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Student Learning Experience

Supporting the first-year transition to Queen’s

The Student Experience Office (SEO) in Student Affairs is welcoming new undergraduate students to the Queen’s community through First-Year Foundation, a year-long program that has launched this summer.

First-Year Foundation is a series of online and in-person events and activities aims to support the incoming class with their academic and social transition to university, help them build community, and find their path to success.

It includes the Next Steps website, a one-stop hub of information, Raftr, a digital community platform exclusively for first-year students, summer webinars, and FYF 100, a self-directed "course” of modules in the OnQ system.

Summer Orientation to Academics and Resources (SOAR) returns to an in-person format this year. First-year students, their families, and supports are invited to spend a day on campus, July 7-10, 15-16, that includes faculty-specific and transition information sessions, student panels, residence and ARC tours, a services and resources fair, and more. Registration is open now.

To begin and end the year strong, first-year students are invited to register for the QSuccess mentorship program and get matched with a trained upper-year peer mentor. Through weekly one-on-one meetings, students can get guidance on developing academic skills, enhancing their wellbeing and connecting to campus resources and communities throughout their first year.

Fall Orientation, which runs Sept. 3-11, is also part of First-Year Foundation. University Orientation and Faculty Orientation activities are online and in-person; class-wide events include Residence Move-In, a welcome event, the first week of class, a club and resource fair, a concert, and a sidewalk sale.

Students can determine which orientation programs they should register for here. For incoming students living off-campus, the First Year Off-Campus Community (First-year OCC) is an upper-year-student-led group that works to create a welcoming and inclusive environment for first-year students who are not living in residence.

Parents and supporters of first-year students are encouraged to attend SOAR for specific sessions just for them, to join their students on webinars, and to check out the Parents and Supporters webpage for links and information about supporting their student’s transition to Queen’s.

Learn more about First-Year Foundation, SOAR, and all first-year transition and support programming here.

Queen’s boosts postdoctoral programming to support research and teaching

School of Graduate Studies renames to School of Graduate Studies and Postdoctoral Affairs.

Today, Queen’s School of Graduate Studies is launching its new name: School of Graduate Studies and Postdoctoral Affairs (SGSPA). The name change is part of a broader strategy aimed at enhancing the visibility and experiences of postdoctoral fellows, who play vital research and instructional roles at the university. 

“Following extensive consultation with current postdoctoral fellows and campus-wide stakeholders, we are proud to announce a new name that better reflects the breadth and depth of our programming and supports,” says Fahim Quadir, Dean of the School of Graduate Studies and Postdoctoral Affairs. “Raising the profile of postdoctoral fellows in this way signals an even stronger Queen’s commitment to working to meet their needs as important contributors to the research and teaching missions of the university.”

In addition to the name change, SGSPA also launched increased support for postdoctoral fellows — individuals conducting research after the completion of their PhD — through the creation of a full-time staff position dedicated to postdoctoral affairs. This role allows for greater focus on the coordination of new and existing resources, serving to welcome fellows, provide orientation, and connect them with the broader Queen’s community. 

“At any point during the year, Queen’s has around 200 postdoctoral fellows working in about 40 programs across faculties,” says Nenagh Hathaway, who recently joined SGSPA to serve as Coordinator of Postdoctoral Affairs. “Fellows are at a critical stage in their career, and I look forward to enhancing our professional development resources designed for this group. I encourage fellows and their supervisors to contact me at any time.”

The bolstering of postdoctoral affairs at Queen’s aligns with the institution’s larger strategic goals, as laid out in the Queen’s strategy and the Strategic Research Plan (2018-23), which aim to strengthen the university’s research intensity and prominence in Canada and the world.

"Postdoctoral fellows play an important role in supporting the university’s strategic research and teaching goals,” says Patrick Deane, Principal and Vice-Chancellor. “The school’s new name acknowledges their vital contributions, represents greater inclusivity, and signals our recommitment to attracting top talent and nurturing excellence across our university community.”

More support for postdoctoral fellows and faculty will also increase the university’s ability to recruit and retain top talent from around the globe, further boosting the institution’s commitment to diversity, and to promoting exemplary, ground-breaking, and interdisciplinary research.

To learn more about the new name, as well as SGSPA’s programming and resources, visit the newly launched School of Graduate Studies and Postdoctoral Affairs website.

Grants awarded for 10 Principal’s Impact Courses

Ten ‘blue sky’ courses have been selected for the Principal’s Impact Courses (PIC) initiative this year. The programs will use funding creatively to support the development of educational experiences that push the boundaries of teaching and learning.

Courses receiving funding range in topic from impact-driven leadership to the effect of humanitarian crises on health and health systems.

When the Principal’s Impact Courses selection committee originally invited submissions, the initiative was meant to fund just five courses. Due to a strong group of proposals, Queen’s Principal and Vice-Chancellor Patrick Deane increased funding from five to 10 funded courses with a total investment of $100,000.

“The purpose of this program is to support faculty who have innovative teaching and learning ideas that align with Queen’s new vision for our future, including the support of the United Nation’s Sustainable Development Goals. It was truly inspiring to receive so many creative, and enthusiastic submissions,” says Principal Deane.

The Principal’s Impact Course initiative is part of a longer-term commitment to transform curricula by enhancing already-existing undergraduate courses or developing new courses with the purpose of supporting inquiry-based ‘wicked idea’ experiences, community impact, and the integration of research into the student experience as emphasized in the Queen’s Strategy. Selected programs will receive a grant providing up to $10,000 in one-time funding to develop their proposed course.

“These learning experiences will better prepare our students to navigate, influence and shape the future by uncovering questions essential to humanity and charting a path to explore those questions,” says Klodiana Kolomitro, Associate Vice-Principal (Teaching and Learning). “They will open a new paradigm for the design of curricula and learning environments and continue to make learning for impact an integral part of the Queen’s experience.”

2022 Grant Recipients

ANAT599: Research Investigations in Anatomy

Applicant Team: Michael Adams, Diane Tomalty, and Olivia Giovannetti, Department of Biomedical and Molecular Science

ANAT 599 will be a new course focusing on collaborative (team-based) research in Anatomical Sciences.  Students will use innovative team-based approaches to devise research questions that address knowledge gaps in the Anatomical Sciences while developing tools for improving anatomical education.

RELS3XX Living with the Dead: Religion, Culture and Death
Richard Ascough, School of Religion
In this interactive, inquiry-based course students will develop their own research project in order to explore how human beings attempt to live with the dead and to share spaces and lives with those who are no longer alive. Students will be asked to: articulate various conceptions of death that arise in religious traditions; examine the forms and functions of how humans ritually engage with death and the dead; analyze cultural and historical trends in how people live with death; and deploy methods and theories of religious studies.

Foundations of Humanitarian Health Emergencies
Applicant Team:
Susan Bartels and Heather Murray, Departments of Emergency Medicine and Public Health Sciences
With experiential learning activities and authentic assessment built around real-world scenarios, this course will prepare students to develop skills and apply knowledge to support those affected by humanitarian health emergencies. Students will critically assess how people and their environments are affected by natural and man-made disasters, evaluate how assistance is (and could be) delivered, and anticipate risks to both responders and beneficiaries.

Turtle Island Speaks: What Geography, History and Ecology Tells us About Anishinaabe and Haudenosaunee Histories of Eastern Ontario
Scott Berthelette, Department of History
Rather than relying exclusively on classroom learning and traditional pedagogical methods, this course seeks to examine more closely Indigenous histories and historical geographies by working in collaboration with Indigenous organizations, communities, and keepers of oral traditions, cultural insight, and traditional and ecological knowledge. This course is interdisciplinary drawing upon methodologies from Indigenous studies, ethnohistory, geography, environmental history, literary studies, and material culture studies. By bringing these methodologies together, this course seeks to bring a fresh and unique perspective to Anishinaabe and Haudenosaunee histories of eastern Ontario.

Proposed modification to an existing course: FOCI 290 Teaching At-Risk Children
Dr. Alana Butler, Faculty of Education
FOCI 290 will develop effective trauma informed, culturally relevant pedagogical strategies to support the success of children who are ‘at-risk.’. Learners will study the impact of socio-economic status, social identities, Indigeneity, family dynamics, structural factors, and biological influences. The course will build toward a community project designed to benefit elementary-school aged children attending schools in lower socio-economic areas in North Kingston.

Computation and machine learning in geosciences through music
Hom Nath Gharti, Department of Geological Sciences and Geological Engineering
With the rapid advance of computing technology, computation and machine learning have become indispensable tools in many fields. This course combines the beauty of music with the power of advanced computation and machine learning to inspire next-generation scientists and engineers to tackle a vast array of problems in geosciences and related fields. Musical or sound data, both instrumental and natural, will be collected, computed, and analyzed, and later applied to solve real-world problems in geosciences.

Research Team Challenges in Chemistry and Physics
Applicant Team:
Rob Knobel, Physics, Engineering Physics and Astronomy; Richard Oleschuk, Chemistry; Marc Dignam, Kenneth Clark, Philippe Di Stefano, Jasmine Corning, Meghan Corbett, Julian Caza, Jennifer Low, Chemistry/Physics Teaching and Learning Initiatives Committee
The Chemistry and Physics departments will integrate research and experiential learning into the undergraduate curriculum, called Research Team Challenge (RTC). Three units will be offered, which will be spread out over a full academic year. This integration connects students to current problems and applications of their courses; Engages students by giving them agency in picking their research topics; Allows students to work on interdisciplinary projects between Physics and Chemistry; Gives students confidence in their abilities; Connects students to meaningful projects, such as those supporting the sustainable development goals (SDGs); Connects students to the community and/or relevant industries; and Inspires students from underrepresented groups. Additionally, this broad integration of research in the curriculum is not done to this extent at comparable institutions, making the RTC course a hallmark experience, distinguish Queen’s from other universities.

Business for Good - An Introduction to Impact-Driven Leadership
Applicant: Jean-Baptiste Litrico, Centre for Social Impact
Business for Good replaces COMM104 as the only mandatory course on social impact in the Bachelor of Commerce Curriculum. The goal is to prepare students for how to deal with a range of complex social and environmental challenges during their future career as organizational managers and leaders, by giving them an opportunity to contribute through experiential learning to real social impact projects submitted by local social purpose organizations. Overall, this course will: Equip Commerce students with the first-hand and theoretical knowledge they need to understand the complexity of social impact; Utilize experiential learning opportunities to deepen student learning; and Have a concrete and real-life impact on local social purpose organizations, thereby strengthening the relationships between the university and its community.

Belle Park: Exploring (UN)Sustainable Reality
Applicant Team: Dorit Naaman, Film and Media, Alexander Braun, Physics,
Engineering Physics and Astronomy
Exploring (UN)Sustainable Reality explores interwoven environmental, socio-economic, and arts and cultural issues related to the United Nations (UN) sustainability goals and attempts to find solutions using inter- and cross-disciplinary perspectives. It also exemplifies past and present Indigenous approaches to the environment, and as such can model sustainable principles beyond Western paradigms. The course is based in the field, in the classroom, in labs, and various archives, as well as community venues. Real world problems require multi and interdisciplinary teams in the broadest sense, to find solutions. Students from across the university – engineering, sciences, social sciences, humanities, arts and planning – form groups that focus on a burning question and will approach inquiry-based learning with much autonomy in planning, executing and presenting their projects.

HLTH 351/3.0 Health in Humanitarian Crises at the Bader International Study Centre
Applicant: Beth Richan MSc (RHBS), Health Studies and Health Sciences Programs, Bader International Study Centre
Humanitarian crises due to natural disasters, armed conflict, disease outbreaks, and other threats are growing contributors to ill-health worldwide. The on-going effects of crises on health and health systems can lead to destabilization and cripple years of social development progress. Undergraduate student research will contextualize global events through problem- and active-based learning and will act as the cornerstone to discover, examine, and assess the contributors and risk factors of populations affected in complex environments due to humanitarian crises from a health perspective. Research, case studies, evolving current events, and experiential learning (EL) will be utilized to anchor course content. By offering enhanced EL opportunities, integrating a more fully developed interdisciplinary approach, and entrenching student research, students will have a new and expanded sense of inquiry in order to further develop their academic confidence, personal growth, and research skills.

Faculty input sought on supports for summative assessments

Each year, Queen’s students complete summative assessments so that instructors can evaluate their learning and ensure they’ve achieved the competencies required by their program.

As assessment practices continue to evolve and the university reflects on lessons learned from the pandemic, it’s important to ensure that Queen’s has the appropriate resources in place to support current and emerging assessment practices. The Office of the Associate Vice-Principal (Teaching and Learning) has established a task force to identify existing assessment practices, how those practices may evolve, and what resources may be needed to enable high-quality assessment practices.

“Summative assessments are a critical component of the student learning experience,” says Klodiana Kolomitro, Associate Vice-Principal (Teaching and Learning). “As new assessment practices emerge, we need to take proactive steps to ensure Queen’s has the right resources in place to support instructors and students in that evolution.”

Faculty members have been asked to complete a short survey to collect information on current assessment practices and determine the support required to advance those practices in the future. The survey, which has a great response rate and now has an extended deadline of June 30, includes questions regarding what kind of technology instructors use in their summative assessments, proctoring approaches, emerging practices, and more. The outcomes of this survey will support decision-making regarding assessment support resources.

A student survey regarding summative assessment practices will be released later in the summer to help inform the work of the task force.

Planned SOLUS outage Friday, June 10 – Monday June 13

A planned SOLUS outage will take place beginning Friday, June 10 at 5 p.m. until Monday, June 13 at 8 a.m.  

The purpose of the outage is to upgrade SOLUS from its current iteration of (Classic) to the new iteration (Fluid). Fluid is designed to be simple, intuitive, and is built with a “mobile-first” design.  

Note: This update applies only to the student self-serve components of SOLUS. It does not include administrative components. 

Fluid will provide a much-needed visual, structural, and navigational overhaul to help our users easily access important services. 

What will SOLUS look like?  

The main goal of the planned update is to enhance the user experience and provide seamless access via mobile devices. Fluid aims to address current issues with Classic SOLUS, which include a dated visual style, difficult navigation, and a cluttered interface. Additionally, the update will provide a more functional mobile and tablet experience. 

What do I need to do to prepare for the update? 

No action is required from users to prepare for this change. SOLUS will be automatically updated to Fluid when users log in on and/or after 8 a.m. on June 13, 2022.  

Help and Support 

If you have any questions or are experiencing any issues with SOLUS, please contact the Office of the University Registrar

Inspiring the next generation of Indigenous engineers

Queen’s Indigenous Futures in Engineering program has been awarded $600,000 to expand their K-12 outreach.

[Nicole General, Indigenous STEM Outreach Coordinator with InEng, works with a young student.]
Nicole General, Indigenous STEM Outreach Coordinator with InEng, works with a young student.

Inspiring the next generation of scientists and engineers is the motivation behind the Natural Sciences and Engineering Research Council’s (NSERC) latest funding announcement. More than $10 million was awarded through the PromoScience and Science Communication Skills grants to organizations that provide youth access to innovative STEM programs and enhance communication and understanding of science for the public. Queen’s Indigenous Futures in Engineering (InEng) was one such program, receiving their most successful funding request to date of just under $600,000.

Established in 2011, InEng (formerly Aboriginal Access to Engineering) is based out of the Faculty of Engineering and Applied Science and led by Indigenous education professionals with expertise in STEM instruction. The initiative is committed to significantly increasing the number of Indigenous engineers in Canada through both supports for students at Queen’s and K-12 outreach programming. By providing opportunities for Indigenous youth in K-12 to engage with Indigenous engineers and engineering students, the program aims to encourage youth to see themselves in the profession and eventually pursue STEM education. The program has also worked with more than 100 Indigenous engineering students at Queen’s since its inception, providing a broad range of resources and support from tutoring to dedicated study spaces to opportunities for national and international networking.  

“We must inspire and encourage young people today if we are to make big discoveries and solve the mysteries of tomorrow,” says the Honourable François-Philippe Champagne, Minister of Innovation, Science, and Industry, who made the federal funding announcement.. “With this investment through the Natural Sciences and Engineering Research Council, our government is supporting those who ignite a spark across generations, and encouraging Canadians to help build a healthier, cleaner, and more sustainable future for everyone.”

Science Communication Skills Grant
Queen’s researchers Diane Orihel (Biology) and Sarah Yakimowski (Biology) were successful recipients of the new NSERC pilot program focused on supporting science literacy, countering science-related misinformation, and fostering a role for science in evidence-based decision making. Their project, Development of Inclusive Science Communication Training through an Anti-Racist Lens, received $20,000 to develop an intensive training workshop for graduate students and set of online resources. They aim to develop their project as a model for science communication that can be used across Canada.

With support from the PromoScience grant, InEng will deliver their elementary school-based program, Foundations for Indigenous Futures in Engineering, as part of their goal to expand Indigenous STEM outreach. InEng maintains partnerships with several First Nation communities and their education leadership, as well as works with First Nation schools to provide their community-based outreach programs. They aim to expand outreach and training opportunities directly to teachers of Indigenous students by partnering with more schools and offering online programming. InEng’s goal is to significantly increase educator confidence and fluency in STEM teaching through pedagogical training, course design, and lesson modelling to encourage teachers to integrate more hands-on STEM learning into their regular teaching schedules.

“We are very excited at the expansion of our outreach program through this influx of support from NSERC’s PromoScience program,” says Melanie Howard, Director of Indigenous Futures in Engineering. “With the return to in-person programming allowed by this stage of the pandemic, we are actively recruiting three additional Indigenous educational professionals to join our team for the start of the 2022-23 school year later this fall.”

InEng's Foundations initiative is also focused on inspiring Indigenous students at a young age. By encouraging curiosity and exploration in STEM subjects early in their education, InEng aims to develop a pathway for Indigenous students that inspires them to eventually pursue a career in STEM. Some of their in-person programs include designing classroom workshops that align with the Ontario math and science curriculums with specific focus on making STEM subjects culturally relevant for students and incorporating local context and culture. For example, InEng staff have created engineering design projects that centre around key activities in the harvest ceremonies of the Haudenosaunee communities, math workshops that integrate wampum teachings of the southern Ontario Anishinaabe and Haudenosaunee, and robotics lessons that incorporate pow-wow dance traditions.

Over the past decade, InEng has engaged with more than 70,000 youth and community members through activities such as drop-in science events, week-long science camps, and professional development training opportunities for teachers. With their goals to expand outreach, InEng will be structured to support and nurture Indigenous youth on their journey through STEM education by offering targeted initiatives and programs that address their needs as they progress from K-12 to university and, eventually, into their careers. 

For more information about Queen’s Indigenous Futures in Engineering, visit the InEng website.

Queen’s updates Degree Level Expectations to better reflect our mission

Additional Degree Level Expectations to ensure students complete their studies with the ability to contribute to a diverse world in a more inclusive and equitable way.

A group of students gather around a desk in Stauffer Library.
Queen’s University Senate has approved updates to the Ontario Council of Academic Vice-Presidents' Undergraduate and Graduate Degree Level Expectations (DLEs), including revisions to language explicitly focused on equity, diversity, inclusion, Indigenization, and accessibility (EDIIA). (Queen's University)

Queen’s continues to move forward on a path to ensure graduates are equipped with the ability to recognize, embrace, and contribute to a diverse world. This enduring commitment has now been applied to the institution’s Degree Level Expectations.

At its most recent meeting, Queen’s University Senate approved updates to the Ontario Council of Academic Vice-Presidents' Undergraduate and Graduate Degree Level Expectations (DLEs). The revision includes language explicitly focused on equity, diversity, inclusion, Indigenization, and accessibility (EDIIA).

Originally adopted in December 2005, Degree Level Expectations ensure students – at both the undergraduate and graduate levels – complete their studies with specific academic outcomes that include: depth and breadth of knowledge; knowledge of methodologies/research and scholarship; application of knowledge, communications skills, autonomy and professional capacity; and awareness of the limits of their knowledge.

Degree Level Expectations connect to program and course learning outcomes, which in turn shape teaching and learning strategies, methods of assessment, and course content. In addition to the original DLEs, Queen’s students must also demonstrate a number of supplementary skill sets that include the ability to:

  • Identify the potential for inequities in the production and dissemination of knowledge;
  • Recognize diverse worldviews, ways of knowing, abilities, and experiences, including Indigenous perspectives;
  • Describe limitations of methods they use, recognizing potential inequities, biases, or implicit assumptions;
  • Explore problems from local and global perspectives;
  • Explore the complex interactions between individual, society, economy, environment, and/or technology;
  • Communicate information, arguments, and analyses to a broad range of audiences in ways that are accessible and inclusive; and
  • Ethically engage diverse communities and participants to advance research and scholarship and to benefit communities.

There will be various mechanisms and pathways to communicate with faculty members about the revised DLEs, which includes faculty deans communicating with their instructors. The Centre for Teaching and Learning supports instructors in integrating equity, diversity, inclusion, Indigeneity and accessibility into their teaching, and will run workshops on the DLEs in the fall. Academic units will consider, in detail, how their program learning outcomes align to the DLEs when they carry out cyclical review of their programs through Queen’s Quality Assurance Processes.

“Queen’s University has always been successful in graduating learners who are leaders in their disciplines,” says Klodiana Kolomitro, Associate Vice-Principal (Teaching and Learning). “As we adopt new standards to the Degree Level Expectations, we are ensuring Queen’s graduates are positively contributing to the world in a more inclusive and equitable way by intentionally designing learning experiences that equip students with the necessary knowledge and skills to do so.”

The additions to the Queen’s DLEs are based on recommendations from the Principal’s Implementation Committee on Racism, Diversity, and Inclusion (PICRDI), Queen’s University Truth and Reconciliation Task Force’s Final Report,  and Declaration of Commitment to Address Systemic Racism.

To learn more about Degree Level Expectations and to see the full list of additions, please visit the Queen’s University Degree Level Expectations page.

External review of the Vice-Provost (Teaching and Learning) portfolio is complete

In fall 2021, Principal and Vice-Chancellor Patrick Deane and Provost and Vice-Principal (Academic) Mark Green initiated an external review of the Vice-Provost (Teaching and Learning) (VPTL) portfolio to inform the search for the next VPTL.

The review team was asked to consider the following areas:

  • The breadth and scope of practice of the teaching and learning portfolio
  • The resources and structures that support the portfolio
  • The portfolio’s relationship to other units, including the Centre for Teaching and Learning
  • How the portfolio should reflect the university’s Strategy, commitment to equity, diversity, inclusion, and Indigeneity, and the Declaration of Commitment to Address Systemic Racism

The review was undertaken by Simon Bates, Associate Provost, Teaching and Learning, University of British Columbia; John Doerksen, acting Provost and Vice-President (Academic), Western University; and Arig al Shaibah, Associate Vice-President, Equity and Inclusion, McMaster University. 

Members of the Queen’s community were invited to comment on teaching and learning and the reviewers met with a wide range of stakeholders from Queen’s faculties, schools, student governments, and shared service units. In their report, the reviewers made a series of recommendations to strengthen the VPTL’s portfolio at Queen’s, including recommendations regarding the scope of the portfolio, future growth and development opportunities, positioning the VPTL to support Queen’s Strategy, and more.

A summary of the review team’s report and recommendations, and the Principal and Provost’s response to the report, is available on the Office of the Provost website. We would like to thank the review team for their hard work and excellent insights in this report. Comments about the report can be sent to provost@queensu.ca.

Virtual Learning Strategy Collection Open House continues to May 6

The development and delivery of online courses has moved to the forefront, as the pandemic has underscored its importance over the past two years. In an effort to give instructors and learners as many high-quality resources as possible, eCampusOntario is hosting a Virtual Learning Strategy (VLS) Collection Open House May 2-6.

The VLS Collection is the result of an investment by the Ontario Ministry of Colleges and Universities (MCU) intended to drive growth and advancement in virtual learning across the province’s postsecondary institutions. This collection provides eligible Ontario educators and learners with access to free, high-quality online educational resources that support hybrid learning, while enabling pathways toward flexible lifelong learning and supporting system-wide collaboration.

Queen’s, one of more than 50 Ontario postsecondary education institutions to participate in VLS,  is developing 32 projects to improve online education at the university after receiving approximately $2.1 million in funding from eCampusOntario’s Virtual Learning Strategy initiative. Any instructor interested in using the resources in the Open Library is eligible for the VLS Open House.

The VLS funding enables Queen’s to produce a variety of new online educational resources, including full courses and training modules, that will benefit students at many levels and in many different areas of the university. The Faculty of Engineering and Applied Science, the Faculty of Arts and Science the Faculty of Health Sciences, the Faculty of Education, the School of Graduate Studies, and the Regional Assessment and Resource Centre all submitted successful projects.

The digital educational material will teach students about a wide array of topics, including robotics, artificial intelligence, race and migration in Canada, and sustainability.

The funded projects will also support several areas of focus across the university, including equity, diversity, inclusion, and Indigenization (EDII). One project, “Modular Supports for Underrepresented Individuals to Access Internships and Work Integrated Learning,” will create modules that can be strategically integrated into relevant programs across Ontario to improve equitable access and inclusivity. The project is a joint initiative from FEAS, FAS, Career Services, the Human Rights and Equity office, and external collaborators.

The eCampusOntario Open Library, which launched in 2017 in partnership with BCcampus, make available more than 600 free and openly licensed educational resources to educators and learners.

Learn more about the VLS on the eCampusOntario website.

Search committee formed for new Centre for Teaching and Learning Director

The Office of the Provost and Vice-Principal (Academic) is initiating a search for the next Director, Centre for Teaching and Learning (CTL). Andy Leger served as Interim Director this past year, and in that time the CTL celebrated its 30th year and continued to support instructors and the advancement of teaching and learning at Queen’s.

Throughout the pandemic, the CTL team has been vital to Queen’s academic programs and the student learning experience, responding to pedagogical needs, providing input on remote course design, building teaching toolkits for instructors and teaching assistants, and developing a large number of web-based resources to help with the transition to remote learning.

The Centre for Teaching and Learning supports the academic priorities and goals of the university, to provide all Queen's students with the finest educational experience possible. It is also committed to decolonizing Queen’s curriculum, and advancing inclusion, and the institutional priorities in teaching and learning.

The Office of the Provost and Vice-Principal (Academic) has engaged Boyden to assist the search committee, which will be chaired by Klodiana Kolomitro, Associate Vice-Principal (Teaching and Learning). Members of the university community are invited to submit commentary on the present state and future prospects of the Centre for Teaching and Learning, and on specific qualities or skills they believe are vital to the role of Director, Centre for Teaching and Learning at Queen’s.

Please send all feedback to the Associate Vice-Principal (Teaching and Learning) via e-mail, at vptl@queensu.ca by May 15, 2022.


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