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Announcing the first Education Leaders in Residence

Queen’s University has appointed three faculty members as the inaugural Education Leaders in Residence (ELIR). The ELIR program was announced in September 2021 to support the development of high-impact teaching and learning practices by providing Queen’s faculty members with protected time and funds to develop and implement campus-wide initiatives.

Each ELIR will dedicate approximately 20 per cent of their time to the program and receive a teaching and learning development fund of $15,000 over two years. The Education Leaders will consult broadly to develop and implement actionable and innovative teaching and learning projects with clearly stated outcomes.

“The Education Leaders in Residence program supports the university’s strategic goals to advance highly effective pedagogies and reconceive educational programs,” says Provost and Vice-Principal (Academic) Mark Green. “I look forward to seeing the implementation of these interdisciplinary teaching and learning projects that will benefit students and instructors across campus.”

ELIR applications were sought to develop teaching and learning initiatives in three priority areas, including interdisciplinarity practices, mental health and the teaching and learning environment, and anti-racism and intersectional pedagogies. These areas were chosen to align with the values outlined in Queen’s Strategy, including nurturing the well-being of our community, advancing equity, diversity, inclusion, and Indigenization, and supporting interdisciplinary learning and research.

The 2022 Education Leaders in Residence are:

Dr. Michelle Searle, Faculty of Education

Dr. Searle is an Assistant Professor of Educational Evaluation and their research focuses on increasing the value of program evaluation through collaborative approaches and innovative forms of knowledge dissemination that enhance capacity within organizations.  As an ELIR, Dr. Searle will develop a university-wide opportunity for students to engage in experiential learning and community-based research. The initiative will partner students with community organizations to systematically examine the organization’s programs and practices, allowing students to build their interdisciplinary skills as evaluators and researchers, while having a positive impact in their local communities.

Dr. Mala Joneja, Faculty of Health Sciences

Dr. Joneja is an Associate Professor and the Division Chair for the Division of Rheumatology at Queen’s. As an ELIR, she will work to create resources to integrate anti-racist pedagogies into teaching and learning at Queen’s. Dr. Joneja will collaborate with students, staff, and faculty from across the university to identify opportunities and challenges to the integration of anti-racist pedagogy and develop resources to connect anti-racist pedagogy to traditional learning theories at Queen’s.

Dr. Lee Airton, Faculty of Education

Dr. Airton is an Assistant Professor of Gender and Sexuality Studies in Education and their research focuses on gender-expansive pedagogies and gender diversity inclusion. In their role as an ELIR, Dr. Airton will work to develop campus-wide resources to make Queen’s classroom experiences more accessible to transgender and/or gender non-conforming students. This work will include developing resources for gender diversity curriculum integration, growing and facilitating a community of practice on gender-friendly post-secondary teaching, and creating a professional development series for Queen’s faculty members.