education phd ubc

PhD in Educational Studies

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Graduate admission

• Requirements

The PhD in Educational Studies is a research-oriented doctoral program for students interested in any of the study areas offered in the department.

Students are required to take three doctoral seminars. All other courses in a student’s program are determined in consultation with faculty. Students in the PhD program typically devote two years to coursework, and two to four years to developing and carrying out a research project designed to make an original contribution to knowledge in the study area.

The university allows doctoral students up to six years to complete program requirements. There is no set number of credits required for PhD programs at UBC.

For further facts and figures about the PhD in Educational Studies, please click here .

Admissions Requirements for Graduate Study

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

Admission to the PhD program is highly competitive, based on the pool of applicants considered by the Admissions Committee, and subject to university and departmental requirements and departmental capacities for supervision.

More Info: http://www.grad.ubc.ca/prospective-students/graduate-degree-programs/phd-educational-studies

Please note: Applicants with full-funding from scholarships, fellowships, or alike, are still required to complete the PhD application process in the Department of Educational Studies (EDST).  In addition, all applicants will undergo adjudication by the PhD committee to determine admission. To be clear, applicants who bring full-funding with them are not automatically admitted .

General Eligibility

To be eligible for admission to a PhD program at UBC, applicants must hold a master's degree (or equivalent) from an approved institution with clear evidence of research ability or potential; or a bachelor’s degree with one year of study in a master's program with 12 credits of first class average, of which 9 credits must be at the 500-level or above and at least 9 credits must be of first class standing and clear evidence of research ability or potential. (For more detailed admissions requirements, please see the links below).

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

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

English Requirements

English Proficiency Test Score: Applicants whose degrees are from a university outside Canada in which English is not the primary language of instruction must present evidence of competency to pursue studies in the English language prior to being extended an offer of admission. Acceptable English language proficiency tests for applicants to graduate studies are:

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

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

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

Most importantly with regard to a PhD application, please note that among other applicable requirements requested by the Faculty of Graduate Studies and by other UBC competent jurisdictions, as part of such an application you must submit:

• A Statement of Intent (800-1200 words) which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest. Such a statement should also articulate the general research directions you would like to pursue during your program, if admitted. This statement should be 800-1200 words.
• A sample of your writing and engagement with research  (maximum 5,000 words without references). The intent is to demonstrate your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper
• Entries on your transcript showing evidence of having taken courses on research methods (quantitative, qualitative, mixed methods, ethnographic or philosophical) and research more generally at the Masters level.

Also, while this is not a requirement, it is very important for you to contact at least one faculty member who could be a potential supervisor of your work (has expertise and interest in the area and/or topic you want to focus on) and inquire whether they would be willing to supervise your work ( see list of faculty and areas of expertise at: https://edst.educ.ubc.ca/faculty-staff/faculty ). Even if they do not commit to supervising your work, you could list such a faculty member (one or even two is acceptable) as a potential supervisor when you apply (which would provide further proof of your suitability for the PhD and familiarity with the programmes and areas of expertise of faculty).

In May 2017 the UBC-V Senate approved the establishment of a university-wide minimum funding level for all PhD students. Specifically, all full-time students who begin a UBC-Vancouver PhD program in September 2018 or later will be provided with a minimum funding package equal to $18,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships.

For more information, see:

https://www.grad.ubc.ca/awards/minimum-funding-policy-phd-students

Doctoral students are also expected to apply for and obtain  funding. Our faculty are very supportive in this regard, and are able to help their supervised students build their applications, as well as supporting them by writing letters of appraisal.

If you do not live in Vancouver at present, you may want to consider the cost of living in Vancouver, and obtain further information from the website of the Faculty of Graduate Studies ( http://www.grad.ubc.ca/prospective-students ).

Program Requirements

Program Worksheets are available here: https://edst.educ.ubc.ca/resources/policies/

Doctoral Seminar and Colloquium

There are three required courses in the PhD program.

The first doctoral seminar (EDST 601A) is designed to help beginning students become familiar with the department, policies and procedures related to doctoral studies, and for an examination of critical theoretical traditions and conceptual problems in the social sciences as applied to education.

The second doctoral seminar (EDST 601B) exposes students to positivist, interpretive, historical, and philosophical methods, and a deep understanding of current methodological issues and debates.

The third doctoral seminar (EDST 602) explores what it means to engage in a doctoral experience with particular focus on scholarly writing, preparing for comprehensive exams, and thesis proposals.

Coursework in Specialization

Students in the PhD program are expected to take courses in their specialization so that they are familiar with current theory and research. Courses are selected in consultation with an adviser or program advisory committee.

Courses in the student’s specialization should be completed in the first year of the program.

Other Coursework

PhD students typically take additional courses to give them the breadth and depth of understanding of contemporary educational theories. Doctoral study is oriented toward the thesis research, but relevant coursework beyond the student’s specialization is recommended.

Research Methods

PhD students are expected to be familiar with the various methods used in contemporary educational research and to master the particular methods relative to their research. Developing proficiency in research methods normally requires enrolling in available courses and reading widely in the research methods literature. Before research proposals are approved, students are expected to demonstrate that they have acquired the knowledge and skills necessary to successfully carry out their research plan.

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after their coursework and before they present their research proposal. The examination is prepared by the student’s program adviser or research supervisory committee. Details about the mechanics of the examination and the options in format of the examination can be obtained from advisers or the department’s Graduate Program Assistant.

The PhD thesis is an original piece of research in the student’s area of specialization. Students develop research proposals which must be approved by a research supervisory committee of a supervisor and at least two other committee members. Research supervisory committees provide direction to the student, read and critique drafts of the thesis, and participate in the final oral examination.

PhD Residency

There is no residency requirement per se, but PhD students are expected to make steady progress through their coursework, comprehensive exams and thesis research. Current policies require PhD students to achieve candidacy by the end of their third year of study. Achieving candidacy involves completing all coursework, passing the comprehensive exam and having an approved research proposal.

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

Admission to the PhD program is on a competitive basis, within the broader context of the pool of applicants considered by the Committee, subject to university and departmental requirements and to departmental capacities for supervision.

Applications should be submitted online at  www.grad.ubc.ca/apply/online . All of the following components of an application must be received by the department’s Graduate Program Assistant before the file can be reviewed by the appropriate admissions committee. Without complete documentation, the application review process cannot begin.

a. Online UBC application form . When you submit an online application at  www.grad.ubc.ca/apply/online , the completed form is automatically forwarded to the Department's Graduate Program Assistant. A non-refundable processing fee payable is to UBC: see the cover of the official UBC application form for the exact amount.

b. Upload digital copies (.pdfs) of official transcripts.  See Digital Copies of Official Transcripts tab for details

c. Three references –  The purpose of the references is to provide a comprehensive portrayal of your relevant background and capacity to complete the PhD. Letters of reference should speak to your ability to pursue research and produce scholarly writing at the doctoral level. Suitable referees include professors, supervisors, principals, or other persons to whom you are, or have been, accountable academically in employment or as a volunteer. Academic references are preferred. If the original letter is in another language, the letter must be accompanied by a certified English translation. There are three possible formats for references:

• Electronic references : In the online application system, applicants are asked to provide an email address for each referee. Once the online application has been submitted, a unique link will be emailed to each referee, allowing her or him to log in to a secure site and submit an online reference or upload a reference document as an attachment.
• Letters of reference (hard copy or email attachment) : Your referee may wish to send a paper letter. Paper letters of reference should be on referee’s official letterhead and must be mailed directly by the referee to the Graduate Program Assistant (see address below) in a sealed and endorsed envelope, or as a .pdf email attachment.
• Reference forms (hard copy or email attachment) : UBC provides a  general reference form . Your referee may fill out this form and mail it directly to the relevant program in a sealed and endorsed envelope, or send it as a .pdf email attachment.
• All references must be sent by referees directly. Reference letters or forms submitted by the applicant will not be accepted .
• The application system and department are unable to accept referee emails from Hotmail, Yahoo, Gmail, MSN or other free email accounts.
• By “sealed, endorsed envelope” we mean that the envelope needs to be sealed and that the signature of the referee be placed over the seal (i.e., partially on the flap and partially on the rest of the envelope).

Note: It is advisable to contact referees and inform them of the Admissions deadline early in your process.

d. Statement of intent.  You need to describe your specific interests in pursuing a PhD and precisely why you are applying to the Department of Educational Studies and to the program or concentration you have selected (800-1200 words). This statement should highlight the following:

• Your engagement with graduate research , which clearly shows that your research topic/interest fits within the department in terms of prospective supervisors and areas of interest.
• The general research directions you would like to pursue during your program, if admitted.
• Name(s) of faculty member(s) with whom you have been in contact and/or who you identify as being suitable as research supervisor

e. Writing Sample (maximum 5,000 words without references)

• The intent is to demonstrate your engagement with research and your ability to communicate your ideas and your interests in a clear way. Writing samples typically take the form of an excerpt from a chapter from a masters thesis, a published article, or a substantial scholarly paper.

f. Curriculum Vitae / Resume

Please provide a CV as evidence of your potential to succeed in EDST at the graduate level.

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

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

International Credentials Equivalency

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

International Transcripts and Translation Requirements

See International Transcripts and Translation Requirements tab for details

Entering Canada

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

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

Canadian Transcripts

UBC has changed its application document requirements.

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

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

UPLOADING UNOFFICIAL COPIES OF TRANSCRIPTS IN THE APPLICATION SYSTEM

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

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

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

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

OFFICIAL TRANSCRIPTS

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

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

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

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

CURRENT AND FORMER UBC STUDENTS

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

International Transcripts and Translations

UPLOADING UNOFFICIAL COPIES OF REQUIRED DOCUMENTS IN THE APPLICATION SYSTEM

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

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

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

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

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

OFFICIAL DOCUMENTS

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

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

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

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

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

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

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

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

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

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

UBC does not accept the following:

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

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

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

Tuition for PhD and EdD Programs

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

Note that fees are subject to change by the University.

Deadlines for applications

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

Quick links:

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

Department of Educational Studies Faculty of Education The University of British Columbia 6445 University Boulevard, V6T1Z2

Dr. P   Taylor   Webb , PhD Management Chair Email: [email protected] Tel: 604–822–6381

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Doctor of Philosophy (PhD) in Curriculum Studies

The PhD in Curriculum Studies is a flexible, research-oriented doctoral program designed for students interested in the organization of learning within educational settings. If you are admitted, you will take two doctoral seminar courses, EDCP 601 and EDCP 602. In addition to these six credits, you will need two research methodology and two specialization courses (18 credits total). You will select your courses in consultation with a faculty supervisor or program advisory committee, based on your prior academic work and research interests. Students in the PhD program typically devote two years to coursework, and two to three years to developing and carrying out a research project designed to make an original contribution to knowledge in the area of specialization. The university allows doctoral students up to six years to complete program requirements. Please browse our admission page for more information and applications to the Department .

Minimum Funding Policy for PhD Students

All full-time UBC students (domestic and international) newly admitted to start a PhD program of the Vancouver campus as of September 2018 or later will be provided with a Minimum Funding Package equal to $24,000 for each of the first four years of a PhD. This funding can be used to pay for university-related expenses (e.g., tuition, books) as well as general living expenses. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, graduate academic assistantships. If a student receives additional funding (e.g., a scholarship) or other income that elevates his/her package above the minimum funding package, his/her support from on-campus funding sources may be reduced. Please see the Faculty of Graduate + Postdoctoral Studies website for more information .

Doctoral Seminars

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

Coursework and Specialization

Students in the PhD program are expected to take minimum six credits of courses in their specialization so that they are familiar with current theory and research. Courses are selected in consultation with a supervisor or program advisory committee. Most of the courses in the student’s specialization are completed in the first two years of the program. Ph.D. students typically take additional courses to give them the breadth and depth of understanding of contemporary theories, issues and debates expected of those pursuing the highest degree awarded by the university. Doctoral study is oriented toward dissertation research, but coursework beyond the student’s specialization is recommended when it contributes to her or his scholarship.

Research Methods

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

Comprehensive Examination

All students in the PhD program are required to successfully complete a comprehensive examination after most of their coursework is completed and before they present their research proposal. The examination is prepared in consultation with the student’s program advisory or research supervisory committee, depending on when it is taken. Details about the of the examination and choices that students make related to the format of the examination can be found here .

PhD Dissertation

The PhD dissertation is an original piece of research that contributes to knowledge in the student’s area of specialization. Students develop research proposals which must be presented to and approved by a research supervisory committee made up of a research supervisor and at least two other committee members. Research supervisory committees provide direction to the student, read and critique drafts of the dissertation, and, when the dissertation is complete, participate in the final oral examination.

PhD Residency

There is no residency requirement per se, but PhD students are expected to make steady progress through their coursework, comprehensive exams and thesis research. Current policies require PhD students to achieve candidacy by the end of their second year of study. Achieving candidacy involves completing all coursework, passing the comprehensive exam and having an approved research proposal (see Statement on PhD Residency and Student Progress in the EDCP Graduate Studies Handbook ).

For questions, please email the Graduate Program Assistant .

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Undergraduate Program Entry & Curriculum

Our biomedical engineering undergraduate program is composed of dedicated classes in 2nd through 4th year as well as specialized courses in first year accessed through the Pre-Biomedical Engineering Standardized Timetable (PBME STT). Only students admitted to the BASC program at UBC will be invited to submit a supplementary form to gain permission to register in a PBME STT. Every year we receive more applications than we can accommodate, so put your best foot forward!

Second Year

At the end of first year, engineering students are asked to submit an online Program Preference Form indicating the departments in which they are most interested. Program placement is based on academic performance and is very competitive. The GPA cut-off for admission changes from year to year. Students are admitted through a broad-based admission process. We are looking for students with proven academic track records who will actively contribute to the SBME community. As well as meeting the minimum academic requirements for admission, broad-based considerations also include a students’ unique life experience, their non-academic backgrounds and hobbies, and especially their passion for the field.

Specializations

As you progress through your degree you can begin to customize your learning experience toward the specific specialization that interests you the most. This means you get learning experience across a broad spectrum of topics while delving deep into the subject of your choosing. These specializations are broad and interdisciplinary, and this specialization model allows you to truly customize your Biomedical Engineering degree to your interests.

Students who wish to transfer into Biomedical Engineering should contact Applied Science Engineering Academic Services.

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The Radiology Fellowship programs provide advanced post-graduate training to eligible candidates in a sub-specialist setting. Fellows can expect excellent clinical exposure with a good case volume and a supervised learning experience and are encouraged to participate in basic science and clinical research projects. Protected academic time is also provided alongside the teaching of research methodology, epidemiology, statistics, and study design.

The Department of Radiology, University of British Columbia has a long history of excellence in RCPSC-accredited (Royal College of Physicians & Surgeons of Canada) residency training. As per the College of Physicians and Surgeon’s of British Columbia (CPSBC) policy and guidelines, clinical fellows can apply for a one or two-year fellowship in the same or different sub-specialty with Fellowship Director’s approval. Clinical fellows can also apply for a third year of Fellowship under extenuating circumstances. The acceptance to the third year fellowship is contingent to CPSBC’s approval.

Fellowship sites

We offer Fellowships at the Vancouver General Hospital, UBC Hospital, St. Paul’s Hospital, BC Children’s Hospital, BC Cancer Agency, and BC Women’s Hospital.

Eligibility

Fellowship candidates must have:

• a Medical Degree and Specialty Diploma in Radiology  OR
• will be completing an Accredited Residency Program in Diagnostic Radiology in their home country to be eligible for licensure by the College of Physicians and Surgeons of British Columbia

All qualified applicants are encouraged to apply, however, Canadian and permanent residents of Canada will be given priority.

Important note: Medical Council of Canada Evaluating Examination (MCCEE) is not required.

Application

We strongly suggest all applicants fill the online application using the “ Step by Step Application Guideline “. This guideline will help you to submit accurate information and documents to avoid rejection of your application.

Important Note:  Applicants are expected to apply for a maximum of 2 subspecialties for each academic year (except for IR, please refer to IR page for more information). Submitting more than one application (maximum of 2 subspecialties) will result in the deletion of all your applications.

All the required information about the UBC Radiology Fellowship Programs, each subspecialty’s specific requirements, the application process, and the announcements are posted on these pages:

• UBC Fellowship Programs homepage (this page)
• Subspecialty’s webpage
• FAQ  section
• Step by Step Application Guidelines
• Links and websites that are introduced on our website

In the “ FAQ ” (Frequently Asked Questions) you can find the answers to most of your questions. This section is updated frequently to answer the questions we receive from the applicants all over the world.

If your question is not answered in one of the mentioned pages, please email us at  [email protected]  and check the  FAQ  section again in a few days, we will post the information on this section.

IMPORTANT NOTE:

The incomplete applications will not be reviewed. Please make sure to have all your documents ready before you start the application. UBC Radiology Fellowship Office will not add or delete any documents to/from your application. The list of required documents for the application is provided to you on this page.

FUHSD ADULT SCHOOL

FUHSD Adult School in Sunnyvale

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Move Ahead with Adult Ed

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LEARN A NEW SKILL

Learn a language. Take an art or writing class. Learn English. New classes offered throughout the year.

LEARN WITH YOUR CHILD

Take an active role in your child’s education. In Bright Beginnings classes you support your child’s learning, make friends and enjoy watching your child grow.

Get moving and stay moving with classes from basketball to yoga. Learn to dance or just stay active with classes at FUHSD Adult School.

STAY ACTIVE

Keep your body and mind in shape with classes just for seniors. Close to home and developed with you in mind.

It’s as easy as completing the form below. An Adult Education staff member will be in touch and help you Move Ahead with Adult Ed.

Interested In: Learn a new skill Learn with your child Get active Stay active - classes for seniors Other

MAIN CAMPUS

589 West Fremont Ave.  Sunnyvale, CA 94087

BRIGHT BEGINNINGS PRESCHOOL/ PARENT EDUCATION CAMPUS

591 West Fremont Ave, Sunnyvale CA 94087

CUPERTINO HIGH SCHOOL

10100 Finch Avenue, Cupertino, CA 95014

FREMONT HIGH SCHOOL

1279 Sunnyvale Saratoga Rd., Sunnyvale, CA 94087

LYNBROOK HIGH SCHOOL

1280 Johnson Avenue, San Jose, CA 95129

CUPERTINO SENIOR CENTER

(Zoom only – opening soon) 21251 Stevens Creek Blvd, Cupertino, CA 95014

SUNNYVALE SENIOR CENTER

550 E Remington Dr, Sunnyvale, CA 94087

OTHER CAMPUSES

Columbia Middle School 739 Morse Ave, Sunnyvale, CA 94085

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Refugees from Ukraine, Sudan fulfil graduation dreams

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CNA Schools

Cna classes in sunnyvale, california, sunnyvale cna training - california.

You can receive your CNA certification in as little as 3 to 8 weeks.

Admissions Advisor Tip: Don't limit your options. Contact multiple schools to to compare their different offers, like financial aid packages.

Becoming a Certified Nursing Assistant in Sunnyvale, California

About sunnyvale.

Sunnyvale, California, is a vibrant city located in the heart of Silicon Valley. Known for its sunny weather and bustling tech industry, Sunnyvale offers a unique blend of urban and suburban living. The city is home to several parks, such as Baylands Park and Las Palmas Park, and is close to major landmarks like the Apple Park Visitor Center and the Computer History Museum. For more information about Sunnyvale, visit the official Sunnyvale website .

CNA Training Programs in Sunnyvale, California

If you’re interested in becoming a Certified Nursing Assistant (CNA) in Sunnyvale, California, several local schools offer excellent training programs. Here are three options to consider:

• Location : Santa Clara, CA (approximately 5 miles from Sunnyvale)
• Program : Mission College offers a comprehensive CNA program that prepares students for the California State Certification Exam. The curriculum includes both classroom instruction and clinical practice.
• Website : Mission College CNA Program
• Location : Cupertino, CA (approximately 7 miles from Sunnyvale)
• Program : De Anza College provides a Nursing Assistant Training Program that covers essential skills and knowledge needed for a career as a CNA. The program includes practical experience in local healthcare facilities.
• Website : De Anza College Nursing Assistant Program
• Location : San Jose, CA (approximately 10 miles from Sunnyvale)
• Program : SVCTE offers a Nursing Assistant Program that combines classroom learning with hands-on clinical experience. Graduates are well-prepared to take the state certification exam.
• Website : SVCTE Nursing Assistant Program

CNA Employment Opportunities in Sunnyvale

Sunnyvale is home to several major healthcare facilities and nursing homes that offer employment opportunities for CNAs. Here are some notable employers:

• Location : Mountain View, CA (approximately 5 miles from Sunnyvale)
• Description : El Camino Health is a leading healthcare provider offering a wide range of services. They frequently have openings for CNAs in various departments.
• Employment Page : El Camino Health Careers
• Location : Sunnyvale, CA
• Description : Sunnyvale Health Care Center is a skilled nursing facility providing quality care to residents. They offer various positions for CNAs.
• Employment Page : Sunnyvale Health Care Center Careers
• Location : Santa Clara, CA (approximately 6 miles from Sunnyvale)
• Description : Kaiser Permanente is a renowned healthcare organization with a large medical center in Santa Clara. They offer numerous job opportunities for CNAs.
• Employment Page : Kaiser Permanente Careers

CNA Certification Requirements in California

To become a Certified Nursing Assistant in California, you must meet the following requirements:

• Complete a State-Approved CNA Program : Enroll in and complete a state-approved CNA training program that includes both classroom instruction and clinical practice.
• Pass the Competency Exam : Successfully pass the California CNA Competency Exam, which includes a written test and a skills evaluation.
• Background Check : Undergo a criminal background check.
• Registry Application : Apply to be listed on the California Nurse Aide Registry.

For more information, visit the California Department of Public Health and the California Board of Nursing .

Get Started Today

Starting your journey to become a Certified Nursing Assistant in Sunnyvale, California, is an exciting step toward a fulfilling career in healthcare. Contact one of the schools listed above to learn more about their programs and take the first step toward your new career today.

PCT · CNA · CMA – What’s the Difference?

This depends on where you live. Some PCT courses include EKG and phlebotomy training . Some Patient Care Technician programs also include HHA (Home Health Aid) certification. However, in some work environments the titles CNA and PCT are used interchangably. Some hospitals in California may be hiring Nurse Care Techs (NCT), a position which you can apply for with your CNA license.

CMA can stand for Certified Medication Aide or Certified Medical Assistant , both which perform separate but overlapping duties in the workplace.

How Much Does CNA Training Cost in Sunnyvale?

Nursing assistant courses at vocational colleges and allied health schools usually range between $400 and $1200. When choosing a CNA school, learn about all the associated costs required at each institution. Some schools list their program cost as all expenses included. However other schools may also require you to purchase additional materials (such as books, scrubs and materials for your clinicals) which have separate fees from the tuition costs.

CNA Refresher Courses around Sunnyvale usually cost around $100-$200.

Need Tuition Assistance?

While not all schools offer financial aid for students enrolled in their CNA course, some training programs may offer assistance to help with the cost of the course or certification. Also, some CNA employers will even pay for your Nurse Assistant training or reimburse you after you successfully complete your CNA training.

Some employers in Sunnyvale will cover a percentage of your CNA tuition; others will pay tuition costs up to a specific dollar amount. Often, new CNAs are required to work a particular number of months at the employer that covered their school bills. Or you may just need to reimburse them for any of the tuition costs they paid on your behalf.

When Can I Start CNA Training in Sunnyvale?

Many schools that offer CNA training have new sessions beginning every 6 to 8 weeks. In many areas in California, you can find CNA training starting in June 2024, July 2024, August 2024, or September 2024 available for registration now. Unlike nursing programs in California , you can usually find a school starting a new session of their CNA course fairly quickly. However, some schools offer CNA classes in semester format. At these schools, you may need to wait up 3 or 4 months to start your course.

Becoming a Nurse Aide in Sunnyvale is a great way to quickly gain experience in the medical field. Also check out California CNA Salary info.

CNA Schools Near You & Online Near Sunnyvale, California

Tls education center.

• 550 Lakeside Drive, Ste-10 Sunnyvale , CA 94085 Programs: CNA (408) 747-0194

Mission College

• 3000 Mission College Boulevard Santa Clara , CA 95054 Programs: CNA, LVN (408) 988-2200

Sunnyvale-Cupertino Adult Community Education

• 591 West Fremont Ave Sunnyvale , CA 94087 Programs: CNA (408) 522-2739

Mountain View-Los Altos Adult School

• 333 Moffett Blvd Mountain View , CA 94043 Programs: CNA (650) 940-1333

Nurse Builders Academy

• 1825 Dela Cruz Blvd. Ste-105 Santa Clara , CA 95050 Programs: CNA (408) 970-5025

Presto Vocational Institute

• 4898 El Camino Real, Ste-208 Los Altos , CA 94022 Programs: CNA (650) 961-9988

Bay Area College of Nursing, Inc.

• 824 San Antonio Rd. Palo Alto , CA 94303 Programs: CNA (650) 858-6810

California College of Nursing

• 1851 Mccarthy Blvd.;s-201 Milpitas , CA 95035 Programs: CNA (510) 938-5452

Silicon Valley School of Nursing

• 1620 Oakland Rd.; Ste-d-100 San Jose , CA 95131 Programs: CNA (408) 392-9737

South Bay School of Nursing

• 1630 Oakland Rd; Ste - A-204 San Jose , CA 95131 Programs: CNA (408) 564-7242

Solano College of Nursing

• 238 South Hillview Drive Milpitas , CA 95035 Programs: CNA (408) 719-8100

Institute of Medical Education

• 100 W San Fernando St. San Jose , CA 95113 Programs: CNA, LVN, Phlebotomy (408) 534-0714

Bay Area College of Nursing

• 702 East Santa Clara St. San Jose , CA 95112 Programs: CNA (408) 280-6888

Northern California Vocational College

• 143 East Virginia St.; C San Jose , CA 95112 Programs: CNA (408) 971-6282

Medical Career College

• 41300 Christy St. Fremont , CA 94538 Programs: CNA, LVN (510) 445-0319
• 1200 O'Brien Drive Menlo Park , CA 94025 Programs: CNA (650) 330-6429

St. Francis Career College

• 749 Story Road, Suite #50 San Jose , CA 95122 Programs: CNA, LVN (408) 286-8903

Mission Valley ROP

• 5019 Stevenson Blvd. Fremont , CA 94538 Programs: CNA (510) 657-6124

James Logan High School

• 1800 "H" Street Union City , CA 94587 Programs: CNA (510) 471-2520

Evergreen Valley College

• 3095 Yerba Buena Road San Jose , CA 95135 Programs: ADN, CNA, RN (408) 274-7900

Hillendale Home Care

• 1777 North California Blvd. St.210 Walnut Creek , CA 94586 Programs: CNA (925) 933-8181

Advanced Pro Nursing Institute

• 2505 Technology Drive Hayward , CA 94545 Programs: CNA, LVN (510) 266-0868

NCP College of Nursing

• 21615 Hesperian Blvd. Suite A Hayward , CA 94541 Programs: CNA, LVN (510) 785-0454

Hayward Adult School

• 22100 Princeton Street Hayward , CA 94541 Programs: CNA (510) 293-8595

Pass Institute

• 405 Boulder Court Suite 100 Pleasanton , CA 94566 Programs: CNA (925) 754-2879

VIP Nursing School, Inc.

• 16388 East 14th St. San Leandro , CA 94578 Programs: CNA (510) 481-0240

Castro Valley Adult School

• 4430 Alma Avenue Castro Valley , CA 94546 Programs: CNA (510) 886-1000

Nightingale Nursing

• 101 Callan Avenue, Suite 405 San Leandro , CA 94577 Programs: CNA, LVN (510) 346-3733

Healthcare Institute of Northern California

• 10 Rollins Rd.; #209 Millbrae , CA 94030 Programs: CNA (650) 777-0009

CPR For Life Training & Healthcare Education

• 8105 Egdewater Dr Ste 290 Oakland , CA 94621 Programs: CNA (510) 533-1800

Oikos University

• 7850 Edgewater Dr. Oakland , CA 94621 Programs: CNA (510) 639-7557

Merritt College

• 12500 Campus Drive Oakland , CA 94619 Programs: ADN, CNA, LVN, Radiography, RN (510) 531-4911

NCP Career College

• 257 Longford Drive, #5 South San Francisco , CA 94080 Programs: CNA (650) 871-0701

Northern California Nursing Academy

• 355 Gellert Blvd.; Ste-279 Daly City , CA 94015 Programs: CNA (650) 992-6262

Josua Nursing School

• 699 Serramonte Blvd.; #226 Daly City , CA 94015 Programs: CNA (650) 290-4321

Quest Nursing Education Center

• 2135 Broadway Street Oakland , CA 94612 Programs: CNA (510) 452-1444

Centerpointe Learning Institute

• 7212 Mission St. Daly City , CA 94014 Programs: CNA (650) 991-9800

Providence Vocational School

• 189 School Street Daly City , CA 94014 Programs: CNA (650) 991-2309

Preferred College of Nursing

• 295 89th St.; Ste-205 Daly City , CA 94015 Programs: CNA (650) 758-4600
• 6150 Mission St.; Ste-103 Daly City , CA 94014 Programs: CNA (650) 755-6888

California Nurses and Vocational Institute

• 4610 Mission Street #300 San Francisco , CA 94112 Programs: CNA, LVN (415) 406-1561

Oakland Adult & Career Education

• 2607 Myrtle St. Oakland , CA 94607 Programs: CNA (510) 879-3036

City College of San Francisco

• 50 Phelan Avenue San Francisco , CA 94112 Programs: ADN, CNA, Health Information Management-Associate, LVN, Medical Assistant, Radiation Therapy, Radiography, RN (415) 239-3000

Lifeline Healthcare Consultants Inc.

• 5709 Market St. Oakland , CA 94608 Programs: CNA (510) 923-1139

Watsonville Aptos Adult School

• 294 Green Valley Road Watsonville , CA 95076 Programs: CNA (831) 786-2160

Monsbey College

• 6 Hanger Way Watsonville , CA 95076 Programs: CNA (831) 786-0531

Arriba Juntos

• 1850 Mission St. San Francisco , CA 94103 Programs: CNA (415) 487-3240

American Care Quest

• 1426 Fillmore St. San Francisco , CA 94115 Programs: CNA (415) 885-9100
• 1860 Hayes St. San Francisco , CA 94117 Programs: CNA (415) 561-1909

Oxman College

• 375 3rd Ave. San Francisco , CA 94118 Programs: CNA (415) 751-6461

California Nursing Academy

• 4200 California St.; Ste-101 San Francisco , CA 94118 Programs: CNA (415) 425-6445

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Canadian Immigration Updates

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

Explore UBC's Graduate Programs

Graduate and Postdoctoral Studies offers a wide range of options for course-based or research-based master's and doctoral students. We offer students an intellectually challenging education through programs that are international in scope, interactive in process and interdisciplinary in content and approach.

Check Your Eligibility Minimum Academic Requirements | English Language Requirements | Other Tests

Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants. Check first if you can meet those absolute minimums. Keep in mind that

• each graduate program that you are applying to may have additional requirements that you will find in the Graduate Degree Program listing and on the program website
• entry to UBC is competitive, i.e. each year we receive way more applicants who meet all our requirements than we can accept. Meeting minimum and program requirements is not a guarantee that you will be admitted.

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application.

Some of our programs require additional components, such as GRE or GMAT scores, as well as certain course or degree requirements.

Check your eligibility now

Meet Deadlines

All deadlines are program specific and can range from November of the previous year to April of a year for a September intake. The most important deadline is the application deadline. Without meeting the application deadline , a file may not be considered for evaluation. No changes can be made to the application after submission. Graduate programs can set two other deadlines - which may be the same as the application deadline or provide slightly more time to complete specific actions:

• Transcript deadline : Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.
• Referee deadline : Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

You have full access to all deadlines in the degree program listing or review an overview of application deadlines below.

Review program application deadlines

Prepare Your Application

Online application and fee.

All applicants are advised to use the online application system. Learn more about application fees, payment methods, and application fee waivers.

Academic Documents

Each entry under the Academic History section of the application must include pdf copies of official, up-to-date, transcripts for all current and previous post-secondary study.

Reference Letters

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

Statement of Interest

A statement of interest is an important part of most graduate school applications. It may also be called a "statement of intent", "description of research interests" or something similar. 

English Language Test

Gre or other tests.

Programs might request additional test scores. Please refer to specific Graduate Degree Programs for detailed information specific admission requirements.

Criminal Record Check

All students who are enrolled in programs that include a practicum component involving work with children or vulnerable adults will have to undergo a criminal record check before they will be permitted to register in the practicum.

Thesis Supervisor

Browse our faculty member directory to learn about research expertise of our professors. If you are applying to a thesis-based program, please review the program instructions in the degree program listing whether you are expected to contact potential thesis supervisors prior to your application.

Proof of Citizenship

You may be asked to upload documents to proof your status in Canada (citizen, permanent resident) or your country of citizenship.

Apply Online

Once you have collected all your documents and are ready to apply, find out how to best move through the online application, what questions to expect, tips and tricks for your application and how to pay the application fee.

Prior to an admission decision

While you wait for your application to be evaluated, there are a few things to bear in mind.

• Check your online application portal for the status of your application, references, English language scores (if applicable), and any additional information or documentation requested by the program.
• That the Referee received the request (ask them to check junk filters)
• That the Referee actually clicked the Submit button. They may have uploaded the reference but overlooked the final submission step.
• If you have multiple email addresses, ensure you’re checking the one you used in your application as you’ll be alerted to the program decision, or requests for additional information, by email.

Please be patient, and resist the temptation to ask the program about the status of your application. UBC receives approximately 20,000 applications to graduate school. Rest assured that your program is working hard to evaluate applications and make admissions decisions as efficiently as possible. Most admission decisions are made in February and March, but this is highly dependent on the program to which you have applied and therefore, offers and declines can also be expected before and after this peak.

After an admission decision

Successful applicants.

Congratulations! Please go to the newly admitted student checklist to see your next steps.

Admitted Student Checklist

Unsuccessful applicants

Given that the number of applicants exceeds the number of positions available, a record that satisfies basic entrance requirements does not guarantee admission to graduate studies.

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Jun 27, 2024

California to add financial literacy as a requirement to graduate high school

What you need to know: California is ensuring that all high school students are taught personal financial literacy before graduating after an agreement between state leadership and NGPF Mission 2030, an affiliate of Next Gen Personal Finance was reached.

SACRAMENTO – Governor Gavin Newsom, Senate President pro Tempore Mike McGuire (D-North Coast), Assembly Speaker Robert Rivas (D-Salinas), and a national financial literacy non-profit — NGPF Mission 2030, an affiliate of Next Gen Personal Finance — today announced an agreement to make financial literacy required content to graduate high school.

“We need to help Californians prepare for their financial futures as early as possible. Saving for the future, making investments, and spending wisely are lifelong skills that young adults need to learn before they start their careers, not after.” Governor Gavin Newsom

Senate President pro Tempore Mike McGuire (D-North Coast) : “Financial literacy is a critical tool that pays dividends for a lifetime. There’s a wealth of data about the benefits of learning these valuable lessons in high school, from improving credit scores and reducing default rates to increasing the likelihood that our future generations will maintain three months of savings for emergencies and have at least one kind of retirement account.”

Assembly Speaker Robert Rivas (D-Salinas) : “Ensuring our students have the skills and knowledge to thrive is paramount to California’s continued success, and financial literacy is a key part of that educational mission. Our agreement is the culmination of many robust and productive conversations with stakeholders across the state on how best to implement financial literacy into every student’s high school curriculum.”

Tim Ranzetta, co-founder of NGPF and lead proponent of the Californians for Financial Education initiative campaign:  “We commend Governor Newsom, Senate President pro Tem McGuire, Speaker Rivas, and the bill’s authors and supporters for their leadership and commitment to guaranteeing access to one semester personal finance education for every California student. We look forward to supporting the implementation of this essential course.”

This agreement is reflected in AB 2927, sponsored by NGPF Mission 2030, which the Governor will sign. The legislation will require a semester-long personal finance education course available for all California high school students by the 2027-28 school year and make personal finance a graduation requirement starting with the 2030-31 graduating class. 

Once the Legislature passes this legislation, proponents of the California Personal Finance Education Act initiative eligible for the November 2024 ballot have agreed to withdraw their measure.

College savings accounts

The financial literacy bill aligns with state efforts to prepare students early on for a healthier financial future. California’s  CalKIDS program  invests $1.9 billion into accounts for low-income school-age children in grades 1-12 and for newborn children born on or after July 1, 2022 – indicating the need for early financial literacy. All families of low-income public school students – 3.4 million across the state – are able to access college savings accounts created in their children’s names.

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What Exactly Is the Science of Reading?

• Posted June 25, 2024
• By Elizabeth M. Ross
• Language and Literacy Development

Last summer Nonie Lesaux , a professor at the Harvard Graduate School of Education who leads a research program that seeks to improve literacy outcomes for children and youth, was approached with a problem. The New York State Education Department (NYSED) needed to help the 600-plus school districts that the state agency serves better understand what scientific research had to say about how children learn strong reading and writing skills. Their query came at a time when powerful public advocacy for bringing the science of reading to classrooms, which had been steadily gaining momentum, had reached a fever pitch.

Over roughly the past decade, 38 states and the District of Columbia have passed laws or introduced policies that aim to bring literacy instruction in line with decades of interdisciplinary research on the science of reading. In New York, in fact, Governor Kathy Hochul introduced a plan earlier this year to have schools in the state adopt science-based methods to improve reading instruction by September 2025.

When they approached her last summer, administrators at NYSED told Lesaux that many school district leaders and educators across the state felt “angst, confusion, and worry about the science of reading.” They weren’t sure what the term meant exactly — they had lots of questions, and they needed clarity and resources, she says, to help them “cut through a lot of noise,” including some misconceptions. 

So Lesaux produced a series of seven briefs to help the educators better understand the research, as well as the work that is needed. The briefs explore key ideas and myths about the science of reading, and leadership strategies for those in New York’s preK–12 systems who are working to improve literacy and provide professional learning supports.

Lesaux recently discussed the briefs, as well as how they have been received.

You worked with NYSED on a series of literacy briefs back in 2017. How did you build on that previous work with this new set of briefs?

Literacy is still the multifaceted, complex construct that it always has been, and the demands on the learner and the citizen today, in this global knowledge-based economy, are significant. You have to develop literacy skills to a level that is much higher than might have been necessary even 25 years ago, for entry into the workforce and for a good wage and income and lifestyle — that hasn't changed. … There is some overlap [in the briefs] because the knowledge base didn't change much. I think what changed, which was super important for the field, is the public became much clearer that there are effective and ineffective ways to teach early word reading.

In your first brief, you say that the science of reading reflects more than 50 years of research across multiple disciplines about how children successfully learn to read and write. If there is so much research and evidence, why has there been so much confusion about effective literacy instruction?

I think what has created some of the confusion is that there are a couple curricula and approaches that took hold at large scale — this kind of “leveled reader” approach, “balanced literacy” —  and the field took that up and the research was not there. In fact, it's deleterious for some kids because it's not the right approach. It's true that phonics instruction should be very explicit and direct, and that is not the same as teaching language and comprehension. And we need the language and comprehension teaching, but we can't confuse the two. And I think for far too long there was sort of this text-based approach to teaching phonics that wasn't actually the explicit direct instruction that a very significant number of children both need and respond so well to. But I think the danger is that we then swing the pendulum and pit the two ideas against each other, ideologically, and create this thing called “the reading wars,” when in fact we know we need a strong plan for phonics, and we need a strong plan for language and comprehension. It sounds so basic, and yet the politics and some of the ideologies of what it feels like to educate in developmentally appropriate ways got in the way of all of this. You know, rote explicit phonics instruction only needs to be about 20 minutes a day, but if you overdo it and it becomes synonymous with your reading instruction, you don't have a very engaging academic environment. When you do it really well and in the short burst that every first and second grader needs, it becomes very reinforcing and exciting because kids see their growth.

In one of your briefs, you set out to debunk common myths about the science of reading and you point out that learning to read and reading to learn should not be two distinct stages. You say effective teaching aims to teach all skills simultaneously from the earliest years?

Yeah, we need to stop pitting the two and we need to do both really well…. [and be] honest about the fact that there are lots of kids who don't have a vulnerability in the phonics area and don’t need more than the standard foundational instruction in this area, but who have very underdeveloped vocabulary and comprehension skills, you know, à la achievement opportunity gaps, and need a lot of content building knowledge. So, if we turn around and only do structured rote phonics programs, ad nauseum, they’re no better off for the long run.

What you mentioned about building up students’ background knowledge, to assist with reading comprehension, makes me think about the work of HGSE’s Jimmy Kim , correct?

Definitely. Jimmy’s portfolio of research has shed light on the effective strategies and the complexity of building up knowledge and comprehension skills. The same is true for Meredith Rowe's vocabulary work . There are others at HGSE, like Nadine Gaab with her [dyslexia] screening work , whose research is equally important. We’re all in the same fight together, contributing in specific ways for the same outcomes, but we're all looking at different pieces.

Regardless of which pieces we’re each focused on, some of the feedback that I get repeatedly [from school districts] is that it's so helpful that we step back and look at the policy and practice landscape and look at what the research really tells us about where we are, and then craft guidance in the form of resources and tools.

Additional resources

• American Public Radio's Sold a Story podcast

Separating Fact from Fiction About the Science of Reading

• The Science of Reading Literacy Briefs, NYSED
• Harvard Ed. magazine explores the next phase of the Reach Every Reader initiative
• Professor Catherine Snow puts the "literacy crisis" in context on the Harvard EdCast

Usable Knowledge

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Phase Two: The Reach

Reach Every Reader on its impact and the project’s next phase

New literacy briefs correct common myths and misconceptions 

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CSULB Launches Beach EDGE to Streamline Pathways to Graduate Degrees

At Cal State Long Beach, meeting students where they are means streamlining access to education and resources. That’s the goal of The Beach EDGE , a new program launching in fall 2024 that aids institutional efforts to meet this cornerstone of our mission.  

A new host of degree programs designed to help students complete bachelor's and master's with fewer total units, Beach EDGE creates one seamless pathway to a graduate degree, merging related undergraduate and graduate programs to give master’s hopefuls a focused roadmap for their educational journey.   

Short for Expedited Degrees in Graduate Education, the EDGE programs allow for double-counting of some course units to apply to both degrees – the bachelor’s and master’s. Students in the program can take 10 or more master’s courses as undergraduates, saving them time and money.  

“Well, how cool is it to earn a master’s in an accelerated time and at a cheaper rate than completing post the bachelor’s degree,” said Dr. Dina Perrone, Interim Dean of Graduate Studies at CSULB. “Beach EDGE alumni can have more control over their careers with both a bachelor’s degree and a master’s degree on their résumés, and they will earn their master’s degree at a much more manageable cost.”  

This model, known as “blended” or “4 +1” programs at other institutions across the country, is one that Deans across the California State University system had been hoping to implement for a few years, Perrone said. Recent approval from the Board of Trustees to allow the double-counting of some graduate units made the EDGE programs possible.   

This new effort represents a meaningful stroke of progress in CSULB’s institutional goals, which are laid out in the university’s Beach 2030 strategic plan. Efforts to create alternative instructional delivery models have been a key objective of the Beach 2030 team focused on building a growth strategy at The Beach, and the EDGE programs exact the precise goals of this work — to extend more opportunities to more students.  

“In this area we are looking at different ways to increase access to our graduate programs and to increase potential student interest in our programs,” said Dr. Jody Cormack, Vice Provost of Academic Programs and current Dean of Graduate Studies who also leads the growth strategy team.  

“Blended programs fit perfectly within this realm,” she said, noting the expedited timeline Beach EDGE promises students. “We are also hoping that we will have more of our native bachelor’s students taking advantage of the increased accessibility of a master’s degree, which will lead to upward mobility and the opportunity for advancement to fulfill workforce demands, create, innovate, and serve the public good.”  

Nine Beach EDGE programs will be part of the initial rollout in the fall, expected to benefit at least 100 students, Perrone said. In the coming years, CSULB aims to create additional pathways and expects more EDGE programs to be added.   

“Beach EDGE students get an edge up on their education by expediting the achievement of the master’s degree,” Perrone said.  

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Lifelong learning: stanford gse student collects her master’s degree after 80 years in education.

It’s been a minute since Virginia “Ginger” Hislop was a student at Stanford Graduate School of Education (GSE).

When she started at the GSE in 1936 — then the Stanford University School of Education — her plan was to get her bachelor’s of education, which she did in 1940, and obtain her master’s of education so she could teach, which she started directly after.

The goal: to help grow and provide opportunities for young minds by following in the footsteps of her grandmother, who taught in Kansas before the Civil War, and her Aunt Nora, who was the principal of a school in West Los Angeles, and pursue the field of education.

However, just after completing her coursework and just before turning in her final thesis, her then-boyfriend George Hislop AB ’41, a GSE student in Reserve Officers’ Training Corps (ROTC), got called in to serve during World War II, prompting the pair to get married and Virginia Hislop to leave campus before graduating.

“I thought it was one of the things I could pick up along the way if I needed it and I always enjoyed studying, so that wasn’t really a great concern to me — and getting married was,” said Hislop, who was born in Palo Alto and resides in Yakima, Washington.

Now, 83 years after leaving campus and living in service to learning, Hislop returned to Stanford  to finish what she started and receive her graduate degree.

“A fierce advocate for equity and the opportunity to learn … today we are proud to confer the master of arts in education to our 105 year-old graduate,” GSE Dean Daniel Schwartz said in a speech at the beginning of the GSE’s commencement ceremony on Sunday, June 16.

Virginia Hislop (right) accepts her diploma for her master of arts in education at the GSE’s 2024 commencement ceremony from Dean Dan Schwartz. She collects her degree after more than 80 years doing education work in schools and on school boards in Yakima, Washington. (Photo: Charles Russo)

Family ties to Stanford 

In many ways, Hislop’s work in education after leaving Stanford began with her children.

When her daughter Anne started first grade in Washington, Hislop advocated on her behalf so that she could take advanced English, rather than a home economics course being suggested by the school.

“I felt that she could learn to cook at home and it was more important that she learn more academic skills at school,” said Hislop, whose daughter Anne Hislop Jensen MA ’68 and son-in-law Doug Jensen, MA ’68, also graduated from the GSE.

After that first encounter, Hislop was moved to join the school board to have more of a say in what children were being taught, to help set them up for success.

“I felt that all the kids should have an opportunity to develop their potential as best they could, and that everybody should have a crack at higher education if they wanted,” said Hislop,  who stayed on the school board for 13 years before moving her involvement to the city, county and state level in Washington state.

Some of her roles included chairing the Yakima School Board of Directors; becoming a founding member of the board of directors for Yakima Community College, and helping to start Heritage University in Toppenish, Washington, where she served on the board for 20 years.

“I’ve been doing this work for years and it’s nice to be recognized with this degree,” she said.

Leadership and longevity in learning

Nowadays, Hislop spends most of her time doing community work, reading, socializing and working in her garden — a routine she says has kept her sharp.

“The biggest lesson I’ve taken from her is that you never really stop learning,” said Doug Jensen, “She’s a voracious reader, and at 105 she’s still actively moving and shaking. No moss grows under her feet.”

Looking back on her career, Hislop credits her time at Stanford and the things she’s learned from community partners along the way for her ability to impact students.

“I think I did good things for our local school system and I helped broaden it out,” she said. “For me, this degree is an appreciation of the many years I’ve put in working for the schools in the Yakima area and on different boards.”

At the GSE Diploma ceremony, Schwartz concurred, saying Hislop “led a life of tremendous educational accomplishment.” Her fellow graduates and their families gave her a standing ovation. 

When Hislop rose from her seat, donned in cap and gown, to walk across the stage and receive her master’s hood, the applause roared once again. She greeted Schwartz on stage and was handed her diploma. She smiled for the cameras. Her grandkids and great-grandkids waved and cheered. 

“My goodness,” Hislop said. “I’ve waited a long time for this.”

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From classrooms to boardrooms, Virginia Tech graduate students embark on a capstone tour

Students in the Pamplin College of Business’ Center for Business Analytics completed their graduate program with a summer tour, which saw them present their capstone projects to sponsoring companies.

• Jeremy Norman

27 Jun 2024

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Eleven cities. Fifteen days. Over 5,000 miles.

No, this isn’t the recent leg of Taylor Swift’s The Eras Tour, though you’d be forgiven for the confusion. It’s the Center for Business Analytics summer tour – the culminating event for students in the Master of Science in Business Administration with a concentration in business analytics program.

From June 3-18, students concluded their graduate experience with on-site, in-person capstone presentations to sponsoring companies. The capstone presentation is the pinnacle of nine months of intensive, experiential learning.

For each project, student teams prepare a professional consulting report and formal presentation that summarizes and supports its findings and builds a business case for its recommendations. The capstone projects allow students to work closely with corporate and faculty mentors, experience hands-on learning, and connect the classroom to real-world problems and decision-makers.

Tour schedule

• June 3: Students from the Norfolk Southern team delivered their recommendations to improve serving yard efficiency to representatives from the company in Atlanta. The team developed a framework to gauge serving yard performance across entire divisions to identify areas of improvement or opportunity and leverage them to provide a more robust service product for Norfolk Southern customers.
• June 4: In Roanoke, a team of students presented its neural network model to Advance Auto Parts. The neural network model is structured to predict future store performance in relation to gross margin.
• June 5: A student team traveled to Reston, Virginia, to deliver its rubric to NASA Langley Research Center. Students developed a comprehensive framework for evaluating and improving generative artificial intelligence outputs to enhance NASA's mission performance and operational efficiency.
• June 5: Students traveled to X-energy headquarters in Rockville, Maryland, and provided recommendations on ways to reduce costly delays and predict material quantities for nuclear power plant construction. The team developed a model to estimate the optimal size for a temporary warehouse to store raw materials during the construction of Xe-100 nuclear reactors.
• June 6: Students headed to Rocky Mount, Virginia, home of ValleyStar Credit Union to present solutions for increasing credit union member retention and loyalty. The team analyzed current member data and discovered an opportunity to target Generation Z and Generation Alpha with three recommendations to create a comprehensive loyalty program.
• June 7: At the Acquisition Innovation Research Center in Arlington, students delivered their carefully designed approach to portfolio and project risk assessment. The team established a Stage-Gate Risk Assessment Framework utilizing Portfolio Theory to quantitatively evaluate the risks of the Navy's science and technology acquisition research efforts.
• June 10: At Carter Machinery headquarters in Salem, students demonstrated how they have enhanced Carter's digital excellence and data quality initiatives. They analyzed current processes and other best practices to identify a way to implement data quality standards companywide, which led to recommendations focused on data entry standards and continuous data monitoring.
• June 11: After attending several meetings at NobleReach in Tysons, Virginia, students returned to show off their entrepreneur matching tool, which is already in use at the company. The team developed a scalable tagging and matchmaking system to improve the pairing of embedded entrepreneurs in NobleReach's database with suitable government research projects.
• June 12: A student team went to Inorganic Ventures in Christiansburg to showcase its machine learning model, designed to help chemists formulate compounds. The team evaluated machine learning software to automate workflows to create a competitive advantage in the industry.
• June 12: Students delivered their predictive analytics tool to customer Flex-Metrics in Roanoke. The team developed a scalable machine learning model to accurately predict catastrophic failure on manufacturing equipment and developed a Power BI dashboard to effectively visualize actionable insights.
• June 14: The HP team flew to Houston, Texas, to visit the offices of HP and deliver its proposed strategy for HP to achieve its goals of addressing digital equity and gentrification. The HP team analyzed gentrification and digital inequity in Austin, Texas, recommending HP to collaborate with STEM organizations to offer Title I students in-person, interactive summer and afterschool programs to enhance their understanding of technology.
• June 18: The teams returned to Virginia Tech’s Blacksburg campus to deliver their respective presentations at the Public Presentation Day, during which the public was able to see each team’s projects and celebrate the cohort members' completion of their master's degrees.

Marc Kaplan

• Blacksburg, Va.
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