Cross-Faculty Inquiry in Education

Programs in Cross-Faculty Inquiry in Education draw faculty and students together in graduate programs, courses, lectures, workshops, and other interactive venues to address educational issues from inter- and transdisciplinary perspectives.

Cross-Faculty Inquiry program

The Cross Faculty Inquiry (CFI) in Education program(s) resides in the Office of Research in Education and draws faculty and students together, in graduate programs, courses, lectures, workshops and other interactive venues, to address educational issues on topics of common concern from inter and trans disciplinary perspectives.

CFI seeks to drive intellectual and social innovation through nurturance of transdisciplinary scholarship in Education. CFI thus serves as both an active academic program within the Faculty of Education that provides graduate programs and courses, and in so doing, contributes to the development of knowledge advances across multiple fields of inquiry in Education, as well as an incubator space for the development of cross-faculty initiatives and collaborative inquiry.

PhD in Cross Faculty Inquiry in Education

The CCFI doctoral program is an individualized, research-orientated doctoral program for students interested in undertaking research that is interdisciplinary or trans-disciplinary in nature. The program brings together students with expertise across a variety of disciplines who share an interest in educational research, policy and/or practice. The CCFI doctoral students usually engage independently in trans- and/or interdisciplinary research under the guidance of faculty members from across various departments.

The CFI program is no longer accepting applications and will be discontinued when current students have completed their programs. Prospective PhD students in the Faculty of Education should apply through one of the five academic units listed here: . Those interested in an individualized, interdisciplinary focus should identify a possible supervisor within one of these units and work with that individual to create an interdisciplinary program.

Students are required to develop their program of study in consultation with their supervisor in the first term of their doctoral program. Students usually register into content area and research methods courses that will assist them in preparing the comprehensive examination and research dissertation proposal. In consultation with their supervisor(s), students complete a Program of Study Worksheet.

Current Students

The Comprehensive Examination entails the preparation of scholarly papers that deal with important and far-reaching questions from across the student’s program of studies. Typically, one (or two) paper will address scholarly constructs and questions relevant to the explicit academic focus of the proposed dissertation, and another will address scholarly constructs and questions to the research methodology. Coming at the end of the student’s coursework the papers should pursue a more comprehensive goal, in a critical fashion, taking on one or more of the leading questions at the intersection of policy, theory, research and practice.

Students are required to develop their program of study in consultation with their supervisor in the first term of their doctoral program. The proposal for the dissertation outlines the research problem and the methodology, sets the context for the work, and summarizes the scope of each chapter.

Program requirements to be determined in consultation with the supervisor.

MEd in Cross Faculty Inquiry in Education (Urban Learner)

The Masters of Education requires the completion of 27-credits of course work (6-core courses, 3 credits of research methods, and 18-credits of elective courses) and the Graduating Project (3-credits). The MEd program is delivered off-campus and no courses are offered on the UBC-Vancouver campus. The Urban Learner program is run through the Professional Development and Community Engagement unit of the Faculty of Education; information about admission to the MEd in CFI program can be found at the PDCE website.

The MEd in Cross Faculty Inquiry program with its focus on the urban learner, is delivered in a cohort model with intake of students every two years. The Urban Learner cohort is offered in collaboration with the Vancouver Elementary School Teachers Association (VESTA).

Information about admission to the MEd in CFI program (Urban Learner cohort) can be found at the PDCE website.

The UBC Urban Learner MEd program has been developed to further an understanding of challenges and achievements in urban education. It draws from, and builds upon the expertise and rich experiences of school teachers and other education practitioners working in urban school environments.
While appreciating and extending the rigor of inquiry in urban education, the program challenges past stereotypes of urban ‘problems’ and languages of ‘risk’ and places the notion of Caring Cosmopolitanism and the institutions of Education at the heart of the revival of urban schools, networked publics, communities, and landscapes.
The cosmopolitan vision presented in this program invites an ethical and reflexive outlook of care of self and the Other, underpinned by a grasp of the complex and multidimensional social and political realities, and embodied and technological social networks, in which they practice, live, and act.

The graduating project demonstrates a substantial examination of a topic relevant to the student’s program taken up from an inter- or trans-disciplinary perspective. Its scope should be roughly equivalent to the amount of work produced for two 500-level three credit courses in the Faculty, and will be proportionately less than that of the six-credit MA Thesis. Appropriate topics can be drawn from any aspect of the student’s graduate program or professional experience and plans, and will tend to be oriented to problems and issues of professional practice in education. Topics need not be original contributions of knowledge, but can, for example, be the application of knowledge to the field, development of instructional practices or resources, evaluations of practices or resources, critical essays, critical analyses of problems or issues, policy analysis or development, surveys, creative works, documentary work, and other types of projects negotiated with the supervisory committee. In all cases, the scope of the Graduating Project need not include all the requirements of the social science research report as described in standard guidebooks to educational research.
The student’s supervisor will discuss the criteria to be employed when judging the acceptability of any Graduating Project; those criteria will be appropriate to the specific nature and aims of the exercise undertaken. The format of the Graduating Project is normally that written; in certain cases, other formats and media will be more appropriate, and these matters will be negotiated as part of the topic approval process.

Core Credits
Living Inquiry in Learning Communities (CCFI 501) 3
Theorizing Knowing in Education (CCFI 502) 3
Research Methods
Research Methodology in Education (EDUC 500) 3
Approved Electives 18
Graduating Project
Graduating Project (CCFI 590) 3

Helpful Links:
Educational Insights Journal


Graduate Program Assistant
T: (604) 822-8638

Mailing Address
Cross Faculty Inquiry
Faculty of Education, UBC
309 – 2125 Main Mall
Vancouver, B.C.
Canada V6T 1Z4