faculty of community · 2013-06-20 · 2 faculty of education | community report community report |...

Community Report | FaCulty oF EduCatIon c 1

Education at Ponderosa Commons | Breaking ground with a new global centre for education

Indigenous Education Celebrating the strength of community in 2012/2013

Autism Advocacy in Iran | one alumna’s work to raise awareness and support

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Community Report | FaCulty oF EduCatIon 1

Table of ConTenTs

UBC FACULTY OF EDUCATION COMMUNITY REPORT

EDITOR-IN-ChIEF dr. Blye Frank, dean

MANAgINg EDITORs dr. Suzanne Scott tomita

Dean’s Office

Jenny van Enckevort Communications, External Programs

CONTRIBUTORs aCadEmIC & InFoRmatIon

tEChnologIES norman daoust dr. natasha Boskic

alumnI RElatIonS tracey Charette

alumnI & StudEntS Fatemeh ahmadi

Education Students’ association | ESa graduate Student Council of the Faculty of Education | gFSE Emma Kivisild Christine Klerian Won Kim

CEntRE FoR CRoSS-FaCulty InquIRy | CCFI

dr. deborah Butler

CommunICatIonS Jon hicke

ComputIng & mEdIa SERvICES | CmS

larry deFehr

dEan’S oFFICE dr. thomas Sork

tracy Wyman

dEvElopmEnt oFFICE Stephanie Forgacs

EduCatIonal & CounSEllIng pSyChology, and SpECIal EduCatIon | ECpS

dr. pat mirenda

EduCatIonal StudIES | EdSt dr. Shauna Butterwick

ExtERnal pRogRamS dr. mark Edwards

nEtWoRK oF CEntRES & InStItutES | nCIE

Carole Wallace

oFFICE oF gRaduatE pRogRamS & RESEaRCh | ogpR

dr. Beth haverkamp Robert olaj Christine Wallsworth

tEaChER EduCatIon dr. Rita Irwin

Julie oya gary Rupert

ART DIRECTION AND DEsIgN tandem design

UBC FACULTY OF EDUCATION the university of British Columbia

2125 main mall vancouver, BC v6t 1Z4 Canada

educ.ubc.ca

2 a message from dr. Blye Frank, dean

3 highlights from the Faculty of Education’s Strategic plan

4 Who We are

6 International Engagement

8 Indigenous Education

10 the mission of teacher Education at uBC

11 Canada Research Chairs

12 Research Excellence

14 Sustainability

16 Community Engagement

17 technology-Enabled Community learning

18 Student voices | graduate Researchers

19 Student voices | undergraduate teacher Education

20 Education at ponderosa Commons | Bringing vision and values to life

22 alumni Engagement

23 professors Emeriti

23 alumna voice

24 Report on giving

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F RO N T COV E R | Indigenous Education students Rupert Richardson

Med student, educational studies (eDsT) facilitator, first nations educational leadership Initiative

Karlee Fellner PhD student, language & literacy education (lleD) Provincial Coordinator, supporting aboriginal Graduate

enhancement (saGe)

Location first nations longhouse

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more than 50 years ago, uBC’s Faculty of Education first opened its doors as an institute for teacher training in British Columbia. this landmark development laid the foundation for Education at uBC to emerge among the world’s leading faculties of education. We collectively advance educational research and practice in ways that celebrate diversity, equity, and innovation. We welcome international collaboration in an increasingly borderless world.

A Message from DR. BLYE FRANK, dEan

DEAN’s OFFICE MANAgEMENT TEAM Tracey Charette (Manager, Alumni Relations), Dr. Suzanne Scott Tomita (Executive

Coordinator to the Dean), Anna Bin (Appointments Coordinator), Jon Hicke (Communications Strategist), Tracy Wyman (Project Manager), Stephanie Forgacs (Director, Development), Susanne Schmiesing (Director, Finance & Administration), pictured on page 17: Norman Daoust (Director, Academic & Information Technologies)

As a community, we continue to invest in the commitments of Place and Promise: The UBC Plan.

In alignment with Aboriginal Engagement, Indigenous Education represents a signature strength for our Faculty. Through the expertise of Canada’s largest complement of Indigenous tenure track/tenured scholars in education, the Faculty has garnered recognition for leadership in Indigenous education and research.

In 2012/2013 we celebrate the Year of Indigenous Education to recognize the ongoing achievements of Indigenous students, faculty, staff and community. We also celebrate the 38th anniversary of the Native Indian Teacher Education Program (NITEP), featured on page 8.

As we look ahead to our bright future, we recognize the shoulders we stand on. The home of UBC Education is named after Dr. Neville Vincent Scarfe, UBC’s first Dean of Education—an advocate for educational reform. We continue Dr. Scarfe’s legacy of critical inquiry through every aspect of our work, linking research to practice at every opportunity.

In 2013, the Faculty of Education will break new ground with the Education at Ponderosa Commons facility, part of an innovative live-work-learn precinct at UBC’s Point Grey campus. Founded on our collective strengths as a faculty, Education at Ponderosa Commons will become a global centre for educational scholarship and practice. Our vision for this vital new space will be realized through the generous support of our alumni, donors, and friends of the Faculty of Education.

As we recognize our successes, I invite you to reconnect with the transformative power we hold in Education at UBC. Our community embraces the work of world-class researchers who effect global change in areas such as sustainability, social justice, and special education— to name just a few. We are also indebted to the students, educators, and professionals in our midst whose daily achievements are beyond measure.

It is my hope that the stories in this Community Report will inform and inspire you, and that you will share your own stories with all of us at the Faculty of Education. We look forward to hearing from you at [email protected].

Warm regards,

Dr. BLYe FrAnk

Dean, UBC Faculty of Education

Priorities and Goals REsEARCh ExCELLENCE | Conduct innovative

research in education and affiliated fields, generating knowledge that advances theory, responds to community-identified concerns, and informs the work of practitioners, policymakers, and scholars, locally, and internationally.

sTUDENT LEARNINg | Ensure rich learning experiences through the lifespan by integrating teaching, research and outreach activities in our undergraduate and graduate programs and in the ongoing professional development of educators, researchers, community leaders, and policymakers.

COMMUNITY & ALUMNI ENgAgEMENT | Continue to make a vital contribution to social and economic well-being by engaging communities and alumni in research, learning, and debate about their issues of concern.

INTERNATIONAL ENgAgEMENT | Engage with global scholars, educators, and communities to inform and advance intercultural understanding within and across local, provincial, national, and international jurisdictions.

ABORIgINAL ENgAgEMENT | Build on our signature strength in Indigenous education and research, reflected in the appointment of an associate dean, Indigenous Education, and eight Indigenous tenure track/tenured faculty members (the largest such cluster in Canada).

EDUCATION AT PONDEROsA COMMONs | Create a new “Education at ponderosa Commons” facility that brings vision and values to life. In designing one of five new live-work-learn communities at uBC, we will launch a new Faculty of Education space in which we continuously showcase innovations in research, teaching, and learning.

OUTsTANDINg WORK ENVIRONMENT | provide the resources and conditions that best enable students, faculty, and staff to fulfill their academic and professional goals.

from the

Highlights

FAcULTY OF eDUcATiOn’ssTrATegic PLAn

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DR. PETER gRIMMETT DeParTMenT HeaD Curriculum & pedagogy (EdCp)

DR. DON FIshER DeParTMenT HeaD Educational Studies (EdSt)

DR. WILLIAM A. BORgEN DeParTMenT HeaD Educational & Counselling psychology, and Special Education (ECpS)

DR. ROBERT sPARKs DIreCTor

School of Kinesiology

DR. ANNETTE hENRY DeParTMenT HeaD language & literacy Education (llEd)

Language & Literacy Education (LLED)

lled.educ.ubc.ca

DeParTMenT HeaD D R . A N N E T T E h E N RY

LLED is a community of educators who engage in research, provide instruction, and collaborate with educational communities at local, national, and international levels. LLED strives to advance the study of language in learning, and the teaching and learning of language, literacy, and literature in their broadest frames of reference.

Educational studies (EDsT) edst.educ.ubc.ca

DeParTMenT HeaD D R . D O N F I s h E R

Grounded in social justice and equity orientation, EDST is concerned with the critical investigation of education across the lifespan, encompassing

the institutional and non-institutional ways in which children, youth, and adults learn. EDST’s mission is to provide an innovative, flexible educational environment that respects the knowledge and experience of its students.

school of Kinesiology kin.educ.ubc.ca

DIreCTor D R . R O B E R T s PA R K s

As a school within the Faculty of Education, Kinesiology supports an academic discipline that involves the study of physical activity and its impact on health, society, and quality of life. Kinesiology’s mission is to generate, advance, and disseminate knowledge about the biophysical, psychosocial, managerial, and pedagogical dimensions of human movement to enhance the health and quality of life for all populations across diverse settings.

W h O W E A R E the Faculty of Education is a diverse community

of scholars, educators, staff, and students committed to improving teaching and learning through innovative and inquiry-driven programs, research, reflection, and critique in partnership with its communities.

D i r e c T O r s & D e PA r T m e n T H e A D s

D r . B LY e F r A n k D e a n

Dr. Blye Frank was appointed Dean of the Faculty of Education in April 2011. Before this appointment, he was Professor and Head of the Division of Medical Education in the Faculty of Medicine at Dalhousie University in Halifax, where he worked extensively on faculty development in medical education.

Dr. Frank’s main area of scholarship is the sociology of boys’ and men’s health. Along with a national research team, he has developed the theoretical framework of Health, Illness, Men and Masculinities (HIMM), which centres masculinity as a social determinant of health. His recent research and publications focus on cultural competence and cultural safety.

D e A n & A s s O c i AT e D e A n s As Dean, Dr. Frank is leading

the Faculty of Education to deliver on the commitments of Place and Promise: The UBC Plan.

D r . T H O m A s s O r k senIor assoCIaTe Dean

International & administration

Dr. Thomas Sork was appointed Senior Associate Dean, International & Administration in 2011, having served as Associate Dean, External Programs & Learning Technologies for three years prior. As a professor in Educational Studies (EDST), he focuses on educational planning and professional ethics. Dr. Sork was inducted into the International Adult and Continuing Education Hall of Fame in 2008, and brings extensive knowledge and experience to the role

of cultivating international collaborations for the Faculty as Senior Associate Dean.

D r . J O - A n n A r c H i B A L D assoCIaTe Dean

Indigenous education Dr. Jo-ann Archibald was

appointed Associate Dean, Indigenous Education in 2005. Indigenous knowledge systems and pedagogies are integral to her work as Associate Dean and her scholarship as a professor in Educational Studies (EDST). Dr. Archibald advocates for organizational systems that support academic success for Indigenous students, and that effect positive change in education communities.

D r . r i TA i r w i n assoCIaTe Dean

Teacher education Dr. Rita Irwin was appointed

Associate Dean, Teacher Education in 2005. As a professor in Curriculum & Pedagogy (EDCP), Dr. Irwin brings her expertise in Art Education to her role as Associate Dean. While she is best known for her work in a/r/tography, her research has spanned in-service arts education, teacher education, socio-cultural issues, and curriculum practices across K-12 and informal learning settings.

D r . B e T H H Av e r k A m P assoCIaTe Dean

Graduate Programs & research

Dr. Beth Haverkamp was appointed Associate Dean, Graduate Programs and Research in 2009 and is leading an expansion of the Faculty’s research infrastructure. An Associate Professor in Educational & Counselling Psychology, and Special Education (ECPS) and a Registered Psychologist, she draws on her scholarship in ethics, assessment and research design.

D r . D e B O r A H B U T L e r assoCIaTe Dean

strategic Development Dr. Deborah Butler was

appointed Associate Dean, Strategic Development in 2011. Dr. Butler is a professor in Educational & Counselling Psychology, and Special Education (ECPS) where her scholarship centres on fostering self- and co-regulation, inclusive classrooms, and collaborative professional development. As Associate Dean, Dr. Butler has guided teams to articulate and build toward the Faculty’s strategic plan, and to develop a strategic vision for Education at Ponderosa Commons.

DR. RITA IRWIN assoCIaTe Dean teacher Education

DR. BLYE FRANK Dean

DR. JO-ANN ARChIBALD assoCIaTe Dean Indigenous Education

DR. BETh hAVERKAMP assoCIaTe Dean graduate programs & Research

DR. ThOMAs sORK senIor assoCIaTe Dean International & administration

DR. DEBORAh BUTLER assoCIaTe Dean Strategic development aCTInG DIreCTor Centre for Cross-Faculty Inquiry (CCFI)

Centre for Cross-Faculty Inquiry in Education (CCFI)

ccfi.educ.ubc.ca

aCTInG DIreCTor D R . D E B O R A h B U T L E R

CCFI draws faculty and students together—through graduate programs, courses, lectures, workshops, and other interactive venues—to address educational issues or topics of common concern from both inter disciplinary and transdisciplinary perspectives. CCFI seeks to drive intellectual and social innovation through the broad nurturance of scholarship in education.

Curriculum & Pedagogy (EDCP)

edcp.educ.ubc.ca

DeParTMenT HeaD D R . P E T E R g R I M M E T T

EDCP’s mission is to provide local, national, and international leadership in discipline-specific and

Community Report | FaCulty oF EduCatIon 5

interdisciplinary approaches to learning and teaching. The department’s research supports commitments to curriculum and pedagogy study in school, post-second-ary, community, and informal learning contexts. EDCP is committed to advancing research into lifelong learning and teaching in a variety of contexts.

Educational & Counselling Psychology, and special Education (ECPs)

ecps.educ.ubc.ca

DeParTMenT HeaD D R . W I L L I A M A . B O R g E N

ECPS is a community of scholars committed to the use and application of psychological foundations and research toward understanding and solving human problems across the lifespan and in diverse contexts including families, communities, schools, and workplaces. ECPS offers the best of two worlds: intimate graduate programs in a large, vibrant, and culturally rich university.


INTERNATIONAL engagement

the Faculty of Education at uBC is achieving renown as a globally influential institution that excels at educating students, scholars, and professionals through diverse global perspectives. Reciprocal enrichment for students and faculty members remains a core value in delivering on the Faculty’s commitment to International Engagement.

H O P e T H r O U g H e D U c AT i O n

In collaboration with Moi University, UBC’s Faculty of Education has developed a secondary education diploma for teachers in refugee camps in Dadaab, Kenya. More than 500,000 people reside in these areas, most of them from Somalia. The Faculty values this contribution toward providing improved educational opportunities in a part of the world where learning is seen as the key to a more hopeful future. This work represents an opportunity

for the Faculty to learn about preparing teachers to deliver effective instruction in settings where resources are limited and instructional conditions are challenging.

w O r L D w i D e L e A r n i n g T H r O U g H T e c H n O LO g Y

The Faculty of Education developed UBC’s first two online master’s programs to be offered in collaboration with other non-Canadian universities. The Master of Educational Technology (MET) program was originally developed in collaboration with the Monterrey Institute of Technology and Higher Education (Tec de Monterrey), Mexico.

D r . T H O m A s s O r k Senior Associate Dean,

International & Administration

The award winning online Master of Education in Adult Learning and Global Change (ALGC) was developed collaboratively with universities in South Africa, Sweden, and Australia. Dr. Thomas Sork received an honourary doctorate from Linköping University, Sweden, for his contributions to developing this program.

Education’s ever-evolving capacity for learning technologies will serve to strengthen opportunities for developing cross-border programs. Discussions are underway with several universities in South Asia,

the Asia Pacific, Africa, and South America on new partnership opportunities.

s H A r e D L A n g U A g e A n D e x P e r i e n c e

Two recently developed programs allow students to complete their master’s degree requirements at UBC. Following coursework at their home universities in China, students of the Master of Museum Education (MMEd) program (Beijing Normal University, Zhuhai) and the Master of Education in Curriculum Studies (Northeast Normal University)

attend UBC in Vancouver for their final year of study.

The Faculty also offers a number of successful language education programs, including the Teaching English as a Second Language (TESL) certificate in colla boration with Ritsumeikan University in Japan.

D e v e LO P i n g O P P O r T U n i T Y T H r O U g H r e s e A r c H

The Faculty continues to build organizational relationships that foster research toward enhancing educational opportunities for youth worldwide. In December 2011,

a delegation of Faculty of Education scholars presented at a conference on multicultural education at the University of Sydney in Australia, for the launch of a Tri-Nations Network of universities between Australia, China, and Canada.

Building on this network, UBC’s Faculty of Education is joining a four-university partnership to offer a biennial research conference on Science, Technology, Engineering, and Math (STEM) education. The 2014 conference will be held in Vancouver.

As UBC expands its international presence, the Faculty of Education will continue forming strong partnerships with top-tier educational organizations from around the globe, to yield multidisciplinary and innovative programs and research projects.

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3

1 school site at a refugee camp in Dadaab, Kenya

2 Dr. blye frank, Dr. Thomas sork, and Dr. beth Haverkamp in beijing, December 2011

3 Dr. Changyun Kang, China Projects advisor, joins Dr. blye frank and associate Deans in beijing, november 2011.

4 Dr. Yunpeng Ma, Dean of education at northeast normal University in beijing, meets with Dr. blye frank in sydney, november 2011.


IndIgEnouS EduCatIon

Indigenous Education and aboriginal Engagement are signature strengths of uBC’s Faculty of Education, reflected in the appointment of an associate dean, Indigenous Education, eight Indigenous tenure track/tenured faculty members, and five Indigenous lecturers. a Canada Research Chair in Indigenous mental health, healing and Wellness will be finalized in 2012, adding to the complement of Indigenous faculty members in Education at uBC. active searches are underway for two tenure track Indigenous faculty members in the School of Kinesiology and Educational Studies.

The “Year of” initiative Beginning in 2012/2013, the

Faculty will observe an annual theme focusing on the commitments of Place and Promise: The UBC Plan. This initiative will focus on the broad themes of Student

DR. MARK AqUAsh assistant Professor Educational Studies (EDST)

Learning, Research Excellence, and Community Engagement. Activities planned throughout each academic year will highlight respectful, responsible, and reciprocal ways of connecting with local, national, and international communities.

The 2012/2013 academic year marks the Year of Indigenous Education and the

inaugural theme in the “Year of” initiative. The theme year begins with an Indigenous Education summer institute, and continues with seminars, activities, and special events celebrating Indigenous research and Aboriginal Engagement, and culminating in a legacy that will underscore the integral presence of Indigenous Education in the Faculty’s future pursuits.

native indian Teacher education Program (niTeP)

NITEP began as an elementary teacher education program in September of 1974 in response to needs expressed by Aboriginal people throughout BC for a more effective and relevant teacher education program. An option for secondary school teachers was introduced in September, 2004. The program is now delivered in Bella Coola, Duncan, Kamloops, and Vancouver.

DR. JO-ANN ARChIBALD assoCIaTe Dean, InDIGenoUs eDUCaTIon Professor, educational studies (eDsT) director, nItEp

Ms. KAREN BLAIN 12-Month-lecturer Coordinator, Kamloops NITEP Field Centre

MR. CLINTON ChARLIE lecturer Coordinator, Duncan NITEP Field Centre

DR. PETER COLE assistant Professor Curriculum & Pedagogy (EDCP)

DR. TRACY FRIEDELassistant Professor Curriculum & Pedagogy (EDCP)

DR. CANDACE gALLA assistant Professor Language & Literacy Education (LLED)

Ms. LUCETTA gEORgE-gRANT 12-Month-lecturer On-Campus Coordinator, NITEP

DR. JAN hARE associate Professor Language & Literacy Education (LLED)

DR. MIChAEL MARKER associate Professor Educational Studies (EDST)

DR. ROD MCCORMICK associate Professor Educational & Counselling Psychology, and Special Education (ECPS)

DR. PAT O’RILEY associate Professor Curriculum & Pedagogy (EDCP)

Ms. MARNY POINT 12-Month-lecturer Urban Coordinator, NITEP

Ms. sAYLEsh WEsLEY 12-Month-lecturer Coordinator, Chilliwack NITEP Centre

I N D I g E N O U s FA C U LT Y M E M B E R s

The research of Indigenous faculty members in education explores the full spectrum of lifelong learning, from family and community health, literacy and math, to Indigenous languages, pedagogies, and knowledge systems.

indigenous.educ.ubc.ca

NITEP aims to build upon and strengthen the cultural heritage and identities of the teacher candidates in training. The First Nations Education Council, which developed and advises the program, is made up of Aboriginal educators, UBC faculty members, coordinator representatives, a representative from the BC Teachers’ Federation, and NITEP student representatives.

graduate Programs Indigenous graduate programs

and initiatives include the Ts’‘Kel graduate studies concentration, and Supporting Aboriginal Graduate Enhancement (SAGE), a peer support and faculty mentoring project. An annual theme issue of The Canadian Journal of Native Education and the Indigenous Education Institute of Canada facilitate the dissemination and mobilization of knowledge about Indigenous Education.

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Canada RESEaRCh ChaIRS

D r . m A r k g . c A r P e n T e r Canada Research Chair in

Physical Activity and health Associate Professor, School of Kinesiology

D r . w i L L i A m F. P i n A r Canada Research Chair in

Curriculum studies Professor, Curriculum & Pedagogy

D r . v i c T O r i A P U r c e L L- g AT e s

Canada Research Chair in Early Childhood Literacy Professor, Language & Literacy Education

D r . P e T e r s e i x A s Canada Research Chair in

historical Consciousness Professor, Curriculum & Pedagogy

Falls are the leading cause of accidental death and unintentional injury in older adults and may also result in decreased confidence and fear of falling. These factors can lead to reduced physical activity, social isolation, as well as an increased risk of future falls. In his work as the Canada Research Chair in Physical Activity and Health, Dr. Mark Carpenter explores the physiological and psychological factors of balance disorders and treatments for reducing the risk and impact of falls. He combines neurophysiological and biomechanical techniques, with virtual reality, to assess how sensory information is processed, and how the brain generates appropriate balance strategies.

In his work as Canada Research Chair in Curriculum Studies, Dr. William Pinar examines the cultural, historical, and political issues that surround and inform the central question in curriculum development: What knowledge is of most worth? Of particular interest to Dr. Pinar is the study of intellectual importation, which examines whether there are circumstances in which curriculum concepts from other nations— especially ‘first-world’ nations—are appropriate for ‘developing’ nations. By engaging key curriculum scholars in countries such as South Africa, Brazil, Mexico, India, and China, Dr. Pinar studies the efforts of scholars in those countries to develop their own nationally appropriate and cosmopolitan theories and practices of curriculum that inform curriculum research and school curriculum reform.

Victoria Purcell-Gates seeks to increase the educational achievement of young children who come from sociocultural groups that typically underachieve in school. As the Canada Research Chair in Early Childhood Literacy, she is developing culturally meaningful teaching methods that will lead to increased levels of literacy of children from poor and marginalized communities. This work is an extension of her groundbreaking Cultural Practices of Literacy Study (CPLS), which has developed the largest collection of case studies of literacy practice within marginalized communities (in countries such Uganda, Canada, the United States, Costa Rica, and Mexico), and has also developed an internationally-shared methodology for analyzing instances of reading and writing.

In late 2011, Heritage Minister James Moore revealed $28 million to be spent on the bicentenary of the War of 1812, inspiring national debate via the public press. Questions of historiography around initiatives such as this one are central to Dr. Seixas’ scholarship as the Canada Research Chair in Historical Consciousness. Spanning the fields of public history, collective memory and history education, Dr. Seixas’ pan-Canadian projects contribute to efforts to promote critical historical literacy for the 21st century.

TeaCHer eDUCaTIon AT UBC

the charge of teacher Education at uBC’s Faculty of Education is to prepare teachers for their responsibilities as educators in local and global contexts. to achieve this goal, the Faculty provides programs in both initial and continuing teacher education. these areas foreground disciplined professional inquiry while complementing the best of current classroom practice with the results of recent research on teaching and learning. the teacher Education program prepares teachers who are knowledgeable, skillful, flexible, and compassionate members of the profession guided by a sense of social and ethical responsibility in relation to their students and wider society.

To fulfill the key strategies of the National Indigenous Education Accord, the Faculty of Education is proud to share new initiatives to prioritize Aboriginal student and faculty engagement. Starting in September 2012, all incoming Bachelor of Education students will take a mandatory course entitled, “Aboriginal Education in Canada” to enhance awareness of all areas of Aboriginal culture, knowledge, histories and language. In addition, innovative learning modules will provide a greater depth of awareness of Aboriginal education for new teachers.

The Teacher Education program at UBC is designed to engender in beginning teachers a strong sense of professional inquiry and appreciation for the importance of research in understanding teaching and learning. Professional educators are needed across the spectrum of society, and in this light the Teacher Education program not only prepares teacher candidates for BC teacher certification, but also encourages teaching and learning experiences in contexts beyond K-12 classrooms.

PROgRAMMATIC sTRANDs FOR REVIsED BAChELOR OF EDUCATION PROgRAM

the mission of

teach.educ.ubc.ca www.chairs-chaires.gc.ca

D R . R I TA I RW I N Associate Dean, Teacher Education

D R . sY D N E Y C RA I g Director, Teacher Education

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D r . s H e L L e Y H Y m e L Edith Lando Professorship in social and Emotional Learning

professor, Educational & Counselling psychology, and Special Education (ECpS)

Created in 2011, the Edith Lando Professorship in Social and Emotional Learning has been established to support research in the social-emotional learning of young people.

D r . LY n n m i L L e r Myrne B. Nevison Professorship in Counselling Psychology

associate professor, Educational & Counselling psychology, and Special Education (ECpS)

Endowed in 2007, the Myrne B. Nevison Professorship in Counselling Psychology has been established to support research that will advance understanding of preventive and early intervention approaches in counselling for populations at risk.

PA c i F i c P r e s s P r O F e s s O r s H i P i n L i T e r A c Y A n D T e c H n O LO g Y

search commencing in 2012

Created in 1994, the Pacific Press Professorship in Literacy and Technology has been established to support research in the intersection of technology and literacy.

D r . n A n c Y P e r r Y Professorship in struggling Youth

associate professor, Educational & Counselling psychology, and Special Education (ECpS)

Created in 2009, the Professorship in Struggling Youth has been established to encourage high-quality research in the area of youth at risk.

D Av i D F. r O B i TA i L L e P r O F e s s O r s H i P i n m AT H e m AT i c s A n D s c i e n c e e D U c AT i O n

search commencing in 2012

Endowed in 2000, the David F. Robitaille Professorship in Mathematics and Science Education has been established to support Faculty initiatives focusing on the application of technology in the teaching and learning of mathematics, science and technology education.

D r . L i n D A s i e g e L Dorothy Lam Chair in special Education

professor, Educational & Counselling psychology, and Special Education (ECpS)

Endowed in 1991, the Dorothy Lam Chair in Special Education has been established to support research and teaching in the area of special needs education.

D r . m A r v i n w e s T w O O D Royal Canadian Legion Professorship in

group Counselling and Trauma professor, Educational & Counselling psychology, and Special Education (ECpS)

Endowed in 2011, the Royal Canadian Legion Professorship in Group Counselling and Trauma has been established to support the long-term success of trauma repair through group counselling.

D r . m A r v i n w e s T w O O D D r . L i n D A s i e g e L

D r . n A n c Y P e r r YD r . LY n n m i L L e r

R E S E a R C h E xC E L L E N C E Our Faculty generates knowledge that will

enhance the quality of education in schools, as

well as the interpersonal experience that

students have in that context. DR. BETH HAVERKAMP

D r . s H e L L e Y H Y m e L fa C U lT Y o f e D U C aT I o n C H a I r s & P r o f e s s o r s H I P s

D r . J e A n - s é B A s T i e n B LO U i n Canadian Chiropractic Research Foundation

Professorship in spine Biomechanics and Neurophysiology associate professor, School of Kinesiology

Established in 2011, the Canadian Chiropractic Research Foundation Professorship in Spine Biomechanics and Neurophysiology has been established to support research in sensorimotor physiology.

D r . L i n D A FA r r D A r L i n g Eleanor Rix Professorship in Rural Teacher Education

associate professor, Curriculum & pedagogy (EdCp)

Endowed in 2008, the Eleanor Rix Professorship in Rural Teacher Education has been established to illuminate the challenges and possibilities found in educating students in small and rural communities.

D r . J O - A n n e D i L L A B O U g H David Lam Chair in Multicultural Education

associate professor, Educational Studies (EdSt)

Endowed in 1991, the David Lam Chair in Multicultural Education has been established to support increased interest, programming, and research in multicultural and anti-racist education.

office of Graduate Programs & research (oGPr)

ogpr.educ.ubc.ca

ogpR is a service unit

with a mandate to oversee

and support research

activity and graduate

programs in the Faculty

of Education. Services

include support for grant-

and scholarship-writing,

fostering research

collaborations, examining

and developing graduate

policy, and highlighting

research initiatives.

D r . J e A n - s é B A s T i e n B LO U i n D r . L i n D A FA r r D A r L i n g

D r . J O - A n n e D i L L A B O U g H

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DR. BETh hAVERKAMP Associate Dean

DR. BRIgITTE gEMME Coordinator, Research Infrastructure Support Services

ROBERT OLAJ Research Development and Grant Facilitator


T e A c H , L e A r n , A n D g r O w AT T H e O r c H A r D g A r D e n

“Learning to Teach in an Outdoor Classroom” at The Orchard Garden is a collaborative initiative between the Faculty of Education, Land & Food Systems, and the School of Architecture and Landscape Architecture. With a focus on student teacher education, the program also contributes to UBC’s Sustainability Academic Strategy and Community Engagement missions.

The Orchard Garden aims to cultivate a living outdoor classroom that invites participants to connect theory to practice and explore the relationships between teaching, learning, and growing. The student-led project entered its second year in 2012/2013, and has engaged over 500 undergraduate and graduate students, and community members in hands-on learning and research.

i n T e r g e n e r AT i O n A L L A n D e D L e A r n i n g O n T H e FA r m

Intergenerational Landed Learning on the Farm was designed in 2002 to reimagine and reconstruct the farm experience among community farming elders

and middle school children to promote environmental stewardship and intergenerational learning. Volunteer farmers from the Fraser Valley, along with UBC graduate students, become Farm Friends to middle school students and teachers from BC’s Lower Mainland and jointly participate in project activities at the UBC Farm.

Farm Friends and school groups work together throughout the school year to plan, plant, and harvest food crops. From January to June, they form teams to cultivate and care for plants and consider community issues of farming and food distribution. Teachers work with the project team to plan lessons incorporating land and environmental topics with learning outcomes in all school subjects. The students integrate their learning experiences into school projects. Each school year culminates with a fourteenth visit to the farm to celebrate the harvest.

Intergenerational Landed Learning on the Farm celebrates its tenth anniversary in 2012/2013, and now welcomes approximately ninety students from three Vancouver schools each year.

s U s TA I N A B I L I T Y

Education

s U s TA I N A B I L I T Y academic Strategy

the Faculty of Education is wholly invested in uBC’s place and promise commitment to Sustainability. agricultural programs and various grassroots initiatives have long exemplified the Education community’s expertise and dedication to environmental citizenship.

In spring 2011, the dean’s advisory Committee charged and resourced a working group of faculty members and students to formalize the Faculty’s vision for sustainability education. the group’s report on principles and processes for Identifying and nurturing Interdepartmental Initiatives—forthcoming in 2012/2013—will present an integrated approach to mobilizing academic and co-curricular sustainability initiatives in Education.

sUsTAINABILITY

LEFT: Intergenerational Landed Learning on the Farm Students and Farm Friends work at the UBC Farm.

Cultivating environmental citizenship through education


UBC’s Faculty of Education fosters active engagement with diverse communities. The goal of Education at UBC is to reimagine community engagement as a crucial part of scholarship.

Enacting social responsibility through research and practice represents a core dimension of the Faculty’s commitment to Place and Promise: The UBC Plan. The Faculty maintains strong ties with schools, engaging local teachers to mentor Teacher Education students during their practicum placements. In addition, the Faculty continues to respond to the professional development needs of a wide range of educators locally, regionally, and nationally.

TEChNOLOgY-ENABLED

Community learning Evolving student expectations for accessible and

quality education have pushed delivery modes of educational programs to new levels. As education becomes more inclusive and globally-oriented, the Faculty of Education celebrates its successes in delivering innovative blended learning programs that enable learners in distributed locations to gain access to programs not otherwise available.

i n D i g e n O U s e D U c AT i O n O n L i n e

In 2007, the Faculty launched a mixed-mode distance education course for Aboriginal students in British Columbia. The program was designed in response to Indigenous cultural and educational practices in order to provide learners in Indigenous communities with the knowledge and skills required to become teachers and participate in economic opportunities of the knowledge economy. In 2007/2008, a new blended learning course, Issues in First Nations Education, was offered to students of the Native Indian Teacher Education Program (NITEP) in Bella Coola, Kamloops, Duncan, and Vancouver.

The blended learning model offered students the flexibility to stay in their communities and on their native lands, to respond to family obligations while obtaining a postsecondary education. In 2009/2010, the model was expanded to include a Certificate for Aboriginal

EngagementCommunity

Education at UBC sustains the activities of scholars like Dr. Shauna Butterwick, whose work with marginalized communities embodies the principles of mutual benefit and reciprocity that are essential to socially just outreach. Dr. Butterwick’s action-oriented project with the Philippine Women Centre

Dr. sHaUna bUTTerwICK Associate Professor, Educational Studies (EDST)

Community members attend a gathering for the Native Indian Teacher Education Program (NITEP) at the First Nations Longhouse, October 2011.

MarK eDwarDs Director, External Programs

norMan DaoUsT Director, Academic & Information Technologies

Language Revitalization. The Faculty continues to create diverse materials for online Indigenous Education to better support communities and educators in BC.

O n L i n e L A n g U A g e i m m e r s i O n

Another example of innovation in distance education is the offering of a web-based synchronous course for French as a second language (FSL). FSL teacher education was delivered through an interactive web-conferencing system to participants throughout Canada. The instruction and interaction between students at the UBC campus and those who participate remotely, is performed seamlessly to provide an immersive language learning environment.

As online education evolves, the Faculty of Education will continue to deliver innovative teaching and learning solutions to meet the needs of students and educators worldwide.

Community Service learning

The goal of Education at UBC is to reimagine community engagement as a crucial part of scholarship.

Faculty of Education volunteers welcome community members to a Math & Science fair during Celebrate Learning Week 2011.

aboriginal Engagement Indigenous scholars within the Faculty have demonstrated

respect, reciprocity, and responsibility in cultivating relationships of engagement between Aboriginal communities and the University. Indigenous Education scholars and initiatives are highlighted on page 8.

eplt.educ.ubc.ca

of BC—linking arts-based learning with political activism—is among the Faculty’s myriad relationships with diverse communities.

Community Counselling ecps.educ.ubc.ca The New Westminster UBC Counselling Centre is a training facility where youth

and adults receive free counselling, and is operated jointly by the UBC Counselling Psychology Program and the New Westminster School District. Counselling Psychology master’s students also provide services to the UBC community under the supervision of an onsite registered psychologist.

The Faculty now supports more than 2,300 students in 60 online education courses annually, and 430 master’s students in online and blended learning graduate programs in British Columbia, across Canada and internationally. Each program is designed to meet unique learning objectives

and employs online delivery using a suite of innovative e-learning tools, or mixed mode delivery that blends face-to-face classroom instruction with online learning. Here are just two success stories from the Faculty’s distance education portfolio:

Teacher Education students participate in a mobile learning workshop, November 2011.

Community Report | FaCulty oF EduCatIon 1 9

Teacher Education Awards the Faculty of Education provides a wide

range of scholarships and bursaries to support undergraduate teacher education students. these scholarships include awards focused on music, children’s literature or excellence in the native Indian teacher Education program (nItEp) option, and additional admissions awards. In addition to these endowed scholarships, the Faculty provides “outstanding practicum awards” for individuals who excel during their practicum placements.

Examples of awards to outstanding students include the dean of Education Scholarship, the BC alumni nItEp Scholarship, the phi delta Kappa Scholarship in Education, the Emily longworth memorial award, and the C.K. Choi Scholarship in Secondary Education.

2011/12 education students’ association (esa): Cassie lauang, Haley workun, Caitlin ehman, Claire Dickson, laura laberge, Patrick Chan, amanda Kong

RECIpIEntS oF thE pRImE mInIStER’S aWaRd FoR tEaChIng ExCEllEnCE

Todd ablett received the Prime Minister’s Award for Teaching Excellence in 2011, awarded each year to Canadian teachers in the K-12 education system. Todd graduated from the Faculty’s Teacher Education program in 1997. He is an engineering, electronics, and technology teacher at Gladstone Secondary School in Vancouver where he also heads and mentors the school’s award-winning VEX Robotics Program.

Christine Marin received the Prime Minister’s Award for Teaching Excellence in 2011. She graduated in 2004 from UBC’s Master of Educational Technology (MET) program, and received a Certificate of Teacher Education in 1973. Christine is the teacher- librarian at Alfred B. Dixon Elementary School in the Richmond School District; she teaches French immersion, math, science, technology, and fine arts for grades 4 and 5.

ThE EDUCATION sTUDENTs’ AssOCIATION (EsA) is an elected executive committee of undergraduate students that serves to promote, enrich, and advocate for the experiences of Teacher education students. The esa sends representatives to the UbC senate, the aMs executive, faculty committees, and planning groups. The esa works directly with students to organize social activities, intramural sports, graduation events, and charity drives.

Top 1. gUOPENg FU

PhD student, Curriculum & Pedagogy (eDCP) Departmental representative

2. RENIRA VELLOs PhD student, educational & Counselling Psychology, and special education (eCPs) International Graduate Student Support

3. JEANNIE KERR PhD Candidate, educational studies (eDsT) Departmental representative

4. NAsRIN KOWKABI PhD student, language and literacy education (lleD) Departmental representative

5. EMMA KIVIsILD PhD student, Centre for Cross-faculty Inquiry in education (CCfI) Unit representative

6. ChRIsTINE KLERIAN Med student, educational & Counseling Psychology and special education (eCPs) Graduate Student Council Coordinator

Bottom 1 . JULIETTE LYONs-ThOMAs

PhD student, educational & Counselling Psychology, and special education (eCPs) Departmental representative

2 . NICOLIEN LUIJK PhD student, Kinesiology Unit representative

sTUDENT Voices G r a D U a T e r e s e a r C H e r s

educ.ubc.ca/gsfe educ.ubc.ca/esa

WON KIM

I’ve grown so much in the Faculty of Education at UBC as a person, a graduate scholar and an educator. I am grateful for my educational journey here with encouraging colleagues, professional staff, and admirable scholars who guide and nurture students as competent, critical, and creative individuals. Students in Education are not just learning about education, but experiencing education at its best.

I am also grateful for the supportive community environment within my department, LLED, and throughout the Faculty. I’ve taught as a Graduate Teaching Assistant at UBC, and also in two academic exchange programs, working with groups of talented students from different parts of the world.

The Faculty of Education’s openness to growth through global communities is truly inspiring, and I feel proud to be part of this extended community.

2011 Outstanding graduate students

The Faculty of Education’s student fellowship successes have consistently outpaced other Canadian research universities. Between the 2005/2006 and 2009/2010 academic years, the Faculty has gained $300,000 in Social Sciences and humanities Research Council (SShRC) awards.

With the launch of the prestigious Vanier Canada Scholarship program in 2009, graduate students in Education have enjoyed increases in funding each year. They continue to make presentations at local, national, and international conferences ranging from the Society for Neuroscience to the American Educational Research Association. Graduate students in Education publish their research in diverse outlets from the Journal of Philosophy of Education to Advances in Psychology Research.

The Faculty of Education has 1,300 masters and 400 doctoral students from 59 countries. The Graduate Student Council of the Faculty of Education (GSFE), conducts major student surveys, co-organizes student-led conferences, establishes lines of communication with departmental peer advisors, and advocates for academic support for graduate students. The GSFE priorities reflect the dynamism present throughout the Faculty.

1 8 FaCulty oF EduCatIon | Community Report

U n D e r G r a D U a T e T e a C H e r e D U C a T I o n

PhD sTUDENT, LANgUAgE & LITERACY EDUCATION (LLED)


This innovative centre will be one of five on-campus live-work-learn precincts, forming a key part of UBC’s Campus Plan Strategy. The Faculty’s financial commitment to the project is $18 million, with groundbreaking set for the summer of 2013. Education at Ponderosa Commons will be situated next to the First Nations Longhouse, at the edge of the Point Grey Peninsula, where coastal rainforest meets the Pacific Ocean—in place of the existing Ponderosa annexes. The new facility will be home to 1,100 student residents, and will encompass networking, social, and learning spaces as well as a range of community services and amenities including a daycare centre. Education at Ponderosa Commons will be a distinctive space from which educational initiatives,

international research, and local educational expertise can be resourced. State-of-the-art teaching and learning spaces will showcase the merging of Education’s academic mandate with inspired design.

The Education community will retain its home in the Neville Scarfe building, and will achieve interconnectedness with Education at Ponderosa Commons through landscaping and interior design consistent with a vision of One Faculty, Two Buildings. A grand entry will welcome visitors transitioning from the public realm to their ultimate destination in the building. The layout will maximize the potential for vibrant interactions and encourage engagement with indoor and outdoor areas.

In 2015, the Faculty of Education will open the doors to a new global centre for education. the brand-new Education at ponderosa Commons facility promises to bring life to the vision and values of Education at uBC.

EDUCATION AT PONDEROsA COMMONs

Education at Ponderosa Commons will evolve as a learning environment that anticipates the future of educational scholarship and practice, forming a gateway that welcomes global neighbours to Education at UBC.

educ.ubc.ca/edcommons

Bringing Vision and Values to life


alUMnI

MeeT THe Dean eVenTs H O n g kO n g | d E C E m B E R 2 0 1 1 Members of the Faculty’s senior leadership team hosted the

first ever Faculty of Education alumni reception to be held in Hong Kong. Dr. Blye Frank was in attendance with Associate Deans Dr. Beth Haverkamp and Dr. Thomas Sork.

c r O s s c A n A D A | m a R C h 2 0 1 2 Dr. Frank continued his travels and alumni outreach on a

Canadian tour in the spring of 2012. He hosted alumni receptions in major centres across the country, including Vancouver Island, Calgary, Regina, Ottawa, and Halifax.

educ.ubc.ca/alumni

UbC alUMna joIns bC sPorTs Hall of faMe

UBC Faculty of Education alumna Barbara Howard was named to the class of 2012 by the BC Sports Hall of Fame. Howard was honoured in the “pioneer” category for her success as a sprinter during the 1938 British Empire Games in Sydney, Australia, and is recognized as the first black woman to have represented Canada at an international athletic competition. Following her athletic career, Howard went on to teach for the Vancouver School Board for 43 years before retiring. Today Barbara keeps fit at her local community centre, and remains active as a volunteer in her church community.

InaUGUral alUMnI TeaCHer awarD The Faculty launched the UBC Alumni Teacher Award in 2012

to recognize exceptional achievement by UBC teacher education graduates. The award grants $1,000 to the winning teacher and an honorarium of $1,000 to the recipient’s school for enrichment activities, programs, or development.

Justin Borsato was chosen from among forty nominees as the UBC Alumni Teacher Award winner for 2012. Justin (BHKin 1999, BEd 2000) is making outstanding contributions in his grade 7 classroom and beyond. Students and colleagues alike praise his generous volunteerism and commitment to granting students every possible learning opportunity. Chaperoning and fundraising for annual field trips across Canada, coaching and running the HEROS hockey program for underprivileged youth for the past seven years, and creating films with students to combat LGBT discrimination are just a few of his impressive accomplishments.

rIGHT: alumni Melanie wong, Christine little, adam argento, aliece robert, and Dr. Kaela jubas meet with Dr. blye frank in Calgary, March 2012.

barbara Howard at her home with Tracey Charette (Manager, alumni relations)

uBC’s start an evolution campaign commits to doubling the number of alumni engaged with uBC. With approximately 45,000 graduates, the Faculty of Education represents uBC’s largest alumni community, after the Faculty of arts. through a program launched in 2011 under the leadership of dr. Blye Frank, Education is actively connecting with its exceptional alumni community to form lasting, reciprocal relationships.

aboVe: alumni gathering in Hong Kong, December 2011

Back: Harjeet Kaur Grewal, Grace wong (senior advisor International, office of the Provost and Vice-President, academic), Mabel lam, Dr. frank, Dr. Haverkamp, Dr. sork, Christine Yuen Ying Man

Front: Kailey ng, angela fong

justin borsato, 2012 winner of the UbC alumni Teacher award

meeT THe DeAn & THe ArTisT | S E p t E m B E R 2 0 1 1 The Faculty of Education hosted an Alumni Reception

at Vancouver’s Equinox Gallery with Professor Emeritus and internationally acclaimed artist, Dr. Gordon A. Smith during his annual art show.

emeriTi sOciAL | n ov E m B E R 2 0 1 1 Retired faculty members joined Dr. Blye Frank for an afternoon

social. Dr. Florence Pieronek-Blott, Chairperson of the Professors Emeriti Committee, called for her colleagues to bring their wealth of experience to current Faculty initiatives. Also in attendance was Dr. Sinclair Healy, who painted the portrait of the late Dr. Neville Scarfe—his longtime friend and colleague, and UBC’s first Dean of Education. The portrait is displayed in the lobby of the Neville Scarfe building.

Fatemeh Ahmadi E d u C at I o n a l & C o u n S E l l I n g p S yC h o lo gy,

a n d S p E C I a l E d u C at I o n ( E C p S )

When Fatemeh Ahmadi came to Canada, she had a dream to improve the lives of Iranian children and families affected by autism. In 1999, Fatemeh enrolled in ECPS’s special education MEd program with a concentration in autism/developmental disabilities, and completed her degree in 2001 under the supervision of Dr. Pat Mirenda. Upon returning to Iran, Fatemeh faced many challenges since autism has not been well understood, nor has the need for educational and social

supports for their families. Fatemeh persevered in teaching families of children with autism how to communicate with their children and how to involve them in interactive play activities. In 2004, she returned to ECPS as a visiting scholar, to gain additional knowledge and experience related to providing communication and other supports, then returned to Iran where she continues her advocacy work.

With the help of generous supporters in Iran and friends from around the world, Fatemeh saw the official opening of the Bavar Iranian Autism Center in Tehran. First established in 2008, Bavar is the first autism centre run as a non-profit, non-commercial day clinic, and is categorized as a charity and non-government organization under Iranian law. The activities of Fatemeh and her colleagues at Bavar focus on raising public awareness about autism, providing evidence-based interventions, and supporting families who face the challenges of raising a child with autism. Although Bavar primarily supports Iranian children and families, they also serve children from

neighbouring countries such as Afghanistan, Azerbaijan, and Iraq.

Fatemeh is now a doctoral student in the Institute of Health and Society at Newcastle University in the United Kingdom, studying language and communication development in children with autism.

A L U M N A Voice

fatemeh ahmadi, alumna (eCPs)bavariran.com

P r o f e s s o r s EMERITI Dr. Gordon a. smith,

Professor emeritus

Dr. sinclair Healy, Professor emeritus with his portrait of friend and colleague, Dr. neville scarfe

E N g A g E M E N T


R E P O R T O N Giving

With start an evolution, uBC launched an ambitious alumni engagement campaign. By the end of the campaign, $1.5 billion dollars will support research, programs and students at uBC and foster transformational change both within and from the university.

Dr. Blye Frank’s arrival as Dean has brought new direction to Education’s fundraising targets for start an evolution. The Faculty of Education is committed to raising $6 million to fund Education at Ponderosa Commons (featured on page 20)—an innovative live-work-learn facility designed to encourage forward-thinking research between students and faculty within a technologically- enhanced building.

The School of Kinesiology has also embarked on a building campaign for a new Community health sciences Centre that will result in a dynamic health precinct on the east side of the Vancouver campus. There has never been a more exciting time to become involved in supporting the Faculty of Education at UBC.

Donations to the Faculty have contributed towards supporting students in a myriad of ways. The Indigenous Education Bursary Fund is aimed at attracting and supporting Indigenous students enrolled in the Faculty’s teacher education programs. The Eleanor Rix Professorship in Rural Teacher Education ensures a focus on issues of access to education and support for teachers in rural communities of British Columbia. The newly

established Jacqueline Farquhar Endowment for Children’s Mental Health Memorial Fund supports the mobilization of completed research in the area of early childhood anxiety and depression. The Edith Lando Professorship in Social and Emotional Learning, established in 2011, will support international collaboration and research into the emotional well-being of children and youth.

Financial support for research at the School of Kinesiology includes the Canadian Chiropractic Research Foundation Professorship in Spine Biomechanics and Neurophysiology, established in 2011, which examines the neurophysiology of human neck and lower limb motoneurons and the role of the startle reflex and cervical spine in whiplash injury.

Back ZoE CampBEll | development officer StEphanIE FoRgaCS | director, development tRaCEy ChaREttE | manager, alumni Relations Front

JaCKIE hoFFman | alumni Relations Coordinator, School of Kinesiology KatIE Blyth | development Coordinator

educ.ubc.ca/dev

D e v e LO P m e n T & A L U m n i e n g A g e m e n T sTePHanIe forGaCs Director, Development [email protected] 604 822 0566

FA c U LT Y O F e D U c AT i O n The University of British Columbia

Vancouver Campus 2125 Main Mall Vancouver, BC V6T 1Z4 Canada educ.ubc.ca

1 tree preserved for the future

3 lbs water-borne waste not created

407 gal wastewater flow saved

45 lbs solid waste not generated

89 lbs net greenhouse gases prevented

678,300 BTUs energy not consumed

The savings at right are achieved when PC recycled fibre is used in place of virgin fibre. This project uses 1,140 lbs of paper which has a postconsumer recycled percentage of 10%.

D e v e LO P m e n T & A L U m n i e n g A g e m e n T sTePHanIe forGaCs Director, Development [email protected] 604 822 0566

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