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Hitting all the right notes

Queen's Faculty of Education unveils Cadenza Practice App, a new digital tool that helps students grow and blossom as musicians.

Through the Cadenza Practice App piano teachers and students can collaboratively plan each practice week and assign homework.

The weekly piano lesson, with no meaningful communication with the teacher between lessons, may soon be a thing of the past thanks to a new digital tool unveiled at the Faculty of Education at Queen’s University.

The Cadenza practice app, developed by Queen’s researchers in collaboration with researchers at Concordia and community partners, is a digital tool created to support music learning in studios, ensembles, and classrooms. The app incorporates several unique tools designed to help motivate music students to keep up with their studies, including a digital planner, online lesson assignments, an interactive notebook and a media annotation feedback tool.

Using the online tool, teachers and students can collaboratively plan each practice week and assign homework. Students can track their progress throughout the week, and parents can check their child’s progress.

The idea behind Cadenza was to develop a digital app to support students between lessons, motivating students to practice during the week and to stick with their musical studies. The research team was established over a decade ago and large-scale studies involving close to 20,000 participants were undertaken to see what students, teachers, and parents most needed. Smaller scale studies were also carried out where music studio teachers and their students were interviewed and followed for a number of years. Teacher and student advisors were also involved in developing the app and interpreting research results.

The project, which represents a great example of research translated to social innovation, received funding from the Social Sciences and Humanities Research Council of Canada and the Canada Foundation for Innovation. The project also includes partners in Canada, Ireland and the United Kingdom, with the goal of encouraging individual studio teachers and classroom music teachers to use Cadenza.

“What a privilege to see research turned into practice. There’s nothing more fulfilling than to see a young student using Cadenza, growing in musical skills and blossoming as a musician. After all, it’s not about falling in love with an app — it’s about falling in love with music,” says Rena Upitis, professor of Education at Queen’s and principal investigator on the project

The app makes it fast and efficient for teachers to plan lessons, assign homework, and provide feedback between lessons. The software also includes an annotation feature where students or teachers can add a written comment to a recorded video clip. Students are encouraged to reflect on their practice session and parents can check on their child’s progress.

“Knowledge mobilization programs are not limited to the traditional STEM disciplines,” says Kimberly Woodhouse, Vice-Principal (Research). “The Cadenza Community Project is an outstanding example of an important social innovation initiative based on pedagogical research. Queen’s is pleased to have support this important project. Congratulations to the Cadenza Community team members on the formal launch of this project.”

Incubating within the Faculty of Education, the Cadenza Community Project recently celebrated the formal launch at a reception held at Duncan McArthur Hall on December 2.  Now that the app is formally launched, the Cadenza team is seeking partnerships with music schools and organizations to identify teams of teacher users. Meanwhile, anyone can access the app at cadenzapracticeapp.com.

Research @ Queen’s: Empowerment through revitalization

Lindsay Morcom, Canada Research Chair in Language Revitalization and Decolonizing Education, has focused her research on the revitalization of Indigenous language and culture.

[Original image of two Indigenous speaking with plants blooming out of their mouths]
Illustration by Chief Lady Bird

“To do Indigenous research well, regardless of your heritage, you should never go in and tell the community what to do. Instead, you go in and you listen, and then you ask them what they want.”

Lindsay Morcom

Research at Queen's
Did you know that the university recently launched a new central website for Queen’s research? From in-depth features to the latest information on the university’s researchers, the site is a destination showcasing the impact of Queen’s research. Discover Research at Queen’s.

Lindsay Morcom (Education) thinks of the various aspects of her research as being like three strands of sweet grass braided together. “They’re three different streams, but closely connected,” she says, explaining that each explores an aspect of Indigenized education and reconciliation. “We can’t have one without the other.”

Since joining the Faculty of Education as an assistant professor in 2013, Dr. Morcom, who is also the coordinator of the Aboriginal Teacher Education program (ATEP) at Queen’s and a Canada Research Chair in Language Revitalization and Decolonizing Education, has focused her attention on the revitalization of Indigenous language and culture.

Continue the article on the Research at Queen’s website.

Showcasing stories of research and discovery

IGnite series logo

The successful IGnite series continues in its second year at Queen’s. Featuring topics from climate change to gender diversity, the events highlight the breadth of research happening at Queen’s to a public audience.

The series is a collaboration between the Arthur B. McDonald Canadian Astroparticle Physics Research Institute and Queen’s University Relations portfolio. Each event features two researchers from different fields discussing their projects and what ignites their curiosity, while also including interactive demonstrations and poster presentations from students and additional researchers.

The next installment of IGnite will take place on Wednesday, Nov. 27 at the Kingston Frontenac Public Library’s Central Branch, and will feature Queen’s researchers Lindsay Morcom and Aaron Vincent.

Dr. Lindsay Morcom (Education) holds the Canada Research Chair in Language Revitalization and Decolonizing Education and will present “Niinwi-Giinwaa-Giinwi: Moving from We and You to Us” which focuses on ally-building in teacher education. Dr. Aaron Vincent (Physics, Engineering Physics & Astronomy) will ask “What is the flavour of a cosmic neutrino?” and take the audience on a journey to understand some of the most energetic particles ever seen in the universe.

At this event, attendees will also hear from two students working in the same areas as Dr. Morcom and Dr. Vincent. The talks will be followed by a reception featuring demonstrations from Queen’s Hyperloop Design Team, Global Physics Photowalk exhibit, Queen’s Art of Research photo exhibit, Queen’s Observatory, the Kingston club of the Royal Astronomical Society of Canada, and dark matter projects affiliated with the McDonald Institute such as NEWS-G and the particle cloud chamber.

Doors open at the Central Branch (130 Johnson St.) at 6 pm with the reception ending at 9 pm.

Registration is free on Eventbrite.

For more information on the series, visit the McDonald Institute’s website

Engaging in courageous conversations

In this piece for the Together We Are blog, Andrew B. Campbell, Adjunct Assistant Professor at Queens University, shares a set of recommendations to navigate the difficult conversations that lead us to positive change.

[Together We Are]After being involved in a number of conversations at workshops, conferences, and in classrooms, I wish to share eight of my personal principles. Five are postures and positions I have developed throughout my practice over the years, and the other three are from Singleton & Linton (2006).

Share Your Story
Black people, like myself, visible minorities, LGBTQ, Indigenous and the “othered” who do this work, often feel the need to be careful and cautious, often doing this work within predominant white spaces. Storytelling of others and self are powerful tools. Our lived experiences are valued. We live our stories. Often, our stories are situated and shared in deficit ways. It is therefore important and empowering to tell my own story. It is often one of the most courageous things we can do as we engage as our authentic self.

Come prepared to Learn
As I engage in courageous conversations, I am always prepared for learning. So much is happening and very fast, and it is therefore essential that we engage in these conversations from an informed place. Ignorance is poison to a courageous conversation. In the last three years, I personally have had so much learning around historical contexts, terminologies, identities and cultures. I am always excited to add something new to my toolbox. Learning is a change in behaviour brought about by an experience. How are we are changing?

Come Prepared to Unlearn
This process of unlearning is personal and calls for us to be reflective and reflexive about what we know and what has influenced our knowing. Nothing is more wasteful than people coming to conversations with deficit, oppressive or discriminating views, and after much engagement, leave with those same views. They consciously refuse to unlearn since they know that unlearning may cost them some loss of power, loss of privilege, provide truths they were not ready to face and force them to acknowledge others.

Check your Biases
The work to dismantle biases begins with you. It is an internal process. Way too often, when we seek change, we engage in an over dependency on policies, statements, and another checked-box. What we need is for us to foster a greater sense of self-examination within our work, knowing that acts of courage are centered on the individual and not a system. We change to change the system. Who you are impacts how you lead.

Stay Engaged
How many times do we hear of an incident of racism, homophobia, transphobia, xenophobia, micro-aggression, or any of the many “sisms”, and we share sentiments of shock and surprise, maybe engage in social media commentary and we move on. We move on very quickly these days and force others to move on as well. I have heard this statement many times, “are we talking about race again?” and my answer is always, yes! As a black professor, I am constantly engaged in the discussions on race. I do not get to skip it or avoid it. Each day I arrive at school, I arrive as a black man. We have to also sustain the conversation for many others inflicted and affected by institutionalized oppressive and discriminatory practices. We have to sustain the conversation for those who are marginalized and disenfranchised. We have to use the power, privilege and access that we have to sustain those conversations.

Speak Your Truth
Speaking your truth requires a willingness to take risks. Growing up in Jamaica, in a very homophobic environment, I learned how to not speak and live my truth. I knew my truth was dangerous and could easily cost me my life, family, and career. Today, as I engage in the work of equity, I am reminded of the power in truth, and I am also reminded of the possible danger in that very truth. Courageous conversations require truth – the whole truth and nothing but the truth.

Experience Discomfort
Courageous conversations will be uncomfortable at times. When I teach a class or deliver a workshop, and I sense that discomfort, I allow the participants to understand the value in that discomfort. I never hasten to change the topic or move away from it. I articulate the need to sit in it for a while. I remind them if these are issues that make us uncomfortable – imagine those directly affected and inflicted.

Move to Action
In 2016 Nike engaged in a courageous conversation and designed the first sport hijab to be worn at the 2016 Summer Olympics. The Toronto Raptors made history by being the first NBA team to have their own licensed line of the traditional Muslim head covering. We have to engage in conversations that are tangible – conversations that lead to change.  We are big on conferences, workshops, seminars, councils, committees, symposiums and working groups. All that is necessary and needed, however, let us ensure our conversations are intentional and deliberate and lead to real action.

Children’s books nurture grit, determination, and hope

Helping children develop strategies for personal resilience has become a vital part of parenting and education. (Photo by Annie Spratt/Unsplash)

According to the Public Health Agency of Canada, 68.8 per cent of mental health problems have their onset in childhood and adolescence. Helping children develop strategies for personal resilience has become a vital part of parenting and education, but it can be challenging to know where to begin.

Angela Duckworth, professor of psychology at University of Pennsylvania, and bestselling author of Grit: The Power of Passion and Perseverance says grit has four main components: interest, practice, purpose and hope. The combination of these traits help individuals develop grit, which is a particularly strong, scrappy form of resilience.

According to Duckworth, grit is a major determinant to success. More importantly, she believes that grit can be developed over time; it’s something we can learn. However, in order to develop grit, we must first have the chance to see it in action.

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.

This is where books come into play. Picture books and children’s novels offer multiple ways to enter these tricky conversations about resilience and wellness.

We are educators and literacy researchers with a shared love of literature and exploring the role of books in children’s learning. Jen has master’s degrees in library science and children’s literature, and Clarissa has a master’s in education that examined reading experiences of anxious adolescents.

We examined how the children’s books in a large cross-Canada reading program might help parents and educators spark necessary dialogue about resilience in classrooms and communities.

Forest of reading

In the Ontario Library Association’s Forest of Reading program, librarians curate book lists for different age groups of readers from kindergarten right up to adults.

Readers register to read the books in their level. Across the country over 270,000 readers participate annually in libraries and schools. Participants, including whole classes, can vote for a favourite book among the reading list for their level, and these reader-voted awards are presented at The Festival of Trees, a three-day book celebration held in Toronto each spring.

‘Shark Lady’ by Jess Keating. (Sourcebooks Jabberwocky)

We analyzed books nominated betweeen 2013 and 2018 in the Blue Spruce category, for ages kindergarten to Grade 2, to gauge how the protagonists of these books show grittiness and resilience.

We wanted to see how these books might offer entry points for teachers, librarians and parents to talk to kids about overcoming adversity or developing resilience and wellness.

To guide our analysis, we used Duckworth’s grit scale for children, which contains self-assessment questions that align with the characteristics she identifies with grit.

Out of a possible grit score of five, 19 of the 28 books scored a four or higher. We rated the top “grittiest” books as: Shark Lady, written by Jess Keaton; Stop, Thief! by Heather Tekavaek and Butterfly Park by Elly MacKay.

And, we found four themes repeatedly appeared in the grittiest books from our analysis:

The Natural World

‘The Owl and The Lemming’ by Roselynn Akulukjuk. (Inhabit Media)

The Owl and the Lemming by Roselynn Akulukjuk, is about a lemming that outsmarts an owl trying to catch it for a meal.

This book portrays grit in two ways. First, the lemming persists despite initially failing to trick the owl. Second, the owl loses his meal but optimistically plans to improve his hunting. This book draws upon Inuit oral tradition and ecological relationships to provide readers with examples of grit.

This book was among 10 that we identified as highlighting the lead characters’ connections to the natural world.


‘The Most Magnificent Thing’ by Ashley Spires. (Kids Can Press)

Ashley Spires’ The Most Magnificent Thing follows a girl as she attempts to create an idea she has for a contraption.

The girl becomes frustrated when her first attempts do not match her vision, but eventually, she observes the small successes in her past attempts, and finally makes “the most magnificent thing.”

This book emphasizes the importance of grit by highlighting how the creative process is a series of failures that we can learn from. It’s among nine books we identified with similar themes.

Gender identity and performance

‘Henry Holton Takes the Ice’ by Sandra Bradley. (Dial Books)

In Sandra Bradley’s Henry Holton Takes the Ice, Henry demonstrates grit when he insists on using figure skates and doing ice dance even though it goes against his family’s hockey tradition and the gender roles associated with ice dancing.

Henry Holton takes the Ice has the potential to be a powerful example of grit for children regarding commonly gendered activities that may seem exclusionary.

This book was one of six we rated for grittiness that features protagonists who face situations in which they challenge heteronormative gender roles and identity.

Intergenerational relationships

‘The Branch’ by Mireille Messier. (Kids Can Press)

In The Branch by Mireille Messier, the protagonist develops a relationship with her neighbour as they work together to make something from a branch that has snapped off her favourite tree.

Mr. Frank helps the protagonist develop her grit by encouraging her to find a solution for the broken branch problem and by helping her complete her project.

The Branch was one of seven titles we found in five years of Blue Spruce award nominees that focus on the importance of intergenerational relationships.

When adults encourage children to read about grit, and children can talk about their reading experiences, our society takes an important step towards normalizing conversations surrounding failure and growth.

Such discussions in turn play a part in helping students develop their own understanding and expression of resilience and hope.


Jen McConnel is a PhD candidate in Literacy Education at Queen's University and Clarissa de Leon is a PhD student in Education at Queen's University.

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

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International faculty and staff supports

The Human Rights & Equity Office is holding discussion sessions about developing and strengthening supports for employees coming to Queen's from abroad.

Staff and faculty participating in the first brainstorm meeting
Queen's faculty and staff participating in a brainstorming session about supports for international employees.

The Human Rights & Equity Office (HREO) recently invited international staff and faculty to engage in an initial conversation about what potential supports or groups could be created or strengthened to assist those moving from abroad for employment at Queen’s University.

A group of international faculty and staff gathered on Sept. 30 for a brainstorming session facilitated by Queen's Human Rights Advisor Nilani Loganathan, who guided the group in an exercise to begin to identify gaps in services and programs, and suggest ways that could better support international employees.

“I’m very pleased with the ideas brought forth by those who attended our first session,” says Loganathan. “We touched on a number of areas, including issues concerning relocating to Kingston, settling in at Queen’s, employment and education supports for families, and much more. We’re looking forward to continuing the conversation and collecting more feedback that will best inform our path forward.”

Employees who identify as international staff and faculty will have additional opportunities to provide their input. The next session is to take place on Friday, Nov. 15 in Mackintosh-Corry Hall, B176 from 12pm – 1pm. Please email hrights@queensu.ca to confirm your attendance.

Teaching truth and reconciliation in Canada


Drum Circle for Truth and Reconciliation Commission
Students, faculty members and staff take part in a drumming circle hosted by the Aboriginal Teacher Education Program to mark the release of the Truth and Reconciliation Commission Final Report in December 2015.

Where do we start?

Our question echoes our larger work supporting and educating teacher candidates, and our personal commitments seeking to act as witnesses to the need for reconciliation in Canada.

As researchers, teachers and administrators — one of whom is of Anishinaabe, German, and French heritage and one of whom is a longstanding non-Indigenous ally of Irish, Scottish and English ancestry — we have dedicated our careers to education for and about Indigenous people, and to Indigenous-led ally-building in education.

So, we start by acknowledging the situation. We are acutely aware of the historic and ongoing legacy of colonialism and racism that pervades Canadian society, and the specific role that education had in creating and perpetuating this legacy. Indeed, in Canada the education system has been a tool for genocide through the residential school system.

Truth and reconciliation

At the same time, we acknowledge that we have tremendous hope. We see self-determination and resilience in Indigenous communities, and increasing willingness, unimaginable a generation ago, in the general Canadian population to acknowledge history and move forward in a better way. And we acknowledge that we are teaching and learning in an era where, after the findings of the Truth and Reconciliation Commission of Canada, we know more about colonial legacies. We have more guidance on what to do moving forward than ever before.

Teacher education offers a path forward

In our personal actions, we start where we are. For us, this means working together and with the teachers and teachers-to-be whom we encounter in our work at our Faculty of Education at Queen’s University. The Aboriginal Teacher Education Program (ATEP) at Queen’s University that we both work with qualifies graduates for Ontario College of Teachers certification and provides a focus on Indigenous education in their teacher preparation. This program has over 400 primarily Indigenous graduates. We stand in awe of the change they have made at all levels of education; we are excited to follow where this change leads next. We deeply believe in decolonized, self-determined, authentically Indigenized education.

At the same time, it is unfair to expect already marginalized people to shoulder the full burden of educating the mainstream population and creating social change, as is often the case. We believe it is a vital part of our jobs to facilitate the learning of settler teachers so they can see their roles and responsibilities in the reconciliatory process. As Senator Murray Sinclair, Chair of the TRC, told the Standing Senate Committee on Aboriginal Peoples:

“I’ll tell you what gets me through it now and got me through it then, and that is the belief that you don’t have to believe that reconciliation will happen; you have to believe that reconciliation must happen … and you have to do what you can to make it happen.”

Our teacher candidates come from a variety of backgrounds. In addition to the teacher candidates who come from diverse Indigenous nations and heritages, we work with teacher candidates who are racialized, some of whom also carry post-colonial histories both internal to and external to North America. However, the majority of teacher candidates in our faculty are settler people of diverse European heritages. Given their diverse backgrounds, our teacher candidates engage with Canada’s legacy of colonization in different ways. We also spend time working with qualified teachers to respond to inquiries about how to address truth and reconciliation in their teaching practice.

Overcome guilt, find courage

For many teachers and teacher candidates, especially those who are non-Indigenous, the biggest obstacle we now see is fear — these educators want to do the right thing but they are afraid of making the problem worse, of being guilty of cultural appropriation, of offending or misinforming.

Many teachers have come from educational backgrounds that offered little in the way of Indigenous education content, and have not been challenged to think about power and privilege, or how various kinds of privilege intersect. They are now called to include Indigenous perspectives that they didn’t have the opportunity learn themselves, which presents an obvious challenge. As educators still learning (as we all are), we empathize with feelings of anxiety and inadequacy.

In addition to a lack of education, we are aware that another barrier can be caused by what University of Washington whiteness studies scholar Robin DiAngelo describes as “white fragility,” which includes “anger, withdrawal, emotional incapacitation, guilt, argumentation and cognitive dissonance, (all of which reinforce the pressure on facilitators to avoid directly addressing racism).”

These emotions can be paralyzing. We tell our settler students: You can cry. You can feel angry. You have a huge burden to carry. But do not stop at guilt. Guilt is unproductive. Even if the ongoing legacy of colonization is not your fault, it is your responsibility, and you do benefit from it. So to move forward in a spirit of right relations, it’s important to recognize what is going on and what you can do about it. That doesn’t mean taking over, or taking charge of the reconciliatory process, since meaningful reconciliation needs to be led by Indigenous people. It does mean listening, really listening, in the effort to find fitting paths forward. We know that inaction in itself is a choice and an action.

No reconciliation without truth

So, the first step in becoming an ally is witnessing. Being a good witness involves deep listening — full attention, openness, the ability to be present without judging and accurate recall. Sharing what is witnessed is about enacting the responsibility to promote right relations by widening the circle of learning and understanding.

The Truth and Reconciliation Commission of Canada (TRC) gifted us with 94 Calls to Action that have provided valuable guidance on how to proceed in supporting and furthering truth and reconciliation. The Calls to Action are practical, easy to understand and apply to all Canadians.

Inspired by the Calls to Action, an abundance of resources exist to help guide action. For example, The National Centre for Truth and Reconciliation produces invaluable resources to help people grow as allies. The Assembly of First Nations and the Montreal Indigenous Community Network have also both created outstanding resources for aspiring allies.

We understand that for many Indigenous people, reconciliation is a meaningless term in a time when social inequity is still rampant and the legacy of residential schools and Indian day schools is still so visible. There cannot be reconciliation without truth. There can also be no reconciliation without Indigenous leadership, language and culture perpetuation, equal sharing of resources and meaningful consultation on issues such as resource extraction and relationships to land, air and water.

If we want to build something better for generations yet to come, each person must answer their own unique call to work for truth and reconciliation, which means noticing and responding to the particular circumstances and realities surrounding them.

The work has started. We have nowhere to go but forward.


Lindsay Morcom is an Assistant Professor at the Faculty of Education at Queen's University. Kate Freeman is the Manager of the Aboriginal Teacher Education Program of the Queen's Faculty of Education.

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.

Bringing Indigenous stories to the stage

[Tanya Talaga]
This year's speaker for the MacClement lecture is Tanya Talaga, award-winning journalist and author of Seven Fallen Feathers. (Supplied Photo)

Award-winning journalist and author Tanya Talaga is this year’s speaker for the MacClement Lecture, hosted by the Faculty of Education.

Talaga will speak on Indigenous education, health, and the responsibility for all of us to take an active role in reconciliation.  The event will take place Thursday, Sept. 26 at 5 pm at Duncan MacArthur Hall

The First Ojibway woman to deliver the CBC Massey Lectures, Talaga is an acclaimed storyteller. Her book Seven Fallen Feathers, a national bestseller that introduced seven Indigenous high school students who mysteriously died in Thunder Bay, won the 2018 RBC Taylor Prize.

In her powerful keynotes, Talaga shares Indigenous stories from across Canada and the world, humanizing the legacy of cultural genocide and sharing her hope for a more inclusive and equitable future. 

“I am so looking forward to hearing Tanya Talaga speak. Her book, Seven Fallen Feathers, should be read by every adult (full stop),” says Elder-in-Residence for the Faculty of Education Deb St. Amant. “I am thankful that she listened to the Elders who wanted her to write about this important topic. She has an incredible gift for telling the truths of Indigenous experience.”

The lecture is free to attend and open to the public. More information is available on the Faculty of Education website.

The MacClement Lectureship was established in 1985 by friends and family in memory of William T. MacClement, a former professor of biology at Queen’s who helped establish a successful summer school at the university.

For the past 20 years, Talaga has worked as a journalist, and now columnist, for The Toronto Star. She has authored two books – All Our Relations: Finding The Path Forward and Seven Fallen Feathers. In addition to the RBC Taylor Prize, Seven Fallen Feathers also won the Shaughnessy Cohen Prize for Political Writing, and the First Nation Communities Read: Young Adult/Adult Award. It was also a finalist for the Hilary Weston Writers’ Trust Nonfiction Prize and the BC National Award for Nonfiction, and was named CBC’s Nonfiction Book of the Year and a Globe and Mail Top 100 Book.

(This article has been updated to correct the date to Thursday, Sept. 26)

A royal honour for research

Royal Society of Canada elects four Queen’s University researchers.

[Royal Society of Canada]
Queen's University researchers Rosa Bruno-Jofré, Margaret Moore, and Kim Nossal have been elected as fellows of the Royal Society of Canada, while Grégoire Webber was named a member of the College of New Scholars, Artists, and Scientists. 

Four Queen’s University researchers have been elected to the Royal Society of Canada, the most prestigious academic society in Canada. Rosa Bruno-Jofré, Margaret Moore, and Kim Nossal were elected to the Fellowship of the academy, while Grégoire Webber was named a member of the College of New Scholars, Artists, and Scientists.

The group offers a diverse range of research interests including foreign and defence policy, the history of education, territorial rights, and human rights.

The Fellowship of the Royal Society of Canada comprises over 2,000 Canadian scholars, artists, and scientists, peer-elected as the best in their field. These are distinguished men and women from all branches of learning who have made contributions in the arts, the humanities and the sciences, as well as in Canadian public life.

The College of New Scholars, Artists and Scientists is Canada’s first national system of multidisciplinary recognition for the emerging generation of Canadian intellectual leadership.

Queen’s is proud to be home to over 90 members of the Fellowship and 11 members of the College of the Royal Society of Canada.

“Congratulations to the four researchers recognized as members of this esteemed group of Canada’s most influential academics,” says Patrick Deane, Principal and Vice-Chancellor, Queen’s University. “This honour reflects their outstanding leadership in the field of research and the significant contributions they have made to the academy.”

The four Queen’s scholars are:

Rosa Bruno-Jofré (Education) is internationally acclaimed for her research into the history of education, the development of large interdisciplinary projects, and her futuristic view of outreach. She has contributed innovative approaches to the study of Catholic history.

Margaret Moore (Political Studies) is one of the world’s leading authorities in the field of territorial rights. She has developed a comprehensive and systematic theory of territory dealing with some of the most pressing issues faced in national and international politics: how to draw state boundaries, secession, resource rights, rights to migrate and rights of national defense.

Kim Nossal (Political Studies, School of Policy Studies) has published widely and influentially on Canada’s foreign and defence policy. Uniquely, his scholarship has successfully sought to build bridges to the significant francophone scholarly community examining Canada’s political role globally.

Grégoire Webber (Law) has worked for the Privy Council Office, served as Legal Affairs Advisor to the Minister of Justice and Attorney General of Canada, and received a Meritorious Service Medal from the Governor General for founding the Supreme Court Advocacy Institute.

The four Queen’s researchers will be inducted at the Royal Society of Canada's annual Celebration of Excellence and Engagement on Friday, Nov. 22. For more information visit the Royal Society of Canada website.

Leaders in their fields garner competitive research chairs

Three new Canada Research Chairs emphasize commitment to diversity and inclusivity.

Queen’s University welcomed three new and eight renewed Canada Research Chairs as part of the Government of Canada’s recent announcement of a diverse group of Canada Research Chairs.

Announced by the Honourable Kirsty Duncan, Minister of Science and Sports, the investment of $275 million for 346 Canada Research Chairs across Canada builds on the minister’s vision for an equitable, diverse, and inclusive research community. The most recent competition results are 47 per cent women, 22 per cent visible minorities, five per cent persons with disabilities, and four per cent Indigenous peoples.

The new chairs include two current faculty members: Heather Aldersey (Rehabilitation Therapy), Canada Research Chair in Disability-Inclusive Development (Tier 2), and Lindsay Morcom (Education), Canada Research Chair in Language Revitalization and Decolonizing Education (Tier 2). Anna Panchenko (Pathology and Molecular Medicine), Canada Research Chair in Computational Biology and Biophysics (Tier 1), will join Queen's as of July 1.

Tier 1 Chairs are recognized by their peers as world leaders in their respective fields, while Tier 2 Chairs are recognized as emerging leaders in their research areas. Queen’s will receive $200,000 per year over seven years for each Tier 1 Chair and $100,000 per year over five years for each Tier 2 Chair.

“Canada’s advancement as a world leader in discovery and innovation has been greatly influenced by the CRC program, which supports talented researchers while fostering an inclusive research community,” Dr. Kimberly Woodhouse, Interim Vice-Principal (Research). “Our success in garnering three new chairs and a number of renewals is demonstrative of Queen’s leading research, addressing complex issues both domestically and internationally.”

The three new Canada Research Chairs at Queen’s will focus on topics critical to Canadians and global citizens, including families affected by disability, the causes of cancer, and Indigenous education.

Dr. Aldersey’s research identifies needs of families affected by disability, then develops and evaluates supports available to meet those needs, with a focus on populations in low- and middle-income countries.

“I am so excited for the opportunities that this Canada Research Chair will provide,” says Dr. Aldersey. “This chair will enable me to expand my research with people with disabilities, their families, and their communities to promote disability-inclusive community development globally. I will also be able to support more research trainees who are passionate about inclusion in their own communities, and engage with key stakeholders to identify strengths-based, culturally relevant, and solutions-driven action for human rights and inclusion.”   

Building on current on-reserve and urban research on language revitalization, Dr. Morcom will work in partnership with Indigenous communities to develop best practices for education and language planning.

"I’m especially proud to be named the Canada Research Chair in Language Revitalization and Decolonizing Education in 2019 because the United Nations has declared this to be the International Year of Indigenous Languages,” says Dr. Morcom. “All Indigenous languages in Canada are either vulnerable or endangered, but there is a tremendous amount being done within Indigenous communities and in partnership with external institutions to revitalize them. I am grateful to be able to use this position to contribute to those efforts and help make sure our languages survive and are passed on to generations yet to come.”

Dr. Panchenko is working to identify the causes of cancer progression and to find out what factors can contribute to cancer mutation occurrence in DNA.

In addition to the three new chairs, also announced last week were eight chair renewals for Queen’s University:

  • P. Andrew Evans - Canada Research Chair in Organic and Organometallic Chemistry – Tier 1
  • Mark Rosenberg - Canada Research Chair in Development Studies – Tier 1
  • Christopher Booth - Canada Research Chair in Population Cancer Care – Tier 2
  • Ahmed Hassan - Canada Research Chair in Software Analytics – Tier 2
  • Jeffrey Masuda - Canada Research Chair in Environmental Health Equity – Tier 2
  • Jordan Poppenk - Canada Research Chair in Cognitive Neuroscience – Tier 2
  • William Take - Canada Research Chair in Geotechnical Engineering – Tier 2
  • Ying Zou - Canada Research Chair in Software Evolution – Tier 2

For more information, visit the website.


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