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Doctor of Education

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Degrees & Programs

Dr. Danielle Lamb Program Coordinator 250.807.9658 [email protected]

Dr. Sabre Cherkowski Academic Lead 250.807.9306 [email protected]

Program Overview

The Doctor of Education (EdD) is designed to inform, empower, and engage current and aspiring leaders. You will have the opportunity to create meaningful changes in your local community as you apply newly learned knowledges, contextualize practical insights, and analyze and address problems of practice in your local contexts. You will engage in place-based learning as we work to decolonize leadership and pedagogy as part of reconciliation for Canada’s histories of colonialism, systemic racism and inequities. Together, we will seek ways for educational leaders to strengthen relationships with Indigenous peoples and cultures in respectful and productive ways.

The flexible delivery format allows you to stay in your community and continue working full-time. The majority of the coursework will be delivered online with opportunities to come to campus for summer intensive sessions.

Interdisciplinary cohorts of 15 to 20 doctoral students will journey together, alongside their supervisors and instructors to foster life-long professional networks and invest in scholar-practitioner communities world-wide.

Through your Practice-Based Dissertation, you will have the opportunity to carry out an independent research project inquiring into a problem of practice in your professional context.

• Analyse, mobilize, and construct knowledge from multiple perspectives to engage in scholarly dialogue and apply to complex problems of practice in such areas as education, leadership, ethics, and research.
• Engage in place-based learning, situated on the territory of the Syilx Okanagan Nation, acknowledging and decolonizing leadership and pedagogy as part of reconciliation for Canada’s histories of colonialism, systemic racism and inequities.
• Reflect on and defend sustained thinking and evaluation around theoretical frameworks, identified problems of educational practice and research activities.
• Demonstrate knowledge and comprehension of educational research practices and methodologies and how these may be thoughtfully used in students’ own contexts in particular, and education in general.
• Build and deepen communication and collaborative skills through engagement in learning communities that will develop over time through the program components.
• Engage in practical research and solutions to navigate complex problems of educational leadership practice that promote positive organizational change for diversity, equity, inclusivity and innovation.
• Lead with critical awareness of knowledges, values, policies and practices that influence and inform leadership through examining personal, professional and organizational ethics and moral purpose.

The in-person orientation and summer intensive will be the third-week of July

• EDLL 602 (3): Setting Conditions for Transformative Leadership,  July – August
• EDUC 600 (3): Research Seminar I: Project Fundamentals, September – December
• EDLL 606 (3): Culturally Responsive Leadership in a Diverse Society, January – April
• EDLL 662 (3): Special Topics or Elective Course,  July – August
• EDUC 601 (3): Research Seminar II: Research and Project Design, September – December
• EDLL 608 (3): Ethics, Governance and Reform in Contemporary Contexts, January – April
• EDUC 698 (6): Research Seminar III: Practice-Engaged Dissertation,  Sept – April

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.

EDLL 602: Setting Conditions for Transformative Leadership

This course applies the theoretical elements of transformative leadership with a focus on establishing conceptual and practical frameworks for engaging in educational leadership for transformation at the levels of self, school, system, and society.

EDLL 606: Culturally Responsive Leadership in a Diverse Society

This course provides the theoretical underpinnings for education leaders to think more deeply and consider issues involved in implementing social justice education and to respond to societal pressures around issues of equity, diversity, and inclusion.

EDUC 600: Research Seminar I: Project Fundamentals

An introductory course examining inquiry frameworks as a mode of investigation. It examines various issues, methods and techniques used in educational research. Consideration is given to research strategies and techniques and the selection of research questions appropriate to a range of issues facing scholar-practitioners.

EDLL 662: Special Topics

This course aims to address an emerging, novel, or specialized issue/topic in educational leadership not addressed in the general graduate course offerings. 

EDLL 608: Ethics, Governance and Reform in Contemporary Contexts

Co-investigation of the ethical values, educational aims, and conditions of political legitimacy of educational institutions in the early 21 st  century. Normative and descriptive accounts of these institutions are examined in relation to contemporary social problems (and possible solutions) with an orientation to their implications for public policy and leadership-in-practice.

EDUC 601: Research Seminar II: Research and Project Design

Designed to help students prepare the components of their research proposal. Research tools and techniques commonly used for researching leadership and organizational improvement practices, including research ethics will guide the course design.

EDLL 698: Research Seminar III: Practice-Engaged Dissertation

Building on course work completed during the doctoral program, this course supports students in the development and carrying out of their Practice-Based Dissertation and writing their dissertation in practice.  It provides scaffolding for research processes and writing components of developing and completing their dissertation of their in-situ Practice-Based Dissertation that will meet or exceed the EdD graduate program.

EDLL 699: Practice-Based Dissertation

Students must maintain continuous registration in the Practice-Based Dissertation (EDLL 699) until degree completion.

The Collaborative Supervisory Committee (CSC) will be comprised of at least three members (faculty supervisor, field mentor and course instructor).  Students will be assigned a supervisor during year one as students identify their research topic and find alignment with research expertise and interests of faculty.

The Practice-Based Dissertation to be developed throughout Year 3 of the program provides opportunity for students to intensively study a problem or set of circumstances embedded in their own practice, analysed within relevant research literature and may include carrying out research in 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.

There are many forms that the Practice-Based Dissertation can take within the student’s organizational context including but not limited to:

• A research project that draws on organizational data to answer a specific research question that leads to organizational improvement
• A deep evaluation of an organizational project, program, or intervention that results in recommendations for change processes and further development
• The development or design of a new educational program, intervention or strategy resulting from a systematic review of evidence

Your field mentor is someone who has expertise related to the field of your problem of practice. Field mentors offers guidance, advice, wisdom through their time and reflections as they support your research in the field. The role is collegial and offers critical friendship as they share time and their expertise (approximately one to two hours per month). It also provides your mentor an opportunity to grow their own understanding in the topics that you and your mentor share. The relationship is collegial and intended to be a reciprocal learning experience.

Students need to identify a field mentor at time of application. Field mentors will:

• support students in the field as needed and as appropriate, serving as an advisor and critical friend
• attend the Practice-Based Dissertation proposal presentations, provide input and feedback on student’s progress as a scholar-practitioner in the field
• attend the Practice-Based Dissertation presentations and provide valuable input and recommendations.

Choosing 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. They have expertise related to the field of your problem of practice. They do not need to have a PhD or EdD or graduate degree. 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.

Changing your Field Mentor

It is not advisable to change your Field Mentor once you begin the program. If it becomes necessary for a student to change committee members during the program the student should meet with the Program Manager.

Supports for Field Mentor

The field mentor works closely with other members of the Collaborative Supervisory Committee (including the supervisor and course instructor(s)), and will also be supported by the EdD Academic Lead and Program Manager.

Frequently Asked Questions

A list of frequently asked questions regarding the position of the Field Mentor and their roles and responsibilities has been compiled.

Conflict of Interest

The relationship between the Field Mentor and the student is an academic one. Where other relationships exist or develop that might give the appearance of  conflict of interest , they must be immediately reported to the EdD Faculty Lead and Program Manager who will consult with the Director of Graduate Programs or Associate Dean of the College of Graduate Studies, if the situation is unable to be resolved within OSE.

Admission Requirements

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

• The master’s degree does not need to be thesis-based.
• The master’s degree must be completed prior to the application due date. 
• Additionally, the Okanagan School of Education normally requires that applicants have at least five years’ work experience.

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.

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

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.

English Language Proficiency Requirement

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. Acceptable English language proficiency tests for applicants to graduate studies are:

• CAEL (Canadian Academic English Language): minimum overall score of 70, with no section score less than 60; or
• Cambridge English Qualifications: C1 Advanced (Certificate in Advanced English) or C2 Proficiency (Certificate of Proficiency in English) with a minimum overall score of 180, with no section score less than 176; or
• CEL (UBC Certificate in English Language): 75% in each component of the 600-level; or
• Duolingo English 1 : minimum overall score of 125, with no section score less than 115; or
• IELTS (International English Language Testing Service) Academic: minimum overall band score of 6.5, with no individual score less than 6.0; or
• MET (Michigan English Test) 4-skill test: minimum overall score of 64, with no section score less than 59; or
• PTE (Pearson) Academic: minimum overall score of 65, with no section score less than 60; or
• TOEFL (Test of English as a Foreign Language) iBT: 90 overall with a minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing & Speaking (Internet version); minimum score of 22 in Reading & Listening and a minimum score of 21 in Writing (paper version). TOEFL MyBest Scores that meet the above minimum scores are acceptable as meeting the English language test requirements; or
• TOEFL Essentials 1 : 10 overall, with no section score less than 8.5. MyBest Scores that meet the above minimum scores are acceptable as meeting the English test requirements.

1 These tests will be accepted provisionally through 2025 Summer.

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.

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

How to Apply

A complete application package will contain:

• Online application and application fee
• Official transcripts for all post-secondary institutions attended ( visit the the transcripts section on the College of Graduate Studies website for instructions )
• English Language Proficiency test   (if required)
• Statement of Intent (review the guidelines and requirements )
• Curriculum Vitae (CV) or resumé ( see Career Resource support on writing CVs )
• One of which must be an academic reference detailing how the applicant is suitable for academic work at the doctoral level
• References can not be from the applicants field mentor .
• Review the references section on the College of Graduate Studies website for additional information and submission instructions 

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

The application deadline for the July 2027 cohort will be in the early fall of 2026. The application period dates will be posted in early 2026.

Prospective Applicant Email List

Register to receive emails about information sessions, application open dates, deadline reminders and program updates.

Check Application Status

If you have applied to the July 2024 intake, you can check the status of your application through the Graduate Studies Online Application . Prospective students will be notified of an admission decision between February 1 and April 30.

Check Status

Program Information & Questions

Questions about the application process, program schedule or practice-based dissertation? Read our list of Frequently Asked Questions .

For more information about the Field Mentor including roles, responsibilities and milestones, read our list of Frequently Asked Questions .

Applying to Graduate School Webinar

The College of Graduate Studies released a webinar on the application process ; including information on references, CV/resume, choosing a supervisor and English Language Proficiency Test Scores.

Applying & Application Status Questions

If you have questions about the admissions process or the status of your application, please contact the College of Graduate Studies at  [email protected]  or visit their  Contact page  for more ways to connect.

If you have questions about our EdD program, please email us at [email protected] or call 250.807.9658.

Please note  that all communication and interactions with the Okanagan School of Education are considered part of the admissions process and are taken into account when considering applicants for admission. Admission may be denied to applicants who communicate in an unprofessional manner or who act in an inappropriate manner during the admissions process, regardless of academic standing.

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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 our programs 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 unceded territory of the Syilx 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).

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.

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PhD Program

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Our Doctor of Philosophy (PhD) in English allows you to structure a course of study that aligns with your specific research interests in English language or literature.

The PhD degree requirements in English at UBC Vancouver are based on residency and coursework, the candidacy process, and a dissertation. We expect students to complete the degree within five to six years.

Program Overview

All PhD students are considered full-time and are not eligible to undertake their degree on a part-time basis.

• Students who enter the PhD program having already earned an MA must remain in residence in the Lower Mainland (Vancouver area) for two winter sessions of PhD study (roughly two years).
• Students who have been permitted to transfer via fast-track from the UBC English MA program to the UBC English PhD program require at least one winter session of residence in the Lower Mainland following the transfer.
• Under normal circumstances, the PhD should be completed in five years, although UBC allows up to six years.

For more information about the program completion time, including rules about leaves of absence, registration, and employment status, please consult the graduate handbook.

Students entering the PhD program with first-class MA degrees in English will normally take 15 credits of coursework at the 500 level.

Students transferring from the MA to the PhD or entering the PhD directly from an honours BA will be asked to take a minimum number of credits determined by the Graduate Committee.

All PhD students are required to take the Research Methods course, ENGL 500B. This pass/fail course introduces students to the forms and protocols of PhD research. It counts towards the 15 credits required for admission to candidacy.

PhD programs are individually planned in consultation with the Chair of the Graduate Program.

For detailed information about coursework such as how to take courses at other western universities under the Western Dean's Agreement, how to sign up for a Directed Reading course (ENGL 547), and rules about taking courses outside the English department, please consult the graduate handbook.

Doctoral candidacy process

In addition to coursework in the first year of the program, the candidacy process includes the field list and oral examination, the candidacy paper, and the prospectus.

Graduate students and supervisors should consult the graduate handbook for a convenient year-by-year summary and detailed step-by-step explanation of the candidacy process for PhD students.

Field list and oral examination

In consultation with the Pro tem committee, the student will prepare a general field list of primary and secondary material designed to ensure that they have sufficient knowledge of their field of interest. The Pro tem committee will examine knowledge of this field list in a two-hour oral examination.

Candidacy paper

After the field examination, the student will begin working with the Pro tem committee to develop an individually focused research topic or question that allows the student to conceptualize the thesis.

The student will then write a 20-25 page paper based on this topic.

With the completion of the field examination and qualifying paper, the Pro tem committee is dissolved. Then the student, in consultation with the graduate chair, invites an appropriate faculty member to supervise their prospectus and thesis.

Together, the student and supervisor establish the full committee, which generally consists of the candidate's supervisor and two other Department of English Language and Literatures members.

The thesis prospectus, prepared in consultation with the supervisory committee, is then submitted to the Graduate Committee for approval.

Candidacy review

Students who achieve a minimum of 85% GPA in their courses at UBC and who pass all stages of their candidacy exams will automatically be recommended for advancement to candidacy. For other students, a conference on their progress may be deemed necessary by the graduate chair in consultation with their supervisor.

For detailed information about the field list and oral examination, candidacy paper, prospectus and candidacy review, please consult the graduate handbook.

Second language requirement

All new PhD students must demonstrate a reading knowledge of a second language relevant to their particular area of research. In consultation with the Pro tem supervisor, the graduate chair will determine whether a student has already met the second-language requirement.

Students who have not met the requirement may do so by completing an approved language or literature course (it may be possible to do this as an auditor), or by passing an examination, provided that an examiner acceptable to the department is available.

While only one language is required, students should, of course, consider the scholarly and professional requirements of their chosen area when developing their language skills.

Doctoral progress report

Each May beginning in the student's second year in the doctoral program, both the student and their supervisor will be asked to write a brief report indicating the nature and extent of work completed on the candidacy process or thesis and any circumstances impeding progress on either.

PhD supervision

The student is assigned a Pro tem supervisor from their point of entry into the program.

By the end of the first year, the full Pro tem committee will be in place.

The committee members will guide the student through the qualifying process, beginning in the first year with the field examination. They also serve as academic mentors on all aspects of the program and the department.

The Pro tem committee is dissolved after the candidacy paper is passed. A new thesis supervisory committee is then constituted, which can (but need not) include members of the Pro tem committee. The Faculty of Graduate and Postdoctoral Studies must approve thesis supervisory committee members from outside UBC.

PhD Co-op (Optional)

What is Co-op?

The Arts Co-op Program offers students enriched educational experiences for personal and professional growth. Co-op is a high-impact educational program that allows you to alternate dissertation-writing terms with work terms, during which you gain meaningful paid work experience. We work with a diverse range of community partners and sectors to provide transformative workplace learning for co-op students.

The Arts PhD Co-op Program allows you to explore different career options, while gaining paid, professional work experience, guided training and reflection on career options, and a network of contacts. Some students are able to secure work terms that are relevant to their dissertation research, while others choose to pursue work experience that diversify their expertise and give them range. Students complete three work terms of 4 months each over the two to three years after achieving candidacy.

To read more about previous and current PhD Co-op students’ experiences, please refer to our ‘success stories’ on Jon Newell (English) , Pavlina Pajot (English) , and Henry John (History) , or see the 2019 update on UBC English’s co-op program for PhD students .  Henry John (History) also published a piece in Inside Higher Education about his experience in the program.

Applying to Arts Co-op

The application window for PhD Co-op is open once per year, and usually closes in the first week of October.

You are eligible to apply to the UBC English PhD Co-op Program if you have achieved candidacy (or are expecting to achieve candidacy by the time you begin your co-op term, typically in January of your third year in the PhD program). You also must have two years of PhD study left, in which to schedule three 4-month work terms. You cannot begin work-terms in the Co-op Program without advancing to candidacy first: that is, Co-op students must be ABD (all but dissertation) before their first Co-op work term.

SSHRC-holders and international students are both eligible to apply and go through the same application process.

Quick Links

• PhD in Educational Studies
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• MEd : (ALE) Adult Learning and Education
• MEd : (ALGC) Adult Learning and Global Change
• MEd : (CULE) Curriculum and Leadership
• MEd : (EDAL) Educational Administration & Leadership
• MEd : (HIED) Higher Education
• MEd : (SCPE) Society, Culture & Politics in Education
• MEd : Ts’‘Kel Concentration
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Higher Education (HIED)

• Requirements

Degree Master of Education Mode of delivery On Campus Specialization Higher Education Program Components Coursework + Major Project/Essay required --> The Higher Education Program (HIED) at UBC focuses on the study of all facets of institutions of higher learning. The multifaceted, interdisciplinary Program draws on aspects of history, philosophy, sociology, economics, political science, psychology, law, and administrative studies. The Program addresses several core themes:

Core Themes

• The foundations of higher education
• The contexts in which institutions and systems of higher education operate
• International and comparative perspectives of higher education systems and policies
• International and comparative perspectives on access, admissions, and student mobility
• Current issues in higher education
• Transitions and access in education
• Perspectives on retention, attrition, and success in institutions of higher education
• Student success in higher education
• Interrogating higher education environments

Lorraine Tansy

Admissions Requirements for Graduate Study

All graduate program applicants in the Department of Educational Studies (EDST) must meet the minimum entry requirements established by the Faculty of Graduate + Postdoctoral Studies, which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

More Info: https://www.grad.ubc.ca/prospective-students/graduate-degree-programs/master-of-education-higher-education

Experience Requirements

What is required is evidence of experience in the field of education, which is quite broadly conceived.

MA / MEd: To be eligible for admission to a Master’s of Education or a Master of Arts degree program in Higher Education at UBC, applicants must hold a four-year bachelor’s degree (apart from applicants from Quebec) with

• honours in the field of the proposed master’s courses with at least 12 credits of third- and fourth-year courses in the A− grade range (at UBC 80% or higher) in the field of study; or
• a minimum overall average in the B+ range (at UBC 76%) in third- and fourth-year courses prescribed by the Department concerned as prerequisite to the master’s program.

PhD / EdD: PhD and EdD program admissions requirements can be found on their respective program descriptions.

General Eligibility

To be eligible for admission to a master’s degree program at UBC, applicants must hold a four-year bachelor’s degree (apart from applicants from Quebec) with a minimum overall average in the B+ range (at UBC 76%) in third- and fourth-year courses prescribed by the Department concerned as prerequisite to the master’s program.

Graduate and Postdoctoral Studies - Minimum Academic Requirements: Canadian or U.S. Credentials https://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-canadian-or-us-credentials

Graduate and Postdoctoral Studies - Minimum Academic Requirements: International Credentials https://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in 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. Acceptable English language proficiency tests for applicants to graduate studies are:

• TOEFL (Test of English as a Foreign Language): Minimum score of 600 (paper version), 250 (computer version), 92 with a minimum of 22 in each component (iTB) is required for admission to all programs in Educational Studies. Visit TOEFL’s website
• IELTS (International English Language Testing Service): Minimum overall band score of 6.5 with no other component score less than 6.0.
• MELAB (Michigan English Language Assessment Battery): Minimum overall score of 81.

The applicants must have an official report of their score on one of these tests sent directly from the testing service to the Graduate Program Assistant, Department of Educational Studies at the address below by the application deadline. Score reports more than two years old will not be accepted.

More Information: http://www.grad.ubc.ca/prospective-students/application-admission/english-proficiency-requirements

Program Requirements

All on-campus master’s students take the equivalent of 30 credits including:

• a core of 9 credits of higher education courses
• one 3-credit research methods course.

These credits are supplemented with elective courses that allow students to explore topics and issues addressed elsewhere in the department and the university that have implications for higher education.

Students in the MEd Program have two options for completing their degree requirements.

• One option is to complete a 3-credit graduating project.
• Another option is to complete the degree through course work.

Students in the MA Program should consult the MA Page for their degree requirements.

HIED Program Components

Core Courses

In this course, we will consider historical and philosophical approaches to the notion of higher education as a social institution. The historical, social, political and cultural forces that shaped Canadian higher education are of particular interest. This course also entails a critical examination of current socio-political dynamics that operate to maintain or transform the higher education system.

This course examines the Canadian higher education system at both the national and provincial/territorial levels. We consider higher education policy, practice, and philosophy within and across Canada, and ask how recent trends in areas such as internationalization and Indigenization challenge us to rethink the scale, impacts, and social responsibilities of higher education systems.

This course theoretically, empirically, and self-reflexively approaches the array of social, historical, and systemic forces that shape higher education institutions and their relationship to society. We engage both mainstream and critical theories related to organization and administration as these relate to the study and practice of higher education.

PhD and EdD program requirements can be found on their respective program descriptions.

Apply Online: http://www.grad.ubc.ca/apply/online/

The number of graduate students who can be accommodated is limited and only the best qualified applicants can hope to secure places. To ensure that all applicants are treated equitably, your application will go through several stages before a decision is made on acceptance or rejection. Once your transcripts have been reviewed to determine if you are eligible for admission to graduate study at UBC, several faculty members in scholarly areas related to your area of interest will read your application and individually assess your suitability for admission.

As well as evaluating all components of your application, we must be convinced by the statement of intent that your academic interests are congruent with those of the department and the Higher Education Program, that your background is adequate for graduate work in your area of interest, and that the department and university possess the necessary resources for you to complete the degree. An Educational Studies faculty member in your area of interest must be willing to become your adviser.

You will be informed of the department’s decision as soon as possible . The department recommends applicants to the Faculty of Graduate Studies for admission. If you are admitted conditionally, subject to completing a degree in progress or courses, these conditions will be included in the offer of admission. Successful applicants are asked to inform the department as soon as possible whether they will accept a place in the Higher Education Program in the Department of Educational Studies. If you decide to accept our offer, you must contact your adviser. Together with your advisor, you should plan a program of study.

Applications should be submitted online at  www.grad.ubc.ca/apply/online . All of the following components of an application must be received by the department’s Graduate Program Assistant before the file can be reviewed by the appropriate admissions committee.

• Online UBC application form . When you submit an online application at  www.grad.ubc.ca/apply/online , the completed form is automatically forwarded to the Graduate Program Assistant. Non-refundable processing fee payable to UBC. See the cover of the official UBC application form for the exact amount.
• Upload digital copies (.pdfs) of official transcripts. See Digital Copies of Official Transcripts tab for details .
• Electronic references : In the online application system, applicants are asked to provide an email address for each referee. Once the online application has been submitted, a unique link will be emailed to each referee, allowing her or him to log in to a secure site and submit an online reference or upload a reference document as an attachment.
• Letters of reference (hard copy or email attachment) : Your referee may wish to send a paper letter. Paper letters of reference should be on referee’s official letterhead and must be mailed directly by the referee to the Graduate Program Assistant (see address below) in a sealed and endorsed envelope, or as a .pdf email attachment.
• Reference forms (hard copy or email attachment) : UBC provides a  general reference form . Your referee may fill out this form and mail it directly to the relevant program in a sealed and endorsed envelope, or send it as a .pdf email attachment.
• All references must be sent by referees directly. Reference letters or forms submitted by the applicant will not be accepted .
• The application system and department are unable to accept referee emails from Hotmail, Yahoo, Gmail, MSN or other free email accounts.
• By “sealed, endorsed envelope” we mean that the envelope needs to be sealed and that the signature of the referee be placed over the seal (i.e., partially on the flap and partially on the rest of the envelope).
• Statement of intent.  You need to describe in one to two pages your specific interests in pursuing a graduate degree and precisely why you are applying to the Higher Education Program in the Department of Educational Studies. This statement should relate your academic background, work experience and other relevant considerations to the course work and research that you propose to pursue toward a graduate degree. Some applicants will have more precise academic goals or intellectual passions than others, but anyone applying to the Higher Education Program is doing so for some purpose, and these reasons need to be made explicit in your statement of intent.
• Writing Sample. You must also include an example of scholarly writing, preferably a senior undergraduate paper written for a university course. It is useful to include the instructor's comments or other assessment. Other acceptable writing samples include policy reports generated as part of your work life. The sample of writing should demonstrate your ability to think clearly about complex issues and to communicate in an organized and readable manner.

Please include a self-addressed, stamped envelope if you wish to have submissions returned.

After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted by the application deadline. The Admissions Committee will only review completed applications. You can check the status of your application and supporting materials through the online application system .

Applicants to master’s programs in Higher Education are normally expected to have at least two years of paid or volunteer work experience (e.g., staff or faculty member at a post-secondary institution, employment in the field of higher education in government or non-governmental organizations) in Higher Education, broadly defined.

For any components of the application that cannot be uploaded, they can be submitted to the department’s graduate program assistant at the following address ( Please note : faxed & emailed reference letters will not be accepted ):

Applicants from outside Canada should be aware of additional requirements that may apply. Please read the following to determine which of these requirements may apply to you.

International Credentials Equivalency

Please see the Office of Graduate and Postdoctoral Studies website: http://www.grad.ubc.ca/prospective-students/application-admission/minimum-academic-requirements-international-credentials

International Transcripts and Translation Requirements

See International Transcripts and Translation Requirements tab for details

Entering Canada

To enter Canada, a “Student Authorization” (Student Visa) is required. Apply as soon as possible to the nearest Canadian Consular or Immigration Office since it may take 8–10 weeks for processing. For applicants applying from the People’s Republic of China it may take 3–6 months. Applying for a Student Authorization requires a UBC letter of admission/acceptance; a valid passport; and evidence of adequate funds for tuition, maintenance of the student and, if married, the student’s spouse and children, plus travel funds to and from Canada. Please consult the Immigration Canada website:  http://www.cic.gc.ca/english/index.asp .

If the application for a visa is approved, the UBC letter of admission/acceptance will be returned to the student and must be retained for presentation to the Immigration Officer at the Canadian point of entry.

Canadian Transcripts

UBC has changed its application document requirements.

If you are applying to begin study in 2016 or beyond, you will normally scan and upload digital copies (.pdfs) of official required documents in the application system. These are considered "unofficial documents". These uploaded copies of your official documents will be used for initial evaluation of the applicant.

Conditional admission offers may be made based on documents uploaded to the application system. However, admission offers will not be finalized and applicants will not be allowed to register in a graduate program until one set of all required official academic records are received and validated by the University.

UPLOADING UNOFFICIAL COPIES OF TRANSCRIPTS IN THE APPLICATION SYSTEM

Applicants with Canadian transcripts (other than UBC) must obtain an official paper transcript for every post-secondary institution they have attended.  UBC transcripts are not required.

Each transcript should be scanned as an individual .pdf file and then uploaded to the application system as indicated. They should be named: "Applicant Full Name-Document Description.extension"

Kelly Smith-University of Waterloo Transcript.pdf Kelly Smith-CV.pdf Kelly Smith-Journal of Neurosciences Paper.pdf

Transcripts must be scanned front and back. All pages of one transcript, front and back, should be uploaded as a single file (rather than a separate file for each page).

OFFICIAL TRANSCRIPTS

To be considered official, academic records must either be received in official university envelopes, sealed and endorsed by the issuing institution, or be sent via secure electronic delivery by the issuing institution.

If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration. Do not send official transcripts before receiving an offer of admission unless you have received special instructions from the graduate program to which you have applied.

Documents being provided to meet conditions of admission should be sent directly to:

Graduate & Postdoctoral Studies University of British Columbia 6371 Crescent Rd Vancouver, BC CANADA  V6T 1Z2

CURRENT AND FORMER UBC STUDENTS

You do not need to submit UBC transcripts as part of your graduate application, as this data is already available through the student database system. However, be aware that you are still responsible for submitting transcripts from all other post-secondary institutions that you have attended (e.g., exchange year, transfer year, etc.).

International Transcripts and Translations

UPLOADING UNOFFICIAL COPIES OF REQUIRED DOCUMENTS IN THE APPLICATION SYSTEM

Applicants with transcripts from non-Canadian post-secondary institutions must obtain an official paper transcript for every post-secondary institution they have attended.

Each transcripts should be scanned as an individual .pdf file and then uploaded to the application system as indicated. Otherwise, they should be named: "Applicant Full Name-Document Description.extension"

Peng Zhang-Peking University Transcript.pdf Peng Zhang-Peking University Transcript English Translation.pdf Peng Zhang-CV.pdf Peng Zhang-Journal of Neurosciences Paper.pdf

If you have transcripts that are issued in a language other than English, then in addition to uploading digital copies of the documents in their original language, you must also upload a certified literal English translation of your transcripts from your home university's translation service or certified English translator.

Please consult the document scanning and uploading instructions provided within the online application for detailed instructions.

OFFICIAL DOCUMENTS

After being offered admission: If you have been offered admission conditional upon receipt of official documentation, you must provide UBC with one set of official transcripts for every postsecondary institution you have attended for the equivalent of one year or more of full-time study. UBC reserves the right to also require any individual applicant to provide official transcripts for study of less than one year duration.

If an official transcript does not indicate the degree name and the degree conferral date, then an official copy of the degree certificate must also be submitted

If your university issues only one original copy of transcripts/degree certificates:

Make photocopies of your original academic records and send them to your home university. Ask your home university to:

• verify that the photocopies are consistent with their records.
• attest that the copies are true photocopies and stamp them with an official university stamp.
• put the attested, stamped photocopies in sealed envelopes endorsed by the Registrar.
• mail the sealed, endorsed envelopes directly to Graduate & Postdoctoral Studies.

If your transcripts are issued in a language other than English:

• arrange to have a set of all official transcripts issued in their original language.
• obtain a certified literal English translation of your transcripts from your home university's translation service.
• send both the original transcripts and the literal English translation to UBC Graduate & Postdoctoral Studies.

If your home university does not provide English translations of transcripts:

• make a photocopy of your copy of your transcripts. Do not open a sealed, endorsed envelope containing transcripts intended for submission to your program.
• take the copy to a certified English translator and ask them to provide a complete, word-by-word, literal English translation.
• tell the translator to put both the original language photocopy and the English translation into a sealed envelope, and endorse the envelope by signing across the seal.
• send the sealed, endorsed envelopes from the translator to UBC Graduate & Postdoctoral Studies.
• send your original transcripts in the original language to UBC Graduate & Postdoctoral Studies.

Note: Academic records must be translated in their entirety, including any information that appears on the reverse side of any document.

UBC does not accept the following:

• photocopies that have not been stamped, attested and endorsed by the Registrar at your home university
• documents in envelopes that have been opened
• documents that do not arrive in sealed envelopes endorsed by the issuing institution or certified translator
• documents that arrive without the official seal of the university
• photocopies notarized by a notary public
• photocopies endorsed by a lawyer, professor, judge etc.
• unofficial translations
• non-literal translations

Do not send academic records that are not in sealed and endorsed envelopes. It will only delay the processing of your application.

Documents being provided to meet conditions of admission  should be sent directly to:

Note that fees are subject to change by the University.

Tuition for HIED Graduate Programs

Tuition fees for MA and MEd Programs are found on the UBC Calendar website .

Tuition fees for PhD and EdD Programs are found on the UBC Calendar website .

Deadlines for applications

Deadlines for the EDST HIED program can be found on the EDST website .

Quick links:

For more information about this program, the department and admission procedures can be found at  edst.educ.ubc.ca or by contacting:

EDST Graduate Program Assistant Email:  [email protected] Tel: 604.822.6647

Department of Educational Studies Faculty of Education The University of British Columbia 6445 University Boulevard, Vancouver, BC  V6T 1Z2

Dr. Amy Metcalfe , Program Coordinator

[email protected] 604 – 822 – 5331

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Requirements

Situated spectacularly at the western edge of the culturally vibrant city of Vancouver, the University of British Columbia offers exciting opportunities for graduate study in Music Education.

UBC graduate programs in Music Education are designed to meet a variety of needs and interests, including those of the busy professional teacher, the researcher, the administrator, the curriculum developer, and the future university professor. Specializations include conducting, music pedagogy, early childhood music, curriculum development, cultural studies, music and media studies, music and related technologies, and teacher education.

Music Education faculty members have a wide range of research interests and specialties, using methods that are both qualitative (based in philosophy, history, psychology, sociology, arts-based educational research, and a/r/tography) and quantitative (involving quasi-experimental research, survey research, and large-scale multivariate designs). Courses across the university are also available to our graduate students, and cross-faculty inquiry is actively encouraged.

UBC Music Education graduates have successful careers and have risen to leadership positions in North America, Europe, and Asia.

The UBC Department of Curriculum and Pedagogy (EDCP) offers Master of Education (MEd) and Master of Arts (MA) programs with specialization in Music Education  and  a PhD program in Curriculum Studies with concentration in Music Education.

Doctor of Philosophy (PhD)

Master of Arts (MA)

Master of Education (MEd)

Bachelor of Education (BEd)

Diploma & Certificate

Download a copy of EDCP Music Education information.

All graduate program applicants in the Department of Curriculum and Pedagogy (EDCP) must meet the minimum entry requirements established by the Faculty of Graduate and Postdoctoral Studies , which oversees graduate work at UBC. Applicants who do not meet the minimum requirements will be considered for admission only in exceptional circumstances.

Doctor of Philosophy

In addition to the Faculty of Graduate and Postdoctoral Studies requirements , the Curriculum Studies graduate program requires a master’s degree with high standing in a relevant educational discipline and evidence of potential to carry out research.

• A Master’s degree with high standing in a relevant educational discipline,
• A sample of work demonstrating scholarly writing,
• A letter of intent describing the focus of the proposed research,
• The support of three referees, one of which must be from a member of your thesis supervisory committee.
• For students possessing a thesis-based Master’s degree from other than a relevant educational discipline, it may be possible to proceed into the Ph.D. after taking the core course requirements of an appropriate Master’s degree in education at UBC.

Applicants to the doctoral program are encouraged to connect with and consult and Music Education faculty member before an application is submitted.

Master of Arts

Designed for those with interest and potential in doing academic research .

In addition to the Faculty of Graduate and Postdoctoral Studies requirements, the program normally requires:

• One-two year/s of teacher education; or a four-year Bachelor’s degree in Education. In special circumstances teacher education may be waived for those applicants who have a university degree with sufficient standing and experience related to their proposed field of study.
• Normally 18 credits of senior course work or a professional concentration in the area of interest.
• Normally two years’ teaching experience or other relevant professional experience.

Master of Education

Designed for the professional interested in connecting theory and practice .

Same as for the MA. However, applicants for MEd must be inclined to focusing their studies on application of educational theory in their professional practice.

Please see link for information

Application Review

We evaluate every application on its own merits, taking into consideration the applicant’s teaching experience, music performance experience, statement of intent, previous grades, writing sample, and references (at least one of which must be from a university professor). The number of students accepted into our masters and doctoral programs varies from year to year, based on the number of qualified applicants. More than 30 students, at various stages of degree completion, are presently in our Music Education graduate programs.

Assistantships

Full-time students are eligible for service positions, including Graduate Research Assistantships (GRAs), Graduate Teaching Assistantships (GTAs), and Graduate Academic Assistantships (GAAs). GTA positions are only available to doctoral students and are advertised in the spring while GAA positions are available on a limited basis every year and are competitive. Decisions on appointments are made in the spring or summer of each academic year depending on the position and usually start in September or January. GRA positions are offered by faculty members to assist with research and are offered based on funding and faculty members’ research needs.

Doctor of Philosophy (in Curriculum Studies with a Concentration in Health, Outdoor and Physical Education)

The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in the organization of learning within educational settings. If you are admitted, you will take your first doctoral seminar in the first term and second doctoral seminar in the second term of the first year. In addition to these six credits, you will need two research methodology and two specialization courses (18 credits total). You will select your courses in consultation with your supervisor(s) or program coordinator, based on your prior academic work and research interests. Students in the PhD program typically reach candidacy by the end of the second year of their studies. In exceptional circumstances, students are allowed to take additional year to reach candidacy. Normally, students devote three to four years of developing, carrying out research, and writing dissertation to make an original contribution to knowledge in the area of specialization.

The university allows doctoral students up to six years to complete program requirements.

Please browse our admissions page for more information and applications to the Department.

Doctoral Seminars

The EDCP 601 and 602 doctoral seminars are core academic experiences for students and foster a collaborative environment for learning and research. All students are required to successfully complete both EDCP 601 and EDCP 602. EDCP 601 examines the emergence of contemporary conceptions of curriculum and pedagogy, looking across various historical and theoretical influences. Emphasis is placed on analysis of varied conceptual, philosophical, and political perspectives, explicit and tacit rationales for formal education, and consequent principles that infuse conceptions and enactments of curriculum and pedagogy. EDCP 602 unpacks the epistemological and ontological positions of various paradigms used in contemporary studies of curriculum and pedagogy. These include hermeneutic, critical, feminist, and post-structuralist thought. The course examines how scholars of curriculum and pedagogy interpret educational events, focusing on how methods and claims are informed by notions of truth, reality, and subjectivity.

Coursework and Specialization

In consultation with a supervisor(s) or program coordinator, students in the PhD program are expected to take minimum six credits of courses in their specialization so that they are familiar with current theory and research. Most of the courses in the student’s specialization are completed prior to reaching candidacy. PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary theories, issues and debates expected of those pursuing the highest degree awarded by the university. These courses are recommended when they are considered a necessary contribution to the student’s scholarship.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to become expert in the particular methods they use in their own research. Developing proficiency in research methods—including the strengths and weaknesses of each approach—normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan. Students are required to complete a minimum of six credits in research methods courses at 500 – 600 level (excluding EDUC 500 or equivalent.)

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after most of their coursework is completed and before they present their research proposal. The examination is prepared in consultation with the student’s research supervisory committee or program advisory, depending on when it is taken. Details about the comprehensive examination and choices that students make related to the format of the examination can be found at https://edcp-educ.sites.olt.ubc.ca/files/2013/08/EDCP_Guidelines_Comp_Exam_Dec2010.pdf.

Research Proposal

Students develop research proposals which must be presented to and approved by a research supervisory committee. The committee comprises of a research supervisor and at least two other committee members.

Students are recommended to be admitted to candidacy upon completing the required courses, successful completion of comprehensive examination, and successfully defending their research proposal.

PhD Dissertation

The PhD dissertation is an original piece of research that contributes to knowledge in the student’s area of specialization. Research supervisory committees provide direction to the student, read and critique drafts of the dissertation, and, when the dissertation is complete, participate in the final oral examination.

PhD Registration and Residency

All doctoral students are full-time students and are expected to engage in their studies on a full-time basis. All students must register when they begin their studies. Students must remain continuously registered until the degree is completed, except for periods of time for which the student is away on anapproved leave of absence. Failure to register for two consecutive terms may result in the student being required to withdraw. Each student’s program of study must be approved by the home graduate program. All doctoral students are assessed fees according to Schedule A. Programs are paid for on a per-degree rather than a per-course basis, and there is no limit on the number of courses taken or audited during a program. Students have six years to graduate from the doctoral program, with extensions granted only under exceptional circumstances. A one-year parental leave from the program is available, and requests made for other special circumstances are considered.

For more information on requirements, see the doctoral program guides: PhD Program Guidelines

For questions, please email the Graduate Program Assistant .

Our 30-credit  master’s programs  (MEd and MA) include the following courses (* denotes required course):

• EDUC 500 – Research Methods in Education (3 credits)*
• EDCP 562 – Introduction to Curriculum Issues and Theories (3)*
• EDCP 505 – Research in Music Education (3)
• EDCP 526a – Theory and Principles of Music Education (History and Philosophy) (3)
• EDCP 526b – Theory and Principles of Music Education (Psychology and Sociology) (3)
• Elective courses (selected with your advisor from courses in Music Education, Music, and/or other areas to meet your needs and interests)

(Note: Students planning to teach in schools outside North America after completing the program may be exempted from completing the final project or thesis.)

For general information on MEd and MA program requirements in all subject areas, check this webpage:  MA and MEd programs .

The program consists of a minimum of 30 credits. Students select either a program consisting entirely of courses (30 credits) or 27 credits of coursework plus a graduating project (3 credits). A maximum of 6 credits may be taken at the 300-400 level.

Apply Online

Find and approach a potential supervisor.

The most important first step in applying for admission to our graduate program is finding and approaching a potential supervisor in the department. This gives you an opportunity to discuss the research you are interested in completing as a graduate student. We make every effort to match an applicant with a supervisor. However, if there are no supervisors available, we will not be able to offer an admission to an applicant. Anyone interested in applying for admission to graduate program in our department is advised to visit the Curriculum and Pedagogy website via the Faculty page to find faculty whose research aligns with their interests. There is a space in the application form for you to list your preferred supervisors.

Apply online

Submit your application online

Complete the online application. To be considered for admission, submit your completed application including all supporting documents, by the deadlines noted below. Note: the online application will be open October 1.

For detailed application process and requirements, click here .

Please follow the instructions on the online application portal.

Early submissions are encouraged.

* The department deadline for receipt of completed, master program applications is December 1. * References are due December 12.

* The department deadline for receipt of completed, doctoral program applications is December 1. * References are due December 7.

Supporting Documents Checklist

Document type

• Scanned copies of all official transcripts and degree certificates (if any). Submit | Online.
• Three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). Submit | Online.
• CV/resume. Submit | Online.
• Evidence of English language proficiency. Submit | Online.
• Sample of Writing for doctoral applicants (no more than ten pages). Submit | Online.
• Any additional information. Submit | by email attachment to [email protected] .

Upload supporting documents online

Transcripts & Degree Certificates

Applicants will be asked to upload transcripts with their grade key (usually located on the back of the transcript). Even if the applicant does not yet have final marks on the transcript, we still require a copy as evidence of registration and academic progress (we do not accept printed student’s records).

Upload scanned transcripts and degree certificates (if any) online. Please be advised that if you are admitted you will be required to submit original transcripts and degree certificates (if any) in the SEALED and ENDORSED envelopes as soon as possible after admission is offered. Students are not allowed to register in courses until this requirement is met.

Statement of Intent for MA and PhD Applicants

In the application portal, you will be given the opportunity to add a Statement of Intent (maximum 2 pages) describing why you choose to pursue graduate studies at UBC and in which area of research you want to concentrate your work. For more information, click here .

Statement of Intent for MEd Applicants

Please write a summary of your reasons for wishing to enroll in the program of your choice, and what it is that you hope to achieve in completing this program.

Letters of Recommendation

We require three letters of recommendation (one of which for doctoral applicant must be from a member of the thesis supervisory committee). See detailed requirements .

Referees will be able to upload their letters once you have submitted your application, so please ensure that they are able to submit by the deadlines noted above and that you provide them with appropriate timelines.

Submit other supporting documents

Evidence of English Language Proficiency

Applicants from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to the application deadline in December. Test scores must have been taken within the last 24 months at the time of submission of your application, and official test scores ordered from the testing agency is required.

TOEFL minimum scores

Test Format | Minimum Score Internet-based | 92 (minimum 22 on each component) Computer-based | 237 Paper | 580

TOEFL Institution Code: 0965 TOEFL Department Code: 85

Detailed language requirements and other acceptable English proficiency tests

Permanent Residents

Permanent Residents are required to provide proof of immigration status and date of landing by submitting a copy of the Record of Landing Form or a copy of both the front and back of their Permanent Resident card.

Additional Information

You are welcome to submit additional information, regarding professional employment experience, publications, or awards, which you feel should be taken into account in considering your application. These can be sent by email attachment to [email protected] .

The Graduate Program Assistant for the Department of Curriculum and Pedagogy (EDCP) is Alan Jay, and he is the person most qualified to advise you on administrative matters concerning applications and admission requirements to Music Education graduate programs at UBC, as well as scholarship and assistantship opportunities. He can be reached by phone at 604.822.5367 or via email at [email protected] . Graduate students may also consult with the Graduate Student Advising Team for advice on program-related questions and other issues.

If you have specific questions about the content of graduate programs in Music Education that are not addressed on this Webpage, you may want to speak with a faculty member. Send an email message listing a few possible dates and blocks of time to [email protected] and you will receive an email reply indicating when a faculty member will be available to talk with you by phone or on campus.

Mailing Address

Department of Curriculum & Pedagogy Faculty of Education University of British Columbia Scarfe Building 2125 Main Mall Vancouver BC V6T 1Z4 Canada

Important Numbers

Apply for graduate programs: Alan Jay 604.822.5367 Email: [email protected]

Apply for undergraduate programs: Contact the Teacher Education Office

Area Coordinator

Karen V. Lee

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J Scott Goble

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Peter Gouzouasis

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Graduate Programs

Invest in your future.

Join us as a graduate student at UBC Engineering and be part of a community at the forefront of research and discovery. Working alongside globally renowned leaders, you will deepen your technical skills, advance new knowledge, connect with industry and build your career.

Whether you want to advance your professional career as an engineer or push the frontiers of research, our graduate programs can help you reach your goals.

Study at One of the World’s Best Universities

UBC is recognized the world over as one of the world’s top universities. Our engineering program is consistently ranked as one of the best in Canada and within the top 50 in the world. We’re a university that makes an impact far beyond the campus: in 2024, we ranked fourth in the world for our impact on social and environmental sustainability.

UBC ranked #4 for climate action

UBC ranked #41 in the world

Learn from Leaders in Their Fields

Whether you’re pursuing a master’s or PhD, you’ll be studying with innovators and changemakers – researchers who are advancing new knowledge, tackling challenging problems and developing and implementing the practical solutions our world needs. Our faculty are invested in your success and will help you develop your technical and professional skills so you can build the career you’ve dreamed of. 

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Make Full Use of State-of-the-Art Labs and Equipment

As a graduate student at UBC Engineering, you’ll benefit from access to state-of-the art labs and specialized research equipment. Major infrastructure is often shared across departments, allowing for the cross-pollination of ideas and techniques and the benefit of multidisciplinary perspectives.

Choose the Degree That’s Right for You

Discover the course-based master’s degree or research-based master’s or doctoral degree that will enable you to gain expertise and advance in your career.

The Master of Engineering (MEng) and Master of Engineering Leadership (MEL) are professional programs for engineers who want to deepen their technical skills to accelerate their careers in industry. The Master of Applied Science (MASc) , Master of Science (MSc) and Doctor of Philosophy (PhD) are research-based research programs for students who want to advance new knowledge.

Degree Comparison

Course-based programs, master of engineering leadership (mel).

Vancouver campus

This course-based degree is open to engineers and technical leaders with three or more years of industry experience. The interdisciplinary degree includes courses taught through both the Faculty of Applied Science and the Robert H. Lee Graduate School at UBC’s Sauder School of Business. The MEL supports students to develop technical and business knowledge in sector-specific programs that include:

• Clean Energy Engineering
• High Performance Buildings
• Naval Architecture & Marine Engineering
• Urban Systems

Master of Engineering (MEng)

Vancouver and Okanagan campus

This course-based degree is for students with an undergraduate degree in engineering who want to advance their technical knowledge. The program accepts students with or without professional experience, including those applying directly after completing an undergraduate engineering degree. The program is taught wholly within UBC’s Faculty of Applied Science.

Vancouver Campus 

• Biomedical Engineering, Master of Engineering
• Chemical and Biological Engineering, Master of Engineering
• Civil Engineering, Master of Engineering
• Electrical and Computer Engineering, Master of Engineering
• Geological Engineering, Master of Engineering
• Mechanical Engineering, Master of Engineering
• Mechatronics Design, Master of Engineering
• Mining Engineering, Master of Engineering
• Naval Architecture & Marine Engineering, Master of Engineering

Okanagan Campus 

• Electrical Engineering, Master of Engineering

Research-based Programs

Master of applied science (masc).

This thesis-based degree is for students with an undergraduate degree in engineering. 

• Biomedical Engineering, Master of Applied Science
• Chemical and Biological Engineering, Master of Applied Science
• Civil Engineering, Master of Applied Science
• Electrical and Computer Engineering, Master of Applied Science
• Materials Engineering, Master of Applied Science
• Mechanical Engineering, Master of Applied Science
• Mining Engineering, Master of Applied Science
• Electrical Engineering, Master of Applied Science

Master of Science (MSc)

This thesis-based degree for students with an undergraduate degree in science.

Vancouver Campus

• Chemical and Biological Engineering, Master of Science
• Materials Engineering, Master of Science

Doctor of Philosophy (PhD)

A doctoral-based research program for students with an undergraduate and graduate degree.

• Biomedical Engineering, Doctor of Philosophy
• Chemical and Biological Engineering, Doctor of Philosophy
• Civil Engineering, Doctor of Philosophy
• Electrical and Computer Engineering, Doctor of Philosophy
• Materials Engineering, Doctor of Philosophy
• Mechanical Engineering, Doctor of Philosophy
• Mining Engineering, Doctor of Philosophy

Okanagan Campus

• Electrical Engineering, Doctor of Philosophy

Research Supervisors for MASc, MSc and PhD Students

If you are pursuing a thesis-based research degree like an MASc, MSc or PhD, you will need a supervisor who will help you achieve your academic potential. Review the supervisor requirements for your planned degree – for some programs you will need to secure the commitment of a thesis supervisor before you apply. Discover which faculty members are currently accepting students and the important role they play in your research journey.

Research Supervisors

Make an Impact

Researchers and students at UBC Engineering are working to create a prosperous, healthy, inclusive and equitable world by designing and engineering solutions for individuals, communities, cities and our planet. We are innovators who are pushing what’s possible, making an impact from the level of smallest nanoparticle to the world itself.

Be Inspired

UBC Engineering students are using their skills and knowledge to make a difference. Read about the students who are having an impact as students and alumni.

Bridging the Gap Between Engineering and Social Science

Jessica Wolf

MASc 2024 Mechanical Engineering

• Rising Stars
• Women in Engineering

Making The World A Better Place Through Research And Sharing Knowledge

Madisyn Szypula

• Engineering

Improving Cybersecurity- A Crucial Line Of Defence

Hanieh Tabatabaei

To Really Use Your Data, Think Outside Your School

• Posted May 30, 2024
• By Lory Hough
• Career and Lifelong Learning
• K-12 System Leadership
• Organizational Change

When the Ed School’s Data Wise Project decided to publish a book nearly 20 years ago offering a step-by-step process for using data to improve teaching and learning in schools, their target audience was clear: educators in schools. The project had no intention of scaling the work beyond that group.

But eventually, something else became clear: While the Data Wise book and the initial data-related course they offered were huge hits, educators wanted — and needed — more guidance as they worked toward better serving students. Additional books followed, plus a group of professional learning offerings , ranging from a massive open online course (MOOC) to a coach certification program. 

“We put Data Wise out into the world and were very heartened by the reception of school-based people feeling like, oh, this is a model that can help me do my work better,” says Kathy Boudett , director of the Data Wise Project and a senior lecturer at the Ed School. “But pretty quickly, people at the system level who were supporting schools started asking, ‘What’s our role in modeling this work and supporting schools in doing it well?’”

To help answer these questions, the Data Wise Project staff decided it was time to capture what they’ve learned from working with systems, not just educators in schools, in a new book, out this month through Harvard Education Press called System Wise: Continuous Educational Improvement at Scale . Written by Adam Parrott-Sheffer, Ed.M.’09, Ed.L.D.’20; Carmen Williams, Ed.L.D.’22; David Rease, Jr., Ed.L.D.’14; and Boudett, System Wise extends the Data Wise process from individual classrooms and schools to broader educational contexts for educators at any level. Plans are also underway to launch the first System Wise Leadership Institute, which will take place in May 2025. 

One of the challenges that all system-level leaders face is how to think about scale. The Data Wise team was no different. When they attended the Scaling for Impact institute at the Ed School, “It was like someone turned on the lights,” they write in System Wise . “Until then, we had understood scaling to be about getting bigger, and we were hesitant to embrace growth for growth’s sake. Discovering that scaling could involve depth, sustainability, spread, shift, and evolution helped us to see that scaling didn’t mean we needed to water down our model in an effort to serve more people. In System Wise , we share this learning.”

That original model includes allowing educators to build the skills necessary for looking at data, identifying a problem, coming up with an action plan, and then assessing how well the plan is working to improve student learning. It lets educators dig deep and look not just at numbers, but also teaching practices. Team leaders, principals, and district administrators become “system wise” when, as the book points out, they cultivate the “ACE habits of mind” around action, collaboration, and evidence.

Williams, a school assistant superintendent of instruction and innovation and co-chair of the Data Wise in Action Program , says the ACE habits come from the Data Wise book, but they have evolved.

"What we’ve been able to do is talk about how critical practicing those [habits] are to building a culture around data,” she said in an interview with Harvard Education Press, the publisher of Data Wise and System Wise . “It’s not just doing Data Wise, it's being Data Wise. The Ace Habits of Mind help us to shift our mindsets, but also our orientation to the work of improvement cycles. I think that’s a game changer when you're at the system level because, typically, a system leader gives a directive and someone else follows it. If there's going to be a culture change, everyone is going to be rowing in the same direction. By committing to the Ace Habits of Mind, that's kind of the anchor for how we can all move together and have a rhythm. If we’re speaking the same language and we have the same mindsets, then at every level of the organization we’re deepening our practice around data.”

Each chapter of System Wise starts out with a question, such as, “What counts as data?” and “Do we see each learner first through their strengths?” which are designed to support taking an equity lens. Chapters also include case studies, planning checklists, implementation templates, and a discussion of what the approach looks like at each step. Parrott-Sheffer says the book allows readers to jump in at any point.

“We really think as you read System Wise, you’ll be like, ‘Hey, I'm at a stage where I'm trying to figure out what to focus on, so I might start at the beginning.’ You might already have a strategic plan you’ve built and you’re going to start with step six and seven, more towards the middle of the book, because that’s going to be most applicable. The nice thing about continuous improvement is you can join the carousel anywhere and it’s going to get you into the feedback loop.”

The work is also very student centered. Rease, director of equity, diversity, and belonging in Prince George’s County Public Schools in Maryland, points to chapter two of the book, where Jorge, an educator in Illinois, talks about how they were not setting high expectations for immigrant students in their district. As his system engaged in the improvement process, they realized they had “been doing school in the same way” and, with this new group of students, what they were doing might be harmful. “The System Wise approach created an opportunity for that reflection to happen,” Rease says, “so that people could start behaving differently and really assess their values.”

Another key aspect of the System Wise book, Williams says, is its focus on community.

“There are going to be people who pick this book up and feel affirmed because they’re already doing some of the practices,” she says. “The missing piece, though, might be how do you know to what level? To what end are you producing what you really want to produce? That’s where the value of reading this book and doing this book in community comes in. It’s just like a workout with a trainer. You can walk on the treadmill at a pace, but you might need someone else to say, ‘I bet you can go faster. I bet we can go longer.’ Reading this book and living this book in community is where you’re going to get the best results.”

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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With his new book, Senior Lecturer Irvin Scott wants to inspire other educators toward meaningful impact

• Doctor of Philosophy in Mathematics (PhD)
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Canadian Immigration Updates

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

Mathematicians use theoretical and computational methods to solve a wide range of problems from the most abstract to the very applied. UBC's mathematics graduate students work in many branches of pure and applied mathematics. The PhD program trains students to operate as research mathematicians. The focus of the program is on substantial mathematical research leading to the PhD dissertation. Students also develop their skills in presenting and teaching mathematics and its applications.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

UBC has one of the largest and most vigorous departments of mathematics in Canada. Our faculty routinely win national and international awards for their research and teaching achievements. We have an engaged and sociable cohort of graduate students who are essential members of a broad selection of active research groups. Each group holds a variety of seminars and events that allow graduate students, postdoctoral fellows, visitors and faculty to enjoy regular interaction.

UBC is the headquarters for the Pacific Institute of Mathematical Sciences (PIMS). PIMS hosts a plethora of mathematical events such as conferences and summer schools, greatly enriching the scientific environment in the quantitative sciences at UBC. Our mathematics students are also regular participants at the nearby Banff International Research Station for Mathematical Innovation and Discovery. Finally, our Institute for Applied Mathematics provides options for interdisciplinary studies for PhD students who wish to work in applied and computational mathematics.

Being affiliated with the Institute for Applied Mathematics meant I could easily collaborate with other departments and not get stuck in a box for my degree. I also wanted a program where I could develop my skills as a teacher because it is something I enjoy and is useful should I stay in academia.

Nicholas Richardson

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in Mathematics (PhD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

All full-time students who begin a UBC-Vancouver PhD Mathematics program in September 2018 or later will be provided with a funding package of at least $24,256 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

Average Funding

• 52 students received Teaching Assistantships. Average TA funding based on 52 students was $13,784.
• 48 students received Research Assistantships. Average RA funding based on 48 students was $11,580.
• 3 students received Academic Assistantships. Average AA funding based on 3 students was $1,814.
• 54 students received internal awards. Average internal award funding based on 54 students was $13,279.
• 4 students received external awards. Average external award funding based on 4 students was $27,083.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

88 students graduated between 2005 and 2013: 1 is in a non-salaried situation; for 19 we have no data (based on research conducted between Feb-May 2016). For the remaining 68 graduates:

Sample Employers in Higher Education

Sample employers outside higher education, sample job titles outside higher education, phd career outcome survey, career options.

A great majority of our PhD graduates move on to postdoctoral fellowships and faculty positions at universities and research institutes in North America and around the world. However, a significant fraction of students move into careers in industry. Students considering non-academic careers are encouraged to complete an industrial internship (for instance through the Mitacs Accelerate program - headquartered at UBC) during their studies.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in Mathematics (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, thursday, 30 may 2024 - 10:00am - 203, mathematics building, 1984 mathematics road, friday, 5 july 2024 - 9:00am - room 200, thursday, 11 july 2024 - 10:30am - 203, mathematics building, 1984 mathematics road.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Adem, Alejandro (Cohomology of finite groups, orbifolds, stringy topology, algebra, sporadic simple group, group actions, arithmetic groups, K-theory, homotopy theory, spaces of homomorphisms)
• Angel, Omer (Probability theory, percolation, random graphs, random walks, particle processes, scaling limits)
• Bachmann, Sven (Mathematics and statistics; Mathematical Analysis; quantum phenomena; Mathematical physics; Quantum statistical physics; Topological states of matter)
• Balmforth, Neil (Fluid mechanics, nonlinear dynamics and applied partial differential equations)
• Behrend, Kai (Moduli spaces, Gromov-Witten invariants, string theory, Donaldson-Thomas invariants, Euler characteristics, categorification)
• Bennett, Michael (Number Theory, Diophantine Approximation and Classical Analysis)
• Bryan, Jim (Algebraic and differential geometry; Algebraic geometry, moduli spaces, enumerative invariants related to theoretical physics.)
• Cautis, Sabin (Mathematics and statistics; Geometry)
• Chau, Albert (Differential Geometry and Partial Differential Equations)
• Chen, Jingyi (Algebraic and differential geometry; Differential Geometry, Partial Differential Equations)
• Colliander, James (hamiltonian dynamical systems; partial differential equations; harmonic analysis)
• Coombs, Daniel (Mathematical biology; Cellular immunology; Complex physical systems; Epidemiology (except nutritional and veterinary epidemiology); Cell Signaling and Infectious and Immune Diseases; Cell biophysics; Disease models; Epidemiology; Immune cell signalling; Mathematics)
• Cytrynbaum, Eric (Bacterial cell division, Microtubule and cellular organization, Wave propagation in excitable media)
• Dao Duc, Khanh (Genomics; Mathematical biology; Neurocognitive patterns and neural networks; Agricultural spatial analysis and modelling; combine mathematical,computational and statistical tools to study fundamental biological processes; regulation and determinants of gene expression and translation; Machine Learning for Biological Imaging and Microscopy; Database development and management; Biological and Artificial Neural Networks for geometric representation)
• Doebeli, Michael Walter (Mathematical ecology and evolution, evolution of diversity, adaptive speciation, evolution of cooperation, game theory, experimental evolution in microorganisms)
• Feng, James (Chemical engineering; Mathematics and statistics; Biophysics; Complex fluids; Fluid mechanics; Mathematical biology)
• Fraser, Ailana (Differential Geometry, Geometric Analysis)
• Friedlander, Michael (numerical optimization, numerical linear algebra, scientific computing, Scientific computing)
• Frigaard, Ian (Fluid mechanics (visco-plastic fluids))
• Ghioca, Dragos (Drinfeld modules, isotrivial semiabelian varieties, Lehmer inequality)
• Gordon, Julia Yulia (Representation theory of p-adic groups and motivic integration; Trace Formula and its applications)
• Gustafson, Stephen James (Mathematics and statistics; Mathematical Analysis; Differential Equation; Global and Non-Linear Analysis; Mathematical physics; Nonlinear partial differential equations; Nonlinear waves; Topological solitons)
• Hauert, Christoph (Mathematics and statistics; Modelization and Simulation; Evolution and Phylogenesis; Biological Behavior; dynamical systems; evolution; game theory; social dilemmas; stochastic processes)
• Hermon, Jonathan (probability theory; Markov chains and the cutoff phenomenon; particle systems; percolation)
• Holmes-Cerfon, Miranda (Mathematical modelling and simulation; Computational methods in statistics; Numerical analysis; Thermodynamics and statistical physics)

Doctoral Citations

Sample thesis submissions.

• Free boundary minimal submanifolds in geodesic balls of simply connected space forms
• On a completion of cohomological functors generalizing Tate cohomology
• Distribution of integral points on varieties
• Effective and explicit S-unit equations with many terms
• Classifying space for commutativity and unordered flag manifolds
• Finite-size scaling of a few statistical physics models in high dimensions
• Residual supersingular Iwasawa theory and μ-invariants for Zₚ²-extensions
• Numerical methods for biological flows laden with deformable capsules and solid particles
• The construction of blow-up solutions for some evolution equations
• Topics in discrete analysis
• Inviscid damping phenomena in some fluid models
• Gibbs measures and factor codes in symbolic dynamics
• Deep reinforcement learning agents for industrial control system design
• Structure-preserving numerical schemes for phase field models
• Enumerative geometry problems for Calabi-Yau manifolds with an action

Related Programs

Same specialization.

• Master of Science in Mathematics (MSc)

At the UBC Okanagan Campus

Further information, specialization.

Mathematicians use theoretical and computational methods to solve a wide range of problems from the most abstract to the very applied. UBC's mathematics graduate students work in many branches of pure and applied mathematics.

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Gabriel Currier

I quite like the kind of math that people do here, and enjoy working with my supervisors. The campus is also a beautiful place and the graduate student community is pretty laid back and friendly.

Nathan Lawrence

Many factors contributed to my choice of UBC for graduate school. I was attracted to Vancouver’s geographical similarities to Portland in the pacific northwest. Also, I have family in the area. However, most importantly, I was intrigued and inspired by my professors and advisors to take on the...

Ethan White

The reputation of the university and mathematics department, the alignment of my research interests with my advisor’s expertise, and my love for Canada!

The city and the sea

Take a break from studying with opportunities at your fingertips. Whether you want to settle down in a café or take your research outdoors, we have a place for you.

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A Ky. teen told his graduating class Jesus is 'your answer.' Now he's facing consequences

A Northern Kentucky high school student's graduation speech sparked debate over the weekend after he urged his classmates to seek Jesus Christ as "your answer" for "the way, the truth and life."

He didn't receive his diploma and was asked to meet with his school principal because he added the religious message to his pre-approved speech, according to videos he posted on TikTok.

Micah Price said online, "I was told beforehand I wasn’t allowed to bring up Christ. ... I did anyways."

He graduated May 24 from Campbell County High School in Alexandria, about 30 minutes south of Cincinnati. The high school, which has about 1,500 students, draws from a predominantly suburban and rural part of the county.

Price said in his speech: "Class, before another word is to leave my mouth I must give the honor, the praise, and the glory to my lord and savior Jesus Christ, who in his very words tells us he is the light, he is the way, the truth and life. Class, anyone in the audience today, I'm here to tell you that if you don't have any of those things in your life and can't seem to find the answer, then my lord and savior is your answer."

More: 2024 high school graduates, tell us about your plans for the future

Teen took to TikTok

After the graduation at Truist Arena at Northern Kentucky University, he said an assistant principal told him he'd have to speak to the district school board about what he did because he went "off-script" during the speech.

"I went against school policy, school rules. I went against that because I serve a higher power because I serve Christ. I do no one's bidding but God," he said in a TikTok on Sunday. "So, if anyone’s in the wrong, I am. I deserve to get punished.”

He went on to say he isn't sure if it's normal to have not received a diploma days after graduation.

Courtney Sauerbeck, Schools and Community Educator Director for the district, did not respond to a phone call and emailed questions by The Enquirer.

However, Superintendent Shelli Wilson told Local 12 in a statement Price was permitted to thank his "lord and savior Jesus Christ" at the beginning of the speech. But he added statements telling classmates to seek God.

"All speakers were told that going off their submitted speech, or any unplanned choices at graduation, may have repercussions as they would at any school function," Wilson said in the statement to Local 12.

'Take a chill pill'

A video of Price's speech was posted and shared online and hundreds of people have weighed in on the controversy.

"This is an amazing young man who had courage to step out and do what most adults are scared to do! He will be rewarded for sharing the good news of Jesus!" one Facebook commenter said.

"Send your kids to a religious school if you want them to freely talk about your god and all that. This is a public school. I for one do not want to listen to the ramblings of any religion at my son’s graduation. I know dang well that if this student was Muslim and was praying y’all would lose your freaking minds," another posted.

In other comments, people urged the public to attend the next Campbell County Board of Education meeting at 6 p.m. June 17 at the Alexandria Education Center to stand in support of Price.

On Monday, Price posted an update to TikTok and said he will get his diploma and he no longer has to speak to the board about the incident.

"I was on the phone today and the principal ( Holly Phelps ) told me it's just going to be me and her, no board," he said.

The recent graduate said the situation has gotten "out of hand" and he urged people to not call the school or attend the next board meeting. He also indicated people may have threatened school officials because of his speech.

"Anybody who's calling certain people and saying they might blow their house up or something – I don't know – But anybody who's taking a hateful route to this, I please ask that you would just take a chill pill and just timeout," he said.

According to a Facebook post by his mother, Melonie Neely Farris, Price plans to join the U.S. Air Force.

She wrote, "Micah is called to do what we are all called to do, share the love of Christ, that’s exactly what he did and by the way I heard things, the entire audience loved it!"

Neither Price nor his mom responded to online requests for comment from The Enquirer.

• Undergraduate Education >
• Undergraduate Students in the News >

UB Awards 320 Biomedical Science Degrees; 35 Earn PhDs

Commencement 2024.

Lauryn Alexandria Scott, a biomedical sciences undergraduate student, is all smiles as she walks across the stage during the May 19 biomedical sciences commencement ceremony.

By Dirk Hoffman

Published May 29, 2024

Thirty-five doctoral, 76 master’s and 209 baccalaureate candidates were eligible to receive degrees in biomedical science fields during the May commencement ceremony.

2024 Commencement Video

Related Links

• Commencement Program
• Full Gallery of Biomedical Sciences Commencement Photos

Six graduate students and nine senior undergraduates were singled out for special honors, including four graduates who received a Chancellor’s Award, the highest State University of New York undergraduate honor.

Graduates completed work in 14 departments or programs of the Jacobs School of Medicine and Biomedical Sciences :

• biochemistry
• biomedical informatics
• biomedical sciences
• biotechnical and clinical laboratory sciences
• genetics, genomics and bioinformatics
• medical physics
• microbiology and immunology
• natural sciences interdisciplinary
• neuroscience
• nuclear medicine technology
• pathology and anatomical sciences
• pharmacology and toxicology
• physiology and biophysics
• structural biology

Graduates also completed the following programs offered in alliance with the  Roswell Park Comprehensive Cancer Center Graduate Division : cancer pathology and prevention, cancer sciences, immunology, and molecular pharmacology and cancer therapeutics.

Fifteen of the doctoral degrees and eight of the master’s degrees were awarded in Roswell Park’s programs.

Allison Brashear, MD, MBA, UB’s vice president for health sciences and dean of the Jacobs School, congratulates the Class of 2024.

Lessons Learned From Recent Solar Eclipse

Allison Brashear, MD, MBA , UB’s vice president for health sciences and dean of the Jacobs School, welcomed attendees to the May 19 event at UB’s Center for the Arts and addressed the graduates.

“It fills my heart with immense joy to see all of you gathered here today,” she said.

“In the face of the challenges that have beset us in recent times, these bright scholars and scientists have exhibited extraordinary resilience, determination and perseverance in their academic endeavors. I am confident that these qualities will serve as guiding lights as they embark upon their journeys in their respective fields.”

She noted that biomedical science is one of the broadest areas of medical science and underpins much of modern medicine.

“Biomedical scientists are at the heart of multidisciplinary teams in health care. Biomedical research looks at ways to prevent and treat disease,” Brashear said. “Your innovative approaches and unwavering dedication will continue to push the boundaries of scientific discoveries and technology, leading to a brighter and healthier future for all of us.”

In his address, UB President Satish K. Tripathi, PhD, told the graduates they could learn a lot from the recent solar eclipse that generated excitement in Western New York in early April.

“Allow me to share three tips of advice gathered from the path of totality,” he quipped.

“Reconnect with the natural world, as often as possible. Instead of taking selfies, take time for self-reflection,” he said. “When you give wide berth to the stressors of modern life, you allow yourself space to find both your place in the world and your responsibility to it.”

“Do not regret circumstances beyond your control,” Tripathi added, noting the sunny days leading up to the eclipse, but the extreme cloudiness that persisted over much of WNY on April 8, the day of the event. “Notwithstanding the uncooperative weather, we all experienced a breathtaking moment. Magnify your disappointments and you miss occasions for learning, enrichment and wonder.”

“Lastly, use your expertise for the greater good. When you apply what you have learned for others’ benefit, you put your UB education to its highest purpose,” he said.

Doctoral graduate Haley Victoria Hobble won two separate graduate awards for her research and dissertation. She is flanked by Mark R. O’Brian, PhD, left, and John C. Panepinto, PhD.

Outstanding Graduates Recognized

Biochemistry graduate student research achievement award.

Doctoral graduate Haley Victoria Hobble was honored for research that received national or international recognition and for being selected to give an oral presentation at a major national or international meeting.

Dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor: Christine E. Schaner-Tooley, PhD , associate professor of biochemistry

Roswell Park Graduate Division Award for Excellence in Research

Doctoral graduate Abigail Cornwell was the recipient of this award for outstanding research for her dissertation titled “Impact of Benzodiazepines on the Pancreatic Ductal Adenocarcinoma Tumor Microenvironment”

Mentor: Michael Feigin, PhD, associate professor of oncology, Roswell Park Comprehensive Cancer Center

The Dean’s Award for Outstanding Dissertation Research

Doctoral graduate Haley Victoria Hobble was the winner of this award that recognizes demonstrated excellence in research.

She was honored for her dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor:  Christine E. Schaner-Tooley, PhD , associate professor of  biochemistry

The Microbiology and Immunology Award for Excellence in Dissertation Research in Memory of Dr. Murray W. Stinson

Doctoral graduate Katherine Shannon Wackowski was honored for her dissertation “Cooperation of RESC Proteins in Trypanosome RNA Editing and Holoenzyme Dynamics”

Mentor: Laurie K. Read, PhD , professor of microbiology and immunology

Dennis Higgins Award for PhD Dissertation Research in Pharmacology and Toxicology

Doctoral graduate Shirley Xu was honored for her dissertation “Troponin-Mediated Autoimmune Mechanisms of Immune Checkpoint Inhibitor-Induced Myocarditis”

Mentor: Umesh Sharma, MD, PhD , associate professor of medicine

Bishop Neuroscience Thesis Award

Doctoral graduate Richard Adam Seidman was honored for his dissertation “Oscillatory Calcium Mediated Regulation of Human Oligodendrocyte Progenitor Cells”

Mentor: Fraser J. Sim, PhD , professor of pharmacology and toxicology

The Structural Biology Award for Excellence in Dissertation Research in Memory of Dr. Robert H. Blessing

Doctoral graduate Nicholas David Clark was honored for his dissertation “Structure/Function Studies of Virulence Factors from Periodontal Pathogens and Membrane Sphingolipid Hydroxylases”

Mentor: Michael G. Malkowski, PhD , professor and chair of structural biology

The four undergraduate SUNY Chancellor’s Award winners, from left, Bryan R. Renzoni, Lea Kyle, Rachel Esther Sanyu and Sarah Bukhari, along with Jennifer A. Surtees, PhD.

SUNY Chancellor’s Award for Student Excellence

Sarah Bukhari, Lea Kyle, Bryan R. Renzoni and Rachel Esther Sanyu were recognized with the SUNY Chancellor’s Award. It recognizes students for their integration of academic excellence with other aspects of their lives that may include leadership, athletics, community service, creative and performing arts, entrepreneurship or career achievement.

Bukhari graduates with a bachelor’s degrees in biochemistry. She is an undergraduate researcher in the lab of  Jennifer A. Surtees, PhD , professor of  biochemistry . Bukhari secured funding from the Experiential Learning Network and a Mentored Research micro-credential.

Beyond academics, the Grand Island, New York, native is deeply involved in community engagement, serving as both the volunteer coordinator and vice president of the largest student-run pre-health organization, the Association of Pre-Medical Students, and was awarded a Community Engagement micro-credential and gathering 500+ volunteer hours.

With dual roles as dance coach and social media coordinator for the Pakistani Student Association, she fosters a network of communities to embrace diversity and celebrate traditions.

A native of Martville, New York, Kyle is a University Honors College Scholar who graduates with a Bachelor of Science degree in biochemistry with minors in both physics and public health.

She has been a Student Association, Recreation Department, Student Engagement and TASS Center employee. She also is the current president of UB Rotaract, a volunteering club on campus.

Kyle is also a student researcher in the  Department of Microbiology and Immunology ,  Elizabeth A. Wohlfert, PhD , associate professor of microbiology and immunology, focusing on the effects of chronic inflammation on muscle function due to chronic infection..

Renzoni, of East Amherst, New York, graduates with a Bachelor of Science degree in biochemistry. He is a University Honors College Presidential Scholar and Honors College Ambassador.

A BioXFEL Scholar, he has received multiple research internship positions and worked in two different laboratories, contributing to work on the development of novel organic and organometallic compounds with applications as cancer therapies.

Renzoni has also served as a co-chair of the G14 Leadership Summit, president and executive adviser of UB ChemClub, and both assistant music director and music director of The Enchords, UB’s all-gender a cappella group.

Sanyu, an international student from Uganda, graduates with a bachelor’s degree in pharmacology and toxicology.

She is an Honors College Scholar who conducted oncology research within the lab of Wendy Huss, PhD, at Roswell Park Comprehensive Cancer Center and at Johnson & Johnson, where she earned the 2023 Inspire Spotlight Award.

Sanyu has also worked as a student assistant in the Office of Interprofessional Education and an honors peer mentor. 

She is a founder of a health care app and is involved with the community through her work with Suubi Cancer Relief and Hillside Family of Agencies.

Sanyu also loves to dance and was a member of the UBMystique and 8-Count dance teams.

Undergraduate Outstanding Senior Awards

The following awards honor high academic performance and involvement in the campus community and external organizations:

Biochemistry Sarah Bukhari

Biomedical Sciences Alexis Krayevsky

Biotechnology Tanvi Dixit

Medical Technology Eva Wisniewski

Neuroscience Leah Heiler

Nuclear Medicine Technology Kelly Mahan

Pharmacology and Toxicology Rachel Esther Sanyu

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, tells the graduates to never lose sight of the wonder and awe that first drew them to the biomedical sciences.

Keynote Theme One of Compassion, Resilience

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, the Miriam and David Donoho Distinguished Professor of pharmacological sciences and vice dean for faculty affairs at the Renaissance School of Medicine at Stony Brook University, spoke about empathy and persistence.

“Beyond the technical skills and academic achievements that you have earned and will continue to earn, what will set you apart is your capacity for empathy, for compassion, your ethical responsibility,” she said.

“In the pursuit of scientific advancement, try not to lose sight of the human element and the living organisms whose lives may be impacted by our work.”

Tsirka noted that biomedical scientists have a serious duty to use their expertise to make society better, alleviate suffering and to promote the health and well-being of all people, regardless of race, gender or socioeconomic status.

“If you decide to further pursue scientific inquiry, do remember that you will need persistence and resilience,” she said. “Experimental science is not for the faint of heart.”

She remarked that her lab members often talk about the fact that it is called “research” instead of just “search.”

“The majority of our experiments will not be successful, but the ones that provide that ‘eureka moment’ will last a lifetime,” Tsirka assured the graduates. “Remember that setbacks are valuable lessons that shape the way for future success.”

Tsirka encouraged the graduates to embrace the idea of lifelong learning.

“To remain at the forefront of your field, you must remain curious and receptive of new ideas,” she said.

“Importantly, science is also delicate. Continue to approach it with integrity and rigor.”

Undergraduates in the News

• 5/29/24 UB Awards 320 Biomedical Science Degrees; 35 Earn PhDs
• 5/8/24 Jacobs School Students Feted for Academic Excellence
• 2/26/24 Determined to Improve Cancer Care in Uganda
• 11/29/23 Surtees Named Associate Dean for Undergraduate Education and STEM Outreach
• 8/31/23 Jacobs School Welcomes Undergraduates to Campus

Biomedical Undergraduate Education

South Campus 40 Biomedical Education Building 3435 Main Street Buffalo, New York 14214