Masters & PhD Student Resources
Events and Announcements
Okanagan School of Education Graduate Representatives
Karin Wiebe, PhD in IGS
Akshta Sharma, MEd
College of Graduate Studies Community Facilitators
Meet your Graduate Community Facilitators. Their role is to enhance the student experience for all graduate students.
Join our online Graduate Student Community!
We created the community to offer support for our graduate students – and it’s created with graduate students!
In this community, you can find supports, connections, resources, and offer your own experiences and skills to other students through contributing content.
New graduate students will receive the link in their Welcome package. If you haven’t received the link, please email lindsay.cox@ubc.ca.
Students can also join a private Facebook group dedicated to OSE Graduate Students.
Course Selection & Registration
Course selection is made in consultation with your supervisor. If you don’t know who your supervisor is, you can refer back to your offer letter. It’s important that you connect with your supervisor as soon as possible.
You should also consult the Okanagan Academic Calendar for your program requirements.
You can contact the Director of Graduate Programs should you have additional questions.
Scheduled Graduate Courses
Please see the list below for scheduled courses for the current and upcoming terms.
Learn more about registering for courses at students.ok.ubc.ca
All courses are tentative and subject to change.
EDUC 500 (3)
Research Methodology in Education Part 1
Instructor: John-Tyler Binfet
Delivery mode: On-campus
Dates (Saturdays): Sept. 7 & 21, Oct. 5 & 19, Nov. 2 & 23
Time: 9:00am – 3:00pm
EDUC 534 (3)
Coyote Stories: Pedagogy and Praxis
Instructor: Bill Cohen
Delivery mode: Hybrid (in-person and online)
Dates (Wednesdays): Sept. 18 – Nov. 20 with additional online components
Time: 5:00pm – 8:00pm
EADM 557 (3)
Leadership for Inclusion and Social Justice
Instructor: Lynn Bosetti
Delivery mode: Online (sync & async sessions)
Dates (Tuesdays): Sept. 10 – Dec. 3
Time: 4:30pm – 7:30pm
EDUC 562M (3)
Reflective Autobiography: a teaching/teacher’s process for productively navigating school landscapes
Instructor: Sumer Seiki
Delivery mode: Online (sync & async sessions)
Synchronous dates (Saturdays): Sept. 7 & 21, Oct. 5 & 19, Nov. 2 & 16
Time: 9:00am – 12:30pm
Course description: In this course, students will learn to use the Currere autobiographical reflective research method to compose a reflective journal paper. Students will reflect and explore significant teaching and or learning experiences using Pinar’s four-step reflection model to guide them. From reflecting individually and in the community, students will glean insights from the writing and sharing process.
CUST 562 (3)
Curriculum Issues and Theories
Instructor: Catherine Broom
Delivery Method: Online (sync/async sessions)
Dates: Monday, Jan. 6 to Sunday, Mar 16
Synchronous sessions (Mondays, 4:00pm-5:00pm): Jan. 6 & 27, Feb. 24, and Mar 10
EDUC 528 (3)
Theory & Practice in Inclusive Education
Instructor: Jessica Chan
Delivery mode: On-campus
Dates (Saturdays): Jan. 11 & 25, Feb. 8 & 22, Mar 8 & April 5
Time: 9:00am – 4:00pm
EDUC 502 (3)
Teacher as Researcher
Instructor: TBA
Delivery mode: Online (sync*/async sessions)
Dates: January 6 – April 11
*Synchronous sessions held Saturday, Jan. 11 & Mar. 1
Time: 9:00am – 12:00pm
Description: Aims to broaden and enhance educators’ research literacy skills and ability to read a range of empirical peer-reviewed findings that hold potential to shape their engagement in their coursework and their applied practice.
EDUC 521 (3)
Readings & Discourse in Education
Instructor: Catherine Broom
Delivery mode: Online
EDUC 527 (3)
Global Education, Citizenship, and Cross-Cultural Conceptions of Teaching and Learning
Instructor: Catherine Broom
Delivery mode: Online
EDUC 529 (3)
Building Communities: Education Beyond the Classroom
Instructor: Lynn Bosetti
Delivery mode: On-campus
EDUC 522 (3)
Foundations of Language and Literacy Development
Instructor: Jessica Chan
Delivery mode: On-campus
Please note: Students registered in graduate programs are not eligible for Credit/D/Fail grading in any course. This does not apply to education courses that are listed as pass/fail.
Finances
Review tuition and funding, including the Schedules.
The College of Graduate Studies has created an expense calculator to help provide a cost of living estimate, including tuition, while attending UBC Okanagan.
This cost estimator provides just that, an estimate. There are many ways that you can improve on these estimates, or do worse than these estimates.
Vicki Green Graduate Award: Endowed by Dr. Vicki Green, Professor Emeritus, this $2,700 award is offered to a graduate student studying issues in social, economic, ecological, environmental and/or political sustainability. Learn more about the Vicki Green Graduate Award.
UBC Awards: 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: All prospective graduate students (Domestic and International) 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).
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.
Students are expected to apply for relevant scholarships and fellowships if they are eligible, and to actively pursue financial opportunities at their discretion. These include principally, but are not limited to, Canadian Tri-Council scholarships, University Graduate Fellowships, and Graduate Dean’s Entrance Scholarships.
Note: Limited funding is available on a highly competitive basis for full-time MA students only.
We also offer a Graduate Student Internal Research Support Travel Grant to subsidize travel to conferences, if you are presenting your scholarly work.
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.
Students can choose to opt-out of the Health and Dental Plan and/or the U-Pass. All other student fees are mandatory.
Health and Dental Plan Opt Out
All students are automatically enrolled in the UBCSUO Extended Health and Dental Plan. However, if you are covered by a similar plan through work or family (MSP does not count!), you may choose to opt out.
To opt-out of the UBC Health and Dental plan, students must submit an online application.
Note: Select “UBC Okanagan” in the search field on the home page. When redirected you the UBCO plan, navigate on the menu to the right under the ‘Coverage’ section where you fill find details about the opt-out. Please ensure that you have proof of your other coverage.
For more information please contact:
Student Services Coordinator, UBCSUO
Office: University Centre, Room 133
Phone: 250.807.8842
Fax: 250.807.8079
Email: health-dental@ubcsuo.ca
U-Pass Opt-Out
To request a U-PASS opt-out form to be sent to you, or if you have any further questions about the U-PASS, please e-mail u-pass@ubcsuo.ca.
Attendance, General Policies and Procedures & Graduation
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.
Students can take a leave of absence for a period of four, eight, or twelve months. A leave will begin on the first day of the term. Once on-leave students cannot undertake any academic research work, or use any of the University’s faculties during the period of leave. More information including the Leave of Absence form can be found on the College of Graduate Studies website.
Note: You will be charged an on-leave fee per instalment. See the Fees section in the Academic Calendar.
The Supervision Agreement is for new or changing of supervisors.
This form is for the change of supervisor or committee member
If you are looking to change your Teacher Qualification Service (TQS) category, you will need to submit an application including transcripts to TQS so that they can evaluate your academic credentials.
If you’re nearing the completion of your graduate degree at UBC’s Okanagan campus, you’re getting ready to graduate!
Visit the College of Graduate Studies webpage for information on program completion deadlines, applying for degree conferral, doctoral citations and graduation ceremonies.
Master of Education Students
The date of transfer must correspond to the beginning of a term. Transfers can not be retroactive.
The annual progress report records the current status of the degree program progress of a student, and it indicates further steps on a path to successful completion of the program.
This is the Annual Progress Report (B) for M.Ed. students. This form must be completed by both the student & supervisor/advisor and reviewed by the program coordinator by May 20 of each year.
The form will automatically be sent to supervisors, the program assistant, and the program coordinator once the student hits the submit button. Students will receive email updates as their form moves through the approval stages.
ANNUAL PROGRESS REPORT FORM (B)
You are unable to save your progress as you work through the form. It is recommended that you draft the content for the form in a word document and then copy it over to the digital form.
If you’d prefer, you may still download and complete the PDF form, available at the bottom of the Annual Progress Report Form B page.
If you are having any issues with the digital forms please email gradadmin.ubco@ubc.ca. CoGS staff have administrator access to the forms and can easily cancel/restart a specific workflow and make edits to forms.
The MEd Graduating Project (3 credits) is of personal use to the student and considered educationally valuable by an audience of professional peers. It can take the form of:
- A synthesis or critical analysis of some professionally relevant literature
- An exploration of a curriculum-related problem that culminates in a proposal for addressing the problem
- An application of theory to a specific curriculum context
- A critical analysis of existing policies or programs, culminating in a proposal for an innovative program
- A personally relevant creative project that also has educational application and relevance
- The production of multi-media materials to be used in an educational context
- Some other possibility to be discussed with your advisor
Although a formal written paper may be submitted, we also encourage the production of a variety of educational resource materials, exhibitions, journal and magazine articles, multi-media and oral presentations, performances, videos, etc. that can be shared with an audience of educators. A written document that identifies the need for the project, describes its content, and lists source materials, must accompany all non-print submissions. The student is required to register in EDUC 598 (3 credits) at the start of the program and re-register each term in this course until the project is complete.
Note: The Faculty’s Graduate Programs Committee will resolve any concerns over what may or may not qualify as a Graduating Project.
Any research or study conducted at UBC’s Okanagan campus facilities or undertaken by persons connected to the University involving human subjects must be reviewed and approved by the Behavioural Research Ethics Board. Your project may or may not require you to apply, it is important that you speak with your Graduate Supervisor to see if it is necessary.
Review the Tips for a Successful BREB Application to help you succeed.
Researchers will be able to access ethics applications through the Researcher Information Services (RISe) website.
Congratulations on finishing your capstone project! We want to share this remarkable achievement with our scholar-practitioner community. We ask that you take a few minutes to complete this submission form that asks a few questions about yourself and your project.
The Okanagan School of Education is in the process of creating a capstone repository. This repository is an opportunity to celebrate students and their completed capstones in a more public way, much like cIRcle for a completed thesis.
Master of Arts in Education Students
Usually a thesis proposal is developed during the latter half of course work in consultation with the advisor, and a proposal can be drafted as part of EDUC 521 Readings and Discourse in Education: Specialized Studies. Once a problem or focus for inquiry is decided upon, a research committee is formed in consultation with the program advisor. The committee should consist of the research supervisor who chairs the committee and at least two other members. The student is required to register in EDUC 599 (6 credits) at the start of the program and re-register each term in this course until the thesis is complete. Once the proposal is fully developed, the supervisory committee reviews it, then, a meeting is scheduled for the oral presentation of the proposal. The committee must approve the proposal before the research begins. The supervisory committee is responsible for guiding the student in planning the research and in the preparation of the thesis. Care should be taken to choose a thesis advisor and committee who have the expertise necessary to direct research in the chosen topic area.
A thesis is distinct from a graduating project in that it should:
- be framed and situated within the scholarly literature related to the topic of inquiry
- be of interest and relevance to scholars beyond the immediate or local context of the researcher
- Provide new insights or understanding to the scholarship in the area of inquiry
Upon completion of a thesis, the student meets with her/his committee for an oral defense of the work. All research defence meetings are public and their occurrence is announced by the College of Graduate Studies. The student must file a copy of the thesis with the Graduate Secretary. Guidelines for thesis writing and preparation are available from the College of Graduate Studies office.
Any research or study conducted at UBC’s Okanagan campus facilities or undertaken by persons connected to the University involving human subjects must be reviewed and approved by the Behavioural Research Ethics Board.
Review the Tips for a Successful BREB Application to help you succeed.
Researchers will be able to access ethics applications through the Researcher Information Services (RISe) website.
The annual progress report records the current status of the degree program progress of a student, and it indicates further steps on a path to successful completion of the program.
This is the Annual Progress Report (A) for thesis-based students. This form must be completed by both the student & supervisor and reviewed by the program coordinator by May 20 of each year.
The form will automatically be sent to supervisors, co-supervisors, committee members, the program assistant, and the program coordinator once the student hits the submit button. Students will receive email updates as their form moves through the approval stages.
ANNUAL PROGRESS REPORT FORM A (M.A. in Education)
ANNUAL PROGRESS REPORT FORM A (IGS – Individualized and Themed)
You are unable to save your progress as you work through the form. It is recommended that you draft the content for the form in a word document and then copy it over to the digital form.
If you’d prefer, you may still download and complete the PDF form, available at the bottom of the Annual Progress Report Form A page.
If you are having any issues with the digital forms please email gradadmin.ubco@ubc.ca. CoGS staff have administrator access to the forms and can easily cancel/restart a specific workflow and make edits to forms.
Review the College of Graduate Studies resources and forms for Preparation and Examination.
View the MA Timeline for Defence.
PhD Students
Review the College of Graduate Studies resources and forms for Preparation and Examination.
View the PhD Timeline for Defence.
Review the College of Graduate Studies Policy and Procedure Manual (section 24) for information on:
- Candidacy
- Comprehensive Examinations
- Dissertation (including public release)
- Composition of Dissertation Oral Examination Committee
Guidelines for the Comprehensive Examination Process
All PhD students undergo a ‘candidacy’ process at the end of which they receive the designation Candidate on their transcripts indicating they have completed all the requirements for their doctoral degree except their dissertation.
There are three major requirements for advancing to candidacy:
1. Course Work
2. Comprehensive Exams
3. Dissertation Proposal
PhD students in the Faculty of Education are encouraged to see these three requirements as related and interdependent. Students must purposefully seek connections and invest their efforts toward building a strong foundation in preparation for their comprehensive exams and the development of their dissertation proposals. The Supervisory Committee provides guidance to the students, overseeing the path to candidacy.
As stated in the Academic Calendar, “It is required that a doctoral student will be admitted to candidacy within three years from the initial registration. A student who is not admitted to candidacy (by 36 months into the program) will be required to withdraw from the program. Extensions may be granted under exceptional circumstances and with the permission for the Dean of the College of Graduate Studies.”
The basic requirements for a doctoral student to be admitted to candidacy are all required coursework has been successfully completed; the comprehensive examination has been passed; and the supervisory committee has certified that the thesis proposal has been approved. This form must be submitted to the College of Graduate Studies once the examination(s) is/are complete.
The basic requirements for a doctoral student to be admitted to candidacy are all required coursework has been successfully completed; the comprehensive examination has been passed; and the supervisory committee has certified that the thesis proposal has been approved. This form should be used by the program to recommend to the College of Graduate Studies that the student be advanced to candidacy.
This plan should be completed within 2 months of completing coursework (see IGS
Comp. Guidelines)
Health & Wellbeing
The Student Wellness team collaborates with campus and community partners to ensure top-quality health care for students. Visit their website to access services such as counselling and the health clinic. There are also resources to 24/7 services, including the Wellness Centre Online that offers self-care modules, wellness tips and community support.
UBC Professional Development & Community Engagement have developed an online, self-paced resource to develop your mental health literacy and to teach mental health literacy (suitable for ages 12 to 19). They can be taken as a complete course or individually via each of the 7 modules. Participation is free.
Meet the Director
Dr. John-Tyler Binfet is a professor and the Director of Graduate Programs and Building Academic Retention through K9’s (BARK).
He has two distinct research streams: 1) the investigation of kindness in school including how children, adolescents, and teachers understand what it means to be kind within a school context; and 2) the effects of canine-assisted interventions on undergraduate student well-being.