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Student Learning Experience

Encouraging ‘on-campus’ student hiring

Career Services supports departments in creating positions within the remote environment. 

Hiring Students Toolkit
The new website contains a toolkit for departments, including tips, resources, and workshops.

A hallmark of the Queen's experience is co-curricular engagement, in particular student participation in formal on-campus positions, such as paid part-time employment, peer and other volunteer roles, involvement in research activities, and roles in student organizations.

Despite the impacts of COVID-19, there will still be a vibrant landscape of opportunities for students this coming year.

To help departments maintain and grow the number of student co-curricular positions at Queen’s, Career Services recently launched the Hiring Students Toolkit website. This new cross-institutional initiative was identified as a priority by a planning committee, including faculty/school and student representatives, that was struck this spring as part of the university’s response to the pandemic.

Part of the institutional commitment to upholding our strong student experience, this new cross-institutional initiative was identified as a priority.

“A primarily remote fall term does not mean that student roles are not possible,” says Provost and Vice-Principal (Academic) Mark Green. “Student positions are an essential part of the Queen’s experience. I encourage all departments to create roles for the upcoming year, where possible, and I thank all units that have adjusted existing roles to provide these valuable opportunities for our students this spring and summer.”

The new website contains a toolkit for departments, including tips, resources, and workshops on how to: create a student role, recruit a student, tips with onboarding and supervision. Departments are encouraged to make student roles remote when possible.

“Working at Queen’s this year has been nothing short of amazing. I experienced many opportunities that helped me grow both personally and professionally – and got great work experience that was also rewarding,” says Veronica Sewilski, who is currently working remotely as a student assistant for Orientation & Transition at the Student Experience Office in Student Affairs. “It was valuable to see the challenges when switching to remote and learn how to do it successfully. This job also helped me discover the large number of opportunities that are available for me after I graduate.”

“We know that remote positions are attractive to students, and there is already evidence of their effectiveness,” says Vice-Provost and Dean of Student Affairs Ann Tierney. “This summer, departments quickly pivoted their Summer Work Experience Program (SWEP) positions, most of them to remote work.”

There is still time to create new roles for this fall/winter. To find out more about how your unit can support building student opportunities “on-campus” visit the Hiring Students Toolkit website.

You can also attend the Hiring Students Toolkit webinar, Tuesday, Aug. 25, 1-2 pm. Email el.hub@queensu.ca today to register.

Smith launches Canada’s first Master of Financial Innovation and Technology

​New program addresses a gap in formal education in a quickly-evolving industry.

Master of Financial Innovation and Technology

Smith School of Business at Queen’s University has launched the Master of Financial Innovation and Technology program, the first program of its kind in Canada designed to address the significant gap in financial technology education.  

Technology is transforming the financial sector on multiple fronts – including the management of vast amounts of data and customer intelligence, mobile as a dominant payment channel, the impact of non-traditional fintech providers, and block chain currency – at an explosive rate. According to the latest EY Global Fintech Adoption Index, consumer adoption of fintech services has increased by 64 per cent since 2017. Further, a PwC global fintech report found that 28 per cent of the banking and payments sector, and 22 per cent of the insurance, asset and wealth management sector were considered at disruptive risk due to technology. 

Designed for professionals already employed, the first Master of Financial Innovation and Technology (MFIT) program will begin in November (pending approval by the Ontario Universities Council on Quality Assurance) and will be delivered in evening and weekend sessions so students can earn a world-class degree without taking a break from their careers. Graduates will receive training in finance, data science and machine learning technologies that will equip them for success in the constantly evolving industry of finance. Applications are now being accepted. Learn more at smithqueens.com/mfit.

“Until now, employers hiring in the financial technology sector have had to choose between candidates who specialize in either finance or technology; it’s been a challenge to find talent with strengths in both who understand how one impacts the other, including the opportunities and risks,” says Ryan Riordan, Director of the New MFIT program, as well as Distinguished Professor of Finance and Director of Research at the Institute for Sustainable Finance. “With the launch of this new program, we’ve created a unique educational path that bridges both sectors and equips graduates to succeed in a quickly evolving marketplace.”

MFIT will expand Smith’s program offerings for students who focus on finance but also want a professional footing in the industry’s ongoing digital transformation, or for technology specialists who want to build their career in the finance sector. The new program will be supported by Smith School of Business faculty with active research agendas in financial innovation, analytics and financial technology.  

Before developing the MFIT program, Smith School of Business surveyed more than 2,500 alumni of its existing finance and analytics masters programs to better understand the demands of today’s job landscape. Eighty-five per cent identified a need for a program like the MFIT.  

“Smith has a strong history of recognizing the changing needs of business in Canada and around the world, and quickly developing programs to help fill the talent pipeline with qualified candidates,” says Brenda Brouwer, Dean of Smith School of Business. “The new MFIT program is the latest of our new programs that address the changes taking place in how business is done including the Master of Management in Artificial Intelligence in 2018 and the Global Master of Management in Analytics last year.”  

The new MFIT program will take 12 months to complete and will consist of 12 courses delivered through a mix of remote and in-person sessions. Courses will be offered one evening per week and on alternating weekends to allow for the demands of a fulltime career. Classes, collaboration and course work will be managed online through the Queen’s Learning Management System, Brightspace. 

Provost's update on 2021 winter term

Provost and Vice-Principal (Academic) Mark Green shares an update about academic planning for first-year undergraduate students.

As some of Queen’s incoming students are making decisions about their residence offers, several faculties and schools have worked to finalize their plans for first-year undergraduate programs in the 2021 winter term.

In developing their plans, the faculties and schools followed the following principles:

  • Supporting academic excellence and academic integrity in all courses, programs, and degrees
  • Promoting and protecting equity, diversity, inclusivity, and Indigeneity in all aspects of the educational experience
  • Providing equitable access to educational materials for all students
  • Ensuring that the individual academic accommodation needs of students are met
  • Seeking cooperation between different units and faculties, and being mindful that a decision made in one part of the institution will have consequences elsewhere
  • Supporting the progression and retention of students through academic program requirements

The faculty and school proposals were reviewed by the Academic Operations Group and the Senior Leadership Team. All plans are in alignment with current Public Health guidelines; however, these plans may change as requirements evolve between now and January.

With some exceptions, most first-year lectures will be delivered remotely. Other on-campus academic activities will vary somewhat across programs. The decision to hold some academic activities on-campus was determined based on the need for students to access specialized facilities, such as labs, and to ensure all students can progress in their studies and meet the academic requirements of their programs.

Regardless of the course delivery format, the university is committed to ensuring all students receive an equitable and robust learning experience. Programs and services to support academic success continue to be available to all students, including academic advising, library services, and wellness support.

Information on residence operations for the 2021 winter term will be available in early fall, and plans for upper-year students are in development. We appreciate your patience as we take the time to ensure our planning aligns with Public Health guidelines.

Detailed information on winter term academic programming for first-year students will be shared with students directly by their faculty, once their plans are finalized. 

- Provost and Vice-Principal (Academic) Mark Green

Reducing barriers to medical education

The Queen’s School of Medicine is increasing efforts to recruit Black and Indigenous students.

Photo of the Queen's School of Medicine building
This change to the QuARMS pathway is part of the work that the Faculty of Health Sciences is doing to make health professions education more accessible to historically underrepresented groups.

Queen’s University is working to reduce systemic barriers to medical education by allocating 10 of its 100 seats in each class of its MD program to Black and Indigenous students, starting with the 2020-2021 undergraduate application cycle. These 10 seats will be made available through the Queen’s University Accelerated Route to Medical School (QuARMS) pathway, which was launched in 2012.

“Queen’s recognizes that Indigenous peoples and Black Canadians have been historically underrepresented in the medical profession, and that standard medical admissions practices have imposed barriers to these groups. With this new approach to the QuARMS pathway, we are hoping to reach individuals who may not have considered Queen’s or the medical profession otherwise,” says Jane Philpott, Dean, Queen’s Faculty of Health Sciences. “Our faculty aims to become a leader in Canada in cultural safety, anti-racism, anti-colonialism, and anti-oppression in health professions education. There is a large body of work to be done and this is one important step toward making a Queen’s health professions education more accessible.”

The only pathway of its kind in Canada, QuARMS recruits 10 students from across Canada each year to attend the Queen’s School of Medicine on an accelerated track. These students spend two years as undergraduates at Queen’s. Then, rather than take qualifying examinations such as the MCAT, which are part of the standard admissions process, they enter the four-year MD program in the Queen’s School of Medicine, provided they meet the pre-determined entrance criteria for QuARMS students.

Previously, QuARMS had been open to all graduating high-school students. Now these seats will be reserved for Indigenous peoples and Black Canadians. These seats are in addition to the four seats in the MD program that are designated, through the standard admissions process, for Indigenous students each year.

“When QuARMS was launched, it was designed both to attract exceptional students to Queen’s and as a pathway for students who face financial, systemic or social barriers to entering medicine through the traditional medical school application process. This change to the pathway is very much in keeping with its original vision of bringing students from underrepresented groups to Queen’s,” says Hugh MacDonald, Assistant Dean of Undergraduate Admissions, Queen’s School of Medicine. “In order to further reduce barriers, we are also actively exploring options to provide financial support to QuARMS students.”

The QuARMS pathway enables students to use their two years as undergraduates to focus on taking a broad range of courses before they transition into medical school in their third year at Queen’s.

“QuARMS students often become a tight-knit group and there are already mentorship structures in place to facilitate a smooth transition. We believe that the pathway is well-equipped to provide the community and support that students from underrepresented groups might look for in medical school,” says Dr. MacDonald.

The current cohort of medical students helped to inform discussions that led to this decision through a report written by the Aesculapian Society, the student government for the School of Medicine.

“Our students deserve credit for raising issues regarding diversity and inclusion with the administration and advocating for change,” says Dr. MacDonald. “Our admissions committee is listening to our students and will continue to identify changes to the standard admissions process that will reduce barriers.”

This decision is one part of the ongoing work the Faculty of Health Sciences (FHS) has underway to reduce barriers to education. Dean Philpott has recently announced that she is forming the Dean’s Action Table on Equity, Diversity, and Inclusion. This table will be comprised of students, staff, and faculty from all three schools in FHS: the School of Medicine, the School of Nursing, and the School of Rehabilitation Therapy. The table will develop and implement a comprehensive suite of reforms across FHS in areas such as recruitment, mentorship and support, and curriculum.

To learn more, see the QuARMS website.

 

Queen’s education professor wins prestigious NSERC Science Promotion Prize

Lynda Colgan adds national research outreach award to a list of recognition for career achievements.

Lynda Colgan
Lynda Colgane (Education) has been awarded the 2020 Natural Sciences and Engineering Research Council of Canada’s (NSERC) Science Promotion Award for individual achievement.

A distinguished mentor, researcher, and educator at Queen’s University has just been awarded the 2020 Natural Sciences and Engineering Research Council of Canada’s (NSERC) Science Promotion Award for individual achievement. The award honours people and groups that are inspirational in the way they promote science to the general public. They are an opportunity for Canada's science community to recognize, support and encourage outstanding science promoters. 

The common denominator in Lynda Colgan’s research and passion has been to dispel the myth that math and science are hard, dead subjects that only certain people can do successfully. Dr. Colgan uses intuitive approaches and strategies to help educators see mathematics through the eyes of children.  

“The math and science experience have changed drastically over the years. Today, so many things are paid for with a debit or credit card, and cashiers are told by registers what change to give back to customers, resulting in them not counting the change for customers. Part of it is that there are many things happening around them that makes children actually believe that they don’t ever have to use math.” says Dr. Colgan, professor of elementary mathematics and coordinator of the  Education Community Outreach Centre, Faculty of Education.  

To respond to this need, her approach has evolved and expanded to include outreach, and science, technology, engineering and math (STEM) education, resulting in projects and products that search for creative avenues to engage both students, parents, and educators. 

“What I try to do is encourage everyone – family members included – to become math mentors and role models who ‘do’ math naturally and for real purposes every day, everywhere. I do this by creating and disseminating simple ‘unplugged’ STEM crafts, games and experiments to encourage, facilitate, reinforce and/or review important skills and STEM concepts on the go’ – in the car, the backyard, the park, the grocery store,” says Dr. Colgan.  

One of these initiatives is the highly successful Science Rendezvous Kingston, which is a celebration of STEM subjects and discoveries, scientists, and researchers featuring demonstrations, experiments and exhibits to bring people of all ages – toddlers to retirees – from across south-eastern Ontario into the world of science. Participation in Science Rendezvous Kingston has grown each year, as its reputation swells, from 650 to over 5,000 attendees in 2019, making it the most-attended Science Rendezvous event in Canada.  

“What we’re hoping is that we inspire a little curiosity,” says Dr. Colgan. “That we inspire that little niggle, that helps the kids to say, ‘I want to know more about that, I want to read about that, I want to do that,’ and, basically, that will grow.” Dr. Colgan, along with the other Science Rendezvous coordinator, Kim Garrett, won the STEAM BIG Award from NSERC in 2019, for outstanding contribution to a Science Rendezvous event. 

Prior to her appointment at Queen’s in 1998, Dr. Colgan was an award-winning educator with the Scarborough Board of Education for 25 years. During that time, she taught or held leadership and administrative positions at every educational level – elementary (K-6), intermediate (7-8), secondary (9-13), and post-secondary in roles centred around the integration of computer technology and mathematics. Throughout her tenure, Dr. Colgan has developed pivotal resources for the mathematics curriculum across Canada, including textbooks, research monographs and teacher and parent resource guides. 

Dr. Colgan was also awarded funding for a three-year NSERC PromoScience grant for a project called Learning with Dinosaurs: A gateway to multidisciplinary STEM learning. That project, in collaboration with Peter May and Research Casting International, seeks to revitalize educational resources about dinosaurs by disseminating museum-quality artifacts and interactive guided curriculum to provide hands-on STEM activities to improve Canadian teachers’ knowledge and student interest in the multidisciplinary field of paleontology, which includes biology, zoology, geology, chemistry and physics. 

She is also the recipient of an NSERC Promo Science Supplement Grant for Science Literacy Week. It will go to support a virtual author in residence program and is set to take place this September. 

Helping students articulate their skills

New tool recognized nationally as innovative practice.

There is a lot of talk about a ‘skills gap,’ but ‘skills awareness gap’ may be more accurate.

Queen’s students acquire many skills — skills learned in class, developed in workplaces, sharpened in the lab, honed on the field, practiced on the stage, and demonstrated in their communities. But despite their numerous achievements, many students struggle to identify and explain those skills to potential employers.

To assist students in articulating their skills, Career Services has developed the Queen’s Skills Cards, an innovative card deck activity based on the Queen’s Learning Outcomes Framework and employer data on desired skills.

“The cards help students name and describe their skills, preparing them to approach the world of work with more confidence and a clearer sense of how different roles suit their strengths,” says Carli Fink, Career Counsellor in Career Services. “While they were created as a physical deck of cards for career counsellors to use in appointments and workshops, a virtual version is now online and accessible wherever students may be in this time of physical distancing and remote learning. Faculty and staff members may want to integrate them into their classes or activities, and we would be happy to consult with them on how the cards can be used.”

Students who worked with the cards in workshops and classes this winter, before the pandemic hit, found them very helpful:

“I don’t normally think about my skills, as much as my options after graduation,” said a fourth year Psychology student. “This activity helped me see that there are many options, and deciding which is the best fit is more about what I enjoy and what I am good at than the title of my degree.”

“The cards gave me a way to describe skills I already knew I had, but didn’t know how to explain to employers, particularly those outside of academia,” said a Global Development Studies graduate student.

“I came in here really anxious about writing my resume and applying for summer internships, but this gave me more confidence,” said a second-year international student in the School of Computing. “I realized that I do have some relevant experiences — even if they’re not all related to my major.”

Career Services, which is part of the Division of Students Affairs, has been recognized with the Excellence in Innovation: Student Engagement award from the Canadian Association of Career Educators and Employers (CACEE) for the Skills Cards.

CACEE also named Cathy Keates, Director of Queen’s Career Services and Experiential Learning, as the recipient of the 2020 Regional Recognition Award – Ontario, and JoAnne Metcalfe, formerly of Career Services and now with Corporate Relations in the Faculty of Engineering and Applied Science, was recognized with a new member recognition award.

To learn more about the Skills Cards and how to help students by incorporating them into a class or other student activity, contact mycareer@queensu.ca.

Mentoring new students

Queen’s has expanded a peer program that helps set up first-year students for success.

Graphic for the Q Success program

This year’s incoming students will face the unprecedented challenge of adjusting to university life during a pandemic. To help students through this transition, Queen’s has doubled the size of Q Success, a popular mentorship program for first-year students, and added new group activities. With more trained upper-year peer mentors than ever before, Queen’s is working to help new students succeed academically and form bonds within the tricolour community.

“The Class of 2024 will begin their Queen’s education under unusual circumstances, so we have expanded the Q Success program to connect them to one another and provide ongoing supports to promote their successful transition to university life. Our energetic team of upper-year mentors will help welcome the incoming class into the tremendous community at Queen’s, and help them adapt academically,” says Gabriela Ludusan, Coordinator, Peer Programs in the Student Experience Office.

All the mentors in Q Success receive holistic training that includes intercultural awareness, health and wellness, learning strategies, resources and referrals, and how to engage students online.

Throughout the academic year, mentors connect weekly with their first-year mentees, one-on-one. During these sessions, mentors share strategies for accessing campus resources, adopting effective study habits, and taking care of personal wellness.

In addition to these one-on-one sessions, students in Q Success can also take part in new community-building group activities. Each mentor will have three mentees, and, once a month, mentors will hold group meetings with all their mentees to have conversations, play games, or take part in other group activities. There will also be monthly activities for all participants in Q Success. These virtual gatherings will provide students with opportunities to get to know their peers from across Queen’s.

Interest in online events among first-year students to date has been exceeding online capacity, resulting in the scheduling of additional sessions of activities like Trivia Night.

Recruiting additional mentors

Before COVID-19 changed operations at Queen’s, the Student Experience Office had recruited 64 upper-year students to serve as Q Success mentors. After March, the office recruited 71 more, for a total of 135. There are also seven senior mentors, who are all upper-year students with significant leadership experience. These senior mentors will help support the work of the mentors and organize programs within Q Success, such as the monthly activities for all participants.

“When the pandemic began and we started recruiting additional mentors, we received an extraordinary amount of interest from current undergraduates. They told us they recognized that incoming students may need extra help adjusting under these unique circumstances, and they stepped up and showed that they’re eager to support their new peers,” says Ludusan. “We now have a large and enthusiastic group of mentors who are all committed to building a welcoming and inclusive space for connection, community, and success.”

Registration for Q Success is now open to all first-year Queen’s students. The program begins later this month and runs through to April 2021. Students can register any time during the year, but are encouraged to start this summer to get the most of out of the program.

To learn more and to register, visit the Q Success website.

Queen's launches Indigenous Initiatives website

New site brings together campus-wide information and resources on Queen's University Indigenous research, initiatives, cultural services, and more.

Indigenous graduates

Campus community members can now learn about and engage with Queen’s University’s Indigenous research, initiatives, cultural services, and more on the newly-launched Office of Indigenous Initiatives website.

“It is important for reconciliation that Indigenous voices be incorporated into the work—the projects, research, and initiatives – that take place here at Queen’s,” says Kanonhsyonne (Janice Hill), Associate Vice-Principal (Indigenous Initiatives and Reconciliation). “My hope is that we continue to approach this work with Ka’nikonhrí:yo (a good mind) and I believe that our new website serves as a great starting point to help individuals to better understand Indigenous values, and how our values relate to relationship building, research, methodologies, pedagogies, and knowledge.”

The site’s design is uniquely arranged to guide users through key themes and initiatives, including Truth and Reconciliation, Indigenous Ways of Knowing, and Decolonizing and Indigenizing. It also showcases Indigenous ‘faces, spaces, and places’ at Queen’s, making it easier for Queen’s community members to connect with campus Elders, as well as Indigenous services for students and employees. Key pages on the site are also set to be translated into both the Kanyen’ke:ha (Mohawk) and Anishinaabemowin (Ojibway) languages, as Queen’s University is situated on the land of the Haudenosaunee and Anishinaabe.

The launch of the website also meets recommendation #11 of the university’s Yakwanastahentéha Aankenjigemi Extending the Rafters: Truth and Reconciliation Commission Task Force Final Report. The report – a set of 25 recommendations created to advance sustained institutional change – guides the university as it continues work to strengthen relationships with Indigenous communities; cultivate deeper understanding of Indigenous histories, knowledge systems, and experiences; and nurture a campus that values and reflects Indigenous perspectives.

“I encourage anyone considering Queen’s University as a place of employment or a place of higher education, and those who are part of the community already, to visit our new website,” says Hill. “It provides a wealth of information for anyone looking to engage with our Indigenous research, initiatives, and cultural services, and I know it will lead us all to a better understanding of our shared path ahead.”

Visit the new Office of Indigenous Initiatives website.

Summer orientation from anywhere

Queen’s is preparing incoming students for university through online programming throughout July

An aerial view of campus.
Starting July 6, Summer Orientation to Academics and Resources (SOAR) helps introduce incoming students to Queen's. 

Incoming students won’t be able to visit the Queen’s campus for summer orientation this year, but they will still be able to start preparing themselves for university through the new online version of Summer Orientation to Academics and Resources (SOAR) starting July 6.

“We will miss welcoming our new students and their supports to campus in person, but we have approached this year as an opportunity to make our summer orientation resources more easily available than ever before. Now, all the benefits of SOAR will be accessible online to incoming students no matter where they live,” says Meg Ferriman, director of the Student Experience Office in Student Affairs. “Starting a university education can be a big adjustment, and the resources we have developed for SOAR are designed to set our incoming students up for success.”

Once it became clear that the Queen’s campus would remain closed over the summer due to the pandemic, the university pivoted to creating online summer orientation content. Offices across Queen’s are planning live events, as well as developing online weekly modules that will be hosted on OnQ, the Queen’s learning management system.

Videos and interactive elements, such as upper year student panels, will provide information and advice to help incoming students quickly adapt to life as a Queen’s student. Among a wide range of topics, the modules address what to expect from university courses, getting involved in clubs and student groups, and how to stay healthy during the academic term.

Building connections

SOAR has also been designed to introduce students to each other, to upper-year peers, and the Queen’s community. Using an online discussion board, students will start to build community and can ask questions to be answered by peer ambassadors, who are current undergraduates. Once a week, there will be live online events where incoming students can interact in small groups over Zoom and other platforms.

“We are looking forward to continuing to connect with the Class of 2024 online this summer at SOAR,” says Mikayla Sebesta, a Master of Arts (Gender Studies) student who is working at the Student Experience Office this summer. “We know their first year will be different and we want to do all we can to make sure they feel the strength of the Queen’s spirit and start building their new community from wherever they are!”

For many students, their parents, families, and other supports will play an active role in their transition to university. With this in mind, Queen’s has created resources specifically tailored to this group. These modules cover topics such as academic accommodations and resources, and they will help supports better understand how they can help students adjust to their new learning environment. As well, Student Affairs has introduced a monthly e-newsletter for parents, families and supporters.

To learn more about SOAR and how to access its online program starting July 6, visit the SOAR website.

Student job programs go remote amidst COVID-19

Undergraduate placements continue to be strong despite restrictions caused by the global pandemic.

A female student works on her laptop on a desk at her home.
Facing new challenges with COVID-19, students taking part in the Summer Work Experience Program (SWEP) are gaining valuable work experience through online opportunities. (Supplied photos)

Departments across Queen’s are continuing to offer meaningful student job and experiential learning opportunities, both on- and off-campus.

Typically, the Summer Work Experience Program (SWEP) gives students the opportunity to gain valuable summer work experience on campus. This year, most participating campus units have moved online, maintaining over 150 positions for undergraduate students.

Queen’s University Biological Station (QUBS) has hired eight SWEP students this year. They are currently helping the unit with outreach, data management, GIS and research projects, and serving as camp counsellors for QUBS’ virtual Eco-Adventure camp. These were intended to be in-person positions, however QUBS transitioned seven positions to remote work. Due to the nature of QUBS-led field research, one student was approved to live onsite at the station and continue these long-term monitoring research projects.

“It’s been truly rewarding to supervise and work alongside our SWEP students this summer,” says Sarah Oldenburger, Outreach and Teaching Coordinator at QUBS. “They have been fundamental in creating fun and engaging educational materials for children, youth, and community members during these uncertain times.”

For Joanne Rae (ConEd’21) – a Youth Environmental Educator and Eco-Adventure Camp Counsellor – the SWEP program has helped her develop professional skills during the unprecedented circumstances of COVID-19.

“The beauty of this experience has been that, as a team, we were able to work together to understand each other's strengths and design an interactive, engaging virtual camp,” says Rae. “I am thrilled to be part of a team that has designed programming that allows campers to interact with each other and play interactive games, all while educating them on the ecological diversity within their own backyard.”=

To support students and staff as they transition into a new online working environment, Career Services has been offering Supervising Remotely and Working Remotely workshops. The next Supervising Remotely workshop will be held over Zoom on Wednesday, July 8 at 10am. To register, contact el.hub@queensu.ca.

Queen’s University Internship Program (QUIP) is another option for students looking to gain work experience. The program offers paid, professionally supervised internships for undergraduate students who want to learn more about their industry of choice.

This year, 216 students have secured QUIP internships starting this summer, 28 more are already scheduled to start in September, and employers continue to post new opportunities.

Career Services will be hosting a QUIP information session for students who are interested in registering for the program. The session will be held on Thursday, June 25 at 12 pm EST over Zoom. Students can register through MyCareer.

To learn more about these and other programs, visit the Career Services website.

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