UNIVERSITY OF BRITISH COLUMBIA-VANCOUVER
Winter 2019-2020 Sessional Lecturer Positions
Department of Educational and Counselling Psychology, and Special Education
Faculty of Education

Courses below are posted on May 16, 2019 | Application Deadline June 6, 2019

EPSE 584 | Motivation in Education

QUALIFICATIONS

Preference is given to individuals who have a doctoral degree in an area related to motivation. Applications will also be considered from doctoral students who have achieved candidacy and are eligible to teach as a sessional instructor (with approval of their research supervisor). Candidates must have a strong understanding of the historical and methodological foundations of contemporary studies on motivation as well as expertise and/or experience in supporting learners to bring motivational theories/research to life in practice. It is preferred that the successful applicant will have post-secondary level teaching experience related to motivation before teaching this course, but it is not required. As well, experience teaching, counselling, or consulting in K-12 schools is an asset.

Courses below are posted on April 16, 2019

EPSE 308: Human Development, Learning and Diversity (Section 109)

QUALIFICATIONS

Preference is given to doctoral students who have experience teaching in the areas of development, learning, and /or culture, students must have reached candidacy in order to apply for these sections. Candidates should have completed EPSE 606, University and College Teaching. Experience teaching or counselling in K-12 schools is also helpful, but not required. In addition, successful applicants must attend several course preparatory meetings to ensure that the objectives and content of EPSE 308 are embedded into the case scenarios (see below). Successful student applicants must have the approval of their research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

This section is taught using problem-based learning, which is an innovative educational strategy that weaves cross-curricular problem solving and critical thinking into content knowledge through the use of real world case-scenarios. UBC Faculty Members and key members of the Richmond School District, Vancouver School District and Burnaby School District use cross-curricular case-based methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching. Critical to the success of this approach are instructor meetings held before the start of each case to ensure content from each of the curriculum areas is reflected in the case scenarios. As the instructor in this cohort, part of your job would be to attend these meetings to ensure that the objectives and content of EPSE 308 are embedded in the case scenarios.

To apply for Sessional for ECPS TEO Courses (EPSE 308, EPSE 311, EPSE 310A/B, EPSE 317) positions, please complete the Sessional for ECPS TEO Courses Application Cover Letter Template and submit to ecps.administration@ubc.ca. 

EPSE 308:  Human Development, Learning and Diversity (Section 110)

QUALIFICATIONS

Preference is given to doctoral students who have experience teaching in the areas of development, learning, and /or culture, students must have reached candidacy in order to apply for these sections. Candidates should have completed EPSE 606, University and College Teaching. Experience teaching or counselling in K-12 schools, especially in a middle years setting, is also helpful, but not required.  In addition, successful applicants may have to attend several professional development meetings to prepare for teaching.  Successful student applicants must have the approval of their research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

This cohort emphasizes teaching students in Grades 6 to 8 (ages 11 to 14 years) through a self-regulated learning lens.  The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. Within this context teacher candidates how to promote self-regulated learning by involving students in making choices, controlling challenge, evaluating learning, and collaborating with peers.  Therefore a strong understanding of both SRL and this unique developmental stage is important for those applying to teach this cohort.

To apply for Sessional for ECPS TEO Courses (EPSE 308, EPSE 311, EPSE 310A/B, EPSE 317) positions, please complete the Sessional for ECPS TEO Courses Application Cover Letter Template and submit to ecps.administration@ubc.ca.

EPSE 310A: Assessment and Learning in the Classroom

QUALIFICATIONS

Preference is given to doctoral students who have a strong understanding of classroom assessment and learning principles, however, students must have reached candidacy in order to apply for these sections. It is preferred that the successful applicant will have completed a graduate course in classroom assessment (e.g., EPSE 581) before teaching this course, but it is not required. Completion of EPSE 606, College and University Teaching is considered a strong asset. As well, experience teaching in K-12 schools is helpful, but not required. Successful doctoral applicants must also have the approval of his/her research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

EPSE 310A is for Elementary and Middle Years Teacher Candidates and takes place in January-March. These sections are taught in a seminar format only. Instructors for these sections will be teaching the full content of the course in their seminar sections and thus instructors applying for these sections much have reached candidacy in their doctoral program before the start of this course. The course runs as a community of practice and thus instructors, along with the course coordinator, will contribute to the content and organization of the course. There will be a common syllabus for all sections and instructors. It is expected that all instructors will attend a number of planning sessions that will take place in fall term. Those who have experience teaching EPSE 310B will be given preference for hiring in EPSE 310A.

*Please note on your application if you are able to teach in French, or have special qualifications related to any of the following cohort themes: Community of Inquiry in Teacher Education, Education for Sustainability, Indigenous Education, Arts-Based and Creativity, International Baccalaureate-Primary Years Program, Kindergarten-Primary, Social and Emotional learning.

*105 will be taught in French

To apply for Sessional for ECPS TEO Courses (EPSE 308, EPSE 311, EPSE 310A/B, EPSE 317) positions, please complete the Sessional for ECPS TEO Courses Application Cover Letter Template and submit to ecps.administration@ubc.ca. 

EPSE 310B: Assessment and Learning in the Classroom

QUALIFICATIONS

Preference is given to those who have a strong understanding of classroom assessment and learning principles and have successful experience teaching both EPSE 310A and EPSE 310B.  It is preferred that the applicant have completed a graduate course in classroom assessment (e.g., EPSE 581), but it is not required. Completion of EPSE 606, College and University Teaching or other similar course, is considered a strong asset.  As well, experience teaching in K-12 schools is preferred, but not required.  Successful applicants who are UBC PhD students must have reached candidacy and have the approval of their research supervisor (based on making satisfactory progress in the program).

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

EPSE 310B is for Secondary Teacher Candidates and takes place on Mondays, Wednesdays and Fridays throughout January.  These sections are taught in a lecture/seminar format.  The course runs as a community of practice and thus the person hired to teach the large lectures will work together with the course coordinator and TAs in designing and planning the course. There will be a common syllabus for all sections and it is expected that the instructor will attend a number of planning sessions that will take place in fall term.

To apply for Sessional for ECPS TEO Courses (EPSE 308, EPSE 311, EPSE 310A/B, EPSE 317) positions, please complete the Sessional for ECPS TEO Courses Application Cover Letter Template and submit to ecps.administration@ubc.ca. 

EPSE 408: Educational Programming for Highly Able Learners

QUALIFICATIONS

Preference will be given to applicants who have a masters or doctoral degree focused in High Ability Studies or Gifted Education. Experience in teaching and consulting the multiple-faceted gifted/talented populations is required.

EPSE 421: Assessment of Learning Difficulties

QUALIFICATIONS

Preference is given to persons with a background in School Psychology or Special Education who have had prior graduate teaching or supervision experience. The successful applicant must have successfully completed graduate coursework in both standardized academic assessment, cognitive assessment, and measurement was well as successful supervised experience in conducting psycho-educational assessments with school age students.

EPSE 553: Theories of Cognitive and Affective Abilities

QUALIFICATIONS

The successful applicant for this graduate course in theories of cognitive and affective abilities must have a PhD in a related area of psychology such as cognitive science or applied areas such as counselling, school, or clinical psychology. Instructors must also have demonstrated content interest and expertise in theoretical foundations and issues concerning the nature, measurement and understanding of cognitive and affective abilities throughout the lifespan.

Courses below are posted on April 11, 2019

CNPS 362: Basic Interviewing Skills

QUALIFICATIONS

The successful applicant for this communication skills-based course must have a PhD in Counselling Psychology from an accredited institution. A current student in the UBC Counselling Psychology Doctoral Program will also be considered for a sessional appointment if s/he has reached candidacy, and has the approval of his/her research supervisor, based on making satisfactory progress in the program.

CNPS 363: Critical Survey Of Career Counselling Theory and Practice

QUALIFICATIONS

The successful applicant for this career counselling course must have a PhD in Counselling Psychology from an accredited institution. A current student in the UBC Counselling Psychology Doctoral Program will also be considered for a sessional appointment if s/he has reached candidacy, and has the approval of his/her research supervisor, based on making satisfactory progress in the program. Instructors must also have demonstrated content expertise in the career development area. This expertise includes graduate training in career development (for example CNPS 574 or equivalent) and/or other relevant professional development workshops in the career counselling domain.

CNPS 365:  Introduction to Theories of Counselling

QUALIFICATIONS

The successful applicant for this counselling theories seminar course must have a PhD in Counselling Psychology from an accredited institution. A current student in the UBC Counselling Psychology Doctoral Program will also be considered for a sessional appointment if s/he has reached candidacy, and has the approval of his/her research supervisor, based on making satisfactory progress in the program.

CNPS 433: The Personal and Social Development of the Adult

QUALIFICATIONS

The successful applicant for this course must have a Ph.D. in Counselling Psychology from an accredited institution. A current student in the UBC Counselling Psychology Doctoral Program will also be considered for a sessional appointment if s/he has reached candidacy, and has the approval of his/her research supervisor, based on making satisfactory progress in the program. Instructors must also have demonstrated content expertise in the area of adult personal and social development. This expertise includes graduate training in personality, stress and coping, career, and interpersonal relationships.

CNPS 524: Counselling Adults

QUALIFICATIONS

The successful applicant for this course in Counselling Adults must have a PhD in Counselling Psychology from an accredited institution. Instructors must also have demonstrated content expertise in research, theory and practice related to developmental and other life issues that are often involved in counselling adults. This expertise must include graduate training in counselling adults.

CNPS 535 | Perspectives on Adult Psychopathology in Counselling

QUALIFICATIONS

The successful applicant for this course in Perspectives on Adult Psychopathology in Counselling must have a PhD in Counselling Psychology from an accredited institution. Instructors must also have demonstrated content expertise in counselling related research, theory and practice related to adult psychopathology. This expertise must include graduate training in counselling perspectives in adult psychopathology

CNPS 588C: Supervised Clinical Experience in Counselling

QUALIFICATIONS

The successful applicant must have a PhD in Counselling Psychology, at least 5 years of post-degree clinical experience, and be registered with the College of Psychologists.

Application Procedure:

To apply, please download and complete the  ECPS Sessional Application Cover Letter Template  and submit to the following address: ecps.administration@ubc.ca. Applications without using the template will not be reviewed. 

UBC hires on the basis of merit and is committed to employment equity and diversity within its community. We especially welcome applications from members of visible minority groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to engage productively with diverse communities. We encourage all qualified persons to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected for an interview.

UNIVERSITY OF BRITISH COLUMBIA-VANCOUVER
Winter 2019-2020 GTA Positions
Department of Educational and Counselling Psychology, and Special Education
Faculty of Education

Courses below are posted on April 16, 2019

EPSE 308: Human Development, Learning and Diversity

QUALIFICATIONS

Preference is given to doctoral students who have experience teaching in the areas of development, learning, and /or culture, however, highly qualified students in the Master’s program are also welcome to apply. Candidates should have completed EPSE 606, University and College Teaching. Experience teaching or counselling in K-12 schools is also helpful, but not required. In addition, successful applicants must attend several professional development meetings to prepare for teaching, scheduling is negotiated with the community of instructors teaching the course and the course coordinator. Successful candidates must also have the approval of their research supervisor (based on making satisfactory progress in the program).

Specific Course Information and Requirements

EPSE 308 is taught in a lecture/seminar format where TAs must attend the lectures and then are responsible for facilitating experiential learning during the seminar portion of the course, as opposed to being a “lecturer.” The course runs as a community of practice and thus TAs, along with the course coordinator, will contribute to the content and organization of the course. There will be a common syllabus for all sections and TA will be highly supported during the term. It is expected that all instructors will attend a number of planning sessions that will take place in the summer and throughout the fall term. All graduate students in masters or doctoral programs meeting the general qualifications are welcome to apply for these sections.

*Please note on your application if you are able to teach in French, or have special qualifications related to any of the following elementary cohort themes: Community of Inquiry in Teacher Education, Education for Sustainability, Indigenous Education, Arts-Based and Creativity, International Baccalaureate-Primary Years Program, Kindergarten-Primary, Social and Emotional Learning.

*Notes:
1Lecture attendance required on Wednesdays from 8:30 AM to 10:00 AM.
2Lecture attendance required on Fridays from 8:30 AM to 10:00 AM
3Lecture attendance required on Fridays from 1:00 PM to 2:30 PM

EPSE 310B Assessment and Learning in the Classroom

QUALIFICATIONS

Preference is given to Doctoral students who have a strong understanding of classroom assessment and learning principles, however, highly qualified students in the Master’s program are also welcome to apply. It is preferred that the applicant have completed a graduate course in classroom assessment (e.g., EPSE 581) before teaching this course, but it is not required. Completion of EPSE 606, College and University Teaching is considered a strong asset. As well, experience teaching in K-12 schools is preferred, but not required. Successful applicants must also have the approval of their research supervisor (based on making satisfactory progress in the program).

Specific Course Information and Requirements

EPSE 310B is for Secondary Teacher Candidates and takes place on Mondays, Wednesdays and Fridays throughout January. These sections are taught in a lecture/seminar format. All TAs for these sections must attend the lectures and be responsible to run activities in smaller groups in the seminar sections. The course runs as a community of practice and thus TAs, along with the course coordinator, will contribute to the content and organization of the course. There will be a common syllabus for all sections and TAs will be highly supported in their planning and teaching during this term. It is expected that all TAs will attend a number of planning sessions that will take place in fall term. All graduate students in masters or doctoral programs meeting the general qualifications are welcome to apply for these sections.

*Note:
1Lecture attendance required on Mondays, Wednesdays, and Fridays from 9:00 AM to 11:00 AM.
2Lecture attendance required on Mondays, Wednesdays, and Fridays from 11:00 AM to 1:00 PM.

EPSE 311 Cultivating Supportive School and Classroom Environments

QUALIFICATIONS

Preference is given to doctoral students who have a strong understanding of areas related to cultivating supportive classroom and school environments, however, highly qualified students in the Master’s program are also welcome to apply. Completion of EPSE 606, College and University Teaching is considered a strong asset. Experience teaching or counselling in K-12 schools is also preferred, but not required. In addition, successful applicants must have the approval of their research supervisor (based on making satisfactory progress in the program).

Specific Course Information and Requirements

EPSE 311 is taught in a lecture/seminar format where TAs must attend the lectures and then are responsible to run activities in smaller groups in their seminar sections. The course runs as a community of practice and thus TAs, along with the course coordinator, will contribute to the content and organization of the course. There will be a common syllabus for all sections and TAs will be highly supported during the term. It is expected that all TAs will attend a number of planning sessions that will take place in fall term. EPSE 311 for Secondary Teacher Candidates and takes place throughout January on Tuesdays and Thursdays, whereas EPSE 311 for Elementary Teacher Candidates takes place on Tuesdays in February-March. All graduate students in masters or doctoral programs meeting the general qualifications are welcome to apply for these sections.*Please note on your application if you are able to teach in French, or have special qualifications related to any of the following elementary cohort themes: Community of inquiry in Teacher Education, Education for Sustainability, Indigenous Education, Arts-Based and Creativity, International Baccalaureate-Primary Years Programme, Kindergarten-Primary, Social and Emotional learning.

*Please note on your application if you are able to teach in French, or have special qualifications related to any of the following elementary cohort themes: Community of inquiry in Teacher Education, Education for Sustainability, Indigenous Education, Arts-Based and Creativity, International Baccalaureate-Primary Years Program, Kindergarten-Primary, Social and Emotional learning.

*Note:
1Lecture attendance required on Tuesdays from 1:00 PM to 2:30 PM.
2Lecture attendance required on Tuesdays and Thursdays from 10:00 AM to 11:00 AM.
3Lecture attendance required on Tuesdays and Thursdays from 2:00 PM to 3:00 PM.

Application Procedure:

To apply, please download and complete the ECPS GTA Application Cover Letter Template and submit to the following address: ecps.administration@ubc.ca. Applications without using the template will not be reviewed. 

UBC hires on the basis of merit and is committed to employment equity and diversity within its community. We especially welcome applications from members of visible minority groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to engage productively with diverse communities. We encourage all qualified persons to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected for an interview.

Truth and Reconciliation: Inclusion Through an Indigenous Lens
Date: Friday, May 3, 2019
Time: 8:30 am – 4:00 pm
Location: Resource and Education Centre: 14123 – 92nd Avenue, Surrey, BC (right next to the District Education Centre)

In 2015, the Truth and Reconciliation Commission of Canada released their final report regarding the ongoing impact of residential schools across social sectors, including several Calls to Action to be addressed within each sector. Within education, there is a call to eliminate gaps in educational outcomes between Indigenous and non-Indigenous students. In May 2018, the Canadian Psychological Association and The Psychology Foundation of Canada released a response, in which it is stated that psychological assessment of Indigenous peoples is currently a dire situation. It is time to examine issues of inclusion and assessment with Indigenous populations.

In this workshop, Indigenous worldview, including perspectives on assessment and the construct of disability will be explored, as well as issues related to cultural differences, language differences, and the ongoing impact of residential schools. Considerations for assessment with Indigenous people will be shared, along with ideas for taking up Reconciliation in the practice of school psychology.

Melanie is from the St’át’imc and Stó:lō Nations, and is a certified school psychologist with the British Columbia Association of School Psychologists. She has previous experience teaching kindergarten through grade 12, and adults. She has taught in mainstream, adapted, modified, and alternate settings, at the classroom, whole school, and district levels. Melanie is currently completing a Doctor of Philosophy in School Psychology at the University of British Columbia. Her Master of Arts thesis explored the experience of Indigenous parents who have a child identified with special needs, and her dissertation will focus on the experience of Indigenous students with mental health services in public schools. She is training under Elder Gerry Oleman, who is a healer from the St’át’imc Nation, and learning Western approaches to counselling. Melanie has experience presenting at several national and international conferences regarding inclusion and Indigenous populations.

This workshop will also be available via webinar.  For details go to BCASP.ca.

Event Poster HERE

The sequence of prerequisite and required courses includes introductory and advanced coursework in learning disabilities (EPSE 316, 526), and in special education more generally (EPSE 512), a foundations course in learning, development, and instruction, a supervised “clinic” assessment to intervention experience offered in an accessible community-based setting (EPSE 431), and a field experience in students’ own settings where they apply what they’ve learned. To meet this last requirement, M.Ed. students complete a field study (EPSE 598), while M.A. students often bridge theory and practice within their thesis research (EPSE 599). Students in both Masters programs will have opportunities to take electives, to elaborate their understanding of how to support students with learning challenges.

View the standard program prerequisites and additional information.

Contact the program support for application or course registration information.

For more information about the concentration, contact Dr. Deborah Butler or Dr. Nancy Perry.

The sequence of prerequisite and required courses includes introductory and advanced coursework in learning disabilities (EPSE 316, 526), and in special education more generally (EPSE 512), a foundations course in learning, development, and instruction, a supervised “clinic” assessment to intervention experience offered in an accessible community-based setting (EPSE 431), and a field experience in students’ own settings where they apply what they’ve learned. To meet this last requirement, M.Ed. students complete a field study (EPSE 598), while M.A. students often bridge theory and practice within their thesis research (EPSE 599). Students in both Masters programs will have opportunities to take electives, to elaborate their understanding of how to support students with learning challenges.

View the standard program prerequisites and additional information.

Program Requirements

Contact the graduate program support for application or course registration information.

For more information about the concentration, contact Dr. Deborah Butler or Dr. Nancy Perry.

Tuesday, May 21th, 2019

Presentation:
10:00 – 11:30 am
Neville Scarfe, Room 310

Teaching Presentation:
3:45 – 4:30 pm
Neville Scarfe, Room 2415

Everyone is welcome to attend.

Seohyun Kim is a candidate for the Tenure-Track Assistant Professor Position in Advanced Quantitative Methods in Measurement, Evaluations, and Research Methodology  View Position Details. You can also view Seohyun Kim’s CV  here.

Presentation Title

Understanding Students’ Written Responses Using Topic Modeling: A New Approach to Constructed Response Data

Bio:

Seohyun Kim is a PhD candidate in Quantitative Methodology at the University of Georgia. She successfully defended her dissertation recently. She has worked for the Georgia Center for Assessment and the American Institute of Certified Public Accountants and has been involved in several research projects, including National Science Foundation (NSF) funded projects. Additionally, Seohyun have developed statistical methods for analyzing student response data, especially responses to constructed response items. Her research interests include topic modeling, latent variable modeling, and their applications using data from educational settings.

Abstract: 

In the social and behavioral sciences, text data are available from numerous sources, such as standardized achievement tests and research projects. This is because constructed response items are becoming increasingly prominent as a way of enabling examinees to show their reasoning. In order to analyze text data, topic modeling has been widely used across disciplines. Topic modeling is a natural language statistical technique for investigating the thematic structure that underlies the text in a collection of documents.

In this talk, I will provide an overview of topic models and present some of my proposed topic models, including the growth curve topic model and the finite mixture supervised latent Dirichlet allocation (MixSLDA) model. The growth curve topic model can be used for analyzing examinees’ written responses collected under a longitudinal study design. This model detects latent topics that describe examinee responses and characterizes the change in the use of topics over time. The MixSLDA model addresses text data paired with numbers, such as essays and essay scores. This model is designed to detect meaningful subgroups that are determined by the relationships between topic proportions in examinees’ responses and the scores of their responses. These models are illustrated by a real data analysis from a National Science Foundation-funded study on teaching science to both English-language learners and native English speakers.

Time: 2-4 pm, Friday, May 31, 2019
Location: Scarfe Building Library Block Room 278
Speaker: Dr. Michael Picard

Join philosopher, author and public intellectual, Dr. Michael Picard as he introduces, demos and discusses the new board game, Tug of Logic. A collaborative game that seeks consensus and tests its limits, it aims at constructing complete logical arguments acceptable to all players, while avoiding reducing complex issues to simple syllogisms. The game is a part of the annual Canadian High School Ethics Bowl, which takes place at the Canadian Museum for Human Rights, where recently it was played by almost a hundred students. It has been adopted as a resource for graduate students and teacher training by The Collaborative, an international network that seeks to integrate Humanities teaching and learning across all educational levels. Dr. Picard will briefly explain the game, facilitate the game, then hold a discussion.

Event Poster HERE

Wednesday, June 26, 2019

Research Presentation:
9:00 – 10:30 am
Neville Scarfe, Library Block Room 278

Everyone is welcome to attend.

Dr. Anusha Kassan is a candidate for the High Impact Associate or Full Professor Position (with tenure) in Mental Health in Children and Youth  View Position Details. You can also view Dr. Anusha Kassan’s CV  here.

Presentation Title

Attending to the Mental Health of Newcomer Youth through the Process of School Integration

Bio:

Hi, my name is Anusha and I am excited to be interviewing for the position in Mental Health in Children and Youth in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia. I have nearly 20 years of clinical and research experience centering on the mental health needs of youth and their families.

I am an emerging Associate Professor and Director of Clinical Training in the CPA-Accredited Counselling Psychology program at the University of Calgary. I am also the Chair of the Section on Counselling Psychology of the CPA, an editor for Canadian Psychology, and a site visitor for CPA Accreditation. I completed my graduate studies at McGill University, which included a pre-doctoral internship in professional psychology at the University of California, Irvine Counselling Centre. Upon graduating, I held a Visiting Assistant Professor position in the Counselling Psychology program at the the University of British Columbia.

My program of study is influenced by my own bicultural identity and as such is informed by an overarching social justice lens. I am the director of the Vividhatà Research Lab – https://werklund.ucalgary.ca/research/vividhata/ – A space where my graduate students and I collaborate on culturally responsive and socially just research where community engagement is prioritized. My own research presently includes two major foci. First, I am studying the impact of migration experiences on different communities (i.e. newcomer youth, women, LGBTQ peoples). Second, I am conducting teaching and learning research, investigating multicultural and social justice responsiveness among psychology graduate students and supervisors. This scholarship has important implications for training, practice, research, and policy.

Abstract: 

The 21st century has been identified as the age of migration (Castles, de Hass, & Miller, 2013), and this reality holds true across many Canadian provinces. There are presently over 1.6 million newcomer youth (i.e. immigrants, refugees, asylum seekers) between the ages of 15 and 24 living in Canada (Statistics Canada, 2016). In recent years, 90% of the individuals given permanent residency status in Alberta were between the ages of 15 to 24 (Citizenship and Immigration Canada, 2018). Moreover, the province has seen an influx of youth from Syria, as close to 60,000 refugees have arrived in the country over the past five years (Government of Canada, 2019).

For most newcomer youth, entrance into the school system represents their first point of contact with the host culture (Suarez-Orozco & Suarez-Orozco, 2001; Stermac, Clarke, & Brown, 2013); and is often a site where challenges to mental health and wellbeing are observed (Mental Health Commission of Canada, 2016; Suárez-Orozco & Marks, 2016; Truth and Reconciliation Commission of Canada, 2015). As such, a call has been put forth for educational strategies that promote cultural integration inside and outside classrooms (Alberta Education, 2010; Alberta Government, 2014). Further, the mental health and wellbeing of newcomer children and youth has been said to be of imminent concern (Mental Health Commission of Canada, 2016; Yeh & Kwan, 2010).

It is believed that the long-term contributions that newcomer youth will make to the Albertan and larger Canadian community are dependent on their experiences as they integrate into high school (Areepattamannil & Freeman, 2008; Gallucci & Kassan, 2019; Naraghi & Kassan, 2015; Rossiter & Rossiter, 2009). Studies to date have shown that migration and its accompanied psychosocial adjustments are particularly complex and challenging during adolescence. While considerable research has been conducted in this area, scholarship tends to be segmented, quantitative in nature, and often neglects the perspectives of newcomers themselves.

Employing a social justice framework (Stewart, 2014), this collective case study (Stake, 1995, 2005) aimed to develop an in-depth, multi-layered, contextual understanding of school integration, by prioritizing the voices of multiple stakeholders (i.e. newcomer youth, teachers, service providers, and administrators). Defined broadly, the phenomenon of school integration centers on the adjustment of newcomer youth across all aspects of student life, including English language acquisition, academic performance, classroom behaviour, social networking, emotional well-being, involvement in school life (e.g. after-school clubs, events), and understanding of the school system (Gallucci & Kassan, 2019).

The process of school integration represents a new point of entry to study migration and sheds light on the mental health needs of newcomer youth. In this presentation, I will review the results of this study, particularly as they pertain to the mental health and wellbeing of newcomer youth integrating into a new school system in Calgary, Alberta. I will also discuss the transferability of these results as they relate to newcomer youth in other educational contexts as well as different groups of vulnerable children and youth across Canada.

Congratulations to Aloysius Anyichie, ECPS’ HDLC Ph.D. Graduate, for being awarded the G.M. Dunlop Distinguished Contribution Award for Best Doctoral Dissertation in Educational Psychology 2019.

For more information about the award click HERE

I-Chen Wu (SPED PhD), Dr. Owen Lo, Advisor

Dr. Marion Porath Scholarship in Education

A scholarship is offered annually by Merv Porath in memory of his wife, Dr. Marion Porath (B.Ed. 1974, M.A. 1984, Ph.D. 1988) for a graduate student studying High Ability within the Department of Educational and Counselling Psychology, and Special Education, who demonstrates academic excellence and service to the educational community. Professor Emerita Porath taught at UBC for 25 years and was an award-winning teacher, scholar, and researcher. The scholarship is made on the recommendation of the Department of Educational and Counselling Psychology, and Special Education in consultation with the Faculty of Graduate and Postdoctoral Studies.

Eligibility: MA, PhD in High Ability who have not received Tri-Council Funding (SSHRC, NSERC, CIHR)

Karen Kester (SPED PhD), Dr. Joe Lucyshyn, Advisor

Wilda Adams Memorial Scholarship

A scholarship has been endowed from a bequest from the late Wilda Adams. The award is made to a graduate student in Special Education in the Faculty of Education.

Eligibility: MA or PhD students in special education who have not received Tri-Council Funding (SSHRC, NSERC, CIHR) or previously received a Wilda Adams Memorial Scholarship are eligible.

Lilian Wataka, (SPED MEd), Dr. Jennifer Katz, Advisor

Marg Csapo Graduate Scholarship in Special Education

A scholarship has been endowed by Marg Csapo to a student from a developing country who is pursuing his/her PhD in Special Education. In the event that there is not a suitable candidate at the PhD level, the scholarship may be awarded to a Master’s student in Special Education from a developing country. The award is made on the recommendation of the Department of Educational and Counselling Psychology and Special Education in consultation with the Faculty of Graduate Studies.

Eligibility: PhD (preference) or MA students in special education from a developing country are eligible.

We are pleased and excited to welcome Dr. Terence Tracey

Dr. Terence Tracey is joining us for the next three years as a Visiting Professor in Counselling Psychology. Dr. Tracey comes to us from Arizona State University where he was a Professor since 1999 and served as Department Head of the Counselling Psychology Program. Prior to his tenure at ASU, Dr. Tracey worked as a Counselling Psychologist at the State University of New York at Buffalo and the University of Illinois at Urbana – Champaign. He is a fellow of the American Psychological Association and is recognized worldwide for his research in the area of vocational psychology and counselling.

UNIVERSITY OF BRITISH COLUMBIA-VANCOUVER
Winter 2019-2020 Sessional Lecturer Positions
Department of Educational and Counselling Psychology, and Special Education
Faculty of Education

Positions below are reposted on July 10, 2019 | Application Deadline: July 25, 2019

EPSE 311: Cultivating Supportive School and Classroom Environments (Section 109)

QUALIFICATIONS

Preference is given to doctoral students who have a strong understanding of areas related to cultivating supportive classroom and school environments, however, students must have reached candidacy in order to apply for these sections. Completion of EPSE 606, College and University Teaching is considered a strong asset. Experience teaching or counselling in K-12 schools is also helpful, but not required. Successful student applicants must also have the approval of their research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

This section focuses on teaching English language learners and is taught using problem-based learning (PBL), which is an innovative educational strategy that weaves cross-curricular problem solving and critical thinking into content knowledge through the use of real world case-scenarios. UBC Faculty Members and key members of the Richmond School District, Vancouver School District and Burnaby School District use cross-curricular case-based methods to expertly guide teacher candidates to develop inquiries into pedagogy, curriculum, learning, and the profession of teaching. Critical to the success of this approach is a strong understanding of PBL and attendance at meetings held before the start of each case to ensure content from each of the curriculum areas is reflected in the case scenarios.  As the instructor in this cohort, part of your job would be to attend these meetings to ensure that the objectives and content of EPSE 311 are embedded in the case scenarios.

EPSE 310A: Assessment and Learning in the Classroom

QUALIFICATIONS

Preference is given to doctoral students who have a strong understanding of classroom assessment and learning principles, however, students must have reached candidacy in order to apply for these sections. It is preferred that the successful applicant will have completed a graduate course in classroom assessment (e.g., EPSE 581) before teaching this course, but it is not required. Completion of EPSE 606, College and University Teaching is considered a strong asset. As well, experience teaching in K-12 schools is helpful, but not required. Successful doctoral applicants must also have the approval of his/her research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.

SPECIFIC COURSE INFORMATION AND REQUIREMENTS

EPSE 310A is for Elementary and Middle Years Teacher Candidates and takes place in January-March. These sections are taught in a seminar format only. Instructors for these sections will be teaching the full content of the course in their seminar sections and thus instructors applying for these sections much have reached candidacy in their doctoral program before the start of this course. The course runs as a community of practice and thus instructors, along with the course coordinator, will contribute to the content and organization of the course. There will be a common syllabus for all sections and instructors. It is expected that all instructors will attend a number of planning sessions that will take place in fall term. Those who have experience teaching EPSE 310B will be given preference for hiring in EPSE 310A.

*Please note on your application if you have special qualifications related to any of the following cohort themes: Community of Inquiry in Teacher Education, Education for Sustainability, Indigenous Education, Arts-Based and Creativity, International Baccalaureate-Primary Years Program, Kindergarten-Primary, Social and Emotional learning.

Application Procedure:

To apply, please download and complete the  ECPS Sessional Application Cover Letter Template  and submit to the following address: ecps.administration@ubc.ca. Applications without using the template will not be reviewed. 

UBC hires on the basis of merit and is committed to employment equity and diversity within its community. We especially welcome applications from members of visible minority groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to engage productively with diverse communities. We encourage all qualified persons to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected for an interview.

UNIVERSITY OF BRITISH COLUMBIA-VANCOUVER
Winter 2019-2020 GAA Positions
Department of Educational and Counselling Psychology, and Special Education
Faculty of Education

Positions below are reposted on July 16, 2019 | Application Deadline: August 4, 2019

• CNPS Peer Advisor 0.5 FTE
• SPED Peer Advisor 0.5 FTE
• HDLC Peer Advisor 0.5 FTE
• MERM Peer Advisor 0.5 FTE
• SCPS Peer Advisor 0.5 FTE
• Research Methods Support 1.0 FTE

Application Procedure:

To apply, please email your Cover Letter and CV to the following address: ecps.administration@ubc.ca. 

UBC hires on the basis of merit and is committed to employment equity and diversity within its community. We especially welcome applications from members of visible minority groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities, and others with the skills and knowledge to engage productively with diverse communities. We encourage all qualified persons to apply; however, Canadian citizens and permanent residents of Canada will be given priority.

Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected for an interview.

ECPS’ awardee of the Faculty of Education International Research Visiting Fellowship will be visiting ECPS from September 8th to September 22nd. To close off this visit, he will be providing a talk entitled, “Is it the Relationship or the Treatment that Makes Psychotherapy Work? The Case for an Integrated Model” on Friday September 20th at 2pm to 3:30pm, followed by a small reception at Green College

*For more information about Dr. Bruce Wampold and his visit, please contact Dr. Robinder Bedi at robinder.bedi@ubc.ca.  

About Dr. Bruce Wampold:

• Emeritus Professor of Counselling Psychology at the University of Wisconsin-Madison
• Director of the Research Institute at Hodum Bad Psychiatric Centre in Vikersund, Norway.
• Chief Scientist at Theravue, LLC
• Fellow of the American Psychological Association (Div 12, 17, 29, 45)
• Well known for advancing the Contextual Model of Counselling and Psychotherapy – the leading alternative to the predominant medical model of counselling and psychotherapy. He is a leader in meta-analytic research in counselling psychology.

We are pleased and excited to welcome Dr. Ed Kroc

Dr. Kroc is joining us as a Tenure-Track Assistant Professor in Measurement, Evaluation, and Research Methodology. Dr. Kroc has already been working at ECPS as an Assistant Professor and Postdoctoral Research Fellow, and was previously a Postdoctoral Teaching Fellow in the Department of Statistics. Dr. Kroc’s research interests focus on the foundations of measurement, measurement error modelling, causal inference, psychometrics, and statistical best practice in the applied sciences. Dr. Kroc also has a keen interest in many applied problems, including the elicitation and encoding of response process uncertainty in sample surveys and assessments, effective pedagogy in quantitative methods and scientific reasoning, and behavioural ecology – particularly the life cycle and learning abilities of gulls.