Master’s Degrees

Master of Arts in Education (MA), Master of Education (MEd)

Participate in an intellectual community designed to promote critical and creative thinking about contemporary educational issues.

Graduate Program Overview

Program Components Expected Duration
MA Coursework and thesis 24 to 36 months
MEd Coursework and capstone project 24 to 36 months

Masters’ programs in education offer educators the opportunity to develop specialized areas of interest and integrate their practice within a framework of research and inquiry. Programs are designed for classroom teachers, subject-area coordinators, educational administrators and educational researchers in non-school settings.

Through the Master of Education and the Master of Arts, educators, practitioners and researchers have several options to deepen their understanding of education and advance their careers at UBC Okanagan.

Graduate students work together with their supervisors to design programs that uniquely meet their interests and goals by choosing courses that cut across our four themes of study: Curriculum, Digital Learning, Diversity, and Educational Leadership and Policy (see below).

These programs do not carry credit toward certification to teach in public schools in British Columbia.

Graduate courses are scheduled to work around the schedules of practicing teachers. Most classes are held on Saturdays, weeknights and during the summer months, so you won’t need to take time off work to attend seminars.

Which degree should I choose?

Both the Master of Education and Master of Arts in Education are 30-credit degree programs, and each provide students with theoretical, practical and analytical expertise, as well as a place in a community of scholar-practitioners dedicated to the study and pursuit of lifelong learning.

Students who feel that they might — at some future date — be interested in enrolling in a doctoral program are advised to follow the MA route rather than the MEd route.

Designed primarily for professionals in the field, this program is typically completed on a part-time basis over two academic years, including summer sessions, through a combination of campus-based and online coursework culminating in a capstone project under the mentorship of a faculty supervisor. MEd students are required to complete the degree within four years.

The MEd is not a research degree in the sense that the student is not required to carry out and defend an independent research project. However, the MEd program is nevertheless research-based in that consideration of educationally relevant research constitutes a major focus of study and students are normally required to take a number of research-relevant courses.

Students enrolled in the MEd degree will develop valuable skills and gain experience necessary to work in a professional field in an education environment. Graduates are prepared for employment opportunities in government, higher education, school administration and education consultation.

Formal milestones for the program include: developing a unique program of study; working closely with faculty members; and preparing and presenting a capstone project. The MEd degree requires completion of:

  • 9 credits of core courses: CUST 562, EDUC 500, and EDUC 521;
  • 15 credits from one or more thematic areas (may also include EDUC 501);
  • EDUC 598 (3 credits); and
  • 3 credits of an approved elective.

Visit the Academic Calendar for detailed MEd Program Requirements.

The Master of Arts in Education (MA) degree is primarily for educators who wish to develop their expertise as educational researchers in addition to their interest in a thematic area of study.

The MA degree is designed specifically as a research degree, with students required to carry out and complete an independent research project (master’s thesis). Completion of a master’s thesis is viewed as a prerequisite for the pursuit of doctoral studies in most institutions.

The Master of Arts in Education can be completed on either a part-time or full-time basis. Students are encouraged to complete the coursework over two academic years, including summer sessions. MA students are required to complete the degree within five years.

Students must complete:

  • 9 credits of core courses: CUST 562, EDUC 500 and EDUC 521;
  • 15 credits from one or more thematic areas (may also include EDUC 501 or alternate course as approved by the Director of Graduate Programs in Education); and
  • a thesis (EDUC 599).

Visit the Academic Calendar for detailed MA in Education Program Requirements.

Themes of study

The core courses are interdisciplinary and provide grounding for all students in the contemporary and historical educational discourses, perspectives, and traditions as they embark on their studies. Students have the opportunity to select courses (with the guidance of their Faculty Supervisor) across four distinct thematic areas.

Note: Not all courses are offered every year. Students should contact the Okanagan School of Education for current graduate courses.

The interdisciplinary thematic courses in Studies in Curriculum are designed to expose students to perspectives and epistemologies relating to curriculum development. By focusing on an understanding of curriculum from a historical and contemporary perspective, philosophical and ontological dimensions within local and global contexts will be explored.

Within an interdisciplinary framework, graduate students will experience contemporary curriculum theory and research which draw on increasingly diverse disciplinary perspectives and inquiry methods and explores such topics as Sustainability and Personalized Learning.

Students will have the opportunity to explore topics of personal interest to them in depth or breadth. This program explores the relations between the meanings ascribed to curriculum as a central component of Education and the structures and processes that reflect these interpretations in varying times, contexts, and spaces.

CURRICULUM COURSE OFFERINGS

Not all courses are offered every year. Students should contact the Okanagan School of Education for current graduate courses.

CUST 563 Conceptualizing Curriculum Studies: Theory and Research
Facilitates an understanding of curriculum from a historical and contemporary perspective. Epistemological and ontological dimensions will be considered with a focus on discourses within the Canadian context.

CUST 564 Curriculum for Sustainability
Focus on curriculum discourse central to ecological and social justice.

CUST 565 Curriculum Studies in Diverse Settings
Explores curriculum study in design, implementation, and evaluation for contemporary pedagogical settings. Among other topics, focus will be on curriculum that addresses diverse learning and diverse settings.

EDST 592 Conceptions of Teaching and Learning
Examines the philosophical foundations of teaching and learning in local/global contexts. Emphasis is on pedagogical knowledge relating to teaching, learning, and learner differences, and how educators can work productively in relation to curriculum, assessment and instructional media.

The courses in the Digital Learning theme explore the effects of new media and innovative technologies in instructional settings. Graduate students will examine how technology shapes and enhances learning environments with emphasis on design, development and assessment. Learning theory and curricular constructs are explored and instructional strategies are applied to enable appropriate digital applications in diverse contexts.

Students will also learn how to lead and manage digital innovation in professional settings, analyzing essential conditions for appropriate implementation, staff development, security issues and policies for ethical use.

Digital Learning Course Offerings

Not all courses are offered every year. Students should contact the Okanagan School of Education for current graduate courses.

ETEC 511 Conceptualizing Educational Technology
Provides an overview of educational technology bridging theory and practice. Educational technology is conceptualized broadly as the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.

ETEC 550 Designing Instruction
Introduces instructional design from analysis through evaluation and implementation. Emphasizes contemporary issues of designing instruction for diverse settings and contexts.

ETEC 553 Leading and Managing Educational Technology Innovation
Exploring the leadership issues that emerge as new technologies increasingly influence educational contexts. Leadership models and the administrative concerns of program implementation and resource/project management are examined. Staff development, security, and policies for ethical use are explored.

ETEC 557 Instructional Strategies for Digital Learning
Advanced topics in instructional design and project management.

ETEC 559 Creating Technology Enhanced Learning Environments
Paradigm shifts in education have influenced significant change in learning environments. This course is an inquiry into learning environments (past, present, and future) and explores the learning theories, software, hardware, and instructional strategies that support them.

The interdisciplinary thematic courses in Studies in Diversity are designed to complement students’ specialized areas of learning, and to challenge students to consider their responsibilities as active, engaged globalized citizens within diverse political, social, linguistic, cultural, and professional contexts.

This program of study emphasizes transformative learning in which student scholars participate in informed debate and critical reflection on their own and others’ shared experiences. During the course of the graduate program, participants will be encouraged to critically reflect upon diversity and the related barriers and bridges in order develop informed perspectives relating to issues of key concerns to their local and global communities.

Diversity Course Offerings

Not all courses are offered every year. Students should contact the Okanagan School of Education for current graduate courses.

EDUC 524 Language Teaching and Learning
Intended for a broad cross-section of educators with varying experiences in language teaching and learning, this course conceptualizes additional and official language acquisition from multiple angles in child, adolescent, and adult contexts. Key issues, concepts, and theoretical perspectives are evaluated and explored with emphasis on current empirical research.

EDUC 526 Education and Diversity
Overview of current diversity theory and practice. Focuses on the social construction of differences, the theoretical underpinnings of diversity, and oppression theory/practice in a Canadian and world educational context with an emphasis on language, culture, and society.

EDUC 527 Global Education, Citizenship, and Cross-Cultural Conceptions of Teaching and Learning
Enables learners to explore the inherent values, assumptions, and ideologies that inform the spectrum of global educations and cross-cultural conceptions of teaching and learning, and examines understandings of these complex and contested notions.

EDUC 528 Theory and Practice in Inclusive Education
An inquiry-oriented course designed for educators interested in inclusive aspects of special education. Participants will explore pedagogical, attitudinal, and systemic barriers to inclusion. Related theory and research-based inclusive approaches will serve as resources for individual and group inquiries.

Advanced studies in Educational Leadership and Policy offers a number of distinct professional advantages and intellectual opportunities. Our faculty provides expertise across diverse fields with many having held positions as school innovators and educational leaders in local, regional, national and international settings.

Our program is designed to develop internationally recognized, theoretically-informed educational leadership and policy. Through an engagement in a community of scholarship dedicated to addressing contemporary educational issues, our program prepares students to collectively transform their organizations and communities.

Students have opportunities to develop competencies and habits of mind necessary for leading in complex social, political, and economic landscapes.

Educational Leadership and Policy Course Offerings

Not all courses are offered every year. Students should contact the Okanagan School of Education for current graduate courses.

EADM 554 Policy and Education
Overview of the social, political, and legal influences on the role of educational leaders in schools. Policy development and analysis are examined in relation to contemporary issues in education.

EADM 556 Conceptualizing Leadership
Broad conceptualization of leadership for learning organizations, communities, and enterprises through an examination of the historical, philosophical, theoretical, and ethical foundations of leadership.

EADM 557 Leadership for Inclusion and Social Justice
An overview of the theoretical and practical elements of leadership for inclusive education, social justice, and other associated topics.

EADM 558 Leadership for Sustainability
Applies the theoretical elements of sustainability through a focus on the practical aspects of leadership for sustainability in education and the broader society.

EADM 582 Leadership for Change: Systems, Innovation, and Reform
Broad overview of the study of systems, innovation, and reform in organizations by examining a range of theories and models of change.


Research & Supervisors

Students are strongly encouraged to reach out to a potential faculty supervisor before beginning the application process. We invite you to discuss your research interests and career goals with us, and we are happy to share our excitement about what we study and teach.


Role:
Centre/Research Program:
Search Keyword:

Peter Arthur | Professor of Teaching | Education | peter.arthur@ubc.ca | 250-807-9207
Research Interests: Teaching and Learning in Higher Education; Metacognition; Growth Mindset and Grit for Academic Success; Curriculum & Program Development; Instructional Design; Enhancing Learning with Technology.
Stephen Berg | Associate Professor | Education | stephen.berg@ubc.ca | 250.807.9682
Research Interests: Physical Education; Health Education; Early Learning; Preservice Teacher Education; Children's Physical Activity; Action Research.
John-Tyler Binfet | Associate Professor | B.A.R.K., Education | johntyler.binfet@ubc.ca | 250.807.8420
Research Interests: Conceptualizations of kindness in children and adolescents; Measuring kindness in schools; Social and Emotional Learning; Canine-assisted interventions; Assessment of therapy dogs; University student well-being
Lynn Bosetti | Professor (on leave) | Centre for Mindful Engagement, Innovative Learning Centre (ILC), smartEducation | lynn.bosetti@ubc.ca
Research Interests: Educational Policy and Leadership Studies
Catherine Broom | Associate Professor (on leave) | Education | catherine.broom@ubc.ca | 250.807.8768
Research Interests: Social Studies Methods; History Education; History of Education and Curriculum; Ecological Education; Culture and Education; Alternative and Holistic Educational Practices.
Robert Campbell | Associate Professor | Education | robert.campbell@ubc.ca | 250.807.9170
Research Interests: Educational Technology; Instructional Design; Curriculum Development; Technology Innovation; Integration.
Sabre Cherkowski | Associate Professor | Education | sabre.cherkowski@ubc.ca | 250.807.9306
Research Interests: Organizational well-being; mindful leadership; teacher leadership; professional development; learning communities; reflective practice; moral agency
Scott Douglas | Associate Professor | Education | scott.douglas@ubc.ca | 250.807.9277
Research Interests: Teaching English as an Additional Language (TEAL); Teaching English to Speakers of Other Languages (TESOL); Applied Linguistics; English Language Teaching (ELT); Curriculum and Materials Design; English for Academic Purposes (EAP); English Language Learning (ELL); Short-Term Study Abroad
Wendy Klassen | Associate Professor | Education | wendy.klassen@ubc.ca | 250.807.8106
Research Interests: Mathematics Education; Problem Solving; Critical Thinking; Teaching and Learning; Assessment; Mentoring and Reciprocal Learning Teams.
Margaret Macintyre Latta | Professor | Education | margaret.macintyre.latta@ubc.ca | 250.807.8119
Research Interests: Fostering Pedagogical Relationships, Seeing and Acting on Innovation’s Renewing Potential—The Fecundity of Genuine Learning Contexts, Curriculum as Lived in Classrooms, Teacher Education and Professional Development Reform Efforts.
Christopher Martin | Associate Professor | Economics, Philosophy and Political Science, Education, Management, Philosophy | christopher.martin@ubc.ca | 250.807.8427
Research Interests: Philosophy of education; Educational policy; Moral education; Moral and political philosophy; Critical theory; the humanities in medical education; Ethics education.
Karen Ragoonaden | Associate Professor | Centre for Mindful Engagement, smartEducation | karen.ragoonaden@ubc.ca | 250.807.8113
Research Interests: Mindfulness and Well-Being, Conceptions of Teaching and Learning, Culturally Responsive Pedagogy, Indigenous Education.
Greg Wetterstrand | Associate Professor | Education | greg.wetterstrand@ubc.ca | 250.807.8110
Research Interests: Educational drama, curriculum theory, social and cultural issues, health and career education, and drama in English language arts education.


Students & Theses

Meet Our Students

Graduate students in education are immersed in intimate, cohort-based learning and benefit from a rich, caring and supportive community of education scholars.

Follow the Okanagan School of Education’s student activities, events and initiatives on Facebook or check out the announcements on Graduate Student Resources.

Theses and Dissertations

Search all UBC Okanagan School of Education student publications at cIRcle, the University’s digital repository for research and teaching materials.


Admission Requirements

Note: Students who feel that they might, at some future date, be interested in enrolling in a doctoral program are advised to follow the MA route rather than the MEd route.

Admission to UBC graduate programs is competitive. Applicants must meet the following criteria.

Master of Education Applicants (MEd)

Applicants to the MEd program normally hold a bachelor’s degree in Education or related field, with a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent.

Applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience to offset such deficiencies, may be granted admission on the recommendation of the Director of Graduate Programs in Education.

Additionally, the Okanagan School of Education normally requires that applicants have at least two years of teaching experience. All applicants must submit a statement of intent (approximately 250-400 words) clearly outlining their areas of interest and focus for study with their applications.

Master of Arts in Education Applicants (MA)

Applicants to the MA program must have a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent. Background training and previous experience must be sufficient to demonstrate ability or potential for advanced research in the chosen field.

The MA is designed for those students who, in addition to their interest in a thematic area of study, wish to develop their expertise as educational researchers.

Additionally, the Okanagan School of Education normally requires that applicants have at least two years of teaching experience. All applicants must submit a statement of intent (approx. 250-400 words) clearly outlining their areas of interest and focus for study with their applications.

In exceptional cases, applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience, may be granted admission on the recommendation of the Education Graduate Program Committee and approval of the Dean of the College of Graduate Studies.


MORE INFORMATION

Visit the UBC Okanagan Academic Calendar* for full admission and program requirements; the calendar is a comprehensive guide to all programs, courses, services and academic policies at the University of British Columbia.

* In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Master of Education Applicants (MEd)

Applicants to the MEd program normally hold a bachelor’s degree in Education or related field, with a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent.

Applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience to offset such deficiencies, may be granted admission on the recommendation of the Director of Graduate Programs in Education.

Additionally, the Okanagan School of Education normally requires that applicants have at least two years of teaching experience. All applicants must submit a statement of intent (approximately 250-400 words) clearly outlining their areas of interest and focus for study with their applications.

Specific minimum admission requirements for graduates of different countries may be found in the International Student Evaluation Manual.

Students who are not Canadian citizens or permanent residents must apply for a study permit (student visa) to enter Canada. Applications can be made through any Canadian Consulate or High Commission.

Applicants from a university outside Canada at which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission.  Minimum acceptable English language proficiency tests are as follows:

  • TOEFL: minimum score of 550 (paper version); 90 overall with a minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing & Speaking (Internet version);
  • IELTS: minimum overall band score of 6.5, with no individual score less than 6.0; or
  • MELAB: minimum overall score of 85, with a final score of 3 in the speaking test.

Master of Arts in Education Applicants (MA)

Applicants to the MA program must have a minimum overall average in the B+ range (76-79%) in third- and fourth-year courses, academic standing with at least 12 credits of third-or fourth-year courses in the A- grade range (80% or higher at UBC) in a four-year baccalaureate degree or its academic equivalent. Background training and previous experience must be sufficient to demonstrate ability or potential for advanced research in the chosen field.

The MA is designed for those students who, in addition to their interest in a thematic area of study, wish to develop their expertise as educational researchers.

Additionally, the Okanagan School of Education normally requires that applicants have at least two years of teaching experience. All applicants must submit a statement of intent (approx. 250-400 words) clearly outlining their areas of interest and focus for study with their applications.

In exceptional cases, applicants who do not meet the requirements stated above, but who have had significant formal training and relevant professional experience, may be granted admission on the recommendation of the Education Graduate Program Committee and approval of the Dean of the College of Graduate Studies.

Specific minimum admission requirements for graduates of different countries may be found in the International Student Evaluation Manual.

Students who are not Canadian citizens or permanent residents must apply for a study permit (student visa) to enter Canada. Applications can be made through any Canadian Consulate or High Commission.

Applicants from a university outside Canada at which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission.  Minimum acceptable English language proficiency tests are as follows:

  • TOEFL: minimum score of 550 (paper version); 90 overall with a minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing & Speaking (Internet version);
  • IELTS: minimum overall band score of 6.5, with no individual score less than 6.0; or
  • MELAB: minimum overall score of 85, with a final score of 3 in the speaking test.

MORE INFORMATION

Visit the UBC Okanagan Academic Calendar* for full admission and program requirements; the calendar is a comprehensive guide to all programs, courses, services and academic policies at the University of British Columbia.

* In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct.

Required Grades and Credential Guide

Grades and degree credentials required by UBC vary by country. Search the Required Grades and Credential Guide—a guide to assist international students in estimating their eligibility.

International Advisors

An international student advisor can answer questions about immigration, medical insurance and the transition to UBC’s Okanagan campus in Kelowna, BC. Visit the International Programs and Services website to meet the team.


Tuition & Funding

UBC Okanagan’s tuition and fees compare favourably with universities of the same high calibre.

Tuition

Tuition amounts presented here are estimates only and all fees are subject to change. For official tuition and fee information, visit the UBC Okanagan Academic Calendar, a comprehensive guide to all programs, courses, services and academic policies at the University of British Columbia.

Program Schedule Domestic (per year) International (per year)
MA Full-time $7,142.31 $8,948.85
MA Part-time $4,293.57 $5,044.68
MEd Full-time $7,142.31 $13,081.59
MEd Part-time $4,293.57 $5,044.68

Every student enrolled in a master’s program is required to maintain continuous registration by paying tuition instalments according to Schedule A or B, plus authorized student fees.

Tuition is paid three times a year, on the first day of each term: Winter Term 1 (September), Winter Term 2 (January), and Summer Term (May).

* In case of a discrepancy between this webpage and the UBC Calendar, the UBC Calendar entry will be held to be correct. 

Funding

Note: Limited funding is available on a highly competitive basis for full-time MA students only.

Graduate students are supported financially through a combination of internal and external funding sources, which might include: Scholarship and Fellowship Awards and Research Assistantships (RA).

It is best to speak with your potential supervisor about funding opportunities that are generally available to education graduate students.

Research Assistantships (RA) are employment opportunities for qualified students offered by faculty members with research grants and contracts. As a paid research assistant, graduate students assist their supervisor or other researchers in conducting high-level research, which often contributes to the student’s thesis or dissertation.

Graduate students are encouraged to explore potential research assistantships with their graduate supervisor. Note: RAs are not guaranteed because they follow the financial cycles of the supervisor’s external grants and contracts.

UBC Awards

  • Vicki Green Graduate Award: Endowed by Dr. Vicki Green, Professor Emeritus, this $2,100 award is offered to a graduate student studying issues in social, economic, ecological, environmental and/or political sustainability. See more about the Vicki Green Graduate Award.
  • The College of Graduate Studies administers merit-based graduate awards at the Okanagan campus. The College manages a number of award competitions each year and administers payment of all internal awards and selected external awards.

External Awards

  • Students should explore and apply for external awards and fellowships, including awards offered by Canada’s three research councils: CIHR, NSERC and SSHRC.
  • Graduate scholarships and awards may also be available from foundations, private companies or foreign governments (check with your country’s education authority).

How to Apply

Find a Supervisor

Find a Supervisor before starting your application. Admission to the program requires the support of a faculty supervisor as well as satisfying program-specific criteria.

A complete application package will contain:

Review the College of Graduate Studies “Prepare Your Application” page for further details.

Applying takes time. We recommend you start your application at least two months in advance of published deadlines. For full consideration, students must apply by the following dates:

Intake Apply Before
September January 31
January June 1
May October 1

Graduate students discussing


Your Career Options

Positively impact your professional career and increase your career potential with a master’s degree.

  • Administration (e.g. director of studies for a private college or school)
  • Adult Education
  • Alumni Relations
  • After School Care Program Leadership
  • Autism behavioural support interventionist
  • Athletic coach
  • Child Life Specialist
  • College instructor
  • Corporate Trainer or Developer
  • Communications Liaison
  • Coordinator for non-profits
  • Curriculum Developer/Instruction Specialist
  • Early Childhood Education Program Leadership
  • Editorial services
  • Educational Consultant
  • Education Management
  • Education Materials sales
  • Educational Materials Writing
  • Educational Program Planning (e.g. for a city’s recreation department)
  • Education Therapist
  • Grant Writer
  • In-house company training
  • Instructional design for professional organizations (e.g. Real Estate Boards)
  • Learning consultancy
  • Educational Coordinator/Director at Museum, Art Gallery, etc.
  • Principal
  • Private tutoring
  • Professional development facilitation
  • School Administration (e.g., vice-principal, principal positions)
  • School of Career Counselor
  • Student Recruiter
  • Superintendent
  • Technical Writer
  • Tutor
  • University Student Support Services Administration (e.g., student housing office)
  • Elementary/Secondary Schools
  • International schools in Canada and abroad
  • School boards and trustees
  • Governmental departments and organizations
  • Community, social, and correctional services
  • Regional health authorities
  • Advertising, human resources, marketing, and research organizations

UBC’S Okanagan Campus

The University of British Columbia is a global centre for research and teaching, consistently ranked among the 40 best universities in the world. In the Education graduate program at UBC’s Okanagan campus, you gain all the benefits of attending a globally respected university while studying in a closely-knit learning community.

DYNAMIC CITY

UBC’s Okanagan campus borders the dynamic city of Kelowna, a hub of economic development with a population of about 150,000 people—the fourth fastest growing population in Canada. In fact, the Okanagan Valley is rated one of the best communities in Canada to grow your business.

More than 160 buses travel daily from campus to key locations such as Kelowna’s cultural district and thriving downtown waterfront. The campus is two minutes from the Kelowna International Airport, one of the top 10 busiest airports in Canada.

UBC Okanagan is situated within the First Nations territory of the Okanagan Nation, whose spirit of stewardship for the land is reflected in the university’s respect for sustainability.

NATURAL BEAUTY

A diverse natural region with sandy beaches, beautiful farms, vineyards and orchards, and snow-capped mountains, the Okanagan Valley features sweeping stretches of lakeside and endless mountain trails for biking and hiking.

Check out this 360-degree video: Kelowna From Above.*

* Best viewed using desktop Chrome or Firefox (desktop) or YouTube app (mobile).

CAMPUS HOUSING

Full-time UBC Okanagan students can live in residence, which offers modern living with easy access to academic and personal support. Residences are surrounded by hiking and biking trails, plus panoramic views of the campus and valley.

OFF-CAMPUS HOUSING

* UBC does not verify or endorse information shared on this third-party website, which is offered here as a public resource only.

Join the club: Make friends with similar interests, compare notes, and organize and participate in academic and recreational events via the Okanagan School of Education’s Facebook community.

College of Graduate Studies: CoGS offers orientation events to support you in your first steps as a graduate student at UBC’s Okanagan campus.

Stay active: Take advantage of the many opportunities to get involved and play—from workout space in the new Hangar Fitness and Wellness Centre and our 1,561 square-metre gymnasium, to athletic courts, intramurals, fitness classes and nationally ranked varsity athletics. Have a ball in Sports and Recreation.

Relax: The Graduate Collegium is a gathering place where grad students can hang out, eat lunch, spend time with their fellow students, and attend or host special events. The lounge-style room is open seven days a week and is outfitted with comfortable furniture, kitchen facilities, and individual and group-work spaces.

Community: The Aboriginal Centre is a home away from home for all Aboriginal students by providing a sense of belonging and community, a place to catch up, wind down, make lunch, share opportunities and celebrate success.

College of Graduate Studies: Your hub for administrative support and such things as graduate workshops for professional development and for assisting you from the admissions process through to your graduation

Centre for Scholarly Communication (CSC): Supports graduate students, post-doctoral fellows, staff and faculty in disseminating their research. The CSC provides one-on-one consultations and workshops, including writing support for theses, dissertations, journal articles and grant proposals.

Centre for Teaching and Learning: Provides support related to teaching, TA training and use of technology in educational programming.

Learn more about graduate student resources and support in the Okanagan School of Education.

Map out your future and prepare to hit the ground running with resources and services provided by the Advising & Involvement Centre.

Tell your story with resumé and cover-letter strategies, and search Work Study jobs for experience relevant to your degree and career goals. You can also book an appointment to meet one-on-one with our career advisor.

alumni UBC is a member-driven association that offers a variety of lifetime programming and communications to enrich the lives of UBC graduates.

The ‘Your Next Step’ program offers webinars, speaker series and professional development sessions. It is designed to provide advice, tips and resources in areas of career development to graduates for life after university.

Realize the promise of a global community with shared ambition for a better world and an exceptional UBC.