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Student Learning Experience

Providing physiotherapy services to the Kingston community

Local partnership provides students from the Queen’s School of Rehabilitation with a learning opportunity while also helping patients manage their conditions.

School of Rehabilitation Therapy students hold up signs on the partners for Rehabilitation Services at the Health Hub
School of Rehabilitation Therapy students Ashaun Anand, Cierra Hutchison, and Aurora MacKenzie hold up signs for the the partners involved in the Rehabilitation Services at the Health Hub. (Supplied photo)

Rehabilitation professionals help people stay healthy and maintain physical function. However, there are many people who would benefit from rehabilitation services that are unable to do so due to a number of reasons including a lack of funding or transportation barriers.

Musculoskeletal disorders, like arthritis and low back pain, are among the leading contributors to years lived with disability worldwide and are some of the conditions that benefit the most from physiotherapy services.

Looking to address the problem of unmet rehabilitation needs within the Kingston community, the Queen’s School of Rehabilitation Therapy (SRT) partnered with the Maple Family Health Team and Kingston Community Health Centre to launch Rehabilitation Services at the Health Hub – providing rehabilitation services for those who are unable to access care elsewhere. Since its launch in January, the program has provided care for more than 80 patients while also providing an opportunity for SRT students to complete their placements in a new setting focused on the needs of the community. Discussions are underway to add services for other health conditions and occupational therapy services in the near future. 

The Health Hub is supported by three to five students from the Queen’s Master of Science in Physical Therapy program at a time. Over the course of the program, these students must complete five six-week clinical placements. Due to the COVID-19 pandemic, placement availability was limited and additional barriers to attending rehabilitation services were introduced. The idea for the Health Hub came out of the need for a creative solution to this shortage.

Typically, student placements follow a traditional model where each supervisor is assigned to work with a single student. The Health Hub explores a more novel opportunity in which three students work with one supervisor. This model fosters a more collaborative approach to their learning and to the care being delivered.

“We had been looking to try out a new model where there were three or four students doing their placement together,” says Randy Booth, Academic Coordinator of Clinical Education for Physical Therapy in the SRT. “COVID-19 created the perfect opportunity – and motivation – to really innovate.”

The Health Hub’s major focus is educating and empowering patients, who may not have the coverage or financial means to pay for rehabilitation services, to manage their conditions. While many physiotherapy clinics may see patients for several shorter appointments, the Health Hub aims to have patients in for no more than three to five appointments. The longer appointment times allow practitioners to focus on developing and promoting patient independence and to pursue exercise as part of an overall self-management process tailored to their goals and daily routines.
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Read More: Queen’s medical students helping with Kingston’s vaccination rollout
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The strategy has received overwhelmingly positive feedback with 96 per cent of surveyed patients expressing satisfaction with their experience. The same proportion of patients say that with the longer appointments they had enough time to discuss their health issues and that they could better manage their conditions moving forward.

Members of the SRT approached Maple Family Health Team and Kingston Community Health Centre with the idea of using the Health Hub to test out the model. Both were eager to support the initiative.

“Without our partners we would not have had the space or the funding to operate this clinic. They are also referring a steady stream of patients to work with our students,” Dr. Booth says. “Our partners understand the importance of providing these services to individuals to who have not had easy access in the past. All of us at Queen’s are tremendously grateful for the work that they do to support the clinic. It allows us to have a huge impact on the lives of so many individuals.”

STUDENT EXPERIENCE

Halle Pawson, a first-year Physical Therapy student, says that the Health Hub placement provides a great learning opportunity. During her placement, Pawson was involved with every aspect of the physiotherapy process, including assessing and diagnosing patients, providing physiotherapy, and educating patients on how to manage their conditions. She says that her time at the Health Hub taught her a lot about treating patients and the factors that can influence their recovery.

“It was eye opening to me how much more there is to physical health disorders beyond just the physical aspect,” she says. “In order to tailor treatment to a patient you have to understand the kinds of activities they engage in, the setting that they work in, the amount of free time they have and so much more. For example, if a patient is a single parent, then you have to adjust your strategy to account for the limited amount of time they have to themselves. I’ve also learned a lot about patient’s mental health, how it can affect a person’s physical health disorder, and the other way around.

“A lot of people come in with chronic pain that they’ve been experiencing for years and they are convinced that it’s going to be with them for the rest of their life. At Health Hub we really tried to focus on the idea that you can get better, and I noticed firsthand the difference that changing one’s mindset can have on patient’s recovery.”

Looking forward, Dr. Booth is hoping that the lessons being learned at the Health Hub can help the clinic expand and host a more multidisciplinary team of students in the future. 

“It would be really cool if we brought in a healthcare team of students,” Dr. Booth says. “I could see a model where you have a physiotherapy student, an occupational therapy student, a nurse practitioner, and a medical student or family medicine resident and they are all able to learn about each other’s roles in an inter-professional environment. We are seeing such positive results with the Health Hub right now and I can’t wait to see where this initiative goes from here.”

Showcasing undergraduate research

Inquiry@Queen’s, Canada’s longest-running undergraduate conference, offers students from Queen’s and elsewhere the chance to present, discuss, and analyze their research projects.

[I@Q Inquiry@Queen's - Make an Impact]

For undergraduate students, research can be an exciting opportunity to explore a new area of interest and expand their resume for post-graduate studies or employment. Recently, students had the chance to showcase their research skills and projects at Inquiry@Queen’s, the longest-running undergraduate conference in Canada. For 15 years, Inquiry@Queen's has encouraged undergraduates across disciplines to present and share their research with the wider community. It has also been an opportunity to foster interdisciplinary discussions, build presentation skills, and bring students together from not only Queen’s but other universities for an enriching co-curricular initiative.

Conference co-chairs, Vicki Remenda, Professor of Geological Sciences & Geological Engineering and Cory Laverty, Research Librarian, see the motivation behind a conference for undergraduates as a natural extension of Queen’s research mission.

The main goal of the conference is to give students a chance to share their interests and passions in a public forum and bring their learning to an audience of peers and supporters, Dr. Remenda says. It’s a natural extension of a university that prides itself on the quality of undergraduate education and its scholarship and research.

The co-chairs believe that a focus on curiosity based-learning and research at all levels is key to addressing global issues and societal challenges.

Inquiry can be viewed as an inclusive approach to learning when it opens the door to individual interests, experiences, and backgrounds, Dr. Laverty says. Students are interrogating issues that are currently under scrutiny in Canada and around the world, including a focus on equity, diversity, and inclusion that crosses all disciplines.

CFRC's The Scoop

Participant Hailey Scott, presenter of Psychological Trauma’s in Participatory Theatre, joined CFRC radio station on March 29 to discuss her experience at the conference and her research project. Listen here.

This year’s conference featured 10 interdisciplinary sessions covering topics from health to community and reducing inequality. Held virtually for the first time due to COVID-19, the conference spanned two days in March and featured both paper and poster presentations via Zoom to an audience of 220 attendees. A new feature of this year’s conference was the opportunity for top-scored presenters to be featured as part of a podcast series, The Scoop, hosted by CFRC Queen’s campus radio station.

Other Queen’s collaborations came from staff and faculty across the university through facilitation, session moderation, and research sponsorship. Jennifer Kennedy, Professor of Art History & Art Conservation, delivered the keynote presentation titled Past Pedagogies and the Post-Pandemic Future: What Can We Learn from Learning this Year?, and Principal Patrick Deane offered closing remarks that reflected on how inquiry sparks our inner passions and can lead to a lifetime of learning.

With the success of this year’s online format, in addition to in-person presentations, a virtual component may be incorporated in future conferences to expand reach and participation and to be more inclusive of international viewers, students from other universities, and family members watching from afar.

Dr. Remenda and Dr. Laverty believe that Inquiry@Queen’s remains one of the most important undergraduate conferences because of the spotlight it places on research within the community.

Profiling undergraduate research is crucial for a 21st-century education where knowledge is constantly changing, and critical thinking skills are needed to assess currency, relevance, authority, and purpose, she says.

To learn more about this year’s conference and other Inquiry initiatives, visit the Inquiry@Queen’s website.

Queen’s medical students helping with Kingston’s vaccination rollout

More than 200 of Queen’s medical students have answered the call for assistance and have begun volunteering with Kingston Health Sciences Centre.

Queen's medical student Tania Yavorska prepares to vaccinate a patient
Queen's medical student Tania Yavorska prepares to vaccinate a patient at Kingston Health Sciences Centre (Photo by Matthew Manor / KHSC)

Canada’s vaccination rollout is picking up across the country and within the Kingston, Frontenac, Lennox & Addington region. This rapidly increasing rollout has sparked the beginning of the largest immunization campaign in Canadian history, and in order for it to run smoothly healthcare professionals across the country are being called upon to administer the delivery. As Kingston has begun to receive an increasing supply of the vaccine over the last several weeks, more than 200 of Queen’s medical students have answered the call for assistance and have begun volunteering with Kingston Health Sciences Centre (KHSC). Every day the site, which is primarily staffed by these students, vaccinates hundreds of frontline workers, health care professionals, and senior community members. 

Tony Li, who is in his second year of medical school and is president of the Aesculapian Society, has been involved with the vaccination rollout for the last three weeks. The opportunity was borne from a medical school graduate who approached Dean of the Faculty of Health Sciences Jane Philpott asking for assistance.  

“Since the beginning of the pandemic, students in the Faculty of Health Sciences have been looking for ways to support the community, and they have led many fantastic initiatives. A few weeks ago, a QMed grad, Dr. Elaine Ma, reached out to ask if the medical students would be available to help support with the rollout,” says Dean Philpott. “Our students are so eager to contribute, I was not surprised when I reached out to the Aesculapian Society and received a resounding ‘yes!’”  

Initially upper-year medical students were engaged in the vaccination clinic, but the campaign grew so quickly that all four years of medical students have had the opportunity to be involved. 

Each day at KHSC there are two four-hour shifts where medical students take part in all aspects of the vaccination process. This includes screening patients, tracking information, administering the vaccine and monitoring for adverse effects. Li describes the process as an assembly line and notes how impressed he is with its efficiency. 

“It’s a non-stop process and the four hours just fly by,” he says. “Each medical student can administer upwards of 40 to 80 vaccines in a single shift.” 

Right now, Li and his classmates are vaccinating healthcare workers, but moving forward, as the KFL&A region looks to expand its community rollout, Queen’s students will play a critical role in serving the wider community.

The School of Nursing has already created a unique placement which has allowed a student to be involved in the rollout in long-term care facilities in Kingston. Various teams, including upper-year nursing and medical students, have also been involved in the delivery of the vaccinations to priority communities, many located in the geographic north, through the Operation Remote Immunity initiative. 

As the rollout ramps up, so will the ways in which students from across health professional programs in the Faculty of Health Sciences participate. 

“I’ve been working with KFL&A Public Health,” Li says. “We built scenarios for the community rollout of a vaccine and worked out various roles for medical students, nursing students and other healthcare professionals in the faculty so that we can do our part to assist with the vaccination distribution and implementation plan. It’s exciting to know that our involvement can continue to grow.” 

While participating in the administration of the immunization campaign has served a functional role for the hospitals and community members, this experience has also provided an excellent learning opportunity for those involved. In addition to developing technical skills, the students are also practicing interacting with patients and to working effectively on inter-professional teams.  

“Before the COVID-19 pandemic, most people would go through medical school without having the experience of administering vaccines at a large-scale like we have,” Li says. “In just a few days, each medical student has already given over 100 vaccines. This will now be something that we will all be comfortable with moving forward in our training. On top of that we’re strengthening valuable clinical skills such as how to approach patients and communicate with them. There are so many benefits all around, and we’re all just so proud to be a part of it and give back to the community.”

Celebrating teaching awards together

For the first time, the Teaching Awards Celebration will bring together award recipients from across the university.

Principal Patrick Deane and Vice-Principal (Teaching and Learning) John Pierce host the 2019 Principal's Teaching and Learning Awards at the Agnes Etherington Art Centre .
In 2019, Principal Patrick Deane and Vice-Principal (Teaching and Learning) John Pierce hosted the 2019 Principal's Teaching and Learning Awards at the Agnes Etherington Art Centre. (Queen's University / Bernard Clark)

Each year, teaching awards at Queen’s University are conferred to educators and staff who have excelled in fostering innovative, interesting, and inclusive learning environments.

In particular, the past year has been particularly challenging for the university’s instructors as the majority of programs and courses had to be switched to remote formats in response to the COVID-19 pandemic.

At a time when collaboration is more important than ever, this year’s Teaching Awards Celebration will bring together recipients from the various teaching awards that are given out by sponsors including the Principal, Vice-Provost (Teaching and Learning), School of Graduate Studies, Queen’s University Alumni Association, as well as the Alma Mater Society (AMS) and the Society for Graduate and Professional Students (SGPS).

It marks the first time in Queen’s 23-year history of the teaching awards that the event will be a truly university-wide sponsored celebration. The event will be hosted online due to COVID-19 restrictions, on Wednesday, March 24, starting at 4:30 pm.

“This year, we combine our efforts as staff, administrators, undergraduate students, graduate students/teaching fellows, and alumni to confer all the university-wide teaching awards together and to celebrate the remarkable efforts and achievements in a teaching and learning environment like no other,” says Principal and Vice-Chancellor Patrick Deane. “While this will be a virtual celebration, we all look forward to the day when we can celebrate together in person.”

Celebrate together

The celebration will stream via "Live Premiere" on the Office of the Principal’s YouTube channel at 4:30 pm on March 24, and will remain available afterwards for those unable to attend.

Members of the Queen’s community are encouraged to join the YouTube broadcast while it is streaming, and share the link with any colleagues, family, or friends who might be interested. No registration is required.

The Live Chat function will be enabled to allow attendees to join the celebration of teaching conversation, and to congratulate the award recipients. These congratulations will remain in the comments on the video, after the broadcast.

During the celebration of the university-wide awards, faculty and departmental teaching award recipients will also be honoured and will be listed in the program and at the end of the ceremony.  A teaching awards directory is available on the Centre for Teaching and Learning website.

AWARD WINNERS

AMS Awards

Christopher Knapper Award for Excellence in Teaching Assistance
• 2019-20 Richard Patenaude, Department of Political Studies
• Fall 2020 Josh Zacks, Department of Chemical Engineering

Undergraduate Research Mentorship Award
• 2019-20 Bhavin Shastri, Department of Physics, Engineering Physics and Astronomy
• 2019-20 Carolyn Smart, Department of English Language and Literature
• Fall 2020  Matthias Spitzmuller, Smith School of Business

Frank Knox Award
• 2019-20 Stéphanie Martel, Department of Political Studies
• Fall 2020 Stephanie Lind, Dan School of Drama and Music

Society of Graduate and Professional Students Awards

SGPS Teaching Assistant/Teaching Fellow Award
• 2019-20 Taylor J. Smith, School of Computing

SGPS John G. Freeman Faculty Excellence Award
• 2019-20 Shobhana Xavier, School of Religion

Principal’s Teaching and Learning Awards

Indigenous Education Award (sponsored by the Centre for Teaching and Learning)
• 2020 Lindsay Morcom, Faculty of Education
• 2020 Melanie Howard, Faculty of Engineering and Applied Science
• 2021 Armand Ruffo, Department of English Language and Literature

Michael Condra Outstanding Student Service Award (sponsored by the Office of Vice-Provost and Dean of Student Affairs)
• 2020 Joan Jones, Housing and Ancillary Services
• 2021 Lisa Webb, Student Affairs, Ban Righ Centre

Promoting Student Inquiry Award (sponsored by the Queen’s Library)
• 2020 Una D’Elia, Art History and Art Conservation
• 2021 Asha Varadharajan, Department of English Language and Literature

Educational Technology Award (sponsored by Information Technology Services)
• 2020 Ryan Martin, Physics, Engineering Physics and Astronomy
• 2021 Christian Muise, School of Computing
• 2021 Mohammad Auais, School of Rehabilitation Therapy (Team)
• 2021 Nancy Dalgarno, Office of Professional Development & Educational Scholarship (Team)
• 2021 Julie Cameron, School of Rehabilitation Therapy (Team)
• 2021 Jennifer Turnnidge, Office of Professional Development & Educational Scholarship (Team)
• 2021 Lucie Pelland, School of Rehabilitation Therapy (Team)
• 2021 Klodiana Kolomitro, Office of Professional Development & Educational Scholarship (Team)

International Education Innovation Award (sponsored by Office of the Vice-Provost (International))
• 2021 Isabelle Brent, Bader International Study Centre
• 2020 Jennifer Hosek, Languages, Literatures and Cultures

School of Graduate Studies

Award for Excellence in Graduate Supervision
• 2020 Liying Cheng, Faculty of Education
• 2020 Mark Stephen Diederichs, Department of Geological Sciences & Geological Engineering

Queen’s University Alumni Association

Alumni Award for Excellence in Teaching Assistance
• 2019 Holly Ogden, Faculty of Education
• 2020 Anne Petitjean, Department of Chemistry

Office of the Vice-Provost (Teaching and Learning)

Chancellor A. Charles Baillie Teaching Award
• 2020 Wendy Powley, School of Computing
Wendy Powley is an associate professor in the Faculty of Arts and Science’s School of Computing, where she has taught for more than years. In her work at Queen’s (which has also included teaching with the Faculty of Education and Arts and Science Online), she has consistently demonstrated excellence in instruction and innovation, leadership, collaboration, and the linking of research with teaching. In courses spanning the undergraduate experience, Powley has deeply impacted student learning with thoughtful course designs, substantial curricular development, and important program coordination. She serves as a department leader in teaching with numerous service roles and mentorship of colleagues, both before and during the shift to remote teaching prompted by the COVID-19 pandemic. She has also demonstrated a commitment to equity through her work encouraging women in computing in professional and community organizations alike. Powley’s commitment to teaching and learning is an inspiration to students, faculty, and staff at Queen’s and beyond

• 2021 Claire Davies, Mechanical and Materials Engineering
Claire Davies is an assistant professor in the Faculty of Engineering and Applied Science’s Department of Mechanical and Materials Engineering. Since coming to Queen’s in 2015, she has consistently fostered a supportive environment for undergraduate and graduate teaching and learning, emphasizing interdisciplinary, experiential, and project-based learning. Dr. Davies has demonstrated a commitment to accessibility, inclusion, and connecting research and teaching through courses that leverage academic resources and her own Building and Designing Assistive Technology Lab to meet assistive technology needs in the community. Through numerous research studies on her blended and active learning teaching strategies, Dr. Davies has deeply impacted student learning at Queen’s and beyond. It is clear that in teaching, research, and service at Queen’s and in her professional discipline, Dr. Davies achieves her own goal of leading by example.

(Note: Any 2020-21 award recipients who were not chosen in time to be part of this ceremony, will be invited to next year’s event.)

Other celebration contributors:
In addition to the conferring of the above awards, there will be special contributions to the 2021 Teaching Awards Celebration by:
• Kanonhsyonne Jan Hill, Director, Office of Indigenous Issues
• Wendy Powley, 2020 Chancellor A. Charles Baillie Teaching Award Recipient
• Claire Davies, 2021 Chancellor A. Charles Baillie Teaching Award Recipient
• Mark Green, Provost and Vice-Principal (Academic)

Queen's Library expands bookable study space available on campus

Queen’s Library is expanding the bookable study space on campus by adding 78 spaces in Douglas Library. Starting March 8, the number of hours students can book study spaces per month will increase as well, from 60 to 80 hours. 

The new spaces in Douglas Library are in addition to the 276 spaces available at Stauffer Library and the 13 spaces at the Education Library. Four spaces are also available in the Adaptive Technology Centre in Stauffer Library for students registered with Queen’s Student Accessibility Services (QSAS). An additional 72 spaces are available in Mackintosh-Corry Hall. 

Students can reserve study spaces through an advanced booking system on the Library website. These spaces are set up to ensure physical distancing can be maintained while students are studying. 

When checking into a bookable study space, students must provide confirmation to onsite security that they have completed a COVID-19 self-assessment using the Queen’s University SeQure App.

Learn more and book a study space on the Library website.

Improving racial representation in medical learning materials

A team of medical students is helping review and improve all pre-clerkship learning materials in undergraduate medical education.

An initial group of four medical students recruited more than 120 others to review approximately 900 learning materials, and identify learning events that needed improvement with respect to racial representation. (Supplied photo) 

For Iku Nwosu (Meds’22), a Black medical student at Queen’s, sitting in dermatology lectures, and watching slide after slide of skin conditions presented on mostly white skin tones, has been frustrating.   

“It’s been pretty discouraging to not see my skin tone represented in the lecture materials,” says Nwosu, now in third year. “Because of this, I may not be able to diagnose conditions on myself, my family members, community members, or my future kids, and neither can others in my class. 

“To me, it implies the university is complicit with sending out a cohort of medical students, future physicians, who don’t know what things look like in a large portion of the population. I thought this was really dangerous.” 

Similarly, Shakira Brathwaite (Meds’21) has also felt disappointed and frustrated with the lack of diversity in teaching resources. While she was on a dermatology placement outside of Kingston, she says she was excited to see patients who looked like her, with Black skin, but at the same time, she felt unprepared to manage their cases, because she had not learned to recognize the severity of certain conditions in skin of colour. 

“It was upsetting. I didn’t feel like I was giving them optimal care at that point,” says Brathwaite, noting that dermatologists have specialized training and can recognize conditions in different skin tones, but most general practitioners do not have this ability, which means patients with skin tones other than white are not given the appropriate therapies at crucial times. 

Because of their experiences, Brathwaite and Nwosu, along with fellow medical students, Aquila Akingbade (Meds’22) and Eric Zhang (Meds’23), have sought to make change at Queen’s with respect to racial representation in medical school teaching materials and curricula.  

Brathwaite’s experience pushed her to seek funding through the Ontario Medical Student Association, a process she began in 2019, to create an interactive teaching module that provides information about various skin conditions, what to look for in different skin tones, as well as photos showing how ailments present in various skin colours. The compact, curated module will be easy to use, accessible, and available as a point-of-care resource for practitioners, Brathwaite says. 

Together, Nwosu, Akingbade, and Zhang decided to bring the skin representation issue up with leadership in the School of Medicine. They proposed a review of not only the dermatology lecture materials, but all pre-clerkship learning materials in undergraduate medical education (UGME).  

With widespread support for their project, Nwosu, Akingbade, and Zhang recruited more than 120 Queen’s students to review approximately 900 learning materials, and identify learning events that needed improvement with respect to racial representation. The students found that out of 168 learning events with skin presentations, 131 of those events contained only white skin presentations. The students also flagged 89 learning events for potential improvements in Indigenous representation.  

“There are numerous statistics that show skin cancer is not being caught early on in Black patients, and that it is being diagnosed at a much more lethal stage,” says Akingbade. “Black people represent a smaller percentage of skin cancer patients overall, but there is a much higher proportion of Black people who are likely to die from the disease. 

“This is something that is wholly preventable and it starts at the institutional level. We have to start teaching and normalizing what conditions look like in darker-skinned individuals.” 

A representative image collection

A key component in improving racial representation in lecture materials has been the need for a central repository of images, and one that contains a significant number of images with different skin tones. To that end, and because of the students’ work and leadership involvement, Bracken Health Sciences Library has purchased access to VisualDX, a medical image database that is currently the best repository of diverse images. 

“The students have done a really great job of mobilizing a lot of resources, and acquiring VisualDX through the library is an important step in addressing challenges in this area,” says Michelle Gibson, Assistant Dean, Curriculum, UGME, who has supported Nwosu, Akingbade, and Zhang on the review project.  

“At UGME, we do not want to depend on student work to support our curricular reform,” says Dr. Gibson, noting that there are many different projects currently in the works to improve racial diversity in UGME curriculum. “But we are grateful to the students for their work, and we always welcome and value student partnerships. This has been a strength of our curriculum for years.” 

Nwosu, Zhang, and Akingbade have prepared a draft framework for racial representation of learning materials in UGME, including standards that all materials should meet, and where to find images to meet the criteria. Student volunteers are also ready to help implement changes to learning materials for lecturers to use in the next academic year. 

For the teaching module, Brathwaite has created the script for the interactive, curated resource, and is currently in the process of gaining permissions for image use, learning more about VisualDX and how it may be used in the module, and working with dermatologists to incorporate the most up-to-date information on certain skin conditions. 

Interest in advocacy work

Momentum behind these two projects, as well as several others, has been fuelled by the global Black Lives Matter protests in spring and summer of 2020, along with the pandemic, which the students say forced more people to pay attention to racial disparities, around the world and at a local level. Last summer, Queen’s students were eager to get involved in advocacy work, and Nwosu, Akingbade, and Zhang say the group effort made a huge difference, making the time commitment to review learning materials much more feasible.  

“We are a smaller community and the medical school here has very involved students,” Nwosu says. “I think it’s important that if students see a gap, they feel empowered to propose a solution.”  

Zhang emphasizes that their work on this project has been conducted with the understanding that the issue is not just a local one, but a national and international problem. 

“This is not just a Queen’s problem,” Zhang says. “We’ve always had in the back of our minds that if we can do this successfully here, then we can create resources that will be helpful to other schools across the country.” 

This article was originally published by the Faculty of Health Sciences.

Power restored following outage

Several buildings affected by a power outage. Outage expected to last 6-8 hours

Power was restored to all the affected areas at approximately 12:30 pm on Friday, March 5.

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Queen’s campus is currently experiencing a power outage to several buildings on campus. The outage is impacting buildings west of Fifth Field Company Lane and south of Union Street, including Theological Hall. 

John Deutsch University Centre (JDUC) and Goodes Hall are also affected as are Residences buildings within this zone, with the exception of Ban Righ Hall. 

Repairs are expected to take 6-8 hours to complete. Affected buildings are closed during this repair. 

In-person spring convocation ceremonies delayed due to COVID-19

Principal and Vice-Chancellor Patrick Deane confirmed earlier today that the Spring 2021 convocation ceremonies will not be hosted in-person, due to the ongoing pandemic and the effort to limit the spread of COVID-19.

Principal Deane sent letters to this year’s graduating students, as well as 2020 spring and fall graduates who also did not have in-person ceremonies.

In the letters, the principal expressed his pride in the efforts of all graduating students in the face of significant challenges.

“I appreciate that your Queen’s experience over the last year may not have been what you were expecting – it is not what any of us were expecting for you,” he says. “Still, you will graduate soon, and we look forward to celebrating your achievements and welcoming you into the Queen’s alumni family.

Convocation is a capstone event for Queen’s graduates and Principal Deane restated the university’s commitment to holding in-person ceremonies for all 2021 and 2020 graduating students soon as it is safe to do so, with the necessary precautions.

Alternate graduation events to be hosted by the university and faculties are currently being planned. Details will be communicated in the coming weeks as they are finalized.

“I recognize this is a disappointment for our spring 2021 graduates, as it has been for everyone who graduated in 2020,” Principal Deane adds. “It is disappointing for the university as well, as convocation is a highlight for the entire campus community.”

While the convocation ceremonies are delayed, students who have applied to graduate, and who have completed all program requirements, will graduate. Each degree will be officially conferred and mailed to graduating students.

An announcement will be made when it is determined that it is safe to host in-person convocation ceremonies. Updates can also be found on the Office of the University Registrar’s website.

IGnite Virtual set for March 4

The IGnite series, hosted by the McDonald Institute and Queen’s University Relations, is returning virtually for 2021. The free online forum showcases stories of discovery from researchers at Queen’s University. Speaker presentations are engaging and geared toward a wide variety of audiences, making IGnite accessible for anyone who is interested in attending.  

The next installment, IGnite Virtual, will be held on Thursday, March 4, 7-8:45 pm on YouTube. Panelists include astroparticle physicist Nahee Park (Physics, Engineering Physics, and Astronomy) and her former student, Emma Ellingwood, who will discuss their work on high energy cosmic accelerators. Biomechanical engineers Kevin Deluzio (also Dean of the Engineering and Applied Science) and Elise Laende, postdoctoral fellow with Mechanical and Materials Engineering, will share their research on motion capture and understanding how people move through time and space. The event will feature behind-the-scenes science tours and an audience question and answer period.

IGnite Virtual is open to all and no registration is required to view the YouTube livestream

To learn more, visit the McDonald Institute website.

[Promotional Graphic: IGnite Virtual - March 4 7 - 8:45 PM EST Streamed on YouTube]

 

Helping students design their summer

Career Services is connecting students with hundreds of job listings and workshops to help them find summer opportunities.

Poster for summer opportunities 2021
Students can attend summer-job-themed workshops and career-related events throughout the rest of the term.

Each summer many students look for opportunities to build skills, enhance resumes, and make some money. Typically, these goals are met through a combination of employment, volunteering, professional development, entrepreneurial initiatives, and further education. Given the continuing impacts of the pandemic, many students are wondering about options for summer 2021.

To support students as they consider their options and plan for this summer, Career Services in Student Affairs, has launched a new one-stop website that brings together information on how to successfully find and create opportunities.

“While many aspects of life may be uncertain, employers are continuing to recruit Queen’s students,” says Carole Morrison, Associate Director, Operations and Business Development, Career Services. “The MyCareer job board has posted over 550 jobs in the last six weeks alone, and new postings are being added every day. Many employers are still working through what the summer will look like and we will be continuing to reach out to employers right through spring and into summer.”

In addition to the website and online job postings, students can attend summer-job-themed workshops and career-related events throughout the rest of the term. The next event is the Summer Opportunities Networking Event on March 4th. All students are welcome.

Life Sciences student Cheyenne Bates attended a similar event this past fall.

“I really appreciated the networking event,” she says. “It was cool to see all the career opportunities I could pursue with my degree, many of which I hadn’t even considered before. Talking with the employers in the relaxed environment really made me feel at ease, and I felt that I had real, meaningful conversations with many of them.”

Check out the new webpages for details and the event schedules.

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