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Student Learning Experience

Record number of student-athletes earn Academic All-Star honours in 2019-20

A record total of 426 Queen’s University varsity student-athletes were recognized as Academic All-Stars for 2019-20, having earned at least a 3.5 grade-point average over the past academic year at Queen's. 

More than 40 per cent of Queen's student-athletes were named Academic All-Stars this year.

“Congratulations to the 2019-20 Academic All-Stars. We know the pandemic has impacted your education, athletic, and personal lives and as Academic All-Stars this past year you have demonstrated, more than ever, the resiliency and dedication of Gaels student-athletes,” says Vice-Provost and Dean of Student Affairs Ann Tierney. “We have a record high number of Academic All-Stars, representing more than 42 per cent of Queen's student-athletes and we continue to be in the top five schools in the county for the number of All-Stars.”

The varsity clubs with the highest GPAs were women's Ultimate and triathlon, while the highest GPAs from varsity teams were from women's basketball and women's hockey.

“As a university we are proud of our academic and athletic tradition and I am honoured to celebrate this great accomplishment. The Academic All-Star award also points to a lifestyle characterized by focus, commitment, discipline, passion, and teamwork in academics and athletics,” says Mark Green, Provost and Vice-Principal (Academic). “I would like to recognize and thank our faculties and departments, coaches, academic advisors, Student Wellness Services staff, and the Athletics and Recreation staff for their leadership in creating an inspiring and supportive learning environment for our student-athletes."

A full list of Queen's Academic All-Stars can be found online.

Increasing diversity in engineering and tech

Queen’s Engineering joins six Ontario universities in fellowship to increase diversity in engineering and technology.

Six universities in Ontario have partnered to create a new fellowship to expand the pathways for Indigenous and Black students pursuing doctoral degrees in engineering to prepare for careers as professors and industry researchers.

Announced today, the Indigenous and Black Engineering and Technology (IBET) Momentum Fellowships address an urgent need to encourage and support the pursuit of graduate studies by under-represented groups. This lack of representation has hindered enrolment of Indigenous peoples (First Nations, Inuit and Metis) and Black graduate students in science, technology, engineering and mathematics (STEM) programs.

The partnership includes Queen’s Faculty of Engineering and Applied Science, and the engineering faculties at McMaster University, the University of Ottawa, the University of Toronto, Western University and the engineering and math Faculties at the University of Waterloo. Each partner university will tailor the program structure and features to support student experience at their institutions. 

“It is our hope the IBET PhD project will change the academic landscape within the next five to 10 years by increasing the number of Indigenous and Black engineering professors teaching and researching in universities across Ontario,” says Kevin Deluzio, Dean of the Faculty of Engineering and Applied Science. “The pipeline of students it creates will also increase diversity in Canadian technology industries by graduating more students from underrepresented groups.”

“Ensuring Indigenous and Black people are represented in our PhD programs, and later our faculties, is a key first step to changing the face of engineering education in Ontario," he says, "and graduating more diverse leaders into the profession in the near future.”

“Seeing is believing,” says Mary Wells, Dean of Engineering at the University of Waterloo, where the program originated. “How can we encourage Indigenous and Black students to come to our nation’s engineering schools if they don’t regularly experience Indigenous or Black professors, teaching and undertaking research in the schools and programs we want them to attend? The IBET PhD Project is a step in the right direction to increase diversity in universities across Canada.”

The partner universities share a belief that greater diversity is needed among academic leaders in engineering and technology to properly reflect all populations and to ensure a full range of thought and problem-solving approaches.

The Momentum Fellowships are a central pillar of the new IBET PhD Project which aims to change the academic landscape within the next five to 10 years by increasing the number of Indigenous and Black engineering professors teaching and researching in universities across Ontario. The project will also create a pipeline of students who will increase diversity in Canadian technology industries as they enter the workforce with graduate degrees from STEM programs.

Recipients will receive $25,000 a year for four years as they pursue doctorate degrees and specialized engineering research. Interested Canadian students can apply for the IBET Momentum Fellowships directly with each university as part of their application process.  

For more information, visit the Queen's Engineering IBET Fellowship page.

Fostering community with student blogs

Revitalized peer blog program offers advice and strategies to Queen's students.

Graphic featuring four Queen's students
With four regular bloggers, students can get to know them, follow their academic journeys throughout the semester, and learn how they are navigating the student experience during a global pandemic.

COVID-19 has brought unprecedented changes and challenges to the way that students are learning and creating community. Student Academic Success Services (SASS) in Student Affairs has introduced a revitalized peer blog program so students can connect to share their experiences and advice.

The weekly blogs are developed by four SASS peers from different disciplines and years, ranging from a PhD psychology student, to a first-year Engineering student.

“We have a diverse team of students from communities across Canada who discuss how everything from mental health to identity to software glitches have changed their approach to academics. They also offer strategies and useful tips to their peers along the way,” says Ian Garner, Outreach Manager for SASS. “We hope that readers are able to gain a sense of community, and of shared successes and challenges, by reading the stories.”

Although peer blogging is not new at SASS, the format has changed this year to focus on continuity of experience. With four regular bloggers, students can get to know them, follow their academic journeys throughout the semester, and learn how they are navigating the student experience during a global pandemic.

To date, bloggers have discussed topics including productivity during exam season, motivation and resilience in remote learning, and embracing change and self-care.

“I hope the blogs have helped others who are struggling with the same things we are struggling with,” says Liyi Ma, a first-year Engineering student whose most recent blog detailed the difficulties of focused productivity. “It’s comforting to feel like we’re struggling together, rather than struggling alone.”

Students can read the weekly peer blog posts on the SASS website and catch the new posts through the SASS Instagram page.

Committing to greater equity, diversity, inclusion, and Indigeneity

Queen’s launches two new financial awards to recognize underserved and underrepresented students.

Photograph of three students talking.
Both the Commitment Scholars Award and the Commitment Bursary are open to eligible students entering their first year of any first-entry undergraduate program.

As heightened concerns for racial and social justice took hold in North America this past summer, Queen’s intensified its efforts to ensure that it promotes equity, diversity, inclusion, and Indigeneity (EDII) on campus. As part of this work, Queen’s is currently recruiting the first recipients of the new Commitment Scholars Award and the Commitment Bursary, which provide financial assistance and other supports to eligible incoming students who self-identify as Black, Indigenous, racialized, LGBTQ2S+, or as a person with a disability.

The university first announced these two new awards in November, as part of the strategy laid out in the Queen’s Declaration of Commitment to Address Systemic Racism. Led by Principal and Vice-Chancellor Patrick Deane and signed by senior leaders across Queen’s, the declaration commits the university to confront discrimination by focusing on 11 action areas, including admissions and recruitment.

Both the Commitment Scholars Award and the Commitment Bursary are open to eligible students entering their first year of any first-entry undergraduate program.

“These new admissions awards are an important part of our efforts to advance equity, diversity, inclusion and Indigenization at Queen’s.  They will help us attract and support an increasingly diverse student population, and recognize leadership in this important area,” says Ann Tierney, Vice-Provost and Dean of Student Affairs.

The Commitment Scholars Award will provide $12,000 per year and wraparound financial, academic, and career planning support for four years to 10 self-identifying students starting in Fall 2021. It will be awarded based on a student’s demonstrated leadership in, and commitment to, racial justice, social justice, or EDII initiatives in their school or community. Applications are due Feb. 15, 2021.

This major award builds on the success and impact of the Promise Scholars program.

The Commitment Bursary will provide annual financial support of $2,00-$5,000 to self-identifying students who demonstrate financial need. Eligible students can apply for a Commitment Bursary by submitting an Admission Bursary application by Feb. 15, 2021.

Find out more about these awards, including how to apply to the Commitment Scholars Award, on the Student Awards website.

A catalyst for change

Dean of the Faculty of Engineering and Applied Science and the student who started the Erased by FEAS account discuss ways to change the faculty, and profession.

Dean Kevin Deluzio and Ramsubick
Fifth-year engineering student Nicholas Ramsubick and Dean of the Faculty of Engineering and Applied Science Kevin Deluzio take part in an online discussion on the topic of EDII (equity, diversity, inclusion and indigeneity) and how it relates to engineering.

Dean of the Faculty of Engineering and Applied Science Kevin Deluzio and Nicholas Ramsubick, a fifth-year biochemical engineering student and co-president of EngiQueers, sat down for a frank, virtual discussion on Nov. 26 and Nov. 27 to discuss the topic of EDII (equity, diversity, inclusion and indigeneity) and how it relates to engineering.

The conversation was organized by the Ontario Society of Professional Engineers, as part of a two-day conference on #EDIAdvantage, focusing on the benefits and strengths that diversity brings to engineering. In front of a national audience of close to 600 engineering professionals, students, and government officials, Dean Deluzio and Ramsubick spent a half hour talking about institutional barriers and allyship, followed by a lively Q&A with attendees.  

It’s a topic Dean Deluzio and Ramsubick have been discussing since early this summer when a number of important questions were thrust into the spotlight within the faculty, through the resurgence of the Black Lives Matter Movement, the faculty joining a national “Shut Down STEM” day of action in June, and Ramsubick’s creation of the Erased by FEAS Instagram page.

“As a Black student in the engineering faculty, I often felt I was living in a state of racelessness. That’s when Black students or racialized students may have to give up their identity to succeed, and conform to spaces where they aren’t seen,” says Ramsubick.

His feelings were further enforced after leaving campus for an internship. It was around this time that other similar pages, both at Queen's and at other post-secondary institutions were created, and students were taking notice.

“I realized this was the time to start having those conversations within engineering,” says Ramsubick. “It was meant to be healing; a catalyst for change.” 

As the Instagram project began to generate interest, Ramsubick says he started to see a real interconnection among students in the faculty and learned more about what they were going through.

“Stories that were shared on sexual violence, queer identities, different racial abuse — those same students were the ones making the change.”

When Dean Deluzio first read the stories he admits he was overwhelmed by feelings of empathy and appreciation.

“The narratives were so strong. They were students; they were my students and they were part of our community,” he says “The stories are difficult to read, and they must be difficult to experience. Writing them down, putting them on a public platform is going through that experience again.”

Dean Deluzio admits there is a strong sense of cultural identity within the faculty.

“I’ve been at Queen’s a long time and know it is a predominately white campus with issues around diversity in the STEM (science, technology, engineering and math) field. We focus a lot on it being an issue of gender but it goes way beyond that,” he says. “I did not understand the degree that these issues were affecting students. But I believe the work we are starting now is the change that is needed.”

Ramsubick believes there needs to be a shift in the work being done to invoke change.

“We need to centre BIPOC (Black, Indigenous, People of Colour) voices and make sure they are heard," he says. "We shouldn’t force them to do the work. It isn’t the job of the oppressed to fight that systemic racism. We need to create culturally competent engineers. They can’t be blind to the racial inequalities that exist in the communities where they work.”

Several future faculty initiatives were discussed, including the need for equity and diversity training in engineering programs. Diversifying STEM by bringing in more racialized engineers, and continuing to accept more women, are viewed as steps in the right direction.

In recent months, Queen’s engineering has created a new Chair for Women in Engineering, held by Heidi Ploeg, a professor in the Department of Mechanical and Materials Engineering. The faculty's mandatory first-year APSC100 course now features videos and readings related to anti-racism, and other curricular updates are being examined. Dean Deluzio has also committed to creating dedicated space in the Integrated Learning Centre, in Beamish-Munro Hall, for marginalized students to connect in a ‘safe space’.

Dean Deluzio says engineers are trained problem solvers and are called to answer some of the most complex problems of our time including COVID-19, as well as complex societal issues that are identified through the Black Lives Matter movement. He is calling for leaders in the profession recognize the issues and take steps to understand and address them.

“If we don’t train them to be proactive in the areas of equity, diversity, inclusion and indigenization and the problems understanding that, the solutions will be less impactful, and the change won’t be fast enough," he says.

Celebrating undergraduate research in the time of COVID-19

The Undergraduate Student Summer Research Fellowships allow students to collaborate with a faculty expert to explore a research topic of personal interest in the social sciences, humanities, or creative arts.

Undergraduate students often count down to the first day of summer when they are finally free from early morning lectures, daily study sessions, and the stress of midterm and final exams. For a select few, however, summer, and the free time associated with it, represents a golden opportunity to engage in discovery-based learning and develop critical thinking and research skills.

The Undergraduate Student Summer Research Fellowships (USSRF), an annual program sponsored by the Vice-Principal (Research) portfolio, give students pursuing a bachelor’s degree a chance to conduct social sciences, humanities, and/or creative arts research under the guidance of a Queen’s faculty member. This year, 21 fellowships were awarded to Queen’s students.

Typically, upon conclusion of student projects at summer’s end, Principal Patrick Deane and Kimberly Woodhouse, Interim Vice-Principal (Research), host a USSRF celebration, where fellows have an opportunity to present their research projects and posters. Because an in-person reception was not possible this year, each participant created a short, three-minute video presentation of their project. Fellowship researchers then gathered virtually in small groups with Principal Deane and Dr. Woodhouse to share their research interests, video projects, and overall experiences with the program.

  • [Presentation by Aisha Nathoo]
    Aisha Nathoo, "Improving Emergency Care for Equity-Seeking Groups" - Supervisor: Dr. Susan Bartels
  • [Presentation by Taylor Tye]
    Taylor Tye, "Indigenous Histories of Kingston: An Updated Resource for stoneskingston.ca" - Supervisor: Dr. Laura Murray
  • [Presentation by Reem Atallah]
    Reem Atallah, "Virtual Reality Cyberball As A New Means of Assessing Defending Behaviour in the Laboratory" - Supervisor: Dr. Wendy Craig
  • [Presentation by Owen Wong]
    Owen Wong, “Irish Control and Nationalism: A Comparative Study” - Supervisor: Dr. John McGarry

Highlights from this year’s recipients and projects, include:

Aisha Nathoo conducted her project with Susan Bartels (Emergency Medicine). Nathoo completed a literature review exploring care experiences of sexually diverse groups who had accessed emergency departments in Canada and the United States. She found deficiencies in care on both a systemic and interpersonal level. Nathoo then conducted a mixed methods survey to determine the needs of the community.

Owen Wong, under the supervision of John McGarry (Political Studies), conducted a comparison study looking at why Northern Ireland and the Republic of Ireland were impacted differently during a 30-year-long ethno-nationalist conflict known as “The Troubles.” Wong concluded that differing treatment of the minority group in each region led to violence in Northern Ireland and peace in the Republic of Ireland.

Reem Atallah worked with Wendy Craig (Psychology) to develop a new virtual reality platform to study bullying and peer defending. When she compared her 3D paradigm with Cyberball, the standard 2D computer game currently used to study social isolation, she noted that more participants engaged in peer defending behaviour when assigned to the virtual reality platform. Moving forward, Atallah plans to explore how her research findings can be used to reduce incidences of cyberbullying.

Taylor Tye’s research project was an extension of work she had completed in Laura Murray’s (English) class in Fall 2019. Her class project revealed a lack of Indigenous representation featured on Kingston’s historical plaques. As part of USSRF, Tye conducted interviews with diverse community stakeholders to accomplish the shared goal of updating the Indigenous community page on the Stones Kingston website. Tye plans on continuing this work next summer.   

“Each year, I look forward to hearing the rewarding research experiences our students have with the USSRF, and this year was no different,” says Dr. Woodhouse. “The research, analytical, and presentation skills they garner during the program will help prepare them for future studies or careers.”

Since 2011, the Vice-Principal (Research) portfolio has offered the USSRF and they are currently recruiting for the 2021 program. The application deadline is March 2, 2021 at 9 am EST.

For more information and to watch this year’s presentations, visit the Vice-Principal (Research) Portfolio.

Experience on the set

An episode of Locke & Key is filmed in downtown Kingston
When the Netflix production Locke & Key recently filmed scenes in downtown Kingston it was an opportunity for students in the Queen's Film and Media program to gain some hands-on experience. (Courtesy Kingston Film Office)

When the Netflix production Locke & Key recently set up in downtown Kingston to shoot some scenes for upcoming episodes it was an opportunity for a group of Queen’s Film and Media students to gain some valuable hands-on experience.

The arrival of the drama series is the latest win for the Kingston Film Office and Film Commissioner Alex Jansen, who is also a lecturer and term adjunct with the Department of Film and Media.

This wearing of two hats – for the City of Kingston and Queen’s University – has resulted in a number of mutually beneficial projects for both communities, including Queen’s students.

Among the courses that Jansen teaches at Queen’s is FILM 457/458 - Film and Media Practicum which connects students with industry partners for experiential learning through workshops, training opportunities and work placements. Through the course, offered for the first time in 2019-20, students gain in-person experience in areas such as film, television, interactive and gaming development, and much more. However, with the arrival of COVID-19, the course had to pivot, delaying its start until the Winter 2021 term and finding alternative methods of learning.

When Locke & Key committed to Kingston, however, this provided a special opportunity for Queen’s students, as well as alumni, to work hands-on in a volunteer capacity outside the course.

“With Locke & Key there were over 150 cast and crew in town with this large-scale production that students wouldn’t otherwise get to be around,” says Jansen, who founded the Kingston Canadian Film Festival during his time as a student at Queen’s. “While the practicum has been pushed back to January due to COVID-19 we were still able to get eight current students and three recent graduates involved in different capacities.”

The positions were primarily as local services personnel, where they help out with some of the smaller but still important work around the production. Other students also got involved in background roles. During the practicum, students can also gain experience at their placements from planning, camera work and editing to marketing, distribution, and everything in between.

The main goal is for students to gain experiences they otherwise would not have access to while also building connections that can help them once they begin to seek employment in the sector. Of the 20 students in the initial course, a number of them were able to secure employment – either short-term or full-time – with one of their placements.

“We are essentially trying to bridge students into the actual industry through these placements and that’s been a big goal of the courses that I teach,” says Jansen who also teaches FILM 450 - The Business of Media. “It’s a really, really exciting time with record levels of production, and we are doing our best to connect these incredibly bright students to the industry by preparing them as much as possible.”

The Prize is filmed beside the Kingston Penitentiary
Students in the Film and Media 2019-20 practicum course work on the film The Prize, during a shoot at the Kingston Penitentiary. (Courtesy Kingston Film Office)

In the practicum course, students first undergo foundational training, including a two-day Director’s Guild of Canada production assistant workshop, to prepare them for the workplace. They then must complete 120 hours through placements with various program partners. In many cases, Queen’s alumni who are looking to support their alma mater are involved in creating and building these partnerships.

The close connection with the Kingston Film Office has been an invaluable source of opportunities as well. During the 2019-20 course all of the students worked on Murdoch Mysteries when the CBC production shot an episode in downtown Kingston. Some also got to work on Star Trek: Discovery when the science-fiction show shot at Kingston Penitentiary, an increasingly popular site.

Looking ahead, Jansen says that students in the upcoming course will have the opportunity to work on two larger productions that will arrive in Kingston in the new year. With the Film Office securing more productions there will be more opportunities.

$10,000 Donation from Locke & Key

Among the production crew for Locke & Key were two Queen’s alumni. Production manager Dennis Chapman (ArtSci’75), is one of the most accomplished Film Studies alumni having recently worked as production manager on multiple Oscar-winner The Shape of Water. Also on set was First Assistant Camera Ari Magder (ArtSci’98), who recently worked on season two of The Boys

On top of being incredibly welcoming to current students, the production was so impressed with their overall experience that they decided to make a generous $10,000 donation to support future practical training and opportunities for Queen’s students.

“We were consistently impressed with the welcome that the city offered to us,” says producer Kevin Lafferty. “We found it to be a fantastic place to work and the shoot was a total success. We wanted to give back some of the goodwill we felt from the city, and as several of our crew members are graduates of Film and Media at Queen’s, we felt making a donation to the school to aid the up-and-coming filmmakers there was the best way of paying it forward.” 

Ari Magder and Dennis Chapman
Ari Magder (ArtSci’98), left, and Dennis Chapman (ArtSci’75), like many Queen's alumni, were ready and willing to help out current Film and Media students during the recent Locke & Key shoot in downtown Kingston. Chapman is the production manager and Magder is the first assistant camera for the Netflix production. (Courtesy Kingston Film Office)

Alumni support

For more than 50 years the Department of Film and Media has been educating students who have gone on to a wide range of roles within the entertainment and media industry. Many of these alumni have maintained close connections with the department and are very willing to give back.

One such alumnus, says Jansen, a Queen’s grad himself, is Malcolm White, Vice-President, Portfolio Management and Portfolio Manager at CI Global Asset Management. Seeing a need to connect students with industry partners during their studies, White initiated and supported the creation of The Business of Media course. As part of the course, White himself hosts a luncheon for students in Toronto as part of an annual field trip that also provides opportunities to visit with industry players such as game developer Ubisoft, Mongrel Media, the Toronto International Film Festival and CTV, and many others.

The new Practicum course furthers the department’s broader efforts at connecting students to industry, also supported through generous donations by alumni Teza Lawrence, Michael Souther and Michael MacMillan as well as patron of the arts Leonard Schein. Combined, the Practicum and The Business of Media courses add a new element to a program that has produced successful graduates for decades. Students can take what they learn in the classroom and apply it in real-world situations.

“It’s always been about complementing what the department already does, but creating more of those practical experiences of connecting the students with the industry,” Jansen says.

Visit the Department of Film and Media website to learn more.

Two Queen’s students earn Rhodes Scholarships

Matthew Hynes and Jevon Marsh
Matthew Hynes, a second-year medical student, and Jevon Marsh, who recently earned a master’s degree in chemistry from Queen's, have been selected as 2021 Rhodes Scholars. (Supplied / Mike Ritter/Memorial University)

Queen’s University students Matthew Hynes and Jevon Marsh have been selected as 2021 Rhodes Scholars, earning each of them a prestigious scholarship to the University of Oxford worth more than $100,000.

With their selection, Hynes, a second-year medical student, and Marsh, who recently earned a master’s degree in chemistry, bring the university’s overall Rhodes Scholars total to 60.

“On behalf of Queen’s, I congratulate Jevon and Matthew on this great accomplishment,” says Principal and Vice-Chancellor Patrick Deane. “Their academic careers, community commitments, and records of achievement are inspiring to us all, and I have no doubt that they will both thrive during their time at Oxford.”

During his time at Queen’s Hynes has served as co-director for the Medical Variety Night charity show as well as steering committee member on the Canadian Queer Medical Students Association. His current research interests are focused on 2SLGBTQ+ populations and dermatology.

Hynes completed his BSc at the University of New Brunswick where he performed research in molecular microbiology and co-founded the UNB Lifesaving Sport Team.

Following Oxford, he intends to complete his MD and pursue a career as an advocacy-oriented physician.

“I am thrilled to continue my education at the University of Oxford made possible by the Rhodes Scholarship,” Hynes says. “I would like to thank my family, friends, Queen’s Medicine community, and the many incredible mentors from both UNB and Queen’s who have supported me on this journey. I am excited to expand my global perspective and meet fellow advocacy-oriented leaders while completing my MSc in Epidemiology and Master of Public Policy. This opportunity will better enable me to effectively implement social policy changes to further support marginalized communities.”

Marsh recently received a Master of Science degree in chemistry from Queen’s after completing his undergraduate studies at Memorial University of Newfoundland. Outside of academia he is an active volunteer working largely as a mental health advocate, where he helped pioneer a peer support program at Memorial. He is an Alexander Graham Bell National Scholar and has won numerous awards throughout his academic career.

At Oxford, Marsh will pursue a DPhil in Inorganic Chemistry where he will focus on the development of novel therapies as potential treatments for children with rare brain cancers.

“I am very grateful to have been selected for the Rhodes Scholarship and I am excited for my next chapter at Oxford,” Marsh says "It is a tremendous opportunity and I look forward to continue growing as a chemist and be a part of a group of inspiring individuals from all around the world. I am so thankful to everyone that has supported me throughout my journey – my parents, family, friends, and the fantastic mentors I have had at Queen's, Memorial and abroad. I am excited to begin my DPhil in Chemistry at Oxford in Autumn of 2021, where I will develop novel therapeutics for rare brain cancers.”

Funded by the Rhodes Trusts, 11 Rhodes Scholars are selected each year from across Canada. These outstanding students demonstrate a strong propensity to emerge as “leaders for the world’s future.”

The scholarships to Oxford University are for postgraduate studies or a second bachelor’s degree and cover tuition and fees and provides a stipend to help cover living expenses for two to three years of study while at Oxford.

Learn more about Rhodes Scholarships.

Student town hall on remote proctoring being hosted Nov. 26

The Office of the Vice-Provost (Teaching and Learning) is hosting a Student Town Hall on Remote Proctoring to provide information and answer questions related to remote proctoring for tests and exams.

The information session will be held on Thursday Nov. 26, 2020 from 5:30 to 6:30 p.m. EST.

Topics such as why Queen’s is using remote proctoring services, how they were reviewed and selected, the privacy and the security of these tools, and using these tools to write exams will be discussed.

The town hall will be held using Zoom webinar. An email with log-in information has been sent to all Queen’s students.

Students are welcome to submit questions ahead of the meeting to help ensure the content covers points of shared concern. There will also be the opportunity to submit questions through the chat function during the session. To submit questions ahead, please access the survey link below by the end of day on Tuesday Nov. 24.

For any students who are unable to attend the live session, a recording of the event will be available on the Vice-Provost (Teaching and Learning) website.

Supported studying to end the semester

Week-long event includes online group study sessions, instructor Q&As, and prizes to help students study effectively.

Graphic promoting the Get it Done event

For many students, the end of the semester is one of the busiest periods of the academic year. As the end of the fall term approaches, staff in Student Academic Success Services (SASS) are offering their annual event, Get it Done, to support student productivity in the online environment.

Typically a day-long in-person group event, SASS has transformed the initiative into a full week of remote group study sessions, Peer Writing Assistant workshops, and Q&As with professors to discuss productivity, accountability, and steps to receiving academic support. Along with these academically-focused events, SASS will also be offering the chance for attendees to win $300 worth of prizes.

“Community while studying keeps you connected,” says Anna Fouks, a SASS peer leader who is planning and co-facilitating the event, which runs November 23-27. “When studying together, you see that everyone is also going through the same struggles, and this shared wave of empathy can bring the relief and confidence that we all need to succeed.” 

Get it Done is open to all students, and students can register for any number of events throughout the week.

Get it Done is one of our centerpiece events. With many of us feeling isolated during the pandemic, finding new ways to develop communities is crucial. We knew we had to find a great alternative to the way Get it Done normally runs,” says Ian Garner, Academic Skills Outreach Coordinator in SASS. “With multiple events, there are more options for students in different time zones or with other commitments, so we are expecting to reach more students this way. In fact, this is what we have been seeing all fall. The online environment can create additional and convenient opportunities for outreach, access and participation.”

Learn more and register for all events on the SASS website.


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