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Learn how Queen's is planning for our safe return to campus.


Standing and fighting

Queen’s law students are supporting refugees in the wake of the United States travel ban.

President Donald Trump’s recent ban on refugees has prompted action from the Queen’s Law Refugee Support Program (QLRSP). As part of the Write for Refugees program, the group has collected over 100 signed letters asking Minister of Immigration Ahmed Hussen to suspend the Canada-US Safe Third Country Agreement as legal challenges to these executive orders continue to come forward.

Despite a less than positive initial reaction from Minister Hussen, the students are undaunted.

Queen's law students Alyssa Moses (l, Law'18), Stephanie Bishop (Law'17) and Yamen Fadel (Law'18) are fighting for the rights of refugees.

“We have to make a stand,” says Yamen Fadel (Law’18). Born in Syria, Mr. Fadel is a dual citizen who, at this time, is unaffected by the ban. “What about the people that don’t have my status? What is going to happen to them? Our response to the minister is we will never stop doing what we are doing. We have to continue to fight.”

The letter includes a call to denounce the executive order as discriminatory and contrary to Canadian values. It also calls on the government to remove the designation of the United States as a safe third country and to take immediate steps to offer protection to refugees caught in the middle.

“The reaction from the minister is disappointing but not unexpected,” says Alyssa Moses (Law’18). “It shouldn’t take our focus away from our goals. We have to let him know Canadian people care and want to help. I’m heartened by the reaction of the Queen’s students.”

Along with the letter campaign, the QLRSP is undertaking a number of other initiatives to support refugees. They are joining 21 other Canadian law schools for a “research-a-thon,” a 12-hour effort to compile as much research as they can to challenge the Canada-US Safe Third Country Agreement. The research will be used by the Canadian Council of Refugees.

The group has also started a Tilt campaign to bring a Syrian refugee family to Canada. Last year, Queen’s Law contributed to the sponsorship of a Syrian refugee, whose family escaped from Aleppo to Lebanon after their home was destroyed. This time, the QLRSP is working to bring his family to Kingston. For more information, visit the Tilt campaign website.

For more information on QLRSP, visit the Facebook page.

Opportunities for international collaboration

Queen's in the World

Applications are open for the International Visitors Program of the Principal’s Development Fund, a program that helps connect Queen’s with academics and institutions around the world by sponsoring visits by international scholars. The program also works to foster connections between Queen’s and its partners within the Matariki Network of Universities.

“This program provides a tremendous opportunity for collaboration and cross-pollination of ideas between the Queen’s community and scholars and universities around the globe,” says Daniel Woolf, Principal and Vice-Chancellor. “I am very pleased to offer this funding as part of our ongoing support for international partnerships and, in particular, alliances with the Matariki Network.”

Last year, Professor Karol Miller from the University of Western Australia visited Queen's through the International Visitors Program of the Principal's Development Fund.

The International Visitors Program includes three application categories, each of which offers grants of up to $3,000. Category one is the open program, which helps to cover the costs of bringing an international scholar to Queen’s for a period of at least three days. 

The other two application categories focus on leveraging Queen’s membership in the Matariki Network of Universities. One of these is an extension of the visiting scholars program, specifically aimed at bringing visitors to Queen’s from the other Matariki universities, which include the University of Western Australia (UWA), Tübingen University, Uppsala University, Dartmouth College, University of Otago, and Durham University. Last year, Professor Karol Miller from UWA visited Queen’s through the program and gave a talk about his research into computational biomechanics at the School of Computing Distinguished Speaker Seminar.

The third application category provides funding to assist Queen’s faculty and staff to travel to Matariki partner institutions to build new collaborations. This seed funding may be used to initiate new academic, research, or administrative initiatives.

Applications for these categories are due to the relevant dean’s office by April 21, 2017. For more information, including program details and application forms, visit the Principal’s website.

Questions about the Principal’s Development Fund may be directed to Csilla Volford, Coordinator, International Projects and Events, in the Office of the Associate Vice-Principal (International).


Simulating real-world challenges

A grant from the Ontario Centres of Excellence (OCE) will help Queen’s University and Toronto tech firm Ametros Learning develop an intelligent, web-based simulation platform for students in law, medicine, engineering and business.

The $250,000 in funding through the OCE’s Advancing Education program will enable the Queen’s Law-Ametros partnership to develop a simulation authoring environment that any instructor can use to create intelligent, highly-interactive simulations, explains Dirk Rodenburg, Director, Undergraduate and Professional Programs at the Faculty of Law.

Utilizing IBM Watson’s cognitive computing platform, the focus is on case-based teaching through simulations of real-world challenges. This allows students to develop the problem-solving and decision-making skills needed when they enter the workforce.

“One of the major reasons for using an intelligent simulation is to bridge the gap between theory and practice, using the notion of ‘thick authenticity’ to provide the student with true role-based, real-world scenarios,” Mr. Rodenburg says. “Closing that gap has been identified as a key objective for educators within many professional schools, and we’ve seen a significant move to include techniques such as problem-based learning, standardized patients and clients, and real-time role play as ways to address the issue. But these methods are expensive and not easily scalable. The beauty of this type of platform is that you can achieve a high level of realism in a distributed, easily accessible and very cost-effective manner.”

In the Queen’s Law-Ametros Learning platform, students will interact with artificially-intelligent characters in scenarios they will typically face as professionals. However, instructors are able to maintain direct oversight of the scenario and provide feedback when needed, which is critical when students are presented with complex challenges.

“The instructor has visibility over every message between students and the AI engine,” said Dr. Robert Clapperton, Head of Development at Ametros Learning. “So an instructor can look at a message a student has sent to the system and say ‘You know what? At this point in time, that is not the right question to ask.’ The instructor can then send it back to the student with the request to rephrase the question. Or they can choose to let it pass through and have the student deal with the consequences. They can also modify any response the AI generates. The instructor serves as mentor to the student.”

“This project fits in perfectly with our strategic commitment to innovation in teaching and learning. We are moving quickly to bring new techniques and technologies into the faculty to support both online and blended courses, and intelligent simulation is certainly on the forefront of approaches to legal pedagogy. The ability to engage students in meaningful, authentic, real world scenarios will, we believe, have a significant and positive impact on their understanding of legal issues and practice.”

– Bill Flanagan, Dean of the Faculty of Law

The platform, which is currently used to teach communication skills, was created by Dr. Clapperton, who is also an assistant professor at Ryerson’s School of Professional Communication. The Faculty of Law has reached out to the School of Medicine, the Smith School of Business and the Faculty of Engineering to explore, incorporate and expand intelligent simulation within cross-disciplinary pedagogical strategies. Queen’s Law and Ametros Learning are also partnering with a consortium of international law schools to bring the platform to Hong Kong, the U.K. and Australia. The OCE Advancing Education grant is aimed at augmenting the existing platform so that instructional teams can create scenarios and characters independent of technical skills.

“This project fits in perfectly with our strategic commitment to innovation in teaching and learning,” said Bill Flanagan, Dean of the Faculty of Law.  “We are moving quickly to bring new techniques and technologies into the faculty to support both online and blended courses, and intelligent simulation is certainly on the forefront of approaches to legal pedagogy. The ability to engage students in meaningful, authentic, real world scenarios will, we believe, have a significant and positive impact on their understanding of legal issues and practice.”

For more information on the Queen's Law-Ametros Learning simulation partnership project, visit simlaw.queenslaw.ca.

Viewpoint: BISC's cycle of experiential learning

During International Education Week – Nov. 14-18 – the Gazette is featuring several stories that highlight activities and initiatives helping to advance Queen’s international priorities. For this piece, the Gazette asked Christian Lloyd, Academic Director at the Bader International Study Centre (BISC), to write a feature story on one facet of teaching and learning at the BISC. This article highlights the BISC's "signature pedagogy": experiential learning.

Queen's in the World

Anyone fortunate enough to have visited the British Museum – or any of Europe’s other great cultural institutions – knows that they will have to fight their way through laggard groups of students who are bored and uncomprehending, or frozen to the spot in wonder by what they are seeing, but unable to process it. At its worst, undergraduate experiential learning may be nothing more than a remnant of the 19th-century Grand Tour: a box-ticking exercise in confirming one's status as a "cultured" person with no deep critical engagement implied. “Exit via the gift shop,” as Banksy put it.

But these hazards of learning beyond the classroom are not inevitable. In fact, they may simply be the product of miscalibrated teaching created by a deficit in specific support for instructors. Unless instructors are trained in the theory and practice of teaching experientially, they are unlikely to maximize their classes' learning on these occasions. Unless students are made self-conscious about the process and outcomes of learning experientially, then instructors cannot blame them for their difficulties. 

During the first weekend of the term, students at the BISC take a walking tour of London and learn about the city's social and architectural highlights. (Chantal Valkenborg photo)

Experiential learning is the Bader International Study Centre's signature pedagogy, and our active learning approach in the field aims both to get our students thinking critically about core course content and to create transferable skills that will serve them in the long term. Ruth Cereceda, who heads our Experiential Learning program, has offered professional development sessions for our instructors to help them understand how to teach in the different modes required for such activities and to set appropriate learning objectives. She has also talked with students to help them take on board the cycle of experience > reflection > abstract conceptualization > active use of learning in assignments and skills development. Surveying of students and faculty, and analysis of the resulting data, is used to assess and refine future activities.

All of this careful preparation has produced striking results. For instance, the students on our core first-year course, BISC 100, have undertaken primary research at the Mass Observation Archive at the University of Sussex looking at what Britons understood to be their core values during the Second World War. Students had to engage critically with original documents in projects that compelled them to go beyond the thrill of having history in their hands.

Other experiential opportunities teach things that will be useful for life, such as the ability to use skills beyond their usual application. A great example of this was the math trip to “The Amazing World of M.C. Escher” exhibition, which guided students to deploy mathematical techniques to analyze the production of this artist’s unusual images. Indeed, much BISC field work centres on developing students’ ability to interpret images: a key skill for the digital age. 

All of these experiential opportunities for students are, in students’ own estimation, highly motivational and memorable academic moments. One participant in our 2016 Law and Politics field school noted that after the careful preparation he had in class for their visit to Auschwitz concentration camp, “physically standing in the space meant that any distance between the topic of study and the present day instantly disappeared.” This visit produced memorable written work that went beyond standard views of this subject and spoke decisively to why the BISC experiential learning program will be at the heart of our future programming.



Embracing the unexpected

Queen’s is reserving its honorary degrees in 2016 for alumni in celebration of the university’s 175th anniversary. Throughout fall convocation, the Gazette will profile the four honorary degree recipients and explore how Queen’s has impacted their life and career.

Raised in Kingston, the daughter of two Queen’s professors, luminary playwright Judith Thompson’s (Artsci’77) return to campus brought back a slew of memories of her time as an undergraduate theatre student. On Nov. 17, she accepted an honorary Doctor of Laws – the latest honour in a highly-lauded career in the dramatic arts.

Judith Thompson (Artsci'77) received an honorary Doctor of Laws at the Nov. 17 convocation ceremony - the latest honour in a distinguished career in the dramatic arts. (Photo Credit: Bernard Clark)

“It’s a huge honour, obviously,” Dr. Thompson said of receiving the honorary degree from her alma mater. “I’m humbled and amazed and delighted.  Going to meet (Dan School of Drama and Music Director) Craig (Walker) in Theological Hall, I was suddenly 18 again – going in that front door in my first year in Theatre Studies. That’s where my mother taught for about six years.”

Dr. Thompson’s first play, The Crackwalker, was inspired by time spent working with a social worker amongst some of Kingston’s most disadvantaged residents. In the nearly 26 years since it premiered, she has written numerous works for the stage, screen and radio – many of which explore darker and lesser discussed elements of society and humanity as a whole. She has been awarded the Governor General's Award for drama twice, has been invested in the Order of Canada and has received countless other award including the Dora Mavor Moore Award, the Chalmers Award for Creativity and Excellence in the Arts, and the Amnesty International Freedom of Expression Award.

In her speech to the graduating class, Dr. Thompson again touched on a number of topics not traditionally heard in a convocation address. Touching on her experiences of being bullied as a child and the untimely passing of a loved one, as well as the birth of her children and the success she has experienced in her career, Dr. Thompson implored the graduates to address the unexpected and the impossible. She reminded the graduates that both positive and negative events can impact our present, but that we have the capacity to utilize the lessons of those events to shape the present and the future.

“The past is always with us, and the future is not something that happens to us but something we make happen by acting now,” she says. “We are all creating our futures now, at this moment, and each of us will play a role in the future of the world. You even more than me, for it is your world now.”

Dr. Thompson reiterated that, regardless of the tools at one’s disposal, we all have an obligation to act to make the world a better place in our own lives and the lives of others. Regardless of the goal, it is the action we take that makes the difference.

“At first you might feel like I felt in that doctor’s office,” she said, recounting the feeling she had before the birth of her first child.  “‘No, not me, it is impossible that I could have that beautiful baby, make this card, write this letter, start a foundation, tutor this child, write a book, make graffiti like Banksy. I can’t do this.’ But you can. It’s the doing that counts and then the doing again and again. The privilege of doing. Because the impossibly terrible either has happened or will happen to you, as well as the impossibly wonderful. Learn to expect the unexpected.”

Exchange of ideas

Queen’s student, professor head to the United States for research opportunities.

A Queen’s law professor and a cultural studies doctoral candidate are heading south of the border to participate in a research exchange. Heading north to Canada from the United States are a political studies PhD candidate and a business professor. The swap is part of the Fulbright Canada Exchange Program.

Queen’s PhD candidate Taylor Currie (Cultural Studies) has been selected to participate in the research exchange of a lifetime as she heads to the University of Maryland as part of the exchange. Ms. Currie is studying the past public relations campaigns of Dupont and how they impacted the American public.

Participating in the Fulbright exchange are, from left: Allan Manson, Taylor Currie, Josh Tupler and Jay Liebowitz.

“I really want to immerse myself in the American academic culture,” says Ms. Currie. “Earning a Fulbright is a dream come true because of how close I will be located to the National Archives of America, which is vital to my research. I’ll also have access to the Hagley Museum and Library, a business archive containing all of Dupont’s files.”

Ms. Currie’s mentor while at the University of Maryland is Professor David Sicilia.

Meanwhile, Dartmouth College’s PhD candidate Josh Tupler is heading to Queen’s to study in the Centre for International and Defence Policy (CIDP) and will conduct research with CIDP director Stefanie von Hlatky.

The focus of Mr. Tupler’s work at Queen’s will be Canada’s and NATO’s decision to use military force in the post-Cold War era. He chose the centre because of its focus on military policy. He also has a relationship with former director of the CIDP David Haglund (Political Studies).

“I was drawn to Fulbright because the programs focus on developing cross-cultural connections, and I was drawn to Queen’s and the CIPD in particular because of the centre’s focus on military policy,” says Mr. Tupler. “I am excited to work with the three colonels who are serving as visiting defense fellows, and help develop the relationship between the CIDP and the Royal Military College of Canada.”

Two professors will also be completing an exchange under the Fulbright Canada program. Emeritus Professor Allan Manson (Law) will participate in an exchange to the University of California to research Nunavut’s unique single-level trial court system.

Heading to Canada is Jay Liebowitz (Harrisburg University of Science and Technology). Dr. Liebowitz will collaborate   with Queen’s professors Yolande Chan and Jay Handelman (School of Business) during the summer 2017 as the Fulbright Visiting Research Chair in Business.  Their research will focus on the use of intuition for IT innovation.

Fulbright Canada encourages and promotes bi-national collaborative research on topics that reflect the broad range of contemporary issues relevant to Canada, the United States, and the relationship between the two countries. Fulbright Canada provides the opportunity for outstanding Canadian students to pursue graduate study and/or research in the United States.

For more information on the Fulbright Canada exchange program visit the website.

Considering culture in criminal courts

Priscilla Ferrazzi examines criminal court programs for people with mental illness in Nunavut.

Queen’s University researcher Priscilla Ferrazzi (Rehab Science ‘15) says Inuit culture is a key consideration when planning criminal court programs for people with mental illness in Nunavut. Rehabilitation-oriented criminal court programs to reduce the number of people with mental illness caught in the criminal justice system exist in many North American cities and elsewhere but not in the mainly Inuit Canadian Arctic territory of Nunavut. 

Dr. Ferrazzi’s study explored whether the therapeutic aims of these resource-intensive, mainly urban court programs could be achieved in criminal courts in Nunavut’s resource constrained, culturally distinct and geographically remote communities.

Interviews conducted in the North revealed the best ways to improve court responses to people with mental illness in   Nunavut align well with the principles behind the court programs in the south. However, Dr. Ferrazzi adds, Inuit culture holds the key to understanding how these principles and their objectives should be interpreted in Arctic communities.

Priscilla Ferrazzi is working to improve mental health programs for people in Arctic communities.

The study involved interviews with more than 50 lawyers, judges, police, elders, community workers, nurses, psychiatrists and others across three communities to hear their views about what’s possible.

“In practical terms, this means anyone planning to set up a criminal court program for people with mental illness in Nunavut must make sure their plans are culturally responsive,” says Dr. Ferrazzi, who conducted the study while at Queen’s and is now on faculty  at the University of Alberta. “Any effort to simply replicate the programs of the south, or even to apply their principles as they are, will achieve the same result as trying to fit a square peg into a round hole.”

Criminal court mental health programs do three things: first, they identify people with mental illness eligible for the programs; second, they impose rehabilitation-focused treatment regimens rather than prosecution or jail; and third, they work collaboratively with community mental health service providers and others.

“But what if Inuit and Western ideas about what it means to be mentally ill are fundamentally different?” says Dr. Ferrazzi. “What if the concept of mental health rehabilitation diverges in important ways between these two cultures? And what if approaches to collaboration are not entirely aligned? These are questions raised by this research.”

“Anyone who is thinking about ways to improve how courts deal with mental illness in a territory that is 85 per cent Inuit needs to understand that the fundamental principles behind these initiatives look different in the North.”

As a follow up to her research, Dr. Ferrazzi is leading a large, two-year, collaborative research project funded by the Social Science and Humanities Research Council of Canada (SSHRC) and The Law Foundation of Ontario to examine the ideas she uncovered more closely. The project will explore how young Inuit men view the concept of “rehabilitation” in the criminal law context.

Dr. Ferrazzi completed this research under the supervision of Terry Krupa (School of Rehabilitation Therapy).  Financial support for this project was facilitated with the help of the late Dr. Stan Corbett (Law).  The project also benefited from the support of Diane Davies (Office of Research Services).

The research was published in Social Science and Medicine.

5 things to ease the onQ transition

Queen’s new learning management system, onQ, is now fully implemented across campus. IT Services (ITS) and the Centre for Teaching and Learning (CTL) offer numerous supports and encourage instructors to take advantage of the drop-in sessions, workshops, and mobile help unit.

Selina Idlas, onQ Educational Support in the CTL, Margaret Hickling, Solutions Specialist in ITS, and Jacey Carnegie, onQ Transition Lead in ITS, are members of the support team available to help faculty members adjust to the new learning management system.
  1. The new onQ Support website has been developed to support students, instructors, TAs, and support staff in their use of onQ. The site features step-by-step instructions, FAQs, and videos on creating and using onQ courses, as well as links to training workshops and various methods of support.
  1. 24/7 help is available: The university is running a pilot of the End User Support (EUS) feature. Help is available 24 hours a day, 7 days a week, by email, chat, or phone. The EUS is operated by staff familiar with all functionality within the D2L or Desire2Learn “Brightspace” platform on which onQ is built. Full details on the support website
  1. Daily drop-ins – now through Sept. 23: The daily drop-ins are held in B205, Mackintosh-Corry Hall (main floor, across from cafeteria) from 10-11 am. Staff are available to answer your onQ questions. These sessions provide you with one-on-one support.
  1. Weekly workshops: These 1.5-hour training sessions cover the basics of setting up a course in onQ and give you the necessary tools to get started in the system.
  1. The Mobile Unit in the Faculty of Arts and Science: This team of students is available to work one-on-one with Arts and Science instructors in their own offices to assist with various administrative tasks within their onQ courses. The students can help with tasks such as: formatting content, setting up the Grade Book, creating Discussions/Topics, uploading videos and files, creating Groups, posting News Items, and creating Rubrics. For more information on the new onQ Mobile Unit, visit the onQ Support website.

September is here and classes have started. Be sure to sign up for onQ Training or stop by a drop-in for help with your onQ course.



Flags lowered for David Bonham

Flags on campus have been lowered for Professor David Bonham who passed away at home on Sunday, Sept. 11.

[David Bonham]
David Bonham, a former professor and administrator at Queen's University, died Sunday, Sept. 11 at home. (University Communications) 

Professor Bonham was cross-appointed to the Faculty of Law and the School of Business during his 30 years at the university and also served as Vice-Principal (Finance) from 1971-77 and then Vice-Principal (Resources) from 1984-88.

After his retirement from the university, he became a founding member of the Retirees’ Association of Queen’s and was chair of its Pension Committee.

Professor Bonham was also well known within the Kingston community and from 1978 to 2009 was a partner, then counsel, with Cunningham Swan Carty Little and Bonham. He also devoted much time to charitable and volunteer organizations including as Chair of the Anna and Edward C. Churchill Foundation, Vice-Chair of Hospice Kingston, sat on the Board of Directors of University Hospitals Kingston Foundation, and the Board of Hotel Dieu Hospital.

Professor Bonham received both the Padre Laverty and the John Orr awards from Queen’s and most recently received the Distinguished Service Award in 2015.

Visitation will be held at James Reid Funeral Home on John Counter Boulevard, between 2 and 4 p.m. and 7 and 9 p.m. on Friday, Sept. 16. His funeral will be held at St. George's Cathedral in Kingston at 11 am Saturday, Sept.  17.

More information is available online

Leading the way in business law

[Mohamed Khimji]
Mohamed Khimji is the inaugural holder of the David Allgood Professorship in Business Law. The professorship was created thanks to a $1.5-million campaign led by the Faculty of Law. (Supplied Photo)

Professor Mohamed Khimji is about to make Queen’s Law history in more ways than one. Following the school’s $1.5-million campaign to create its first privately-funded professorship, he is the inaugural holder of the David Allgood Professorship in Business Law. The appointment gives him the principal role in designing, developing and leading Queen’s business law program to new levels of national prominence.  

Q: What do you want to accomplish as the first Allgood Professor?

Mohamed Khimji: The professorship will fund a number of initiatives on both the teaching and research sides, designed to ensure that Queen’s offers the most promising route to expertise for future generations of Canada’s leading business lawyers and scholars. Ultimately, I foresee a centre for corporate and commercial law studies that will coordinate all of the business law activity at the school. What I’m really excited about is the opportunity to implement these ideas with the help of the Queen’s Law community, including alumni.

Q: How will the centre contribute to the school’s research profile?

MK: The centre would produce high-level research in business law – research that addresses and has an impact on contemporary policy issues. Business law is very important because business is very important in society; it is what generates wealth. If we are to have any hope of ending world poverty, then society needs to generate more wealth. That’s where business comes in, and with it business law. The law is very, very important because it sets the rules and incentives. The legal rules we choose address such fundamental issues as whose wealth matters, how wealth is shared, and so on. Everybody has an interest in these debates, so continuing research will be in demand.

Q: What course offerings in business law do you plan?

MK: Though Queen’s already has a very strong core business law curriculum, I’d like to elevate it. What’s different about legal practice today compared to, say, 50 years ago is that lawyers now tend to specialize quite early in their careers, so it’s very important for the law school to provide specialization options. A key objective for a modern business law curriculum is to give students not just the traditional legal skills but also the relevant technical skills – in this case accounting and finance – to facilitate their long-term success. Business law can be daunting, especially to students who haven’t come here from a business background; there is lots of jargon. In collaboration with the Smith School of Business and our alumni, I’d like to create new transaction-based courses that provide more interdisciplinary and experiential learning opportunities for our students.

Q: What role would students have in the centre you propose?

MK: I’d like student organizations such as the Corporate Law and Investment Club to be very involved. The centre would also facilitate student participation in business law research and showcasing the scholarly work of our JD and graduate students.  

Q: Do you see alumni playing a role in the centre?   

MK: Yes indeed. I’d like to involve alumni more in education in general. I find that students who don’t have a business background are fascinated by business legal practice, but they don’t really know what it is. Grads’ stories are inspirational to students – probably more so than mine – so I’d like to create a speaker series with alumni coming in and talking about what they do, giving students a better sense of their career options.

Q: Any thoughts about engaging the wider community in topical discussions?

MK: Yes – in a variety of ways all of which designed to promote more dialogue between various communities including academics, practitioners, public officials, students and alumni. For example, I’d like the law school to host panel discussions with members from all of these communities discussing current topics in business law.  

Q: What would you like to say to supporters of the Allgood Professorship?

MK: That would be ‘thank you.’ You’ve created an opportunity for me that I’m very grateful for and excited about. Queen’s is already one of Canada’s best law schools. I look forward to working with all of you to make it even better. 

Mohamed Khimji joined Queen's Law on July 1. Previously, he held the Stephen Dattels Chair in Corporate Finance Law at Western and has also been a faculty member at Dalhousie. He began his career practising corporate law with Torys LLP in Toronto after graduating with an LLB from the University of Bristol. He also holds an LLM from the London School of Economics and Political Science. 

This article was first published on the Faculty of Law's website.


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