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New Postdoc Initiative Fund launched

The new fund created by the School of Graduate Studies and Postdoctoral Affairs provides support to postdoctoral fellows as they work to advance their careers.

Queen's hosts approximately 200 postdoctoral fellows across all faculties and departments, and they are integral to the university's research community. As outlined in the Queen’s Strategy, the university’s global impact is strengthened by supporting its outstanding postdoctoral fellows. The School of Graduate Studies and Postdoctoral Affairs (SGSPA) has now launched the Postdoc Initiative Fund to assist these exceptional scholars and their broader endeavours. The program provides funding to postdocs organizing events that enhance their professional development, research growth, and leadership and community building. The SGSPA is dedicated to helping postdocs advance in their careers, and this fund further demonstrates this commitment.

"Postdoctoral fellows are essential contributors to Queen's research excellence and the production of new knowledge,” says Fahim Quadir, Vice-Provost and Dean, SGSPA. “The SGSPA continues to develop tools and strategies to broaden our support for this critical group of future leaders embarking on answering questions of global significance. Our new Postdoc Initiative Fund represents merely one of the many ways in which Queen’s works to augment the postdoc experience. Fellows are always welcome to contact our office's Coordinator, Postdoctoral Affairs, to learn more about our offerings."

The Postdoc Initiative Fund complements the SGSPA's Postdoc Travel Award, which provides funding for fellows who share their research at conferences and symposia, communicating Queen's work to the wider world.

More information about the new Postdoc Initiative Fund, the Postdoc Travel Award, and other resources for fellows can be found on the SGSPA website.

Supporting the next generation of leading researchers

Eight Queen’s students and researchers have been recognized nationally with Vanier Canada Graduate Scholarships and Banting Postdoctoral Fellowships.

[Photo collage - clockwise: Fateme Babaha, Mackenzie Collins, Jessica Hallenbeck, Joshua Kofsky, Sandra Smeltzer, Jodi-Mae John, Michael P.A. Murphy, Chloe Halpenny.]
Clockwise: Fateme Babaha, Mackenzie Collins, Jessica Hallenbeck, Joshua Kofsky, Sandra Smeltzer, Jodi-Mae John, Michael P.A. Murphy, Chloe Halpenny.

Canada’s top funding agencies have announced the recipients of the Vanier Canada Graduate Scholarships and the Banting Postdoctoral Fellowships, two of the most prestigious national awards for doctoral students and postdoctoral fellows. Eight Queen’s students and fellows are among this year’s recipients recognized for their exceptional research achievements and leadership skills.

"The Government of Canada continues to make record investments in science and research because we know it’s key to creating a more equitable future for all," says the Honourable François-Philippe Champagne, Minister of Innovation, Science and Industry. "This year’s recipients of the Vanier Canada Graduate Scholarships and Banting Postdoctoral Fellowships represent the highest calibre of researchers in the health sciences, natural sciences and engineering, and social sciences and humanities. They will bring new voices and new insights to help ensure that cutting-edge discoveries continue to propel Canada as a global leader."

Jointly funded by the Natural Sciences and Engineering Research Council (NSERC), Canadian Institutes of Health Research (CIHR), and Social Sciences and Humanities Research Council (SSHRC), these awards recognize students who have demonstrated exceptional scholarly achievement and leadership in their research fields. This year, more than 200 students and fellows across Canada will be receiving an investment of $34.7 million in funding over three years to support their top-tier research.

"Queen’s is honoured to host this year’s Vanier and Banting scholars, students whose academic excellence and leadership have been recognized at a national level," says Fahim Quadir, Vice-Provost and Dean of the School of Graduate Studies and Postdoctoral Affairs. "We are tremendously proud of these individuals, who embody Queen’s aim to foster a culture of bold knowledge production and reflective new thinking and learning in pursuit of a better future."

Banting Postdoctoral Fellowships

The Banting Postdoctoral Fellowships program provides $140,000 of funding over two years to the very best postdoctoral applicants, both nationally and internationally, who will positively contribute to Canada’s economic, social, and research-based growth. Queen’s recipients include:

Jessica Hallenbeck (Cultural Studies) – Flow: Film as a method for decolonial digital publishing

Michael P.A. Murphy (Political Studies) – Active teaching, assessment, and evaluation in political science

Vanier Canada Graduate Scholarships

The Vanier Canada Graduate Scholarships program provides $150,000 of funding over three years to doctoral students who demonstrate leadership skills and a high standard of scholarly achievement in graduate studies in the social sciences and humanities, natural sciences, and/or engineering and health. Queen’s recipients include:


Fateme Babaha (Pathology and Molecular Medicine) – Evaluation of a novel native enhancer element from the factor 8 locus to improve adeno-associated virus (AAV) delivered FVIII transgene expression


Sandra Smeltzer (Chemical Engineering) – Polymeric materials as a replacement for toxic surfactants in waterborne coating production

Mackenzie Collins (Collaborative Biomedical Engineering, Mechanical Engineering) – Developing a prototype of an eye-gaze based system for emotion identification in children with cerebral palsy

Joshua Kofsky (Chemistry) – Synthesis of complex O-glycans for probing glycan-protein binding interactions


Jodi-Mae John (Geography and Planning) – Exploring Kanyen'keha:ka (Mohawk) values and relationship building with healthcare providers in Kenhte:ke (Tyendinaga)

Chloe Halpenny (Kinesiology and Health Studies) – She works hard for the money: A critical feminist analysis of social assistance in Ontario

For more information on this year’s recipients, visit the Innovation, Science and Economic Development Canada website.

Setting first-year students up for success

An online resource that teaches important academic skills to first-year students has been expanded for use in the university’s learning management system.

The transition from high school to university-level coursework can be challenging for many students. Student Academic Success Services (SASS), a unit in Student Affairs, has worked to help incoming students prepare and adapt by creating Academics 101, an online learning resource that introduces academic and writing skills students can use to succeed at Queen’s.

Launched in 2020, Academics 101 proved so effective that SASS has now turned the resource into a series of modules that offer first-year instructors a way to integrate foundational academic skills development easily into their onQ courses. The interactive modules cover everything from academic integrity to time management, essay and report writing, and exam preparation skills.

“With Academics 101, we’re trying to level the playing field for first-year students,” says Susan Korba, Director of SASS. “We want to ensure that every student has a keen awareness of how to succeed at Queen’s and understands the academic expectations of Canadian universities, and how they may be different than what they have experienced in secondary school. We encourage all first-year students to explore the resource, and we’re pleased to be working with several units and instructors on campus to help make more students are aware of it.”

The Faculty of Arts and Science (FAS) saw Academics 101 as a natural fit for meeting the needs of incoming students, so this fall they made it available to all first-year students in the faculty through OnQ, the university’s learning management system.

“As first-year students adjust to life and learning at Queen’s, it’s important for them to have resources they can access anytime and anywhere, especially if their education has been disrupted by the pandemic,” says Jenn Stephenson, Associate Dean (Academic), FAS. “Students use OnQ daily to stay organized and complete coursework. By providing access to Academics 101 there, we’re making it highly visible and encouraging them to use it whenever they feel like they need some help.”

Politics 110 has made completion of Academics 101 mandatory, and Film 110, Psychology 100, and Sociology 122 have all recommended students use it to prepare for their assignments.

Positive feedback

More than 1,300 students have taken at least one of the nine units of Academics 101 since it launched, and the feedback has been overwhelmingly positive.

Academics 101 was “practical and convenient,” says one student who provided insight through a survey, highlighting the lessons learned on “preparation for exams, effective study and note-taking habits, or correctly citing passages or websites…Everything I learned within Academic 101 was immensely helpful.”

As this year’s pilot integration into courses draws to a close, SASS is planning to develop similar faculty and in-course partnerships in the future. Learn more or contact SASS on the SASS website.

New Vice-Provost (Teaching and Learning) announced

Queen’s University is pleased to announce the appointment of Gavan Watson as Vice-Provost (Teaching and Learning) for a five-year term effective April 1, 2023. This appointment follows a comprehensive search process chaired by Interim Provost and Vice-Principal (Academic) Teri Shearer. 

Dr. Watson is currently the Associate Vice President (Academic), Teaching and Learning and the Director, Centre for Innovation in Teaching and Learning (CITL) at Memorial University of Newfoundland and Labrador. In this role he provides leadership to the group supporting instructional design, educational development, online course delivery, student academic success, and classroom technology across the multi-campus institution.

During his tenure at Memorial, Dr. Watson facilitated the development of CITL’s strategic plan, with an intent to elevate the value of teaching and learning as a scholarly practice and to create inclusive and accessible learning experiences. He also worked to address issues of bias in teaching evaluations as co-chair of the Senate committee charged with the goal of improving the equity of the teaching evaluation process while still providing meaningful feedback to instructors. Dr. Watson advocated for and advanced the value of teaching and learning across the institution, collaborating with others to support projects and services with the goal of realizing the outcomes set by Memorial’s teaching and learning framework and strategic plan, with an overall focus on enhancing student success.

Prior to his current role, Dr. Watson was the Associate Director, eLearning, Centre for Teaching and Learning at Western University where he supported the work of academic units engaged in the university’s Institutional Quality Assurance Process and led the university’s blended learning strategy to facilitate pedagogical innovation in the delivery of undergraduate curriculum. As an Educational Developer at the University of Guelph, he collaborated with educators and learners to enhance the quality of teaching and learning and facilitate faculty-driven curricular renewal processes. He previously served as the secretary to the board of the Society for Teaching and Learning in Higher Education (STLHE) and as a member of the executive of the Council of Ontario Educational Developers. 

Dr. Watson has published in the field of educational technology and educational development and is frequently invited to participate as an expert in teaching and learning at conferences and seminars in Canada and internationally.

In his role as Queen’s Vice-Provost (Teaching and Learning) Dr. Watson will oversee the Centre for Teaching and Learning, the Queen’s University Quality Assurance Processes (QUQAP), and the university’s academic integrity policies and practices. As a member of the Provost’s Office senior team, Dr. Watson will lead senior committees and projects that advance the priorities of the portfolio. The VPTL will also work to advance equity, diversity, inclusion, accessibility, and Indigenization in all aspects of teaching and program development to enhance the student learning experience.

Dr. Watson holds a PhD in Environmental Education, Master in Environmental Studies from York University, and an Honours Bachelor of Applied Science in Family and Social Relations from the University of Guelph.

Teri Shearer, Interim Provost and Vice-Principal (Academic), wishes to offer her sincere gratitude to John Pierce for his service as Vice-Provost (Teaching and Learning) during this transition, and extends her gratitude to the search committee members for their guidance.

Increasing access and diversity

Undergraduate Admission and Recruitment team is connecting with families, schools and organizations in under-served communities to increase awareness of Queen’s and help reduce barriers to higher education.

Access and Inclusion Team member Richard Mitchell speaks to prospective students.
Access and Inclusion Team member Richard Mitchell speaks to prospective students.

Queen’s undergraduate recruitment staff are back on the road this fall after two years of mostly online engagement with high school students and families, guidance counsellors and community-based organizations. They are currently visiting schools and attending community events across Canada and in more than 20 countries. 

For Richard Mitchell, Shoshannah Bennett-Dwara (BScH’21), and a group of 19 peer equity ambassadors that form the Access and Inclusion Team in Undergraduate Admission and Recruitment, it’s a particularly busy time.  

This team connects with students and families in under-served communities, in-person and online, to increase awareness and access to higher education, provide knowledge, resources, and support to help them navigate the application and decision-making process, and encourage them to see themselves at Queen’s.  

“It has been both an incredible privilege and honour to witness, first-hand, the extraordinary growth and impact the supportive services offered through Access and Inclusion has had on students,” says Bennett-Dwara. “It is often the case that first-generation and equity-deserving students are told to dream big, without sufficient access to the knowledge and resources that enable them to do so. Our program works to bridge the gap between where a student currently exists, and the goals that they’ve been conditioned to believe are unattainable. The one-on-one support, programming, and workshops that work to increase accessibility to higher education are opportunities that would’ve changed my life as an equity-deserving youth who found it difficult to navigate post-secondary.”   

The equity ambassadors are a group of undergraduate students who share their lived experiences and offer support in accessing post-secondary education from a student lens. They connect with prospective applicants and their families through workshops, webinars, and community programming, as well as one-on-one. 

The team also partners with community-based agencies and high schools serving equity-deserving youth to extend their reach and promote the university’s First-Generation Admission Pathway and financial aid programs that aim to support a path to Queen’s and reduce financial barriers so more high-achieving students from lower socio-economic backgrounds can accept their offer of admission.  

“The relationships developed with our community partners are critical to the success of our outreach strategies for the First-Generation Admission Pathway Program,” says Mitchell, Manager, Access and Inclusion. “We've increased our affiliated community organization partnerships from 11 to 22 across Ontario and will continue to expand Canada-wide.” 

One of the team’s community partners is Ladder2Rise, that recently hosted a Take Your Child to Work Day event with over 200 students from across the country participating in-person and virtually.  

“Diversity, equity, and inclusion are our shared responsibility and now more than ever, our efforts to create pathways for underserved youth communities is of critical importance. Through Ladder2Rise’s partnership with the Access and Inclusion team at Queen’s, we’ve moved from conversation to demonstrable action to remove barriers and enable access to post-secondary education for youth who now believe that a post-secondary education is possible, and more critically that we are all committed to seeing them rise to their greatest potential,” says Ruth Nyaamine, founder & CEO, Ladder2Rise.  

“We are grateful for the dedication, collaboration, and commitment demonstrated by Richard and Shoshannah to date. They have incredible abilities to center all voices, drive forward action and more importantly bring forward sound recommendations and aligned resources to empower our youth. The lives changed are many and the impact is everlasting.” 

The team has invited its community partners to SmithToronto, the Smith School of Business’ downtown Toronto facility, on Friday, Nov. 25 to talk about the First-Generation Pathway, the Equity Ambassadors, Queen’s Financial Aid, including our new Major Access Awards, and Queen's commitments and actions under the Scarborough Charter on Anti-Black Racism and Black Inclusion in Canadian Higher Education. Attendees will be invited to share their perspectives on what more Queen’s can do to support and empower equity-deserving students to pursue a path to higher education. 

“The continued expansion of our longstanding efforts to increase access and diversity at Queen’s has most recently been guided by the recommendations of Undergraduate Admission and Recruitment’s campus-wide 2020 Equity, Diversity, Inclusion, and Indigenization (EDII) Task Force, and a subsequent cross-campus review of financial aid programs that led to the establishment of new admission bursaries to enable more students from underserved communities to accept their offers to Queen’s,” says Ann Tierney, Vice-Provost and Dean of Student Affairs. “I want to recognize the incredible work of the team, and the progress made to date through collaborations among our staff, students, faculty members and community partners, as we advance these important initiatives, in support of the University Strategy and commitments.”

Call for nominations - Principal’s Teaching and Learning Awards

The nomination period for the Principal's Teaching and Learning Awards is now open and will conclude Jan. 31, 2023.

These annual awards celebrate teaching excellence and the diverse ways in which the student learning experience is enhanced by educators and educational supports at Queen’s.

The award categories are:

  • Indigenous Education Award
  • Curriculum Development Award
  • Educational Leadership Award
  • Educational Technology Award
  • International Education Innovation Award
  • Promoting Student Inquiry Teaching Award

Nominations may be submitted by students, faculty, and staff colleagues, department heads or deans.

Online Nomination Form

Nomination guidelines, including selection criteria for all awards, are available online.

All nominations must be submitted through the nomination form.

Contact principal.awards@queensu.ca with any questions.

Marking International Education Week

A two-day conference is part of this week’s celebration of the global experience at Queen’s.

A speaker leads a session during International Education Week

Queen’s is celebrating International Education Week with interactive presentations, workshops, exhibitions, and a two-day conference for students and educators to learn together and share their stories.

Embracing Identities: Stories and Strategies for Global Learning is being hosted by the Queen’s University International Centre (QUIC) and Student Academic Success Services (SASS) in Student Affairs. Running Nov. 17-18, the conference offers interactive presentations, panels, and social media campaigns to celebrate and learn from the global experiences of students and educators.

“We want to celebrate the creation of international education opportunities and initiatives in post-secondary,” says Sultan Almajil, Director of QUIC. “Our focus is to showcase the work and perspectives of students, staff and faculty from different parts of the globe and to create a platform that inspires dialogue, learning, and promotes further understanding. We look forward to welcoming members from the campus community as they attend and participate in our scheduled sessions.”

Among this year’s conference sessions, presenters from Queen’s and University of the Fraser Valley will speak on a panel entitled “Should We All Sound White? A Conversation about Accent Discrimination in Higher Education.” Attendees will be invited to share their experiences to raise awareness of this issue in our community. This session will take place on Zoom, on Nov. 17 from 1 to 2 p.m.

The following day includes “Rethinking Academic English: Balancing Assessment and Linguistic Diversity,” a faculty-focused session that will explore faculty expectations of academic English at Queen’s, and how we might balance use of a shared language for classroom discussions with the need and value of embracing linguistic diversity among students. This panel will take place on Friday, Nov. 18, also on Zoom, from 1 to 2 pm.

Conference sessions for international students cover topics such as studying abroad and finding employment. All session details and registration links can be found on the conference website.

“This is a great opportunity to learn more about the contributions of international students to Queen’s, and to engage with some of the issues that concern not just our students but our entire community,” says Susan Korba, Director of SASS.

This is the second year SASS and QUIC have collaborated on this conference.

“The conference was a special experience to share my journey as an international student and listen to other folks' stories. I felt connected and supported,” says Eunju Son, a PhD candidate on the Department of Psychology, who attended sessions last year.

Students are encouraged to participate in a conference giveaway by describing what international education means to them. The winner will receive student tickets to see Hilario Duran and His Big Latin Band in concert on Jan 21 at The Isabel. Students can enter the giveaway here.

Staff members recognized for outstanding commitment to student service

  • Melissa Balson
    Melissa Balson
  • Haley Everson and Gail Motut
    Haley Everson and Gail Motut
  • Alana Korczynski
    Alana Korczynski

The Michael Condra Outstanding Student Service Award is presented annually to Queen’s staff or faculty who have demonstrated a commitment to providing outstanding service to students, outside of a teaching role.

This award was established by the Office of the Vice-Provost and Dean of Student Affairs to honour the significant contributions and impact of Michael Condra during his 30 years at the university. Dr. Condra was the long-time director of what is now Student Wellness Services, and assistant professor in the Department of Psychology.

“This is such a wonderful opportunity to celebrate staff and faculty members across our campus who make a real difference for our students,“ says Ann Tierney, Vice-Provost and Dean of Student Affairs. “These individuals model a student-centred approach to their work that recognizes the complexities and challenges inherent in university life, and aims to help reduce barriers to student wellbeing, as well as academic and personal success. Sincere congratulations and thank you to the recipients.”

The 2022 award recipients are four staff members, nominated by colleagues, who exemplify Dr. Condra’s dedication, compassion and commitment to students.

Melissa Balson (Arts’00, PME’20)

In her role as undergraduate program assistant in the Department of Physics, Engineering Physics and Astronomy, Faculty of Arts and Science, Melissa Balson guides students to academic success and wellbeing. Nominated by a group of colleagues, current students, and alumni, she is described as the department’s first contact for students, someone who displays empathy, knowledge, and understanding, and promotes the mental health, organizational skills, and the academic journeys of the students she supports. One faculty member commented, “one of the reasons our programs are some of the largest physics programs in Canada is that Melissa is there to help our students, and to let them know that they can do the work.”

Haley Everson and Gail Motut

These two professionals were selected as a team, in recognition of the extraordinary partnership they have developed over several years working together. Gail and Haley respond, with great compassion, to students experiencing a range of difficult circumstances, and they often connect with family members and friends to provide holistic support. Gail is the support services coordinator in Student Affairs, and Haley is associate director, Student Services in the Faculty of Arts and Science. Their roles are to help students navigate challenging personal situations, connecting them to resources, and often to each other, to problem solve, collaborate, and chart a path forward. One nominator describes Motut as “the friendly, personal contact that students need when facing hard times.” Another credits Everson as someone who “truly understands the complexities of working with students at all stages of their academic journey and is literally a guiding light for students in crisis.”

Alana Korczynski

As programs manager, Life Sciences and Biochemistry, Health Sciences in the Faculty of Health Sciences, Alana Korczynski consistently goes above and beyond to promote student success in all areas of the department. One nominator praised Korczynski’s student-centric work ethic, and her essential role in curricular management, regulation development, registration processes, and program communications. She is an advocate for online student cohorts and navigates complex student challenges with expertise. She has completed numerous trainings to support her work, including Queen’s Intercultural Awareness, Positive Space training, and Mental Health First Aid. Another nominator writes that Korczynski’s “dedication, enthusiasm, and perseverance are greatly admired and worthy of recognition.”

Find out more about the Michael Condra Outstanding Student Service Award and past recipients.

Recognizing inspirational secondary school educators

Last week’s Fall Convocation ceremonies saw the return of the in-person presentation of the Baillie Award for Excellence in Secondary School Teaching, which celebrates the lasting and positive impact that educators can have on their students’ journey to post-secondary education.

Two high school teachers received their award on the Grant Hall stage at their student-nominator’s convocation ceremony.

Established by Chancellor Emeritus A. Charles Baillie, the award gives students who are graduating from Queen’s the opportunity to honour a former teacher who played a formative role on their path to higher education and to Queen’s.

Rosalie Griffith, who taught biology and English at Westview Centennial Secondary School in North York, Ont., and is now the Principal at Newtonbrook Secondary School in North York, was nominated by Nana Boateng (BCmpH’22). Griffith’s experiences as a Queen’s alumna and as one of only three Black teacher candidates in the Bachelor of Education program in 1998, inspired Nana as a Black student to pursue and achieve his own goals. Nana credits Griffith’s example for several of the community roles he took on during his time at Queen’s, including following in her footsteps as a residence don.

“Ms. Griffith was a special teacher because she not only taught her students about the subject matter, but life skills and character education,” Boateng says. “As a Queen’s alum, she gave me so much advice about attending Queen’s, finding my path as a computing sciences scholar, and finding my home as a person of colour.”

Fred Bortolussi, who teaches history, political science, and Canadian and world studies in Kemptville, Ont. at St. Michael Catholic High School, was nominated by Peyton Horning (BAH’22) for bringing history to life and connecting students to both past and current events on a personal level, encouraging participation and critical thinking. Even more, she says, Bortolussi taught her how to be a lifelong learner.

He was teaching me that being a good student, a good teacher, a good human being is about soaking up all the knowledge, all the experience, all of the connections with each other that we possibly can,” says Horning. “Mr. Bortolussi is the reason I’m going to be a good teacher, because it is from him that I have learned how to learn.”

Teacher-recipients receive a financial award, a framed certificate, and recognition at convocation. Three additional 2022 recipients were recognized in the spring, at the time of their student-nominators’ graduation.

Learn more about the awards and past recipients on the Student Affairs website.

PhD students offered an opportunity to intern with administrative units at Queen’s

Career Services and the School of Graduate Studies and Postdoctoral Affairs are once again working together to offer the Queen’s Doctoral Internship in University Administration (QDIUA).

The QDIUA responds to recommendations made in the 2019 Queen’s Working Group on Graduate Student Success Final Report for increased graduate experiential learning and professional development opportunities, by offering PhD candidates paid internships within university administrative units. The program is an excellent way for PhD candidates considering non-academic careers.

Through a combination of mentorship and participation in meaningful projects, interns can contribute to the day-to-day operations of the university and develop relevant and transferable skills.

During the first year of the QDIUA program (2021-22), interns:

  • Gained and developed professional competencies that complemented their degree training,
  • Developed a more comprehensive understanding of how the university functions,
  • Collaborated with administrative professionals within the university, expanding their professional networks, and
  • Explored career pathways within the post-secondary sector.

“I thoroughly enjoyed my time as an intern in the QDUIA program and recommend it to interested students,” says Katie-Marie McNeil, a PhD Candidate in History who worked with the SGSPA as a Supervision Resources Intern. “The internship offered me the opportunity to explore career options in university administration as well as provided me the chance to contribute back to the Queen's community through the project I supported. I gained experience working in a team environment and received excellent career advice and mentorship.”

Interns also engage in reflective practice — individually and in collaboration with supervisors and mentors — which is integral to their ability to identify, develop, and articulate the many skills they acquired through the QDIUA.

“The QDIUA program was a great way for our team to inject some highly analytical help for a short period of time,” says Nick Jewitt, Manager of Corporate Relations - Faculty of Engineering and Applied Science, about the contributions of the unit’s first intern. “The energy the student brought was contagious and their inquisitive nature led us to optimize some of our operations. With appropriate planning and preparation, this program can lead to harnessing some of the bright minds studying at Queen's.”

After the success of the QDIUA’s first year the program has returned for the 2022-2023 academic year. Administrative units at Queen’s are encouraged to consider hiring an intern through the QDIUA. Career Services and SGSPA will be coordinating the hiring process through the month of November, with internships taking place January-April 2023.    

An information session for interested host units will take place on Wednesday Oct. 12 at noon via Zoom. Please email QDIUA@queensu.ca to register.

To learn more, visit the QDIUA website.


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