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

Education

Queen’s experts provide insight into our post-pandemic future

On June 29, multimedia journalist and Queen’s alumnus Elamin Abdelmahmoud will moderate a candid discussion on how we can move beyond COVID.

[Road to Recovery: Reintegration - Queen's Virtual Event]

The COVID-19 pandemic has had a profound impact on our health, economy, and society. It has challenged individuals and institutions to think creatively about how they can harness their resources to help confront the crisis, politically, economically, and socially. As vaccination rates rise, cases drop, and businesses reopen, Canadians and global citizens are attempting to return to so-called “normal life.” This has led to myriad questions related to reintegration and reconnection – What does integration back to the classroom and office look like? What are the implications for our physical and mental health and how can we address them? How has society changed over the past 18 months and what have we learned about ourselves and each other?

To help answer some of these questions, University Relations, Advancement, and the Faculty of Health Sciences have joined forces to host Road to Recovery: Reintegration. This free, open-to-the-public event will be held virtually on Tuesday, June 29 at 11 a.m. EDT and will feature a panel of Queen’s alumni and research experts who will share their views on work, social norms, and life in a post-pandemic world.

The panel discussion will be moderated by Elamin Abdelmahmoud (Artsci’11) and host of CBC’s weekly pop culture podcast Pop Chat, co-host of CBC’s political podcast Party Lines, and culture editor for BuzzFeed news. In a recent interview about the series, Abdelmahmoud explained some of his reasons for hosting the event, saying, “When it comes to reintegration, I have a lot of questions. I am anxious to return to some semblance of normality but I don’t know what that looks like anymore. I would love to get some answers from people who study these questions for a living.”    

During Tuesday’s discussion, Abdelmahmoud will be joined by a number of experts in health care, education, research, and policy-making at the local, national, and international levels. They are:

  • Tina Dacin – Stephen J.R. Smith Chaired Professor of Strategy and Organizational Behaviour and the Director of the Community Impact Research Program in the Smith School of Business
  • Gerald Evans – Chair, Division of Infectious Diseases at Queen’s University and Attending Physician in Infectious Diseases at Kingston Health Sciences Centre
  • Allyson G. Harrison – Clinical Neuropsychologist and the Clinical Director of the Regional Assessment and Resource Center at Queen’s
  • Scott McFarlane, BA/BPHE’97, BEd’98, MEd’07 is a Vice-Principal with the Limestone District School Board 

To register for the event and join the discussion, visit the website.

Supporting big research ideas

The Government of Canada announces support for Queen's researchers through the federal funding agencies and the Canada Research Chair program.

Over 125 Queen’s researchers across disciplines have received support that will advance discovery, innovation, and collaboration in their research programs. Today, The Honourable François-Philippe Champagne, Minister of Innovation, Science and Industry (ISED), announced a bundled research announcement under the theme "Supporting BIG ideas!", meant to continue the Government’s historic investments in support of a strong and vibrant world-leading research ecosystem.

The bundled announcement includes funding from a variety of programs under the umbrellas of the Social Sciences and Humanities Research Council (SSHRC), the Natural Sciences and Engineering Research Council (NSERC), and the Canada Research Chairs program. More than $635 million is being invested in scholars across Canada through new grants or grant extensions.

"We are proud to continue investing in, and celebrating, the creativity and innovation that are at the heart of Canada’s research ecosystem," says Minister Champagne. "It is inspiring to see the ingenuity and dedication Canadian researchers embrace in exploring big ideas that will fuel the discoveries and innovations of tomorrow to make our world a better place and create prosperity for Canadians."

The funding will advance the research continuum from fundamental to applied scholarship at Queen’s. In addition to pandemic-related projects, these investments will support emerging and ongoing research in areas of critical importance, such as precision medicine, military family health, particle physics, climate change, citizenship and social justice, chronic pain, and gender, race, and inclusive policies. For more information on each of the funding programs and the Queen’s recipients please see below:

Social Sciences and Humanities Research Council

The goal of SSHRC’s Insight program is to build knowledge and understanding about people, societies, and the world by supporting research excellence in all subject areas eligible for SSHRC funding. Insight grants provide stable support for long-term research initiatives, while the Insight Development grants support research in its initial stages. The grants enable the development of research questions, as well as experimentation with new methods, theoretical approaches, and/or ideas.

Partnership Development grants provide support for new and existing formal partnerships over four to seven years to advance research, research training, and/or knowledge mobilization in the social sciences and humanities. Partnership funding is intended for formal partnerships between postsecondary institutions and/or organizations of various types.

SSHRC Partnership Development Grants 2020

Principal Investigator Affiliation Project Title
Heather Aldersey School of Rehabilitation Therapy Redefining the social contract: Rebalancing formal and natural support for people with disabilities and their families
Heidi Cramm

School of Rehabilitation Therapy; Psychiatry

Families matter: A partnership of partners to study, serve, and support the families of military, Veterans, and public safety personnel

SSHRC Insight Grants 2020

Principal Investigator Affiliation Project Title
Elizabeth Brulé Gender Studies Decolonizing the academy: Indigenizing the university seven generations in the future
Rosa Bruno-Jofré Education; History Giving the past a new meaning to re-imagine the future in education
Pierre Chaigneau Smith School of Business Too many rewards? Performance shares and the optimal structure of executive pay
Amanda-Mae Cooper Education Social science research funding agencies' support and promotion of knowledge mobilization and research impact: Learning from high impact case studies of collaborative research networks
Theresa Claire Davies Mechanical and Materials Engineering A Delphi Study to advance research on accessibility standards for augmentative and alternative communication
Anthony Goerzen Smith School of Business Improving global value chain governance
Kerah Gordon-Solmon Philosophy Duties, constraints, prerogatives, and permissions: Or, how to defend lesser-evil options
Oded Haklai Political Studies Population settlements and territorial control
Fiona Kay Sociology Paralegals and access to justice: Regulation, job rewards, and legal services during COVID-19 pandemic
Benjamin Kutsyuruba Education Understanding the well-being capacity of pre-service teachers
Susan Lord Film and Media; Art History; Gender Studies; Cultural Studies Under the shadow of empire: Minor archives and radical media distribution in the Americas
David McDonald Global Development Studies; Geography and Planning; School of Environmental Studies Public Banks + Public Water
Nicole Myers Sociology Risky decisions: Professional judgement, public safety and the bail decision
Steven Salterio Smith School of Business Understanding the extant and nature of replication research in social sciences: The case of accounting research
Marcus Taylor Global Development Studies; Sociology; School of Environmental Studies Can climate-resilient crops transform smallholder agriculture? A comparative sociological analysis
Veikko Thiele Smith School of Business; Economics Scale-up Ecosystems: Theory and Empirical Evidence
Grégoire Webber Law; Philosophy Recovering the good in law

Canada Research Chairs

Part of a national strategy to attract and retain leading and promising minds, the Canada Research Chairs program aims to make Canada one of the world's top countries in research and development. The program invests approximately $265 million per year to attract and retain some of the world's most accomplished and promising researchers. Queen’s is currently home to 51 Canada Research Chairs across a variety of disciplines.

Canada Research Chair (CRC) Renewals

Name Affiliation Status Research Area
Heather Castleden Geography and Planning; Gender Studies Tier 2 - CRC in Reconciling Relations for Health, Environments, and Communities Applying Indigenous and Western knowledge systems to research involving social and environmental justice and health equity: this research aims to create healthier relationships between Indigenous peoples and Settler (non-Indigenous) Canadians by advancing recognition, responsibility, and reconciliation in community-driven and participatory ways.
Philip Jessop Chemistry Tier 1 - CRC in Green Chemistry Using carbon dioxide as a “trigger” for “switchable materials” able to change from one form to another: this research will make industry safer and more environmentally-benign through the reuse of waste carbon dioxide gas.
Mark Ormiston Biomedical and Molecular Sciences; Medicine; Surgery Tier 2 - CRC in Regenerative Cardiovascular Medicine The study of Natural Killer (NK) cells in the development of diseases such as pulmonary arterial hypertension: this research could lead to the creation of new immune-based treatments that could reverse changes made in a person’s lungs.

Natural Sciences and Engineering Research Council

The Discovery program supports ongoing research with long-term goals. These multi-year grants recognize the creativity and innovation that are at the heart of all research advances. Discovery program grants are considered “grants in aid” of research, as they provide long-term operating funds and can facilitate access to funding from other programs, but are not meant to support the full costs of a research program.

Notably, Cathy Crudden (Chemistry), Canada Research Chair in Metal Organic Chemistry, received the largest Discovery grant in Canada (valued at $605k over five years)  for her project Nanoclusters, nanoparticles, and surfaces: Bridging the gap between homogeneous and heterogeneous catalysis. 

NSERC Discovery Program Grants 2020/2021

Principal Investigator Affiliation Project Title
Furkan Alaca School of Computing Securing user authentication in emerging threat landscapes
Brian Amsden Chemical Engineering Aliphatic polycarbonates: Building blocks for new biodegradable biomaterials
Levente Balogh Mechanical and Materials Engineering Structure-property relations of materials having complex microstructures generated by radiation damage and additive manufacturing
Sameh Basta Biomedical and Molecular Sciences M2a macrophage activation and the regulation of immune functions
Albrecht Birk Mechanical and Materials Engineering Safe transport and storage of pressure liquefied hazardous materials
Amanda Bongers Chemistry Cognition in chemistry: Exploring how the brain encodes and manipulates scientific models
Joseph Bramante Physics, Engineering Physics & Astronomy Astroparticle theory for dark sectors
Chantelle Capicciotti Chemistry; Biomedical and Molecular Sciences Chemical biology tools for probing and discovering glycan-protein interactions
Pascale Champagne Civil Engineering; Chemical Engineering Photosynthetically-enhanced eco-engineered treatment systems
Che Colpitts Biomedical and Molecular Sciences Membrane rearrangement by positive-sense RNA viruses: Molecular mechanisms and cellular responses
Cathleen Crudden Chemistry

Nanoclusters, nanoparticles, and surfaces: Bridging the gap between homogeneous and heterogeneous catalysis

Critical replacement of super critical fluid HPLC for chiral separations

Variable temperature UV/Vis spectrophotometer for study of NHC-stabilized gold nanoclusters

Michael Cunningham Chemical Engineering; Chemistry Replacing traditional surfactants in the preparation of polymer nanoparticles
Mark Daymond Physics, Engineering Physics & Astronomy; Mechanical and Materials Engineering

Effect of local microstructure on cracking of materials for next generation reactors

Characterising irradiation induced damage and phase changes

Kevin Deluzio Mechanical and Materials Engineering Tools for the biomechanical analysis of human movement
George diCenzo Biology Gene networks of Sinorhizobium meliloti
Marc Dignam Physics, Engineering Physics & Astronomy Nonlinear and quantum optics in two-dimensional materials and nanophotonic systems
Steven Honghui Ding School of Computing Assistant professor
Juergen Dingel School of Computing Model-driven engineering for distributed, reliable, adaptive, web-based software
Cao Thang Dinh Chemical Engineering Electrode engineering for carbon dioxide electroreduction to fuels and chemicals
Paul Duchesne Chemistry Earth-abundant heterogeneous catalysts for the synthesis of renewable fuels
Christopher Eckert Biology Ecology & evolution of species range limits
Dixia Fan Mechanical and Materials Engineering Physics-informed (and -informative) reinforcement learning and bio-inspired design of a smart morphing flapping wing for dual aerial/aquatic-propulsion and maneuvering
Laura Fissel Physics, Engineering Physics & Astronomy Understanding the role of magnetic fields in star and planet formation using stratospheric balloon-borne polarimeters
Luis Flores Psychology Brain function and real-world choice and effectiveness of intrapersonal and social forms of emotion regulation
Georgia Fotopoulous Geological Sciences and Geological Engineering Fusion of heterogeneous geosensing observations for enhanced site characterization
Jason Gallivan Psychology; Biomedical and Molecular Sciences Human functional neuroimaging stimulus presentation and data collection system for studies of action, perception and decision-making
Jun Gao Physics, Engineering Physics & Astronomy Surfaces and interfaces of luminescent polymer mixed ionic/electronic conductors
Charlotte Gibson Robert M. Buchan Department of Mining

Surface analysis for the concentration and extraction of metals using Fourier Transform Infrared Spectroscopy

Concentrating minerals critical to energy storage applications from Canadian hard rock deposits

Guillaume Giroux Physics, Engineering Physics & Astronomy NEWS-G search for light dark matter with spherical proportional counters
Sidney Givigi School of Computing Safe adaptive social cyber physical systems
Farnaz Heidar-Zadeh Chemistry Theoretical chemical design with machine learning: Model development and applications
Tom Hollenstein Psychology Integrated psychophysiology and observational system for synchronous measurement and analysis
Neil Hoult Civil Engineering Reimagined environmentally-friendly (RE-Design) of reinforced concrete infrastructure
Graeme Howe Chemistry Tracing enzyme mechanisms across evolution to elucidate the origins of enzymatic catalysis
Stephen Hughes Physics, Engineering Physics & Astronomy Dissipative mode theories and reservoir engineering in quantum nanophotonics
Robin Hutchinson Chemical Engineering Measurement and modeling of polymerization kinetics for process and product development
Judith Irwin Physics, Engineering Physics & Astronomy From galaxy to intergalactic medium -- the magnetic connection in the age of the square kilometre array
Shideh Kabiri Ameri Abootorabi Electrical and Computer Engineering High performance visually imperceptible on-skin sensors and electronics based on nanomaterials
Frederick Kan Biomedical and Molecular Sciences Oviductal regulation of gamete interaction and reproductive function
Sadan Kelebek Robert M. Buchan Department of Mining Investigations on the separation of metal-bearing values from secondary sources in the production of value-added products
Il Yong Kim Mechanical and Materials Engineering System, layout, and topology optimization for automotive and aerospace design
Marianna Kontopoulou Chemical Engineering Environmentally friendly and scalable processes for the production of graphene and applications in advanced functional materials and technologies
Ehssan Koupaie Chemical Engineering Techniques for enhanced anaerobic digestion and bioenergy and conversion of pulp and paper sludge
Valerie Kuhlmeier Psychology Cognitive origins of ownership concepts
Yanzhe Lei Smith School of Business Real-time dynamic optimization for omnichannel retailers
Guang Li Smith School of Business Revenue management and policy design in the presence of customer multi-item shopping behavior
Qingguo Li Mechanical and Materials Engineering Biomechanical energy harvesting: Optimization, control and biomechanics
Hok Kan Ling Mathematics and Statistics Shape-constrained inference: Testing and estimation for incomplete survival data
Alexander Little Biology Mechanisms and costs of adaptive plasticity in a starlet anemone (Nematostella Vectensis) model
Christopher Lohans Biomedical and Molecular Sciences Mechanistic enzymology of beta-lactam antibiotic resistance mechanisms and target proteins
Alan Lomax Medicine; Biomedical and Molecular Sciences Analysis of the vagal afferent innervation of the mouse colon
Stephen Lougheed Biology

Digital PCR infrastructure to enhance research and HQP training in biology

High performance computing infrastructure for evolutionary biology, spatial ecology, and conservation biology

Giusy Mazzone Mathematics and Statistics Partially dissipative systems with applications to fluid-solid interaction problems
Kim McAuley Chemical Engineering Combining fundamental models with data
Chris McGlory School of Kinesiology and Health Studies Mechanisms underlying the regulation of human skeletal muscle protein turnover by omega-3 fatty acids
Jordan Morelli Physics, Engineering Physics & Astronomy Applied magnetics - nuclear fusion
Michele Morningstar Psychology Development of neural and cognitive processing of peers' nonverbal cues in adolescence
Parvin Mousavi School of Computing Learning algorithms for predictive modeling in biomedical computing: Methods and applications
Christian Muise School of Computing Advanced techniques for action model solicitation, verification, and induction
Kevin Mumford Civil Engineering Contaminant transport and remediation in dynamic gas-and-groundwater systems
Ram Murty Mathematics and Statistics Zeta functions and probability theory
Sara Nabil School of Computing

Advanced techniques for everyday embodied interaction

E-textiles digital design and fabrication

Guy Narbonne Geological Sciences and Geological Engineering When life got big - Ediacaran evolution in a period of profound global change
Jianbing Ni Electrical and Computer Engineering Secure and privacy-preserving edge caching in next-generation mobile networks
Jean-Michel Nunzi Physics, Engineering Physics & Astronomy; Chemistry Life-mimetic nano-photonics
Gema Olivo Geological Sciences and Geological Engineering Mineral resources in basins: Base metal ore systems and footprint
Mary Olmstead Psychology Immune-reward interactions: Contributions of the endocannabinoid system
Christopher Omelon Geography and Planning Impacts of talik microbial geochemistry on a changing permafrost landscape
Diane Orihel Biology; School of Environmental Studies A new ecological framework for adverse outcomes of contaminants on ecosystems: Microplastics as a case study
Patrick Oosthuizen Mechanical and Materials Engineering Numerical and experimental studies of steady and unsteady natural and mixed convective heat transfer from horizontal and inclined surfaces of complex shape
Anna Panchenko Biomedical and Molecular Sciences; Pathology and Molecular Medicine; School of Computing Deciphering the mechanisms of modulation of DNA accessibility in chromatin: Discovery of novel pioneer transcription factors
Sarah Jane Payne Civil Engineering Elucidating drinking water quality deterioration in premise plumbing
David Reed Medicine Inhibition of visceral sensation by cannabinoids in the gastrointestinal tract
David Rival Mechanical and Materials Engineering High-speed, plane-wave ultrasound imaging for Lagrangian particle tracking
Matthew Robertson Mechanical and Materials Novel robot actuators leveraging the molecular mechanics and topology of biological muscle
Nir Rotenberg Physics, Engineering Physics & Astronomy

Frontiers of nonlinear quantum optics: From fundamentals to technology

Ultra-coherent lasers for the exploration of quantum photonic nonlinearities

Karen Rudie Electrical and Computer Engineering Keeping secrets: Realizing the potential of decentralized discrete-event systems
Sarah Sadavoy Physics, Engineering Physics & Astronomy The role of magnetic fields in forming stars, disks, and planets
Yuksel Asli Sari Robert M. Buchan Department of Mining Innovative dynamic short-term, medium-term and long-term mine planning strategies incorporating new automation and data analytics technologies
Jessica Selinger School of Kinesiology and Health Studies; Mechanical and Materials Engineering A lower-limb exoskeleton system for investigating the neuromechanical control of human locomotion and designing assistive robotic aids
Bhavin Shastri Physics, Engineering Physics & Astronomy Neurophotonic-electronic brain-machine interface system
Zhe She Chemistry Probing molecular interactions of soft surfaces by scanning probe microscopy
Amber Simpson School of Computing; Biomedical and Molecular Sciences Integrated computational modeling of multi-scale biomedical data
Gregory Smith Mathematics and Statistics Combination algebraic geometry
Yanglei Song Mathematics and Statistics Sequential decision making under uncertainty: Fundamental limits and applications
Sameh Sorour School of Computing Enabling intelligence on multi-access edge networks with heterogeneous resources
Christopher Spencer Geological Sciences and Geological Engineering Constraining the interplay of geodynamics with the biosphere and atmosphere across the Archean-Proterozoic boundary
Patrick Stroman Biomedical and Molecular Sciences Functional MRI investigation of spinal cord resting-state networks and their physiological relevance
Myron Szewczuk Biomedical and Molecular Sciences Nobel biased G-protein coupled receptor-signalling paradigm regulating growth factor and pathogen-sensing receptors
William Take Civil Engineering Landslide triggering, mobility, and monitoring in a changing climate
David Thomson Mathematics and Statistics Statistical spectrum estimation and solar gravity modes
Aaron Vincent Physics, Engineering Physics & Astronomy Discovering the dark sector with astroparticle phenomenology
Bas Vriens Geological Sciences and Geological Engineering Sustainable mine waste management: From microscale hydrogeochemical processes to macroscale prediction models
Jeffrey Wammes Psychology Mechanisms underlying learning-related representational reorganization
Robert Way Geography and Planning Susceptibility of peatland permafrost in coastal Labrador to future environmental change
Peng Wang Chemistry; Physics, Engineering Physics & Astronomy Discovery and development of crystalline radiation detection materials
Joshua Woods Civil Engineering

System-level multi-element analysis of structures using hybrid-simulation (SMASH) lab

High-performance structural systems for seismic protection and resilience of built infrastructure

Gang Wu Chemistry Development of new 17O NMR spectroscopic techniques for studying biological systems
Sarah Yakimowski Biology The evolution of herbicide resistance
Laurence Yang Chemical Engineering Learning models of metabolism and gene expression from biological big data
Scott Yam Electrical and Computer Engineering Intelligent fiber sensors via digital signal processing and machine learning
Mohammad Zulkernine School of Computing Building and monitoring security in emerging softwarized systems

For more information on the Government of Canada’s Support BIG Ideas announcement, please visit the website.

Celebrating Queen’s spirit of entrepreneurship and innovation

Queen’s receives the Deshpande Symposium Award for The Entrepreneurial University for its curriculum innovation and student engagement.

Every Spring, the Deshpande Foundation hosts the Deshpande Symposium on Innovation and Entrepreneurship in Higher Education, which brings together academics, policy planners, practitioners, business incubators, and foundations to discuss best practices in integrating entrepreneurship throughout their college and university communities.

At this year’s virtual gathering, Queen’s University received the Deshpande Symposium Award for The Entrepreneurial University. This award celebrates an institution that demonstrates excellence in entrepreneurship-related curriculum innovation and student engagement.

"Entrepreneurship has become an important means by which we fulfill our obligations of positive societal impact, to the regional community in which it is embedded, and in global society," says Patrick Deane, Principal and Vice-Chancellor.

Queen’s was unanimously voted as the 2021 recipient of this honour for fostering a culture of innovation throughout its many curricular and extra-curricular offerings.

Curricular Offerings in Entrepreneurship and Innovation

The university’s academic and curricular programs of study make entrepreneurship and innovation a priority at all levels. Undergraduate and graduate students across Queen’s are exposed to entrepreneurship and related topics in a broad range of sectors across disciplines. Some courses engage students in team-based venture projects in for-profits contexts, while others, like the Arts and Science "Dean’s Changemaker" courses ASCX200/300, give them opportunities to identify and pursue entrepreneurial solutions to pressing societal problems. The Dean’s Changemaker program supported 12 students in its pilot run and is expected to grow to 50 students per year.

Curricular delivery prioritizes interdisciplinarity. The Certificate in Entrepreneurship, Innovation and Creativity (CEIC), offered by the Dan School of Drama and Music, is taught not only by faculty from the Dan School but also from the Smith School of Business and the faculties of Arts and Science and Engineering and Applied Science. These pan-university partnerships persist even at senior levels of education and training. The blended format Master of Management of Innovation and Entrepreneurship (MMIE), for example, is a joint collaboration between Business and Engineering and offers networking opportunities with other programs across campus. Since its inception five years ago, 420 students representing 25 countries globally have completed the program, which now accepts 114 students/cohort. MMIE participants have created 89 start-ups and scale-ups, collectively raising $750,000 and employing 112 people. By placing a strong emphasis on interdisciplinarity, Queen’s has been able to increase each individual unit’s capacity for providing immersive programming, thereby fostering development of entrepreneurial mindsets.

[Photo of the QICSI 2019 cohort at Mitchell Hall]
The 2019 Queen’s Innovation Centre Summer Initiative (QICSI) cohort at Mitchell Hall.

Co- and Extra-Curricular Offerings in Entrepreneurship and Innovation

The university also offers numerous co- and extra-curricular opportunities in entrepreneurship and innovation, many of which are provided and/or coordinated through the Dunin-Deshpande Queen’s Innovation Centre (DDQIC) and Queen’s University’s Partnerships and Innovation (QPI). DDQIC was founded in 2012, following a significant gift jointly provided by distinguished alumni Andrew Dunin, Sc ’83, MBA ‘87, and his wife Anne Dunin, ArtSci ‘83, and Gururaj “Desh” Deshpande, PhD ‘79, and his wife Jaishree Deshpande. 

DDQIC collaborates with schools and faculties, assisting in the development and delivery of many co-curricular programs across campus. The centre runs the Queen’s Innovation Centre Summer Initiative (QICSI), a 16-week full-time program in which participants complete a two-week boot camp and receive seed capital to found and build ventures. Since 2012, DDQIC has mentored 460 changemakers in QICSI and helped students launch and grow 200 ventures, 50% of which are still in operation, including Mosaic Manufacturing, CleanSlate UV, and RockMass Technologies. The part-time DDQIC QyourVenture program operates year-long and supports early stage start-ups by providing foundation and mentorship. Furthermore, DDQIC prioritizes innovators and leaders from underrepresented groups through its Konnect program for women entrepreneurs and the Jim Leech MasterCard Foundation Fellowship for young African entrepreneurs. 

QPI supports programming through workshops targeting thematic areas and groups (e.g. health, research-based graduate students) and in sector-targeted and IP/commercialization-advising roles. It provides an accelerator facility for growing ventures, complementing DDQIC’s QICSI, and offers linkages to other ecosystems, notably the Kingston-Syracuse Pathway in Health Innovation, Invest Ottawa, the Toronto-based Technology Innovation Accelerator Program, and L-Spark. Since 2014, QPI has supported 300 entrepreneurs and 150 ventures.

Student engagement extends beyond Queen’s as DDQIC, QPI, and their partner organizations deliver entrepreneurship-geared educational outreach programs, providing translational career and leadership skills to high school students in the Kingston area and globally.

The university received the award as part of a ceremony on June 10, 2021.  

Celebrating the Class of 2021

Queen’s congratulates graduates on success in the face of unprecedented challenges.

Another academic year at Queen’s is now complete and more than 5,800 students have a big reason to celebrate, now that they have officially graduated. To help mark these achievements, the university is sharing a video message to offer congratulations to graduates and highlight their achievements and perseverance in the face of challenges posed by COVID-19.

“These have been unprecedented times, and very difficult times in which to bring an end to your course of study,” says Patrick Deane, Principal and Vice-Chancellor, in his remarks. “That you’ve done so in such circumstances is remarkable, and therefore all the more admirable and deserving of our congratulations.”

With strict public health measures still in place in Ontario, on-site convocation events have had to be postponed, with plans to offer in-person ceremonies later once guidelines permit. As vaccination programs continue across the country, and return to campus planning well underway, Queen’s is hopeful that ceremonies missed in 2020 and 2021 due to the pandemic can be held.

“I’m so honoured to be able to offer you my most sincere congratulations on the completion of your degree at Queen’s,” says Kanonhsyonne Janice Hill, Associate Vice-Principal (Indigenous Initiatives and Reconciliation), who joined Principal Deane in the video. “It’s been a very challenging year, but you persevered and succeeded. You should be very proud of yourself for doing so.”

While opportunities to host future in-person ceremonies are explored, graduates can expect to receive their diplomas by mail in the coming weeks, and the names of conferred degree recipients are being shared online by the Office of the University Registrar marking their official graduation. Several faculties and schools are planning virtual events or gestures of recognition in the near term.

“I’m so pleased to celebrate the successful conclusion to your studies and recognize your earned degree, diploma or certificate,” Chancellor Jim Leech says, making the final congratulatory remarks in the video.  “You should be proud of your accomplishment and that you are now a full-fledged Queen’s alum.”

For more information on Spring 2021 graduation, please visit the office of the University Registrar's website.

Innovating to improve virtual teaching and learning

Queen’s is receiving funding from the Government of Ontario for the creation of digital educational material for students in many different areas of the university.

As the past academic year has shown, digital innovations in teaching and learning can have a powerful effect on both students and instructors. Queen’s will now be developing 32 projects to improve online education at the university thanks to over $2 million in funding from the Government of Ontario's Virtual Learning Strategy (VLS) initiative, which is supported by eCampusOntario.

“Queen’s success in securing Virtual Learning Strategy funding shows the dedication of our faculty and staff to pursuing innovative methods to enhance teaching and learning, especially as the pandemic has forced us to adapt to virtual models of course delivery,” says Vice-Provost (Teaching and Learning) John Pierce. “Even once it is safe to return to in-person instruction, the new materials created by this funding will support the teaching and learning environment at Queen’s for years to come.”

The VLS funding enables Queen’s to produce a variety of new online educational resources, including full courses and training modules, that will benefit students at many levels and in many different areas of the university. The Faculty of Engineering and Applied Science (FEAS), the Faculty of Arts and Science (FAS), the Faculty of Health Sciences, the Faculty of Education, the School of Graduate Studies, and the Regional Assessment and Resource Centre all submitted successful projects.

The digital educational material will teach students about a wide array of topics, including robotics, artificial intelligence, race and migration in Canada, and sustainability.

The funded projects will also support several areas of focus across the university, including equity, diversity, inclusion, and Indigenization (EDII). One project, “Modular Supports for Underrepresented Individuals to Access Internships and Work Integrated Learning,” will create modules that can be strategically integrated into relevant programs across Ontario to improve equitable access and inclusivity. The project is a joint initiative from FEAS, FAS, Career Services, the Human Rights and Equity office, and external collaborators.

The Provincial Virtual Learning Strategy

The VLS initiative was announced in December 2020 as a $50 million investment by the Ontario Ministry of Colleges and Universities intended to drive growth and advancement in virtual learning across the province’s post-secondary institutions.

eCampusOntario is a provincially-funded non-profit organization that leads a consortium of the province’s 48 publicly-funded colleges, universities, and Indigenous institutes to develop and test online learning tools to advance the use of education technology and digital learning environments.

Learn more about the VLS on the eCampusOntario website.

How a unicorn is helping Ontario’s public and Catholic schools welcome gender diversity

Queen’s researcher Lee Airton has created Gegi.ca, an online resource that helps students advocate for their gender expression and gender identity human rights.

Gegi.ca is a newly launched website that advocates for gender identity and gender expression
Gegi.ca is a newly launched website that advocates for gender identity and gender expression

Queen’s researcher Lee Airton, Assistant Professor of Gender and Sexuality Studies in Education, and Kyle Kirkup, Associate Professor in the Faculty of Law (Common Law Section) at the University of Ottawa, have launched an online resource that targets elementary and high school students and educators seeking more information about gender identity and gender expression human rights protections. With “Gegi” – a beautiful/handsome nonbinary unicorn – as their guide, K-12 students across Ontario can acquire information and tools to self-advocate within their school and school board.

The launch of the website aligns with Education Week and Catholic Education Week initiatives across Ontario.

Gegi.ca was created following a study by Dr. Airton and Dr. Kirkup of how Ontario school boards were responding to their new legal responsibilities to offer an environment free from two separate forms of discrimination: for who you are gender-wise (your gender identity), and how you let others know through things like your clothing, grooming, and behaviour (your gender expression). The resource aims to translate and mobilize findings from their recent Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant (2018-2020), which identified that Canada is going through a gender human rights law revolution and that action was needed to directly address the incremental and uneven rate at which K-12 school structures and practices are changing in response.

“Gender expression and gender identity are still new concepts to many people, let alone new areas of legal responsibility for school staff. Gegi.ca is intended to fill this gap by supporting Ontario’s K-12 students and their loved ones is the kind of self-advocacy that changes schools for everyone,” says Dr. Airton.

Each Ontario school board (public and Catholic) will have two dedicated student and staff web pages on gegi.ca. These pages connect students and their loved ones or staff directly to relevant board policies and suggest what a Gegi visitor can do or whom to contact if their board has not yet updated its policies. Students are also invited to download and share information about their gender identity or gender expression human rights in relation to athletics, field trips, and washroom or changing room access directly with school staff or administration.

The site will also host a series of downloadable and accessible resources both in French and English. These resources contain the most up-to-date law- and research-informed guidance on the changes required to fulfill every school’s duty to create a learning environment free from discrimination on the basis of gender expression or gender identity.

 “Gegi.ca is a powerful resource for Ontario students and their families to ensure their gender identity and gender expression is protected and that students can thrive and grow in our schools,” says Rebecca Luce-Kapler, Dean, Faculty of Education.

Gegi.ca targets both students and teachers, providing access to knowledge and skills that are typically only held by legal professionals. Skills fostered by gegi.ca’s resources include legal self-advocacy (i.e., correctly identifying governing laws, past legal precedents, policies and procedure; and maintaining written records and conducting correspondence), and identifying key actors and levers of power within their own school and school board. For school staff who face gender expression discrimination, gegi.ca’s board-specific pages connect to local school board policies and advocacy resources, as well as union policies. Lastly, teachers and school administrators who recognize the presence of gender expression or gender identity discrimination in their school can access gegi.ca’s collection of tip sheets and curated resources, all of which prompt proactive change. The Gegi.ca team will also share the resources with equity leads in Ontario’s school boards and work to engage all directors of education as part of the rollout.

For more information on gegi.ca, visit the website.

Transforming the global academy

Principal Patrick Deane on how the SDGs are helping break down silos, provoke dialogue, and unite us all in a common global purpose.

[Photo of Principal and Vice-Chancellor Patrick Deane]
Patrick Deane, Principal and Vice-Chancellor, Queen's University

As a member of the international group tasked with updating the Magna Charta Universitatum – the declaration of university freedoms and principles that was first signed in Bologna in 1988 – I am struck by the extent to which the intervening three decades have altered the global consensus about the nature and function of universities. Where the original document spoke eloquently to the fundamental values of the academy, the new Magna Charta Universitatum 2020 reaffirms those values but also expands upon their social function and utility. I would summarise the shift this way: we have moved from an understanding of universities as defined primarily by their ability to transcend historical contingency to a more complicated view, which asserts that timeless principles such as academic freedom and institutional autonomy are the platform from which the academy must engage with history.

If the situation in Europe and around the world in 1988 made it important to speak up for the freedoms without which teaching and research would be impoverished, by 2020 it had become equally important to speak of the responsibilities incumbent on institutions by virtue of the privileges accorded to them. The reality of rapid climate change has brought urgency and authority to this new view of universities, as have parallel trends in the social, cultural, and political climate, and “education for sustainable development” has emerged as the increasingly dominant model for global higher education – one which fuses the concerns of environment, society, and economy.  

Recent columns in Times Higher Education have admirably described the diverse ways in which the United Nations’ Sustainable Development Goals (SDGs) have been intrinsic to this reorientation of the global academy: as a rallying point for students and staff, as an accountability framework, and as a global language for political action, for example. Here at Queen’s University, the SDGs have been an important frame for our current planning process, and in all of those ways have influenced the manner in which we understand and wish to articulate our mission.

At one point in the process, an influential and valued friend of the university expressed some irritation to me about the way in which the SDGs had come to dominate and disrupt the university’s normally untroubled and inwardly-focused dialogue with itself about mission and values. “And in any case,” came the throwaway dismissal, “there’s nothing original or new about aligning with the SDGs.” Of course, that is true in 2021, but is it relevant? If a university is able to maximise its global impact, does the inherent originality or novelty of its planning parameters matter? In such exchanges – still occurring, I’m certain, on campuses everywhere – we can see that the changing consensus about which I wrote at the start is not yet complete.

It seems to me, in fact, that much of the value of the SDGs as an organising framework for universities resides in their not being proprietary or “original” to one institution, or to an exclusive group of institutions. It has often been pointed out that they now provide a shared language which helps universities in diverse geographical, political, and socio-economic locations understand and build upon the commonality of their work in both teaching and research. Adoption of the SDGs, however variously that is done from institution to institution, is turning the “global academy” from a rhetorical to a real construct, and I can’t imagine why it would be in the interests of any university to hold itself aloof from that transformation. Having watched our planning process unfold at Queen’s over the last two years, I can confirm that what the SDGs do at the global level, they do also at the level of the individual institution, providing a common language that provokes and sustains dialogue – not only between disciplines, but between the academic and non-academic parts of the operation.

I want to end by commenting on the excitement generated when siloes are broken open and when people and units understand how they are united with others in a common purpose and in service to the greater good. To cultivate that understanding has been the primary objective of planning at Queen’s for the last two years, and preparing our first submission to the Impact Rankings has been an intrinsic part of that process of learning and self-discovery. Naturally, we are delighted and excited by where we find ourselves in the rankings, but we are energised in a more profound way by the knowledge of what synergies and collaborations exist or appear possible both within our university and in the global academy.

The first 16 SDGs point to the areas in which we want to have impact. The 17th tells us what the whole project is really all about: acting in community for the communal good.

This op-ed was originally published in the Times Higher Education supplement.  

Queen’s community comes together to illustrate social impact

THE Impact Rankings submission measures the university’s overall contribution to global sustainability.

[Graphic image with a "Q" of the Queen's community]

Times Higher Education (THE), the organization best known for its World University Rankings, sees universities as representing the greatest hope of solving the most urgent global challenges. In 2019, they moved to create the Impact Rankings – an inclusive evaluation of post-secondary institutions’ commitments to positive social and economic impact measured against the United Nations’ Sustainable Development Goals (SDGs).

This year, out of more than 1,200 participating institutions worldwide, Queen’s placed first in Canada and fifth globally in the 2021 Impact Rankings. It is the first time Queen’s has participated in this ranking exercise, and our performance is a result of the campus community’s united effort to create a comprehensive submission package for Impact Rankings adjudicators.

THE Impact Rankings

While many traditional ranking processes are designed with research-intensive universities in mind, the Impact Rankings are open to any institution teaching at the undergraduate or post-graduate level. Using the SDGs as a means of gauging a university’s performance, THE developed a methodology involving 105 metrics and 220 measurements, carefully calibrated to provide comprehensive and balanced comparisons between institutions across four broad areas: research, stewardship, outreach, and teaching.

“The Impact Rankings are unlike any other ranking. They offer a global platform to acknowledge and celebrate the partnerships integral to advancing international initiatives, developing the leaders of tomorrow, and working towards an inclusive, diverse, and sustainable future,” says Michael Fraser, Vice-Principal (University Relations) and co-chair of the Queen’s Impact Rankings Steering Committee. “On behalf of the Steering Committee, thank you to the community for your support and collaboration in advancing this initiative.”

In their submissions, universities must demonstrate progress toward meeting at least three SDGs, as well as toward SDG 17: Partnerships for the Goals. THE evaluates each institution’s submission, drawing on the quantitative and qualitative data provided, as well as bibliometric research datasets provided by Elsevier, a data and analytics company.

The Queen’s Submission – A Community Effort

“Participating in the Impact Rankings requires self-reflection. We are asked to contemplate our current impact and think about what we want to achieve for the future,” says Sandra den Otter, Vice-Provost (International) and co-chair of the Queen's Impact Rankings Steering Committee. “These results testify to the work we have done together. I hope this is a moment for recognizing the progress we have made, and to furthering our aspirations as a university and as members of a global community committed to change.”

To lead its submission process, Queen’s established a Steering Committee, Project Team, and Working Group, comprised of leadership, staff, and faculty from across the university. This team set about gathering over 600 unique pieces of evidence, representing the efforts of over 70 departments and portfolios. Queen’s chose to submit evidence in support of all 17 SDGs – a decision that led to top-100 rankings in 14 of 17 SDGs, including top-10 in three categories (Zero Hunger, Sustainable Cities, and Life on Land) and being ranked first – globally – for SDG 1: No Poverty and SDG 16: Peace, Justice and Strong Institutions. 

Metrics and measurements were unique for each SDG, with each goal requiring a specific combination of quantitative and qualitative data. The quantitative evidence integrated research bibliometric data and key words that measured number of publications, co-authors, and field-weighted citations. Other quantitative measurements looked at water consumption per capita, energy and food waste measurements, university expenditure on arts and culture, the number of first-generation university students, and number of employees from equity-seeking groups.

Qualitative evidence spanned institutional policies and individual courses, to the missions of research centres and institutes, community volunteer initiatives, and strategic plans, all demonstrating how we are advancing the SDGs. Metrics often required evidence of local, national, and global-reaching initiatives to illustrate full impact.

More than 400 internal links pointing to Queen’s websites were supplied as publicly accessible evidence of Queen’s research, outreach, teaching, and stewardship efforts. Additionally, nearly 100 external links were included in the submission, each reflecting the university’s extensive partnerships: internally with student-led clubs, locally with Sustainable Kingston and United Way KFL&A, nationally with the Government of Canada, and globally with the Matariki Network of Universities.

Learn more about Queen’s performance in the Times Higher Education 2021 Impact Rankings.

Science Rendezvous Kingston – At home

Science Rendezvous Kingston has gone virtual this year, inspiring STEM curiosity and discovery from the nature around us to the far-reaches of outer space.

[Promotion graphic - Science Rendezvous Kingston May 1 - 16, 2021 - Virtual Expo @STEMYGK]

Science Rendezvous Kingston is celebrating a milestone anniversary this year and marking it with the largest event to date.

For nine years, Science Rendezvous Kingston has been an exceedingly popular community event, drawing about 17,000 people from across the region to engage with local STEM (science, technology, engineering, mathematics) experts and Queen’s researchers. While the 2020 event was cancelled due to COVID-19, organizers set their sights on developing the first virtual Science Rendezvous Kingston to mark its return. The enthusiastic response from the STEM community and Queen’s researchers has turned the 10th anniversary event into the largest program offering yet, with live virtual activities from May 1-16, 2021.

“We are very proud of the Science Rendezvous Kingston virtual venue and are excited to know that our activities will have a wider reach than ever because there are no geographical limitations to participation,” says co-coordinator Lynda Colgan (Education). “We expect to have visitors from around the city, province, country, and world joining us — learning and loving it!”

Inspired by the theme of “STEAM Green,” integrating science, technology, engineering, arts, and math with stewardship for the flora, fauna and water systems of our planet, this family-friendly event will combine online experiences with outdoor and “kitchen-table” activities for at-home learning. All programs will be housed on the Science Rendezvous Kingston website where visitors will find both a huge selection of content and special events rolled out during the two-week period. Some of the programs available will be a virtual tour through the Museum of Nature’s Canadian Wildlife Photography of the Year exhibit, demonstrations from Queen’s researchers, STEM@Home learning activities, and the Exploratorium, an online STEM gaming environment designed to take users out of this world. Some additional activities added throughout the event will be videos featuring women STEM innovators and influencers, and STEM challenges, such as the Canada-wide Science Chase scavenger hunt and the Million Tree Project.

Organizers have also planned virtual live Q&A sessions meant to further Science Rendezvous Kingston’s mission to inspire curiosity in STEM among students and provide opportunities for them to engage with researchers as role models. Queen’s researchers participating in the live sessions include John Smol, Canada Research Chair in Environmental Change, and Connor Stone, PhD candidate in astrophysics and co-coordinator of the Queen’s Observatory. Keynotes will also be delivered by James Raffan, famous Canadian explorer, Jasveen Brar, conservationist and STEM literacy advocate, and Lindsey Carmichael, award-winning author and Faculty of Education’s Science Literacy Week Author-in-Residence.

Science Rendezvous Kingston is part of NSERC’s Science Odyssey’s national program, supporting free science outreach events across the country. Kingston’s last event in 2019 was honoured with the national STEAM Big! Award and co-coordinator Dr. Colgan was awarded the 2020 Natural Sciences and Engineering Research Council of Canada’s Science Promotion Award, in part, for Science Rendezvous Kingston’s success in promoting STEM among the community.

To learn more about the schedule of events and how to participate, visit the Science Rendezvous Kingston website.

After COVID-19, Canadians need better financial literacy and teachers can help

Teaching financial literacy requires more than adding financial literacy to kids' school curriculum. It also means offering teachers professional development to ensure they're equipped.

A pair of eye-glasses on top of a stack of three books.
How quickly people recover financially from the COVID-19 crisis, or lose the gains they made, may depend on their level of financial literacy. (Shutterstock)

As Canadians await their first federal budget since the pandemic, people across the country may be paying more attention than usual to their personal finances. Some, especially young people and precarious workers, are struggling with ongoing unemployment, lost income and rising debt. But those fortunate enough to have uninterrupted sources of income and jobs have likely seen their savings increase.

The Conversation Canada How quickly people recover financially from the crisis — or lose the gains they made — may depend on their level of financial literacy.

Financial literacy includes awareness and understanding of concepts related to personal finances, such as compound interest, and the skill and confidence to apply them in making personal financial decisions. Saving for both long-term goals and unforeseen emergencies is part of being financially literate.

We surveyed 157 Ontario elementary school teachers on their perceptions, attitudes and practices with respect to financial literacy education in the 2017-18 school year. We found they overwhelmingly favour teaching financial literacy in elementary school. Teachers who responded to the survey identified several benefits of financial literacy education, including learning to budget and plan for the future. But they also identified barriers to teaching financial literacy.

Since we completed our research in June 2020, Ontario announced a new math curriculum that includes grades 1 to 8 mandatory financial learning. The province now mandates financial literacy education and provides resources to support teaching this.

But based on our findings, we believe that teachers need professional development to support their efforts to teach financial literacy, whether in Ontario or elsewhere.

Financial literacy across Canada

Five years ago, the federal government launched the National Strategy for Financial Literacy, which is currently under review. The strategy’s goals are to empower Canadians to manage money and debt wisely and plan and save for the future.

One way to promote financial literacy is to teach it in school. A benefit of this approach is that it provides everyone the opportunity to develop financial literacy, regardless of their families’ current income or wealth.

Experts agree that to change spending and saving habits, financial literacy education must start early — preferably in elementary school.

Prior to introducing the new math curriculum, Ontario elementary teachers were expected to make connections to financial literacy in all subjects starting in Grade 4, but how to do so was mostly left up to the teacher.

Child with coin stacks.
A goal of Canada’s National Strategy for Financial Literacy is to empower Canadians to manage money and debt wisely. (Shutterstock)

Sponsored financial literacy materials

For course materials, the teachers in our study were relying heavily on free, online resources, many of which are made or paid for by banks or other financial institutions.

In our study of financial literacy resources aimed at elementary students and teachers, we found that the content of financial literacy teaching materials does not vary significantly based on who made or paid for them.

But materials made or paid for by financial institutions are more likely to focus on individual responsibility over social circumstances, like a pandemic. Focusing on individual responsibility without discussing social factors is likely to undermine the value of these lessons for students whose circumstances make it harder for their family to save money and avoid debt.

Ontario’s financial literacy curriculum mentions the importance of acknowledging social factors that can affect personal finances, and the province provides resources for teachers in this area.

But how teachers implement curriculum expectations and the resources used are ultimately up to the classroom teacher. Often teachers adapt resources they find to their classroom context.

Give teachers professional development

For this reason, we believe government investment in teachers’ professional development in financial literacy may be necessary to improve their comfort and capacities with financial literacy education.

Our research found that teachers expressed a strong desire for professional development related to teaching financial literacy. Our concern is that without more detailed guidance and professional development, teachers may continue to rely on the materials they can access freely online whether or not they’re recommended by the Ministry of Education, possibly to the detriment of financially vulnerable students.

Teaching financial literacy in elementary school can help all students, regardless of their current circumstances, to develop the knowledge, skills and confidence to manage their money as adults.

But achieving this goal requires more than adding financial literacy to the mandatory school curriculum. It also requires providing teachers with the right supports. These include access to professional development to make teachers comfortable teaching financial concepts. This will help ensure all students have the level of financial literacy necessary to manage, as best they can, the next crisis.The Conversation

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Gail Henderson, Associate Professor in the Faculty of Law, Queen's University and Pamela Beach, Assistant Professor, Faculty of Education, Queen's University.

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Conversation is seeking new academic contributors. Researchers wishing to write articles should contact Melinda Knox, Associate Director, Research Profile and Initiatives, at knoxm@queensu.ca.

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