Please join us in warmly welcoming our new Bachelor of Education (BEd) French Pathways Coordinator, Dr. Jody Dlouhy-Nelson.

Jody Dlouhy-Nelson (elle/elle; she/her) is an educator-researcher of White prairie settler/colonizer ancestry. She works and studies at UBC Okanagan, on the beautiful, unsold, and traditional land of the Syilx Okanagan Nation. Jody spent her early French Immersion and FSL career in Saskatchewan school divisions, followed by several years in Central Okanagan Public Schools, and Sea to Sky (SD48) School District. Her career as a K-12 French Immersion, French Literacy and Humanities teacher; a district French Immersion program coordinator; a principal; and a district administrator of International Education recruitment/marketing was rich with language/culture learning.

Jody recently received her PhD in Interdisciplinary Graduate Studies, with her focus in illuminating how beginning teachers create decolonizing and Indigenizing spaces for their students in this Place of the Syilx People. Her dissertation is available on the UBC library website. She was involved as a research assistant on the Co-Curricular Making: Honouring Indigenous Connections to the Land, Culture and Relational Self SSHRC partnership grant in the Okanagan School of Education. Throughout this time, she has worked closely with supervisor and mentor, Dr. Margaret Macintyre Latta, and mentor, Dr. Bill Cohen.

Jody feels privileged to be moving into this new role and looks forward to making connections with all involved, with a mind to a hopeful future.

Welcome Jody!

Learn about the our Doctor of Education (EdD) program. Hosted by the EdD Academic Lead and the Program Manager, this online information session will provide you with a brief overview of the program, what you can expect from the degree and the application process. There will also be an opportunity for questions.

Wednesday, July 26
4 p.m. to 5 p.m. PST
Online via Zoom

Register

Congratulations to Becki Jaworski, one of our two Madeline Korfman Memorial Scholarship recipients!

Becki grew up in a small village of approximately 700 people where the value of community was deeply rooted in her upbringing.

“We all took care of each other. If someone struggled, everyone pitched in and helped out. When my husband and I moved to Kelowna in 2008 I wanted to raise my family with the same values,” says Becki. “We have found our community of friends here that mirror this care and support. My two sons, my husband, and I are so thankful for the family, the Okanagan, land of the Syilx community, has provided us.”

As noted by her nominators, Becki “leads with heart.” Becki, along with Georgia Johnson and Jay Rees, approached Dr. Wendy Klassen to create one of the student-led committees —the “Give Back” Committee. The committee has organized a few events with their peers, including collecting and donating 200 boxes of cereal to the SD23 breakfast program. Becki took the lead in contacting SD23 and organizing the needs, the collection, and the drop-off for this event.

“I am very thankful to receive this award,” says Becki. “It has made me stop and think about my journey. It’s easy to get swept away in the experience, especially when having fun in the classroom with our students. I’m thankful that my love for teaching is seen as much as I feel it. To have my mentor acknowledge this motivates me to keep this passion strong in my teaching. I never want to forget what a great job this is and how fulfilling it can be.”

QUESTION AND ANSWER WITH SESSION WITH Becki

Why did you decide to enter the field of teaching?

I have always enjoyed working within the supportive care field, first as a Care Aid and then as a Certified Education Assistant. While working in SD23 I was in classrooms with these amazing teachers who inspired me right alongside their students. My final year as a CEA I worked with a teacher who told me I could do this. She opened my eyes to a journey that I had never even thought about. I guess that was my first lesson about being a teacher; you have this ability to inspire and create connections to passions. I cannot wait to be able to do this!

While obtaining my Bachelor of Arts, I worked with those experiencing homelessness and substance use disorders. I learned about trauma and mental health issues that trouble our community. This gave me a unique view of students in schools, their parents in shelters or on the street, and mothers in recovery. I am passionate to help the cycle of healing and hope to build an inclusive safe classroom where students can learn and grow within. This reinforced my decision to become a teacher.

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

Dr. Sumer Seiki had us working the land. When you hear this, it sounds like a lot of work… and it is, don’t get me wrong, but it was worth it. We worked together as a group and did something very important. While restoring Okanagan Syilx plants I feel our class really grew together. Learning outside feels great. People sang, danced, and yes, there was a conga line. Restoration was also something that really taught me further of the Syilx understanding of land and of the decolonization of learning. We did a lot of work and the connections were what made it an experience I’ll never forget.

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

The Okanagan School of Education becomes your new village. It is filled with teacher candidates (soon to be interns!), professors, teacher mentors, students, and faculty. Each one provides an amazing new connection that helps you grow. I would tell prospective Bachelor of Education students to appreciate each connection as things go by so fast. I would tell them to push themselves to do something they never thought they could do and be ready to love it!

I would also talk about the importance of seeing each student as individuals. I would encourage them to find out their student’s passions and what drives them. All students come from different places. It may be a hard minute, a hard day, a hard time at home, or a hard time speaking up, but we have the ability to support each student in becoming stronger and finding a passion for learning. This passion will take their students through the hardest and the best days. What better job could we ask for!?

ABOUT THE 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 Chris Luff, one of our two Madeline Korfman Memorial Scholarship recipients!

After growing up in Enderby, Chris moved to Abbotsford where he developed a passion for cycling, recreationally and as a commuter. With only one vehicle and a growing family of three boys (now age 9, 14 and 16), he became really good at biking while hauling added weight.

“We like to say, life is an adventure,” says Chris. “Everything we do, we try to align with that. Whether it’s going camping, hiking, a bike ride, or even how we approach opportunities or unfortunate events — how can we solve this problem, or turn this event into something positive?”

Likely not a surprise to those that have met him, Chris has a very positive attitude. This was noted by his nominators.  What was additionally mentioned was his love of learning and teaching; as seen in class, his coursework and in interactions with his peers.

“I am so grateful, and feel very honored to have received this award,” says Chris. “Over the last 10 months, I’ve had the pleasure of getting to know many of the people in the program— and they are all incredible people that are very talented and hardworking. So to stand out amongst a group like that, means a lot. I always try to push myself to be the best that I can be, and I’m very passionate about teaching, so I wanted to give this program my all. And any time your all is acknowledged is an amazing feeling.”

Looking ahead to after graduation, Chris is already planning his next big journey. He plans to cycle across Canada over a month and a half to raise funds and awareness both locally and nationally. Nationally, he would like to provide support for meal plans for children and youth. Locally, he’s looking to support an organization that seeks to provide outdoor activities and sports for underprivileged youth.

QUESTION AND ANSWER SESSION WITH CHRIS

Why did you decide to enter the field of teaching?

I have always loved working with youth. My first career was a youth pastor, and I worked at the same church for 11 years. Every day I was trying to inspire and empower students while having a lot of fun. I also worked in schools as a coach, tutor and with an after-school program. I really loved being in the schools. During that time, I had several teachers that would ask me, ‘when are you going to become a teacher!’? At the time, I really had no intention of becoming one.

When I moved to West Kelowna, I was trying to figure out what I wanted to do next. I became a fireman. I served at some beautiful wineries. I really enjoyed both those things, but it didn’t quite fit what I was looking for. I decided to sit down and I made a list of exactly what components of a job I wanted to do. That’s when I noticed what many people over the years had been trying to point out — the career I was looking for, was being a teacher!

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

It has been an incredible program and journey so far. For those of us who were in school during COVID, we didn’t have opportunities to become as close with our classmates, and I missed having that. It’s what made starting this program and being able to form relationships really impactful.

One of my favourite memories, or series of memories, has been watching a group of 130 people bond. Seeing these table groups become little families. Being a dad, and being a little older than some, I like to care for the whole group; but 130 people is a lot of people! I’ve tried as best as I can to get to know everyone, but I found myself wondering, what can I do to show I care? I had the idea of hosting a social luncheon together. I talked to some peers and we finally held the event in April. There were so many people that wanted to help and make this event happen. We had this really fun lunch, and played volleyball and field games. We had this long table and we crammed as many of us as we could on there.

During the event I paused, and looked around and thought, ‘this is so cool!’ I loved watching these smaller groups bond as a larger group. It’s this really special memory for me. It’s part of the reason why I can’t wait to get into the classroom. I look forward to helping my students create those bonds, build those relationships and make memories together; because when you make positive memories, people want to be there.

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

It’s important to be flexible. Going into this program, and even the profession, there are going to be things that don’t go exactly as planned. You won’t be able to control these moments, but you can control your perspective. Try, as best as possible, to look at everything with a positive outlook.

As aspiring teachers, there is that realization that we’re not always going to have those big “aha!” moments when we’re teaching. Those moments where the students are blown away by our creativity and everything goes according to plan. We have to give grace to ourselves, and also remember that during the program. There are a lot of amazing things about the program, and you’ll see them better when you have grace and patience.

Celebrate the little victories along the way. Have fun, make memories and enjoy the journey in the process. I very much wanted to be a teacher already, but I’m glad that I paused enough to enjoy the process and reflect on the awesome learning and amazing friendships.

Lastly, I think it’s important to understand that there are limits to our mental capacity. There will be times where you find yourself full, and you need to be mindful in those moments to store those resources or lessons away for future use.

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 our Maxwell Cameron Award recipient and 2021/2022 Bachelor of Education graduate, Julie Bertles!

Julie Bertles decision to pursue teaching as a career began with feelings of frustration. Prior to starting the Bachelor of Education (BEd) program, she was a child and youth support worker who often heard from her adolescent clients that where they needed the most support was in school — and she couldn’t enter school property to help.

Now a few years later, Julie is busy teaching at two different high-schools.

As noted by her nominator, Julie’s passion was immediately evident as she immersed herself in the culture of her school. She worked alongside administration and another teacher to launch a Food for Thought program — a school program that provides groceries for families in need as well as other essential items such as seasonal clothing and hygiene products. She also co-facilitated the Student Voice Club which involved hosting weekly meetings with students and mobilizing student activities to enhance the school culture and community. One initiative was a series of Pride Days that focused on creating awareness and welcome spaces for a diverse range of identities.

It’s not the first time Julie has been recognized for her love of teaching and learning. She received the Madeline Korfman Memorial Scholarship during her BEd.

QUESTION AND ANSWER WITH SESSION WITH Julie

What was an “ah-ha” moment for you during your BEd?

Desiree Marshall-Peer was a huge role model for the type of classroom environment that I would have loved to have as a student. It was so student-focused. She gave as much information as we needed, but it was how are you going to solve this problem? How are you going to use skills and connections, and make new connections to figure out what you need to do or achieve that task at hand? The modelling was huge for me and I have tried to take that into my practice.

As we’re nearing the end of your first school year, what have been some of your favourite moments?

I’ve loved seeing my students come together as a classroom unit over the semester. Instead of coming to me first, they’ll ask each other questions. I’m always here to help and I want to help, but it’s so great to see them figuring out things on their own, reaching out to their peers and seeing them support each other.

Recently, a more specific moment, was hearing from a former student. I’m teaching as part of an elective rotation, so I have the students for about half the semester. The student emailed me to talk about how an interview went, and that they got the job. They were so excited! And they told me that they used what I had taught them — they practiced their interview and used those practical skills that they had learned. That was really lovely.

What does receiving the award mean to you?

I am really thankful and grateful to have received this award; more so, because of the type of work it recognizes and celebrates.

I feel this award should be for my students because I’m facilitating what they want, and what they are asking for in their schools. I’m here to connect the dots with them, and they’re taking the lead. I think it’s really beautiful and important that we support and promote initiatives like identity matters and 2SLGTBQIA+ topics and communities in our schools. As educators, I think it’s really important to create a safe environment.

I think it has a bigger impact on our students than we might think it does, even if the kids aren’t actively talking about some of the issues, concerns or desires they have for their school community.

What advice do you have for incoming teacher candidates?

Let the kids take the lead. Don’t bother trying to control everything. Go with the flow and let it happen. The relationships, connections and experiences that you’ll have by letting the kids take control of their own learning and having some agency in the classroom is really beautiful to witness.

Another thing to keep in mind is that you are doing better than you think you are — I promise!

Congratulations Julie!

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.

Each year, UBC Okanagan faculties award a student with the University of BC Medal for the Head of Graduating Class. In the Bachelor of Education (BEd) program, this award is presented to the top student based on their academic performance throughout their program.

The Okanagan School of Education is pleased to announce that this year’s Head of Graduating Class is Isabela Richard!

Isabela radiates positivity. It was one of the many reasons she was selected for the award.

“Receiving the award makes me feel acknowledged,” she says. “I’m glad they recognized my positivity and dedication to spreading good energy. It motivates me to continue being truthful to myself and make a difference in the lives of my students.”

***

Isabela’s passion for teaching stems from her caring nature and her desire to make a difference in young people’s lives.

“I’m a very caring person, and I love people,” she says. “I want to help them. I specifically wanted to teach high-school students because I know they’re in a vulnerable stage of their lives. I believe they need a role model who can guide and support them.”

Teaching runs in the family as both Isabela’s mother and brother are educators, and for Isabela it seemed like a natural fit at an early age.

Recalling a childhood memory, Isabela shared, “When I was in grade five, my mom had a staff meeting, and I decided to role play as a teacher in her empty classroom. I took attendance, filled out sheets, and pretended to be the students. When a teacher came back to grab her day book before the meeting, she was amazed at what she saw. She said, ‘Isabela was playing all the roles — student, teacher, and even the teaching assistant!'”

Isabela grew up in Kamloops, BC, and attended Thompson Rivers University for her undergraduate — majoring in English and minoring in theater.

“I absolutely love theater,” she says with a smile. “It helps boost confidence and public speaking skills, which are crucial for being an effective teacher.”

Theatre isn’t her only passion, she continued, “I love hockey, the Canucks are my favorite team, and Sundays are for Formula 1, cheering on Ferrari!”

Following graduation, she decided to move to Kelowna to pursue her Bachelor of Education at UBCO.

“I really wanted to teach high school, and UBCO seemed like the perfect fit for me,” she says. “My brother had attended the school and loved it, so I was confident that it would be a great place for me too.”

The move to Kelowna not only offered Isabela the degree she was looking for, but also provided her with the opportunity to indulge in her love for nature and outdoor activities.

“I love the lake,” she explained. “My family and I have always been fond of spending time on the water and going hiking. Kelowna’s beautiful lakes and hiking trails were definitely enticing factors for me.”

Although her BEd started online, Isabela noted that the experience was a positive journey.

“The professors made an effort to create a sense of normalcy. The positivity, thoroughness and support from the professors was really good. I’ve learned so much from them, and the reflective activities were valuable in shaping my teaching approach and helping me succeed.”

Reflecting on her favourite memories, Isabela shared her excitement about her practicum experience, saying, “Being able to go out and immerse myself with the students was my favourite part of the program. It was amazing to put into practice what I had learned and interact with the students directly. It felt fulfilling and gave me a taste of what being a teacher is truly like.”

For future BEd students, Isabela reminds them to take a deep breath and stay positive.

“Be open to different experiences. There are going to be moments where things might not be going amazingly and that’s okay. Try to come in with a fresh mentality, be open minded and try to make it your own. Try to be as real and positive as you can. The kids can see if you’re having a bad day, or feeling off. You just need to bring your best self forward and make every opportunity count.”

Whether you’re interested in applying for the Doctor of Education for the upcoming July 2024 cohort, or in the future, here are a few tips based on frequently asked questions to help guide you along the way. We recommend starting your application early to ensure you have time to submit all the required documents.

Admission & applications

When should I apply or start my application?

You should apply for admission to the program in the year preceding the year you wish to begin. You will not be able to defer admission and will need to apply again if you decide to pursue your degree at a later date.

Field Mentors & your Collaborative Supervisory Committee

What is a Field Mentor?

The Field Mentor is an expert in their field and will be part of your collaborative supervisory committee. They will support you through research in the field, serving as an advisor and critical friend. They provide input and feedback on your progress as a scholar-practitioner, attending the Practice-Based Dissertation presentations and providing valuable input and recommendations as part of your committee.

How do I choose a Field Mentor?

The Field Mentor should be someone who is familiar with your area of study as they will provide valuable input and recommendations. Your Field Mentor should be someone who you can relate to and who is willing to share their own challenges and experiences. The relationship between the Field Mentor and the student will not be personal, but rather built on professionalism and reciprocity.

There is someone at my workplace that has a doctorate and would like to supervise my project, can this be done?

This person could make a great Field Mentor as part of the Collaborative Supervisory Committee (CSC).

What support is available for the Field Mentor?

The Field Mentor will be supported by the EdD Faculty Lead and Program Manager.

How can I choose my supervisor?

You will be assigned a faculty supervisor at time of admission based on your research interests. You must identify a Field Mentor on your application.

Coursework and transfer credits

I would like to get started on coursework before the program begins. Can I take courses now as an unclassified student and then have them recognized in the EdD program when I am admitted?

No. Current university policies discourage students from taking courses prior to beginning a graduate program that they wish to have applied to that program. Special sections of required courses are offered for students in the EdD program, so even though these courses may be offered at other times, it is important to take required courses with other members of your cohort.

I have started my graduate work somewhere else. Can I get transfer credit for my courses?

In terms of transfer credit, doctoral students may be eligible for course exemptions on the basis of previous courses taken.

Program schedule & academic leaves

Is there a single set class time each semester or will course times vary each semester?

At this time our plan is to offer a summer intensive where students come to campus to learn with and alongside each other for several days. This will be an opportunity for students to meet their colleagues and professors, and will create great networking opportunities. In 2024, the in-person orientation and summer intensive will be the third-week of July.

The fall and winter courses will be completed online. The dates and times of the courses are yet to be determined. We will design the coursework to include synchronous learning where students will set their own schedules as well as asynchronous seminars. Students should plan for two hours per week to learn together online.

Is it a requirement to attend the summer intensive sessions?

We consider the summer sessions to be very important for developing and maintaining relationships within the cohort, meeting potential committee members, participating in various seminars and social events, and using library and other university resources. We consider it very important that you arrange your work and family obligations so that you can participate as fully as possible during the summers.

Do I need to take a leave from my job in order to start the EdD program or can I complete the program while working full time?

The EdD is designed for working professionals and can be completed while working full-time.

What if due to circumstances (e.g. illness, pregnancy, etc.)  I require a leave and cannot continue with my cohort. Do I have to drop out of the program?

No. We expect that some students will encounter a wide range of circumstances that may prevent them from completing the program with their cohort. Assuming that this happened during the first two years of the program, you would apply for a one-year leave from the program, paying the current on-leave fee listed in the University Calendar. On your return to study, you would meet with the EdD Manager to reassess and determine course of action for the development of your research proposal until you were able to join the next cohort. The university’s on-leave regulations for graduate students apply to all students in the EdD program.

Practice-based dissertation

What is a Practice-Based Dissertation?

The Practice-Based Dissertation is conducted over the course of Year 3 of the program and provides an opportunity for students to intensively study a problem or set of circumstances embedded in their own practice. This project is a rigorous, intensive application of a field-based analysis and/or implementation of a structural change, and the research conducted will contribute or lead to (1) professional innovation and creative excellence, (2) exemplary professional practice, and/or (3) the significant development of professional practice (65-80 pages).

Does the Practice-Based Dissertation have a formal defense?

Part of your practice-based dissertation is a presentation. The purpose of this presentation is for you to reflect upon and defend sustained thinking and evaluation around theoretical frameworks, identified problems of educational practice, research activities and resulting recommendations from your Practice-Based Dissertation. It also offers an opportunity to gain valuable insight from a small group of peers, your Collaborative Supervisory Group and an invited external scholar. Your supervisor(s) and field mentor(s) also attend this final presentation alongside the EDUC 698 course instructor. The presentation will be held as a virtual, public forum for presenting and celebrating.

Finances and student loans

Can I apply for student loans?

We are currently looking into the options for Student Aid BC (BC student loans) and hope to have more information soon. We recommend that you reach out to your respective provinces/countries for more information about loans

Why is tuition for the EdD program so much higher than for the PhD program?

The EdD is a market-priced professional program which means that tuition is based, in part, on what is charged by similar doctoral-level programs designed for practicing professional educators.

Congratulations to our Sharon McCoubrey Award in Visual Arts recipient and 2021/2022 Bachelor of Education graduate, Nicole Labrecque!

This is what her nominator had to say:

“Nicole’s instructional planning is admirable with clear learning intentions focused on competency development and creativity. Learning is intentionally designed to foster artistic attributes. Nicole actively participates in relevant professional development opportunities and demonstrates openness to feedback. She has also shared her artistic strengths with colleagues, helping develop an ongoing professional learning community. Additionally, Nicole authentically integrates First Peoples’ Principles of Learning into lesson design, using interdisciplinary and land-based approaches.”

“Receiving this award was a really big surprise,” says Nicole. “There are moments in the classroom, where you wonder where it’s all going, and is this headed in the right direction? So receiving this award brought me so much joy. It’s very affirming and encouraging to receive an award for teaching — and visual art teaching, making it extra special for me.”

***

As the oldest child in her family, Nicole Labrecque had a natural draw to taking care of others and helping people. While growing up in Richmond, BC on the traditional, ancestral, unceded territory of the Musqueam First Nation, she found herself at an early age inspired to pursue teaching.

“I had a couple of really excellent teachers,” Nicole reflects. “One was a humanities teacher who empowered us to think for ourselves, and the other was a drama teacher who empowered us to create our own work. My drama teacher supported me in writing and directing my own play — and we took it to a provincial competition!”

Following high-school, Nicole pursued her Bachelor of Fine Arts degree from UBC Vancouver. At the time, there weren’t many teaching positions available, so Nicole’s career path changed and she worked as a professional costume designer.  After several years, Nicole and her family moved to Edmonton, AB. During her time there, she went to the University of Alberta (U of A) where she received her Master of Fine Arts in Theatre Design. Following graduation, she continued on with U of A as an instructor within the Drama Faculty — teaching costume design and the history of decor. She was also a part-time art educator at a local gallery, and it was that position that re-kindled her interest.

“Students would come to the gallery for field trips and we would have studio time and create art together. It was those moments that re-ignited that teaching interest for me. I would wonder, ‘what would it look like to teach art full-time?’,” says Nicole.

After spending 10 years in Edmonton, Nicole and her family moved to Kelowna, BC in 2019. The move to Kelowna provided Nicole with the opportunity to pursue her dream of becoming a teacher as she had family support and the nearby UBC Okanagan campus offered a Bachelor of Education.

Now as she’s set to cross the stage soon, Nicole reflects on her time in the program and highlights her key takeaways.

“One thing I learned that really resonated with me, and I realized had been informing my life, but I didn’t have words for it, is social emotional learning or SEL. I realized that SEL is at the heart of teaching arts, visual arts, and drama. I think it’s at the heart of teaching in a broad perspective, but particularly in areas that are really personal. Ones that allow for a lot of personal expression and exploration where the processes are as important, if not more important, than the product.”

Nicole also appreciated the opportunities that were offered by Dr. Bill Cohen to learn more about Indigenous ways of knowing and being.

“Those lessons have really impacted me. I think I’ll always be circling back to learn more, especially the stories.”

During Nicole’s final internship, she was placed at Mount Boucherie Secondary School, teaching visual art to grades 10 to 12 and assisting with the yearbook.

“Teaching art to high-school level students who are choosing to be there is a phenomenal experience. There were times where it wasn’t easy, but it’s the challenging situations where you grow.  I learned so much during my placement, particularly on the idea of studio habits of mind, which is an approach that I learned. It’s the idea that we’re helping create, foster and nurture artists. We’re giving them a space to explore within some structures. I had an amazing mentor and I learned some really good approaches to balancing the structured school environment with something that’s very open-ended.”

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

“Be really open to all of the learning. It’s okay to feel a little uncomfortable. Even when you have to take math and you want to be an art teacher. Even that experience helped me grow. Some of the program’s experiences are designed to help you conquer fears or develop your confidence in areas that are outside of your comfort zone. And when you feel outside of your comfort zone, just know that you’re not alone!  Don’t be scared to reach out to your professors, because they are really nice people.”

***

About the Sharon McCoubrey Award in Visual Arts Teaching

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.

Recipients of the Sharon McCoubrey Award provide artwork for a limited edition mentor teacher appreciation certificate.

Artist Profile

Nicole is an educator and artist of Croatian ancestry. She spent her childhood in Richmond, BC, on the traditional, ancestral, unceded territory of the Musqueam First Nation. She received her Bachelor of Fine Arts degree from UBC Vancouver. After working as a professional costume designer in Vancouver, she went on to obtain her Master of Fine Arts degree from the University of Alberta in Edmonton, staying on to teach as an instructor within the Drama Faculty. In 2019, she moved back to BC along with her husband Cory and daughter Mateya, to be closer to family in the Okanagan. She is a recent graduate of the 2021/22 UBCO Bachelor of Education program with teachable subjects in Visual Arts, Drama and Textiles. In recent years, she has switched her focus from theatre design to visual art, and her current practice focuses on painting. She enjoys working in various media such as acrylic, oil, encaustic and mixed media.

This piece, “Seven Generations,” is created with a combination of fluid acrylics and paint markers; the subject matter explores transformation, possibility, identity and intergenerational healing.

Congratulations to our Maxwell Cameron Award recipient and 2021/2022 Bachelor of Education graduate, Winona Phillips — Mz. P!

Born in British Columbia and raised in Kelowna, Mz. P graduated from the old Kelowna Secondary School in the ‘90s. Mz. P enjoys the water, snow and time outdoors! They have two teenage boys who them bring joy and new knowledge daily.

Throughout their time at the Okanagan School of Education, Mz. P demonstrated leadership in advocating and educating for diversity, inclusivity and equity — on campus, during field experiences and in the community.

During their final practicum, they volunteered their time with the school’s diversity club and was a strong advocate for 2SLGBTQIA+ students. One activity that Mz. P regularly engaged in was making embroidery bracelets in specific pride flag patterns.

They also helped to inspire future educators by coming to campus to facilitate a workshop for teacher candidates on planning methods and strategies alongside their mentor teacher, Ryan Ennis.

Mz. P founded Free Parent Hugs Kelowna, under the guidance of Kelowna Pride, for 2SLGBTQIA youth and youth allies. With the organization, they created training materials for the initiative group start-up and facilitated training for those involved as well as ongoing new member training.

QUESTION AND ANSWER WITH SESSION WITH Mz. P

Why did you decide to enter the field of teaching?

In 2015, I entered the Masters of Education at UBC with the goal of researching social emotional curriculum. I quickly found that my peers, who were all active teachers aside from a couple of us on the research track, had very similar energy to me. I thought counseling and working with youth in that capacity was my path until I found teaching! My children and I have each struggled with education in our own ways, and I know that I can help those students who tend to not fit the mould. Every student should feel welcome and successful in their educational journey!

What was your experience like with the Okanagan School of Education?

I enjoyed every minute of my time in the Okanagan School of Education! The program was challenging. Teachers, especially new ones, are required to be flexible, quick thinking, multi-talented and reflective of our work and ourselves. We were blessed with incredible faculty members and field advisors who led us through the program with diligence and care. Most of all, I will remember the connections I have made with my peers as well as my outstanding mentors and generous peers.

What does receiving the award mean to you?

I continue to work with at-risk youth and community initiatives which is rewarding in and of itself. I am driven to connect with others in meaningful ways and to support those who may be lost or need an adult in their lives who cares for them. It is really neat to be recognized for something that comes naturally to me. It is an honour to have been nominated by individuals who are champions of social initiatives themselves and connected community members in Kelowna.

What advice do you have for incoming teacher candidates?

Trust the process, find your confidence, enjoy the ride, and seek out your Marigolds!

Congratulations Mz. P!

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.

International Day of Biological Diversity (May 22) recognizes the importance of a rich, healthy and vibrant ecosystem. This year’s theme is “from agreement to action: build back biodiversity.” The slogan aims to build upon the Kunming-Montreal Global Biodiversity Framework agreement, signed in December 2022, that sets goals and outlines measures to “reverse the loss of nature by 2050.”

Locally, Dr. Sumer Seiki and UBC Okanagan teacher candidates have undertaken a massive PROSPERS (Preserving and Restoring Okanagan Syilx Plants and Endangered Regional Seeds) project on campus to transform an unused field area into a rich biodiverse space for native plants.

“In BC, invasive weeds have taken over a lot of the grasslands, and it’s quite a big problem” says Dr. Seiki. “BC is a biodiversity hotspot — it’s climate, it’s species richness, the diversity of different species that live here all impact the ecosystem health. We have different plant species that are then eaten by herbivores who then have carnivores that feed on them, so there is this complex and dynamic ecosystem structure that is now seeing massive changes.”

Seiki further explained how it’s not only the invasive weeds that are impacting the grasslands, but also the shift in development as cities are building further out and into wildlife corridors.

After transforming over 28,000 square feet of invasive weed land into field plots and dividing into teams, teacher candidates used the Seek app by iNaturalist to map out the area and identify plants.

“The candidates categorized the plants, and pulled out the invasive weeds,” says Dr. Seiki. “This was a big undertaking as they had to dig deep to remove the weeds at the root level.”

Finally, after laying down a layer of compost to aid in water absorption, they spread a mix of native seeds containing grasses and wildflowers that were crafted by Joshua Smith from Xen Xeriscape Endemic Nursery & Ecological Solutions.

“The work the candidates did in only seven days has made, and will continue to make, positive climate change gains,” says Dr. Seiki.  “Over the course of a year, the native grassland plot and plants in the Syilx and Okanagan Native Seed Garden capture about half a ton of carbon. Native plants have the added benefit of storing carbon in the soil because of their long, intricate root systems and their symbiotic relationships with fungi. It’s a significant contribution to our global health and reducing our carbon footprint.”

Another benefit of planting native species is that they are acclimatized to the arid area — meaning they can tolerate the high and low temperatures, and don’t require as much watering.

For individuals interested in learning more about native plant species there are a variety of resources, including but not limited to:

• BC Government Resources on biodiversity, ecosystems, plants and fungi, and invasive species
• Okanagan Xeriscape Association
• Native Plant Societies
• Xen Xeriscape Endemic Nursery & Ecological Solutions
• Invasive Species Council of BC – the month of May is Invasive Species Month

This ecological restoration work was made possible by a grant received from the Faculty of Education Equity, Diversity and Inclusion fund.