of Learning There will be an opportunity to post questions to the panelists to create audience dialogue.

Following the discussion, there will be refreshments available at Gather (in the Innovation Centre).

About the speakers

On the panel is Kelly Hanson, Kevin Kaiser and Michael Ross.

Kelly Hanson is a teacher with the Central Okanagan Instructional Leadership Team. She is currently pursuing her PhD at the Okanagan School of Education, where her research shares how the First People’s Principles of Learning can support an ongoing, responsive, inquiry process. She loves collaborating and co-creating experiences that value students holistically and nurtures their unique gifts in the context of their communities.

Kevin Kaiser won the Premier’s Award for Teaching Excellence for developing First Nations English 9. As a K-12 Indigenous Education resource teacher, he aims to develop students’ physical, intellectual, spiritual, and emotional abilities. He has introduced a mentorship program for Indigenous youth and has developed free workshops for the Okanagan community on cultural sensitivity and the unique needs of Indigenous learners

A recipient of the Prime Minister’s Award for Excellence in Teaching, Michael Ross uses the outdoors to teach his students to build communities and find their place in the world. His students have sat around the campfire with elders, hiked glaciers, and sailed tall ships in a program called QUEST BC. Michael also helps his student turn their ideas into action, such as the Mission Roots Café that has made over $10,000 for groups impacted by or looking to solve climate change.

This event is free and open to the public, but pre-registration is required.

To register, visit:  mindfulteaching.eventbrite.com.

Political Inquiries aNd Theory Studies (PINTS) is a speaker series with the goal of creating a shared space for faculty and students. With the aim to serve as an incubator, the series invites you to develop social connections across campus.

Join esteemed colleagues whose work has a (broadly conceived) connection to political theory, policy, or practice. Following the presentation you’re invited to join your colleagues for a social and discussion.

Upcoming Events

3 to 4 p.m. in EME 4116

October 24, 2019

Responding to the Challenges of a Reflective Space in Research Partnerships
Dr. Alison Wylie and Dr. Andrew Martindale
Philosophy and Anthropology, UBC

November 7, 2019

Is Higher Education Part of the ‘Basic Structure’ of Open Societies?
Dr. Christopher Martin
Okanagan School of Education, UBC

Present at PINTS

Faculty or students interested in presenting their research can contact Professor Christopher Martin by email at christopher.martin@ubc.ca.

A Q&A Session with Andrew Calhoun, Academic Advisor

Applications are now being accepted for the 2020/2021 Bachelor of Education (BEd) program!

We sat down with Andrew Calhoun, Academic Advisor, to find out what the most frequently asked questions were when students are applying for the BEd program.

Whether you’re interested in applying for the program this year, or in the future, these tips are sure to help you out.

1. Admission requirements

The most often asked question is ‘what courses do I need to get into the program?’ While we have the admission requirements listed for each pathway on our Bachelor of Education page, we have also developed self-assessment worksheets to assist you in reviewing (and checking off) the academic admission requirements for your chosen pathway: Teaching Children and Teaching Adolescents.

For students interested in teaching French, you will also need to:

• Successfully complete the Diplôme d’études en langue française (DELF) OR
• Demonstrate completion of all of your education in the French language OR
• Provide a letter from a Francophone Education Authority indicating your proficiency OR
• Provide a written assessment by Faculty of the French Department of a Canadian university, acceptable to the Teacher Regulation Branch, attesting that you have demonstrated knowledge of the French language to indicate you are capable of conducting all French language teaching

TIP: We recommend completing the DELF by your third or fourth year of your undergraduate degree as there are limited seats and dates available for the exam.

2. Experience

A minimum of 75 hours of practical experience (volunteer or paid) working with children or youth is required. We recommend you work/volunteer with the age group that you wish to teach. You will be asked about your experience when you submit your Supplemental Application Form. On this form, you will also be asked to write a personal essay on what your goals as an educator are, and examples of the qualities and experience you bring.

TIP: We understand you might change your mind about what you’ve written. We do allow you to re-submit a Supplemental Application Form. However, you must resubmit it fully completed. We recommend you save copies of your written answers into a WORD document to complete it. That way if you wish to modify your answers, you don’t have to re-type everything.   

A range and variety of instructional experiences is encouraged to better prepare for the program. Typical experiences for applicants include but are not limited to working in school classrooms as a volunteer or assistant, teaching dance, coaching team sports or working as a summer camp counselor.

TIP: Not sure where to go for experience? You can contact your local school district, recreation/community centre, youth group, art gallery or museum to see if they have any opportunities.

3. References

You will need two professional references from individuals who have personally observed you working with children and/or youth in a face-to-face instructional capacity, either in a group or with an individual.

References must be credible authorities who can speak to your abilities, experiences and interests relevant to the teaching profession. They cannot be a family member or a personal friend.

Examples of appropriate references:

• An individual who has personally observed you in a face-to-face (as opposed to an online) context where your primary role was to instruct or interact with children and/or youth
• School administrator (e.g., principal, vice-principal)
• Teacher at an elementary, middle or secondary school
• Camp director
• Daycare program coordinator
• TA-supervising professor

You will send each of your references the link to the Confidential Report on Applicant, your student number and name as provided in your BEd application, and the pathway you are pursuing.

This form is confidential and is only used for admission purposes. As the applicant, you should not see the completed form.

4. Status

You can check the status of your application through the Student Service Centre. Prospective students will be notified of admission between March and May.

5. Need help?

Let our Student Recruitment & Advising experts guide you: call 1.877.807.8521 or email advising.ubco@ubc.ca.

You can also book an appointment by calling 250.807.9100.

The Innovative Learning Centre and Centre for Mindful Engagement presents Living the Curriculum from the Inside Out. 

Join Kim Ondrik, Head Learner, Mill Bay Nature School in Cowichan Valley for pizza, and a presentation and discussion on innovative teaching practices; specifically exploring co-created curriculum, social justice, mindfulness, student-centered learning and living curriculum.

The presentation is on Thursday, November 21 from 4:30 p.m. until approximately 6 p.m. in EME 1123.

While the presentation is free to attend, space is limited. Please register online to confirm your space.

About the speaker

Ondrik with two of her youngest sons

Kim Ondrik is presently the head learner and co-creator of Mill Bay Nature School, an innovative school of School District 79. The school is in its second year and is inspired by the embodied ideas of the Coast Salish People, Reggio Emilia, Dr. Gord Neufeld, and proponents of ‘risky play’ and democracy. In this place, the natural world is perceived as a provocative learning space of change, diversity, and challenge. Mill Bay Nature School is a place of natural learning – from the inside of the child outwards, from the inside of the adult outwards – from core competencies to curricular competencies to content. Mill Bay Nature School takes collaboration seriously – wide awake of how dedicated teachers ‘scraping up against reality’ as they interrogate their assumptions and transform – in the service of young people, their families and the greater community – create enormous tension, calling forth great humility and holding the potential of one example of systemic transformation.

Ondrik was the co-creator of three other innovative sites of learning and growth in British Columbia public education before her work in the Cowichan Valley.

Learn more about her research study on “To Inspire Social Justice and School Transformation: What is the Lived Curriculum We Have Co-Created At the Community School?“

2019 FNESC Annual Indigenous Education Conference Opportunity

Vancouver, BC       November 29 – 30

The Opportunity

Two Okanagan School of Education Bachelor of Education (BEd) Interns will be selected to attend an-all expenses* paid trip to the 2019 First Nations Education Steering Committee (FNESC) Annual Indigenous Education Conference in Vancouver. The conference takes place November 29 to 30; however, the selected interns are expected to leave Kelowna Thursday late afternoon or evening.

*All expense paid trip includes:

• Two-day conference registration fees
• Flights to and from Vancouver
• Transportation to and from the hotel in Vancouver
• Shared two-nights accommodation at the Bayshore Inn, Vancouver
• Breakfast, lunch and dinner will be provided by the conference on Friday, Nov. 29
• Breakfast and lunch will be provided by the conference on Saturday, Nov. 30
• A per diem rate of $30 will be provided for dinner on Saturday, November 30

 Please note:

• Transportation to and from the Kelowna Airport to your home is not included
• Meals on Thursday, Nov. 28 is not included
• You must be willing to share a hotel room with an intern colleague or arrange and pay for your own accommodation in Vancouver for November 28 – 30
• The flight from Kelowna to Vancouver will be on Thursday, Nov. 28 between the late afternoon and evening. On Nov. 28 there is an Opening Social Evening and Auction. You may or not be able to attend this depending on flight times.
• You will be required to leave TOC plans for Friday, Nov. 29 as required by your Mentor Teacher

How to apply
Deadline: October 21

• Complete the information section in the application form
• Answer the two questions in this application. Please note the due date of January 31, 2020 for question 2.
• Submit the signed approvals with support statements from your Mentor Teacher; and your Faculty Advisor
• Submit the application and support statements to education.ubco@ubc.ca by Oct. 21

Selection

Two interns will be selected based on the quality of their responses and the statements of support from their Mentor Teacher and Faculty Advisor.

The Undergraduate Program Committee is responsible for reviewing all applications and selecting the interns.

Submissions must be received by October 21. Selected interns will be notified by October 28.

About the First Nations Education Steering Committee Annual Indigenous Education Conference

Complete information about the conference can be found on their website, http://www.fnesc.ca/conference/. Below is an excerpt:

 The First Nations Education Steering Committee’s 25th Annual Indigenous Education Conference brings people together to share their knowledge and enthusiasm for helping First Nations learners reach their full potential, and transform relationships for the advancement of quality First Nations education.

Held at The Westin Bayshore Hotel in downtown Vancouver, BC, the conference features concurrent workshops, exhibitors, plenary presentations and networking opportunities.

Each year, approximately 800 educators attend this exciting event.

• November 28, 2019 Opening Social Evening and Auction
• November 29-30, 2019 Main Conference Day

With this year’s theme, Meeting Diverse Student Needs, we will focus on the following topics:

• meeting the needs of current and former children and youth in care
• creating effective Local Education Agreements and other accountability tools
• creating learning environments and curricula that are inclusive and responsive
• developing quality First Nations language and culture programming

In particular we will consider each of those topics in the context of the landmark BC Tripartite Education Agreement, signed by Canada, BC and FNESC in July 2018.

In recognition of World Mental Health Day on October 10, Karen Ragoonaden, Professor of Teaching & Director of the Centre for Mindful Engagement at the Okanagan School of Education has a reminder for educators, candidates, interns and students.

“Take a pause,” says Ragoonaden. “It’s easy to overlook taking care, and thinking, of yourself; but self-care is very important – and that includes checking in with yourself physically, mentally and emotionally.”

Professor Ragoonaden has been researching mindfulness and specifically its impact on educators for more than five years.

“I became interested in teaching and in researching mindfulness when the Okanagan School of Education was gifted with the smartEducation (stress management and resiliency techniques in Education) curriculum in 2012,” says Professor Ragoonaden. “We re-conceptualized and operationalized the curriculum so that the teachings would be accessible to post-secondary and Kindergarten to grade 12 contexts. The smartEducation has found its home in Teacher Education, Nursing (smartNursing) and within the school system.”

In one of her more recent studies, Professor Ragoonaden conducted a pilot study with teacher education students who voluntarily attended eight mindfulness focused sessions on campus and also followed guided practices at home over nine weeks. At the end of the pilot, the students reported improvement in being less judgmental and less reactive towards thoughts, feelings and emotions of others, and in particularly of oneself.

“We’ve found that when individuals are practicing mindfulness consistently it positively influences their mindset,” says Professor Ragoonaden. “It really demonstrates to people that you are more than your thoughts, and you have the ability to make changes.”

To help you “take a pause” on October 10, OSE has three guided practices used during the study available on education.ok.ubc.ca under smartEducation: Pause Practice, Body Scan and Sitting Practice.

“In addition to smartEducation practices, there is an easy to remember acronym developed by Tara Brach to help you practice mindfulness and compassion: RAIN,” says Professor Ragoonaden.

“‘R – Recognize what is happening
A – Allow the experience to be there
I – Investigate with gentle attention
N – Nurture’.”

You can learn more about Tara Brach and view her resources for meditation at tarabrach.com.

Stress Management and Resiliency Techniques (SMART) was developed in the United States, and is now managed by smartUBC, a not-for-profit group at the University of British Columbia coordinated by the Okanagan School of Education.

Learn more by visiting smartubc.ca.

Congratulations to Andrew Pulvermacher, Master of Arts student, for receiving a Social Sciences & Humanities Research Council (SSHRC) – Canada Graduate Scholarships-Master’s Program grant!

Andrew received his Bachelor of Arts in English from the University in Calgary, and his Bachelor of Education from the University of New Brunswick. He has experience teaching middle school, high school and post-secondary. For nearly ten years, he has been teaching adult education courses at Okanagan College in Penticton and more recently Kelowna.

Question and Answer with Andrew

What is your research project?

My proposed research explores how Canadian public post-secondary institutions can respond to the growing demographic of adults returning to school. Currently, these institutions face increasing social, economic, and political pressures to serve as de facto extensions of high school, where youth go for employment training and preparation for well-paying careers.

I will examine sociological and philosophical research on the role and place of adult learners in post-secondary institutions, and the particular barriers they face. With my findings, I will develop a new philosophical framework for post-secondary programming that can better serve adults’ needs. I will then apply this framework to British Columbia, which offers an ideal circumstance on which to focus in light of recent changes to policy that reinforce the importance of adult education and herald opportunity for further changes that extend beyond adult students.

I intend to determine to what extent adult students are served by current teaching practices, and how they might be better served by programming that puts adult education at its centre.

Why did you choose that topic, and what difference do you hope your research will make?

In teaching adult education at a post-secondary institution, I see the value mature students bring to the classroom, institution, community, and society. I also recognize that the particular circumstances of mature students—the real-world experiences they bring and the additional outside commitments they carry—make them indicators of educational worth, both real and perceived, in programs and institutions, and in society. I see potential for post-secondary institutions to better welcome, support, integrate, and serve these students, to the benefit and success of all students.

I expect that this research will contribute to the greater debate surrounding post-secondary reform, demanding that those involved in the funding, organization, and delivery of education at all levels revisit the aims, roles, and objectives of colleges and universities in liberal democracies.

What advice do you have for future graduate students?

As a new graduate student, I cannot speak from specific experience, but I can say that for me, entering graduate studies as a practicing professional gave me an opportunity to shape my research interests and work from insights I could not otherwise possess. I have the fortune of returning to my studies with new direction and fresh drive. I cannot help but recognize the overlap in my own experience and my research, and so while I don’t necessarily see the former as motivating the latter, I may as well own what I now also represent, so here’s my advice: if you’re thinking about returning to school—at any level of study—know that you bring more value than you think and go for it.

Graduate Supervisor

Dr. Christopher Martin