Faculty Relations Office

Faculty Relations Office

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Fund for Scholarly Research and Creative Work and Professional Development (Adjuncts) 

This fund will provide support either in the form of salary stipends or a grant (provided through a research/professional development account) for scholarly and creative work or professional development undertaken by eligible Adjunct Members.  Please consult Article 36.2 of the Collective Agreement for Faculty, Librarians and Archivist, for more information.

THE DEADLINE FOR THE FALL TERM, FALL/WINTER SESSION IS OCTOBER 7, 2019.  The application form is available here: 

Application Form 2019-20 (PDF) 

The Application Form is now a fillable PDF. Please read the application instructions and ensure that your submission is complete. Please refer to the Application Guidelines and Terms of Reference for additional information when submitting your application. Submit your application form electronically to allana.balesdent@queensu.ca

A Tools for Research at Queen's (TRAQ) DSS Form must be submitted if applying for a Research Account in order to obtain your account number.  Please click on the link to access an information sheet.  This must be completed prior to your application being submitted to the Faculty Relations Office as the TRAQ number must be included on your applicationPlease note that TRAQ numbers cannot be reused.  You must submit a new TRAQ DSS Form each time you apply.

Congratulations to the following Adjuncts who were awarded funds in the 2019-20 Spring/Summer Session:

  • Susan Boehnke
  • Kristen Bolton
  • Ian Gilchrist
  • Lorraine Godden
  • Melissa Houghtaling
  • Aynne Johnston
  • Graeme Leverette
  • Shahriar Parvaneh
  • Gregory Runions
  • Joanne Rotermundt-de la Parra
  • Kate Rowbotham
  • Michael Wheeler


Read about how Phillipe Gauthier - one of your colleagues - has made use of this fund:

Thanks to the stipends from the Fund for Scholarly Research & Creative Work & Professional Development, I was able to complete my research project on the incorporation of social media into transmedia narratives through the creation of “official” accounts for fictional characters. It gave me the opportunity to share the outcomes of this research project in different ways: one book chapter in English, one article published in three languages (French, Spanish and Chinese), two peer-reviewed conferences (in Canada and in the US) and one keynote speaker invitation (in Japan). Attending those conferences enabled me to engage with experts and researchers in my field. This has a huge impact not only in my research (through constructive feedback on my work) but also in my teaching (by helping me keeping my courses at Queen’s University up to date with new research findings).

Read about how Paul Chipperton - one of your colleagues - has made use of this fund:

With the Canadian Government's very positive, consistent and considerable support for Innovation and Entrepreneurship in our economy, it is important to understand the various forms of determining impact and value. However, these fields of study are notoriously difficult to develop meaningful Key Performance Indicators (KPIs).

This Adjunct Scholarly award allowed me to attend the 2nd World Incubation Summit held at Ryerson University, where Swedish entity UBI Global presented their updated rankings for international Incubators and Accelerators. Several Canadian entities were ranked very highly. Subsequently, the fund facilitated a visit to UBI's HQ, where I spent a couple of days interviewing the executive team around how they had established baseline metrics for the rankings, and also how they had adapted them for the 2nd world summit to improve factors previously missed or ill-weighted. The fund also supported site visits with two other highly ranked Northern-European incubators, so I could see first-hand the environments, and interview their executive teams to gain a better understanding of how the rankings have influenced their strategic planning.

As an adjunct although I'm not paid for research, the fund has facilitated an increased depth of learning in the course I teach to AMBAs and MBAs around New Venture Management, Strategic Innovation, and Entrepreneurship, and I'm very grateful. 

Read about how Lisa Sansom - one of your colleagues - has made use of this fund:

Thank you to the committee for allocating funds so that I could attend a conference in my field, hosted at the University of Pennsylvania. At that conference, I was able to hear from experts and researchers in my field, as well as engage with them directly as the conference was designed to be small and interactive. Speakers’ topics were wide-ranging and conversations were inspiring. I was able to incorporate some new research findings into my course and into my thinking about how I teach and design for future opportunities. I look forward to continuing my own learning and development with further conferences, as well as discussions with colleagues due to relationships I was able to create and renew at this event. 

Read about how Natalie Pitre - one of your colleagues - has made use of this fund:

I began teaching with Queen’s in the Faculty of Education as an Adjunct lecturer in 2014 and have been a Faculty Liaison since the beginning of this academic school year. This is the first time that I applied for the Fund for Scholarly Research and Creative Work and Professional Development. I was pleased to receive a grant to attend the Fifth International Conference on the Development and Assessment of Intercultural Competence hosted by the Center for Educational Resources in Culture, Language, and Literacy in Tucson, Arizona. The conference presenters and attendees comprised of scholars and educators in a variety of teaching and learning contexts in higher education worldwide engaged in dialogue about the meaning of intercultural competence and the best theoretical models, practices, and approaches to instill this skill set among learners. As an educator of pre-service teachers, I was interested in attending this conference to inquire about how faculties of education are explicitly incorporating intercultural competence development within their course curricula and the types of assignments and reflective practices used in class and online to enhance candidates intercultural learning. Attending the conference sessions enabled me to listen to firsthand accounts from educators of pre-service teachers on how they are leading their students to develop a better understanding of language and culture through multimodal text analysis, inquiry, community engagement, and education abroad experiences. Further insights were gained from the stories told by faculty on the ways they have led teacher candidates to articulate an understanding of themselves as cultural beings, be able to describe intercultural encounters, demonstrate increased self-efficacy to negotiate intercultural encounters, and engage in critical conversations related to language, power, and identity as an outcome of intentionally planned reflective practices focused on intercultural development within their pre-service courses. Attending this conference provided me with additional considerations on how to design, deliver, and assess the incorporation of intercultural communication in my future classes. The conference as a whole also contributed to my own future research interests related to Cultural Self-Study practices within teacher education programs as a vehicle to promote social justice. I look forward to sharing highlights of this conference with colleagues and to continue co-learning to enhance intercultural communication as a skill set among teacher candidates. I highly recommend adjuncts at Queen’s to take advantage of this  great opportunity to apply for funding from the Fund of Scholarly Research and Creative Work and Professional Development to pursue your ongoing professional learning interests."

Read about how Ruth Wehlau - one of your colleagues - has made use of this fund:

Stipends from the Fund for Scholarly Research & Creative Work & Professional Development have supported my work in a variety of areas over the years, allowing me to pursue interests relating to medieval English literature and medievalism in the 18th and 20th centuries. My earliest project concerned the Alfred plays. A product of the cult of Alfred the Great that developed in Great Britain during the 18th and 19th century, these plays portray Alfred’s conquest of the Danes during the 9th-century invasion. While doing this research, I delivered several papers on the topic and also discovered that three Alfred plays had been produced within a single year in 1796, all three of which related to the situation in Ireland at the time, just two years before the rebellion of the United Irishmen. Most interesting of these three plays was one by John O’Keeffe, a popular playwright who had emigrated from Ireland to England a decade earlier and was in many ways a fascinating figure, someone who identified as both Irish and British. His play, previously dismissed as an unusual and inappropriate Alfred play, turned out to be an ironic version of the Alfred story that represented sympathetically the leader of the “Danish rebellion.” I published this research as an article, “Alfred and Ireland: Irony and Irish Identity in John O’Keeffe’s Alfred” in 2011.

More recently, I was invited to deliver a paper relating to chaos in Old English literature at the International Medieval Congress in Leeds in 2014. This invitation was an opportunity for me to develop an earlier research project on depression and dark thoughts in Beowulf into a paper, “Beowulf's Dark Thoughts: Beowulf, Boethius, and Beowulf 2327b-52a.” At Leeds I was encouraged to produce a book on the subject of my paper. It is this book project that forms the substance of my latest research project.

As a Continuing Adjunct, I am not paid to do research, yet my on-going research has informed my teaching and strengthened my position within my department, where such work is highly valued. Thanks to stipends from the Fund for Scholarly Research & Creative Work & Professional Development, I feel this aspect of my work at Queen’s is being acknowledged and encouraged."

Read about how Michel Szczesniak - one of your colleagues - has made use of this fund:

The Fund for Scholarly Research & Creative Work & Professional Development has been an ongoing source of assistance for me since 2001. In my capacity as a Continuing Adjunct Lecturer of Piano & Accompanying in the School of Music, I have had many projects within and outside the department  such as concerto appearances with the Kingston Symphony, recitals with colleagues from the School - the Faculty Artists Series, the Kingston Chamber Ensemble -  and promoting new works by Canadian composers. I've also assisted aspiring young professionals through recital work, auditions (live and recorded) and competitions. My work as a composer has been rewarding through the Fund's support of premiere performances, commercial recordings, archival recordings and preparation of scores for performances. The diversity of these projects and the Fund's continued support serve to enhance my growth as musician and  teacher."

Read about how Frank Halligan - one of your colleagues - has made use of this fund:

I have been a Faculty Liaison and Adjunct Lecturer at Queen's Faculty of Education since 2009. This year, the Fund for Scholarly Research and Creative Work and Professional Development provided me the opportunity to partake in the International Conference on Teaching and Learning hosted by Florida State College. This conference widely attended by academics from across the U.S. and Canada introduced me to the Teaching and Learning Centers and their mission at Colleges and Universities. Many of the topics covered in this conference can and will be applied and shared at Queen's Faculty of Education. As we embark into a new programme in 2015, it is essential to be aware of varied and exciting approaches to teaching and learning. This conference provided that opportunity.  In addition, it encouraged me to seek out our own Centre for Teaching and Learning and become involved with the conference that Queen's is hosting in June of this year. The conference that I was able to attend, as its focus, examined Active Research and Active Learning strategies that should be incorporated into the work that we are doing with the Queen's teacher candidates as they prepare for their entry into the school systems beyond Queen's. Cooperative learning and adult based pedagogy were also emphasized which reinforced many of the principles used by our lecturers at the Queen's Faculty of Education. I shall be producing an overview of the conference and its key aspects for all colleagues in the Professional Foundations course. By getting involved in our own Centre for Teaching and Learning I can share what I was able to gain and provide volunteer help for the work being done at the Centre. All of this was due to a $1900 grant awarded to me by the Fund for Scholarly Research and Creative Work and Professional Development. The benefits that I have accrued from this grant will impact my teaching and involvement in the immediate future. It is my hope that I shall be able to provide for my colleagues some of the aspects of this conference that have aided me professionally. I encourage adjuncts at Queen's to consider this chance at professional growth by applying for funding from the Fund for Scholarly Research and Creative Work and Professional Development. It is an opportunity that shouldn't be missed."

Read about how Wendy Powley - one of your colleagues - has made use of this fund:

What great things could you do with a small investment in your professional development? I have been a research associate and adjunct lecturer at Queen's since 1992. Although I have been fortunate to have numerous opportunities for growth and development provided through my research appointment, the Fund for Scholarly Research and Creative Work and Professional Development has afforded me some independence to explore areas outside of our research area. In 2010, I attended the Grace Hopper Celebration of Women in Computing conference (GHC); the largest international conference for women in computing. This was a fantastic experience that raised my awareness of the severe lack of female participation in the high tech sector. I was inspired (along with our Women in the School of Computing (WISC) group) to spawn the inaugural Ontario Celebration of Women in Computing (ONCWIC) which was held here in Kingston in October, 2010. The goal of this event was to provide an experience similar to the GHC for female computer science students in Ontario and to grow the network of female computer scientists within the province. ONCWIC is now in its fourth year, having been hosted by a unique university each year. The conference is attended by close to 200 women per year and is inspiring youth outreach activities across the province and raising awareness of need to attract more women to the field. As a result of our efforts, the percentage of women in the School of Computing exceeds the national average by more than 20%. Other universities consult with us for advice on how to recruit and retain female students. For my work in this area, I was awarded the inaugural Queen's Equity award in 2012. All these accomplishments were due to a $2500 grant awarded to me by the Fund for Scholarly Research and Creative Work and Professional Development. This is a perfect example of how far a small investment in an adjunct’s professional development can go. Not only did I personally benefit from the experience, but it inspired me to inspire others and effect change not only at Queen's, but within the province. I challenge you to seek out professional development opportunities that would be beneficial and inspiring to you and to apply for funding from the Fund for Scholarly Research and Creative Work and Professional Development to take advantage of these opportunities."