Please join us in congratulating Busola Akinbobola, one of our 2024 Stephen Daniel Pope Graduate Award recipients.

Busola is an international student from Nigeria. She is pursuing her Master of Arts in Education, and her thesis explores the motivating factors for continued schooling in Northern Nigeria. She has been a graduate teaching assistant with the English Foundation Program for the last two years.

“Receiving this award demonstrates to me that my work is valued and important,” says Busola. “It made me realize that people see what I do. Knowing that someone has heard about my research and finds my ideas worthwhile is incredibly valuable.”

Question & Answer with Busola Akinbobola

What has been a highlight for you during your graduate student experience?

The highlights for me have been the friends I’ve made, and the faculty. The openness of the faculty members has been invaluable; I know I can approach them with any issue and receive helpful guidance. My supervisor, Dr Bosetti, has been exceptional. As an international student who arrived alone, her consistent efforts to check in on me and her unwavering support have made a significant difference in my journey.

What inspired your research project?

My research project is inspired by my own experiences with education and its transformative power. Education has profoundly shaped my life, and I am aware of the opportunities it has opened for me. Without access to high school and my undergraduate degree, I wouldn’t be where I am today, pursuing a master’s degree. I am driven by a desire to ensure that other students have the same chance to experience the life-changing benefits of education. My goal is to provide actionable strategies that can enhance education access and equity, thereby helping others realize the full potential of education and to improve their lives in the way it has improved mine.

What advice do you have for future graduate students?

Focus on giving your best effort and put your best foot forward. You don’t need to know a lot about a thousand things, but you can know a thousand about one thing. So, embrace the learning process and stay committed to your goals. Your dedication and focus will make a significant impact.

About Stephen Daniel Pope Graduate Award

In memory of Dr. Stephen Daniel Pope, this award is presented to an Okanagan School of Education graduate student who shows great promise in the field of education. Dr. Stephen Daniel Pope is remembered for his passion for education and his significant contributions to the public education system of British Columbia in the 1800s.

Bailey Nerbus (left) and Mary Redfearn (right)

We are pleased to present our Outstanding Master-Level Graduate Student Award to Mary Redfearn!

“Receiving the Graduate Student of Excellence award is a meaningful recognition of the hard work and dedication I’ve put into my studies,” says Redfearn. “It’s a reminder of the powerful connections I’ve built with professors, peers, and academic content, which now influence my teaching practice by ensuring it reflects a deeper understanding of diverse perspectives and needs. This award motivates me to continue striving for excellence in my teaching and future endeavors.”

Redfearn recently completed her Master of Education where she deepened her commitment to creating inclusive spaces by focusing on equity, diversity and inclusion (EDI) throughout her coursework. Throughout her time with the School, she demonstrated her passion for education both as a student herself with an exemplary record of academic achievement, and as a teacher. As noted by her supervisor, Dr. Bill Cohen, Redfearn is a leader in her school, district and community as she created, implemented and participated in a number of EDI, decolonizing and Indigenizing initiatives. She has helped to foster a safe and inclusive school environment and supported the student’s resilience beyond the classroom with holistic wellbeing practices. She has also strengthened the relationship between the school and community through hosting events such as a powwow taco night.

“After starting my teaching career by googling “prettiest places in BC” from the back of a lecture hall at Queen’s, I feel incredibly lucky to be living and learning in the beautiful, ancestral, unceded territory of the syilx Okanagan peoples,” says Redfearn. “The Okanagan’s stunning scenery and vibrant community have been the perfect backdrop for building my career and continuing to grow as an educator.”

Congratulations Mary Redfearn!

QUESTION AND ANSWER SESSION WITH REDFEARN

What inspired you to go into the field of education?

I have always gravitated towards working with children and teens, but it was my time at summer camp that truly ignited my passion for education. I loved the experience so much that I found myself wishing I could do it year-round. The joy of meeting the unique needs of diverse campers and helping them grow, learn, and connect in a supportive environment made me realize that teaching was the ideal path for me, inspiring me to apply for a Concurrent Education program right out of high school.

What motivated you to pursue your masters? 

Teaching is one of the few professions where graduate studies directly contribute to career advancement, and from the start of my career, I knew I would eventually pursue my M.Ed. While my undergraduate studies focused on Indigenous topics, they were primarily centered on teachings from Ontario. I sought a master’s program that would deepen my understanding of Western Indigenous cultures, particularly the syilx Okanagan peoples, to better address the holistic needs of my students. As I progressed through the program, I also explored how my previous work in the disability field could intersect with my current role in Indigenous education.

What advice do you have for future graduate students?

My advice for future graduate students or those considering a master’s program is to dive in with curiosity and a willingness to learn. Completing my M.Ed. was a rewarding experience, both for the knowledge I gained and the connections I made along the way. I took one class at a time for the majority of the program, and even paused for a term to maintain high standards in my own teaching practice. Taking it slow allowed me to fully enjoy the journey and absorb everything I was learning. Don’t hesitate to slow down, ask questions, explore new ideas, and engage deeply in the process—you’ll find it’s worth the effort.

Please join us in congratulating Zahra Basiri, one of our Stephen Daniel Pope Graduate Award recipients!

“Receiving this award is both an honor and a great motivation for my future work. It inspires me to continue striving for excellence in my studies and teaching,” says Basiri. “This recognition strengthens my commitment to making a meaningful impact in the field of education.”

Basiri’s passion for teaching and helping students has always driven her to stay current with educational advancements, which is why she is currently pursuing her second master’s degree. She has a Master’s degree in Teaching English as a Foreign Language and has been an English as an Additional Language teacher for more than 15 years.

QUESTION AND ANSWER WITH SESSION WITH ZAHRA

What has been a highlight for you, so far, during your graduate student experience?
One of the highlights of my graduate experience has been the opportunity to connect with students and faculty members who share a passion for education. Being a member of BARK and the English Foundation Program has been particularly fulfilling. It’s allowed me to connect with students on a deeper level and contribute to the supportive and inclusive environment that both programs foster within the university. These programs have provided me with invaluable experiences, allowing me to grow both professionally and personally.

What is your capstone project? Why did you choose to pursue that topic?
My capstone project focuses on learning strategies, specifically how to help students develop the skills to learn independently and take charge of their education. I chose this topic because I want to help empower students to become confident and self-directed learners. By equipping them with the right tools and strategies, I believe they can achieve their academic goals more effectively and enjoy the learning process.

What advice do you have for future graduate students?
My advice for future graduate students is to have faith in themselves. Delve deep into the subjects you are studying and reflect on them to the fullest. Never give up, even when challenges arise. Enjoy every moment of your graduate journey, because you will miss these days very soon after you graduate.

About Stephen Daniel Pope Graduate Award

In memory of Dr. Stephen Daniel Pope, this award is presented to an Okanagan School of Education graduate student who shows great promise in the field of education. Dr. Stephen Daniel Pope is remembered for his passion for education and his significant contributions to the public education system of British Columbia in the 1800s.

From left to right: Dan Clouston, Busola Akinbobola, Addie Mercuri, Zahra Basiri, Mary Redfearn

On Thursday, September 12, we celebrated our graduate award recipients and welcomed our newest graduate students to our scholar-practitioner community.

Please join us in congratulating:

• • Vicki Green Graduate Award, Dan Clouston
  • Stephen Daniel Pope Graduate Award, Busola Akinbobola
  • Stephen Daniel Pope Graduate Award, Zahra Basiri
  • Outstanding Master-Level Graduate Student Award, Mary Redfearn
  • Master of Arts Outstanding Thesis Award, Addie Mercuri
  • Doctoral Studies Outstanding Dissertation Award, Camille Rousseau
  • Doctoral Studies Outstanding Conference Presentation Award, Leslie Shayer

We will be sharing their student stories in the coming weeks.

It takes a dedicated team to run a project like Espaces francophones (EF) – a joint initiative between the Okanagan School of Education (OSE) and the Faculty of Creative and Critical Studies (FCCS) that aims to create a sense of community amongst UBCO’s French speakers.

EF was co-founded by Francis Langevin (FCCS) and Carl Ruest (OSE) with funding from Heritage Canada, and was launched in the fall of 2022. With that funding, EF was able to hire a contract communications coordinator, and two student-staff positions. The initiative is currently co-run by Francis Langevin (FCCS) and Jody Dlouhy-Nelson (OSE) and continues to have the two student-staff positions, with support from the communications offices in both FCCS and OSE.

Over the last two years, there have been more than 40 events and supported projects, both on and off campus, including French films, crêpe breakfasts, hikes in the area, creative writing workshops and musical entertainment. Our student-staff, Aradhita and Sophia, have been dedicated to helping to ensure the events run smoothly – and are fun for those that attend!

Read their stories to learn how they’re involved with EF, and advice they have for first-year students.

Student Profile: Sophia Cajon

Student Profile: Aradhita Arora

From left to right: Freya Green, Mikaela Dahlman and John-Tyler Binfet

What’s in a name? As the popularity of animal-assisted activities, education, and therapy continues to grow, so too has the spread of terms and acronyms, leading to some confusion in the field amongst researchers, practitioners and the public.

Recent research from the BARK team’s Freya Green, Mikaela Dahlman, Arielle Lomness, and Dr. John-Tyler Binfet, aimed to examine the current state of terminology used in the field of animal-assisted interventions (AAIs).

“Within our team, we were noticing that nearly every new study seemed to have a new term, and so we started keeping a list,” says Green, program coordinator. “During a conversation, it was brought up all the terms are quite overwhelming for a new researcher, and that’s what sparked the idea for this study.”

The team found that there is an abundance of terminology in the field. The study analyzed articles from four major databases—PsycInfo, Education Source, ERIC, and Scopus—resulting in a dataset of 1,934 relevant papers over a 10-year span. There were 1,414 distinct terms identified in the literature, and found that 48 terms (3.4%) were used 10 or more times, while 1,100 terms (77.8%) were used only once between 2013 and 2023. The study illustrates how a shared language can strengthen AAI research and programming.

“Having shared common terminology is beneficial in a number of ways,” says Green, program coordinator, “I think a couple of the more important reasons are that it would make searching for research more accessible, and it would aid in public understanding of the field.

“For example, I recently saw a sign for horse therapy, and I found myself questioning if that meant therapy for the horse, or therapy for people that involved horses.”

The team hopes the study will spark conversations around how to streamline terminology in the field to ensure it is accessible to incoming researchers and program developers. The team notes that the challenges around acronym use are not unique to those studying human-animal interactions and the study could serve as a template for other fields struggling to keep up with terminology.

The full article, For the love of acronyms: An analysis of terminology and acronyms used in AAI research 2013-2023, can be found on the Human-Animal Interactions website.

The study was recently presented at the prestigious International Society for Anthrozoology (ISAZ) conference in Hartpury, England and was received well by fellow colleagues.

Human-Animal Interaction (HAI) Podcast

You can listen to Freya Green discuss the paper on HAI’s podcast

Original story published on the BARK website. 

Dr. Kedrick James begins his position Interim Director of the Okanagan School of Education in the Faculty of Education for a two-year term commencing July 2, 2024. This appointment coincides with the ongoing search for the next Director. We would like to extend our deepest thanks Dr. Margaret Macintyre Latta for her many contributions and academic leadership that have shaped the School.

Learn more

Congratulations to Katy Leslie, one of our two Madeline Korfman Memorial Scholarship recipients!

Leslie has enjoyed living in the Okanagan for the last 14 years after moving here from Northern Ontario. Her and her husband have three rescue dogs that keep them busy. In her spare time, she enjoys camping, visiting hot springs and spending time at the lake with family.

As noted by her nominator, Leslie’s life-long passion for education is apparent in all that she does. She is an active participant in all classes, in-situs, and field experiences, demonstrating keen instincts, professionalism, and enthusiasm.  She is incredibly skilled at creating rich learning experiences for her students. She is able bring joy to students through carefully crafted lessons that feature multiple entry points, connections to the environment, and plenty of opportunities to share and learn from each other.

“This award encourages me to continue striving towards my goal of making a positive impact in the lives of students,” says Leslie. “It motivates me to uphold the values of care, support, and connection that were so important to me growing up. Ultimately, it strengthens my resolve to be the kind of educator who provides a stable and inspiring environment where every child feels valued and empowered to learn.”

Question and Answer with Leslie

Why did you decide to enter the field of teaching?

Growing up, I moved frequently, and amidst all the changes, school was my constant. It was a place where I always felt a strong sense of connection and safety. This stability was largely due to the exceptional care and support of my teachers, who went above and beyond to make me feel valued and understood. Their dedication left a profound impact on me and encouraged me to give back in the same way. I hope to create that same safe and nurturing environment for my future students, where they can feel secure, supported, inspired to learn and nurture their gifts.

What has been a favourite memory or experience so far in the program?

My favorite memory of the program is from the very first day when we gathered in circle for a cedar brushing ceremony from Syilx Elders and my friend tum. It was meaningful to begin our learning together in ceremony, to move forward as a collective of future educators in a good way.

What advice do you have for prospective Bachelor of Education students?

My advice for students entering the Bachelor of Education program is to take the time to nurture authentic relationships with your peers, mentor teachers, instructors and the children you will teach. Time in the program goes by quickly, but investing in these connections will make a lasting and impactful difference in your educational journey and professional growth.

We are so fortunate to have the opportunity to think and learn alongside Indigenous scholars from Syilx homelands and beyond. Embracing this collective knowledge has had the most profound impact on my evolving teaching pedagogy. It has taught me the importance of weaving together diverse perspectives and practices to create a more inclusive and holistic educational approach.

I believe building these authentic relationships and embracing collective knowledge will not only transform your learning experience, but will also prepare you to create meaningful and supportive learning environments for your future students.

About the Madeline Betty Korfman Scholarship

This scholarship has been endowed through a bequest by Madeline Betty Korfman to honour her love for teaching. Madeline Korfman taught school in southwestern Saskatchewan before relocating to the Okanagan in the mid-1900s. This scholarship is awarded to two teacher candidates who significantly demonstrate a “love for teaching” based on the recommendation of Okanagan School of Education faculty.

Congratulations to Luke Roblesky, one of our two Madeline Korfman Memorial Scholarship recipients!

Roblesky has lived in the Okanagan area for most of his life — growing up in Summerland before moving to Kelowna a few years ago.

Living in the Syilx Okanagan region, Roblesky developed an appreciation and love for the outdoors. He spends his free time paddleboarding, mountain biking, and playing beach volleyball. He also enjoys experimenting with new technologies, and exploring how it can be integrated into teaching. He is passionate about community, and volunteers at Project Literacy as a digital tutor, where he teaches seniors how to safely use electronic devices, and avoid fraud and security concerns.

As noted by his nominator, Roblesky demonstrated a scholar-practitioner and pedagogical stance in all aspects of his candidacy. During his field experience, he built time into his lesson to get to know his students better and for them to learn more about each other through community building activities. His awareness and honoring of the voices of his students could be seen in his responsiveness to their ideas, suggestions and demonstrated needs.

“I am deeply grateful to the OSE for nominating me for this award, recognizing both my potential and my achievements,” he says. ”Receiving the Madeline Korfman Scholarship not only reassures me that my dedication to the teaching profession is valued but also reaffirms my belief that when you are on the right track, things will work out. Winning this scholarship is a significant milestone in my journey, motivating me to continue striving for excellence. I am eager to channel my enthusiasm for education into my teaching career, aspiring to make a meaningful difference in the lives of my students, just as my teachers did for me.”

Question and Answer with Roblesky

Why did you decide to enter the field of teaching?

I decided to enter the field of teaching because of my deep-seated passion for learning and my desire to inspire others. For me, a meaningful career is one where I can have a positive impact on others’ lives. From a young age, it became clear to me that I enjoy working alongside and inspiring others. Throughout my life, I have often taken on work and volunteer experiences that foster collaboration and education. These diverse opportunities, ranging from serving as a swim coach to engaging in international language exchange programs and tutoring positions, have been key in shaping my passion for teaching. The genuine fulfillment I experienced from witnessing the progress and growth of my students, along with the rewarding feeling of making a positive impact on their lives, solidified my passion for teaching and my ultimate decision to pursue it as a lifelong career.

What has been a favourite memory or experience so far in the program?

Over the past 10 months in the Bachelor of Education program at UBCO, I have experienced a wealth of diverse moments, making it challenging to highlight just one. What stands out most to me is the strong sense of community within the program. The instructors and field advisors are incredibly approachable, consistently offering guidance and support. From day one, we have been given numerous opportunities to connect with our classmates, building new friendships that I believe will last a lifetime.

One concept that really stuck with me from the Indigenous guest speakers was the emphasis on connecting with the land. We have had the opportunity to do this through activities such as the Water Ceremony and the KLO Ecological Restoration project. Furthermore, outside of the classroom, what initially started as just a few of us playing volleyball at lunchtime has grown into two full teams playing nearly every lunch break.

What advice do you have for prospective Bachelor of Education students?

Keep an open mind and an organized set of notes. As you progress through the program, you will collect many resources and activities from the learning blocks and advisory sessions. At first glance, some of these may not seem directly relevant to the specific subjects you are teaching, but you will be surprised by how many of them can be adapted into your lessons.

Get frequent, actionable feedback. If you ask, the students will give you honest insights about your classes, including lessons, activities, and teaching style. Give the students some control over the direction of the class by conducting exit tickets or other surveys and using the information to adapt your teaching.

Establish your personal boundaries early on. With teaching, there really is no limit to how much time and effort you can invest in your work, so it’s important to define limits that work for you personally.

Don’t be afraid to make mistakes and take the time to discover your unique teaching style. It can be intimidating to observe experienced educators deliver what seem like flawless lessons, especially when you’re just starting out and aware that your own lessons may not yet reach that level. Remember that everyone starts somewhere, and it’s through experimenting with different approaches—some of which will succeed brilliantly while others may not—that you’ll develop your own pedagogical stance. Embrace the learning process, knowing that each attempt, whether it shines or flops, brings you closer to becoming the impactful teacher you aspire to be.

About the Madeline Betty Korfman Scholarship

This scholarship has been endowed through a bequest by Madeline Betty Korfman to honour her love for teaching. Madeline Korfman taught school in southwestern Saskatchewan before relocating to the Okanagan in the mid-1900s. This scholarship is awarded to two teacher candidates who significantly demonstrate a “love for teaching” based on the recommendation of Okanagan School of Education faculty.

The UBC Board of Governors has accepted the President’s recommendation to appoint Dr. Jan Hare as the Dean of the Faculty of Education for a five-year term, commencing July 1, 2024.

Dr. Hare, an Anishinaabe-kwe scholar and educator from the M’Chigeeng First Nation in northern Ontario, is a professor in the Department of Language and Literacy Education of the UBC Faculty of Education. Since 2021, she has served as Dean pro tem of the Faculty of Education and has held a Tier 1 Canada Research Chair in Indigenous Pedagogy.

Read more

Originally posted on the Faculty of Education news page.