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'Right tool, right time'

Thanks to a new app, music teachers and their students are able to collaborate effectively between lessons.

Notemaker allows users to make real-time comments on video and audio recordings.

Notemaker allows users to make real-time comments on video and audio recordings. It was created through the Music Education in a Digital Age (MEDA) Project, directed by Queen’s University’s Rena Upitis (Education), in partnership with Concordia University and the Royal Conservatory.

Annotation apps are not new, Dr. Upitis explains, but what makes Notemaker different is that it is the only one that allows a dialogue among multiple commenters directly on a recorded work, either video or audio.

“The technical piece that makes this app unique is that it can be used with multiple users, multiple times. So that makes it extraordinarily powerful,” Dr. Upitis says. “It’s dynamic, it’s multi-user, it’s the kind of teaching and learning that we are doing these days.”

Music lessons often take place once or twice a week and the communication often ends when the lesson does. However, with Notemaker, the communication continues.

“So when you are sitting at a piano lesson and your teacher tells you something, your teacher interrupts you partway through a piece and says try this differently. You get it and you pay attention but you can’t re-create that moment when you are practising,” Dr. Upitis says. “Whereas if you’ve done a video and the teacher writes a comment in ‘This is what I meant at the lesson, right here you need to raise your elbow,’ then you can play it again and again and see where your elbow isn’t raised and then say ‘Okay I get it’ and apply it to the practice. In a lesson the moment has passed but with Notemaker the moment can be brought back again and back again.”

The app is part of the larger MEDA Project, which has resulted in four digital tools – iSCORE, DREAM, Notemaker and Cadenza –that comprise The Music Tool Suite. The multi-year project is supported by the Social Sciences and Humanities Research Council and the Canada Foundation for Innovation. The other key for Notemaker is the recognition that learning has moved beyond the classroom setting.

“It is very exciting and it meets two very important needs,” says Dr. Upitis. “One is to recognize the contemporary pull of mobile devices for young musicians and the other is to provide scaffolding for teachers to be able to work with students mid-week between lessons. It’s really intuitive and because it meets a pedagogical need I think whatever learning they may have to do to figure out the app, it’s worth it and not terribly difficult, especially if they are using phones already, which many of them are.

“This is the right tool at the right time for this context and we’re loving the response we’re getting.”

Dr. Upitis adds that with its flexibility and multi-user sharing, Notemaker can be applied far beyond music education. If there’s a video and feedback being sought, whether it’s sports training, theatre, dance or creating a preparing a presentation for work, Notemaker is an ideal platform.

While it is an exciting, new tool, at the heart of the app is something that has always been the key to learning.

“The other thing Notemaker does is the most important of all, which is it motivates people. People are motivated to practice when they can see their progress and when they can feel they are getting feedback that is directed and helpful and they can link that feedback to their work,” Dr. Upitis says. “Ultimately it is motivation that matters in every kind of learning. If kids are intrinsically motivated to do whatever the task is at hand that’s what’s going to propel them forward. It’s not the app. It’s the learning. And when they fall in love with the learning and fall in love with the activity or discipline that’s what you want taking over. For us an app like this provides that motivational bridge, that pedagogical bridge, the collaborative bridge, but ultimately, in our case, it’s about learning to play and love music. Not about learning to love and play an app.”

Celebrating release of final report

  • Approximately 50 members of the Queen's community took part in a drumming circle hosted by the Aboriginal Teacher Education Program.
    Approximately 50 members of the Queen's community took part in a drumming circle hosted by the Aboriginal Teacher Education Program.
  • Leading the drumming circle are, from left: Lindsay Morcom, Assistant Professor and ATEP Coordinator; Rena Upitis, Professor of Arts Education; Kate Freeman, ATEP Liaison; Janice Hill, Director of the Four Directions Aboriginal Student Centre; and Vanessa McCourt, Aboriginal Advisor.
    Leading the drumming circle are, from left: Lindsay Morcom, Assistant Professor and ATEP Coordinator; Rena Upitis, Professor of Arts Education; Kate Freeman, ATEP Liaison; Janice Hill, Director of the Four Directions Aboriginal Student Centre; and Vanessa McCourt, Aboriginal Advisor.
  • ATEP Program Assistant Paul Carl takes part in the drumming circle marking Tuesday's release of the Truth and Reconciliation Commission Final Report.
    ATEP Program Assistant Paul Carl takes part in the drumming circle marking Tuesday's release of the Truth and Reconciliation Commission Final Report.
  • Approximately 50 members of the Queen's community took part in a drumming circle hosted by the Aboriginal Teacher Education Program.
    Approximately 50 members of the Queen's community took part in a drumming circle hosted by the Aboriginal Teacher Education Program.

With Tuesday’s release of the Truth and Reconciliation Commission Final Report, a special drumming circle was hosted by the Aboriginal Teacher Education Program (ATEP) at Queen’s University.

Approximately 50 people gathered at Duncan McArthur Hall to take part in the event, honouring the work of the commission and to remember the victims of residential schools.

Lindsay Morcom, Assistant Professor and Coordinator of ATEP, says that commemorating the release of the report is important but adds that nothing will change unless there is a change to the way students are taught Canadian history.

“The reason that we wanted to do it here is that we see a lot of people who don’t understand Canadian history, and it’s because they were never taught it,” she says. “So we all see it as really important to train not only ATEP but all of our teacher candidates in indigenous education so they can teach reconciliation.”

The Truth and Reconciliation Commission was established as a result of the 2007 Indian Residential Schools Settlement Agreement. Its mandate is to tell Canadians about the 150-year history of the schools, in part through the statements of those whose lives were affected by them.

 

Education group marking 25th anniversary

[MSTE 25th Anniversary]
The Faculty of Education’s Mathematics, Science, and Technology Education (MSTE) Group is celebrating its 25th anniversary with a special event Oct. 3 at Duncan McArthur Hall. (Supplied Photo)

In the 25 years since the Mathematics, Science, and Technology Education (MSTE) Group was set up in the Queen’s Faculty of Education, much has changed in those areas of teaching and learning.

Computers were starting to really make an impact, awareness of climate change was on the rise and the Internet was something few had used regularly.

Fast forward to today and each has grown exponentially.

These are only some of the changes within the MSTE field over the past quarter century but show clearly how quickly things can change in the study area, which also includes more traditional trades such as culinary arts, automotive studies and woodworking.

To mark the 25 years since its inception, the MSTE Group and the Faculty of Education is hosting a day of events on Oct. 3 at Duncan McArthur Hall, including special guest speakers Bob McDonald, host of CBC’s Quirks and Quarks, and mathematician and sculptor George Hart.

The areas of study within MSTE and the technology used has evolved quickly but so too has the way teaching and learning is applied in today’s schools.

As MSTE coordinator Jamie Pyper points out, the primary purpose of the group is to improve the teaching and learning of mathematics, science and technology education – and that’s technology education as a two word title, not just the use of technology in education – for pre-service teachers, in-service teachers, and students of any grade level.

Over the years, one of the main changes has been seen in community outreach, Dr. Pyper explains. In the past the MSTE Group would welcome visiting scholars and national award winning teachers, and while that still holds true, there is a greater emphasis on MSTE efforts to reach out with events such as Science Rendezvous, MathOlymPIcs and robotics competitions.

Of course, change can also mean opportunity.

“I think it’s been a good thing for us as a group to keep up to date with the changes socially, economically, and so on. Also the changing understanding of what education is all about, the philosophy of education and then the practice of education and how we implement that into the classroom especially in terms of curriculum design, as we are a curriculum-focussed group,” Dr. Pyper says. “Those kinds of changes have had a lasting impact on who we are, what we think about, how we talk together, what we find ourselves gravitating and moving towards in terms of activities. I think that’s been pretty vital.”

Queen’s Faculty of Education has long been at the forefront of education in the fields of mathematics, science and technology education and boasts a state-of-the-art tech education facility that helps prepare teacher candidates for what they will be teaching in school.

“We do have a full tech venue with all the equipment and machines you would ever want to be able to be a tech-ed teacher in elementary or high school,” Dr. Pyper says. “We also have a full suite of science labs, and a mathematics education room that is jam-packed with colour and manipulatives and games, all the stuff that a teacher would need to use in his or her classroom. So it’s very lab-based. MSTE is lab-based here in this building and in our programs. So an MSTE group fits very well here because it, as a group, is supported in the three areas.”

A schedule of the 25th anniversary events on Oct. 3, from 11 am to 5 pm, can be found at educ.queensu.ca/mste-25th.  Everyone is welcome.

Teacher candidates prepare to 'connect kids to their dreams'

Describing the Faculty of Education’s incoming class is not a simple task. There are 278 students who have already completed an undergraduate degree either at Queen’s or another university and are entering the new consecutive bachelor of education program. There are also 248 students who have reached the fifth year of their concurrent education program and joined their consecutive education classmates at Duncan McArthur Hall for their final year. And there are 241 others who are just starting out in the concurrent education program at Queen’s.

[Teacher candidates in Faculty of Education]
Teacher candidates pose for a photo during orientation week activities at Duncan McArthur Hall.

“The atmosphere here is really dynamic. The combination of students entering the final stages of becoming a teacher and others who are just starting out creates a real excitement at Duncan McArthur Hall,” says Rebecca Luce-Kapler, the new Dean of the Faculty of Education. “They bring wide-ranging skills and experiences, but they are united by their dedication to the profession.”

Queen’s has a new consecutive bachelor of education program for 2015-16 following the Ontario government’s decision to extend teacher education programs in the province to four terms and reduce admission by 50 per cent starting this year. The 278 students in the program began the first of four successive terms in May 2015, and will complete their degrees at the end of August 2016.

“We exceeded our enrolment targets, which we hoped would happen,” Dr. Luce-Kapler says. “Even with the extended program, we did better than many universities in Ontario. That says something about Queen’s and our program design.”

One of the unique aspects of the new bachelor of education program design is that every teacher candidate will graduate with a concentration by combining coursework with an alternative practicum, which they can do anywhere in the world. The faculty is now offering a wide variety of concentrations, such as working with Aboriginal education, at-risk youth, environmental education, educational technology, arts education, teaching English as a second language, and teaching and learning outside of schools.

The atmosphere here is really dynamic. The combination of students entering the final stages of becoming a teacher and others who are just starting out creates a real excitement at Duncan McArthur Hall.
– Rebecca Luce-Kapler, Dean, Faculty of Education

At the other end of the academic spectrum, the new concurrent education students will spend four years completing education courses and in-school placements concurrently with courses in their four-year undergraduate degree. During the fifth year of study, students will complete their bachelor of education degree in three successive terms, from September to August.

Queen’s continues to attract a large number of highly qualified applicants for a limited number of positions in the concurrent education program, making it the second most difficult undergraduate program to get into at Queen’s behind commerce. 

“These students have accomplished amazing things. They can choose from many careers, and so the fact they have chosen to be teachers at such a challenging time is exciting and really feeds into the energy here in the faculty,” Dr. Luce-Kapler says.

The students’ enthusiasm has been tempered slightly in recent years as they face a tough job market after they graduate. Dr. Luce-Kapler says it’s a reality faculty and staff members don’t shy away from in their discussions with students. The Education Career Services staff members also assist students as they prepare for the job search after graduation including one-on-one meetings where they can work on their resumés and hone other job-search skills.

The Faculty of Education, for nearly 30 years, has connected students with international schools through the Teachers’ Overseas Recruiting Fair (TORF) held in January. Due to the popularity of teaching overseas, the faculty is offering an online version of TORF throughout the year. The faculty will facilitate job-search workshops and work to place students at internationally accredited schools all year round.

While many graduates will enter the K-12 education system, others will seek opportunities to apply what they have learned in the program in other areas. Inside or outside of a classroom, students in the Faculty of Education are undertaking a noble pursuit, according to Dr. Luce-Kapler.

“Peter Chin, Associate Dean of Undergraduate Studies, always tells students when they start at Queen’s: ‘Your job is to connect kids to their dreams.’ I think that’s a really powerful vision for our students to have during their time here at Queen’s and beyond.”

Visit the Faculty of Education for more information.

Flags lowered for Mary Balanchuk

Flags on campus are lowered in memory of Mary Lilian Balanchuk, a professor emerita in the Faculty of Education. She died on Tuesday, Sept. 29 at St. Mary’s of the Lake Hospital in Kingston.

[Mary Balanchuk with sister Stephanie Patterson]
Mary Balanchuk (right), Arts'49, is survived by her sister Stephanie Patterson, Arts'63. The siblings attended the launch of the Initiative Campaign in 2012. 

Ms. Balanchuk is a former member of the Queen’s Board of Trustees and a recipient of the Distinguished Service Award in 1994. She served as president of the Faculty Women’s Club (now known as the Queen’s Women’s Association) from 1998-2001.

Family and friends will be received at the Gordon F. Tompkins Funeral Home – Township Chapel (435 Davis Drive) on Friday, Oct. 2 from 10 am until the service at 11 am. Reception to follow. Final place of rest will be Mountainview Cemetery, Thunder Bay.

For those wishing, donations may be made to the Mary Balanchuk & Stephanie Patterson Fund. 

Passion plus math equals success

Queen’s Professor Lynda Colgan invited to participate at National Book Festival.

Lynda Colgan, one of Canada’s leading experts in math education, will share her unique approach to the topic at the 15th annual National Book Festival, a major event hosted by the Library of Congress.

Dr. Colgan (Education) was invited to the Sept. 5 event in Washington, D.C., by the Mathematical Sciences Research Institute of America and the Children’s Book Council after her book Mathemagic: Number Tricks was named an Honor Book this year.

“I’ve been asked to do a mathemagic show at the event,” explains Dr. Colgan. “I’ll be doing magic tricks and explaining the math behind them. I’m then hoping the children will take the tricks and do them with their friends. Anything to teach them more about math.”

More than 75,000 people are expected to attend the National Book Festival and Dr. Colgan is hoping to reach a wide range of children to show them math can be fun. Another highlight of the event will be the official opening attended by national event chairs President Barack Obama and First Lady Michelle Obama. “I’m also hoping to meet other math authors so we can share ideas” says Dr. Colgan. “This is my passion and I want to share it. Math is very important for everyone.”

Along with her trip to Washington, Dr. Colgan is putting the finishing touches on her new TVO/TFO show MathXplosion. The television program features three minute fun math segments that include unique math magic tricks.

Aboriginal education course a key element of enhanced BEd program

Throughout its history, Queen’s University’s Faculty of Education has placed an importance on Canada’s First Nations and the latest example is the introduction of a new Aboriginal education course that is a required element of the enhanced Bachelor of Education (BEd) program.

Aboriginal Teacher Education (ATEP) and Artist in Community Education (ACE) teacher candidates learn to make traditional Anishnaabe hand drums at a special workshop. (University Communications)

With the Government of Ontario’s recent extension of Bachelor of Education programs from two terms to four terms, this provided the faculty the opportunity to better prepare teacher-candidates to teach Aboriginal topics as well as create an inclusive environment in their future classrooms, explains Peter Chin, Associate Dean Undergraduate Studies.

The move to four terms affects all Ontario universities with education programs. Queen’s is unique in offering the BEd over four successive terms on campus. The Ministry of Education also mandated a list of required features that it wanted to see in the programs. How each faculty meets these mandates is entirely up to them, Dr. Chin says.

As a result, the Queen’s Faculty of Education decided to meet the Aboriginal Education curriculum mandate by creating a 12-hour dedicated course that will be a required element for BEd students. Other universities might follow a similar path or take a different route, such as folding the element into another course.

“We’ve taken the position that we don’t want to just integrate Aboriginal education into another course. We actually want to have a standalone course,” Dr. Chin says. “What this does is it continues to re-emphasize the importance we place on Aboriginal education within our program as well as inclusive practices in general.”

[Medicine Garden]
Volunteers from the Aboriginal Teacher Education Program (ATEP) help create the medicine garden at Duncan McArthur Hall earlier this year. (University Communications)

From its beginning, he points out, the faculty has placed an importance on Aboriginal inclusion and education.  It has offered the Aboriginal Teacher Education Program (ATEP) option and the Community-based ATEP Program has been administered at sites across the province since 1991. More recently, it incorporated Aboriginal Education lessons, designed by school board Aboriginal Education consultants, into its first year Concurrent Education courses.  In addition to offering a Master of Education Aboriginal & World Indigenous Educational Studies, the faculty also offers Aboriginal Education as a field of study in its new online Professional Master of Education Program.

Beyond program offerings, there’s an Aboriginal component to the faculty’s annual opening and Remembrance Day ceremonies, there are regular drum and smudging ceremonies, as well as the ATEP Office and Library and the recently created sacred medicine garden outside Duncan McArthur Hall on West Campus.

“In our new BEd program, we’re going to demonstrate our focus on Aboriginal education by giving it the credibility and legitimacy of a standalone course. With a standalone course, you know everybody gets it, you know what the topic is, you know who is instructing it,” Dr. Chin says. “We’re elevating this because we see the importance of it, which is consistent with our other actions over the years and the importance of Aboriginal education to our faculty.”

He also points out that the four-term program also allows the faculty to allocate more credits to elements it values, such as mental health, environmental education, high school transitions and an emphasis on English language learning. 

Luce-Kapler to grow community as new dean

Dr. Luce-Kapler looks forward with great excitement to the future of the Faculty of Education at a time of change and renewal.

Rebecca Luce-Kapler was at home and about to leave for a vacation when she received an e-mail from Provost Alan Harrison asking her to call him at her earliest convenience. She called him immediately and was offered the position of dean of Education at Queen’s.

Accepting his offer, she hung up the phone and then ran around the house, looking for her husband.

She remembers yelling one thing: “I GOT THE JOB!”

“I didn’t realize just how much I wanted the job until I got closer to finding out. I’ll never forget how good that felt,” says Dr. Luce-Kapler, who stepped into her new role on July 1.

[Dr. Luce-Kapler]
Rebecca Luce-Kapler took on the role as dean of Education on July 1.

Dr. Luce-Kapler, who lives on a cliff overlooking a lake and who confesses a great love for Kingston, first came to Queen’s with similar feelings of excitement in 1997 to work on language and literacy research and programming within the Faculty of Education.

A B.Ed graduate who pursued her graduate work at the University of Alberta, Dr. Luce-Kapler set out to complete a master’s degree with the intention of returning to teach in the classroom.

During that process, however, she came to realize that she wanted to make a deeper impact on education beyond the traditional school-teacher setting. She ended up staying to complete a PhD in language and literacy education, fostering a love for research and higher education at the same time.

Arriving at Queen’s, she was surprised to find that transitioning between provinces was more difficult than expected.

“When I came to Queen’s, I thought, it’s not going to be that big a transition because it’s still Canada… well it turns out that Alberta and Ontario are kind of different,” she laughs.

Due to the immediate bonds and sense of community that she experienced within her new faculty, however, Dr. Luce-Kapler grew to love her city and her Queen’s community. “I thought I’d stay for a few years and then go back to the prairies, and I never did,” she admits.

She cites the collaborative environment and special relationships she has developed as the primary reason that she never left.

“There’s an intermingling between disciplines and levels here that I found very synergistic,” she says. “I ended up doing research that I never imagined I’d have the chance to do… and I really, really like our students.”

Now at the helm of this community, Dr. Luce-Kapler feels excitement about the myriad of opportunities that lie ahead. Recognizing things will get even more hectic when September rolls around, she has not wasted any time in getting to work.

One such opportunity is the introduction of a new Bachelor of Education program, whose first cohort started at the faculty in May. The provincially mandated changes for B.Ed programs in Ontario have led to the complete restructuring of the faculty’s education program. The Queen’s program now takes 16 months to complete and sees students starting in the spring, rather than in September.

She describes the feedback from students she’s spoken with so far as being positive, and says she is excited to help shape teacher education at Queen’s within a new provincial framework.

“The opportunity to see this program and its students grow, and to continue to grow our community as a whole on a number of different levels – it’s all very exciting,” she says.

When speaking about growth, Dr. Luce-Kapler routinely focuses on the people involved in the process, and the importance of forming meaningful relationships within the faculty.

She speaks, particularly, of her close relationship with former dean Stephen Elliott, who she met soon after arriving to Queen’s. He became one of her first friends and has continued to be a wonderful support system.

[Dr. Luce-Kapler]
In her office, Dr. Luce-Kapler poses with a painting created by former dean, Dr. Stephen Elliott.

The connections she made with her colleagues were fostered in unique ways. When Dr. Luce-Kapler first arrived, she, Dr. Elliott and Dr. Peter Chin (who now serves as Associate Dean, Undergraduate Studies), formed a hermeneutic reading group, reading texts from that philosophical perspective.

“I was lonely when I first came – I knew no one here and my entire family was in Alberta. Back in Alberta, I was part of a reading group and I really missed that, so I asked Peter [Chin] who I knew was from the west as well if he wanted to join a hermeneutic reading group, and he said yes. Stephen [Elliott] was walking by, asked us ‘what’s hermeneutics?’, and we said that he’d had to join to find out. So for a year, the three of us had a hermeneutic reading group.”

She explains how when the three of them went on to become the administration team years later, they laughed when thinking back to their earlier experiences together.

A lover of gardening, cooking, and poetry, regularly drafting biographical poetry about women’s experiences in her spare time, Dr. Luce-Kapler is a people-oriented leader who greatly cherishes opportunities to bring individuals together and share experiences. Perhaps most telling is how she describes her colleagues as friends and her faculty at large as a family.

“The Faculty of Education at Queen’s is non-departmentalized, and so it really feels like you’re working in a community together,” she says.

When it comes to her new role, Dr. Luce-Kapler feels like everything has fallen into place in the right way at the right time.

“Things have flowed in a lovely way since I arrived here. I couldn’t be happier to be where I am, and I cannot wait to see where this faculty goes from here.” 

A unique viewpoint

Queen's researcher Amber White gets Aboriginal students to utilize canvas to tell the story of their lives.

“May I borrow your story?”

This was the question asked by Queen’s researcher Amber White when she travelled to Sudbury for a research project. The Master’s of Education student encouraged eight Aboriginal youth in the N’Swakamok Native Friendship Centre to explain why they left high school before graduation, using nothing but paint, a brush, and a blank canvas.

Amber White's new art show documents the lives of eight Aboriginal young people.

The result is Speaking Through Acrylic: Potholes, Loss and Dreams, an art exhibit created by those eight Aboriginal students that delves deep into their lives and doesn’t pull any punches. From bullying, to teenage pregnancy and loneliness, the eight canvasses are stark and unforgiving.

The show has been mounted in The Studio, located in the Queen’s Faculty of Education.

“I travelled to Sudbury and they trusted me,” says Ms. White. “This was a humbling experience and I hope it resonates. It’s important to know why urban aboriginal youth withdraw from mainstream schools. Without their voices, there won’t be change.”

The name of the show reflects the message the students want to convey. Potholes are symbolic of the roadblocks these youth continue to face and overcome, while loss is something each participant has felt in their lives. Each has dreams for the future; some of these dreams were taken away, while some are still held near and dear. Each of these complexities and emotions come together within the eight pieces of art.

“This is a unique way to tell a story and I hope we listen,” says Ms. White. “The students want their teachers to come to their defense, to understand what they are going through. It’s a serious situation. These students are dropping out of school and some aren’t coming back.”

Going forward, Ms. White has plans to return to Sudbury to continue her research.

“I also want to give back to the community that welcomed me in. Some researchers go and just take and take,” she says. “I want to give them something in return.”

The show opens Tuesday, July 28 with a special Thanks Giving ceremony at 1:30 pm. The show runs every day from 1:30 to 5:30 pm until Friday, Aug. 14.

To learn more about the N’Swakamok Native Friendship Centre visit the website.

Strengthening the research culture

[Research Mentors Yolande Chan]
Yolande Chan, Associate Vice-Principal (Research), the Queen’s Social Sciences and Humanities Research Council (SSHRC) leader, says she has seen increased engagement for faculty through the Research Mentors program. (University Communications)

The Vice-Principal (Research) portfolio is aiming to increase research engagement, collaboration and funding for faculty conducting their research in the social sciences, humanities and the creative arts through a research mentorship pilot initiative.

While the newly created Research Mentors program definitely has a mentoring aspect, it actually provides much more. The 16 Research Mentors act as leaders in peer review processes for grant applications to improve funding success. They also help to identify potential nominees for awards and research celebrations, like the recent PechaKucha Research Showcase.

The Research Mentors are mid-career to senior faculty in the social sciences, humanities and the creative arts with a high level of experience and knowledge of the grant application processes. The role is voluntary, and each Research Mentor has the freedom to approach the position differently – but they are all encouraged to start peer review processes in their cognate groups, and to develop awards committees.

“The early results have been positive,” says Yolande Chan, Associate Vice-Principal (Research), the Queen’s Social Sciences and Humanities Research Council (SSHRC) leader, and an E. Marie Shantz Professor of Management Information Systems in the Queen’s School of Business. “Some mentors are very much on fire and they themselves have been renewed as a result of being part of this program and are now acting in catalytic ways, assisting others.”

The effects of the Research Mentors can also be seen in the turnout for events such as a recent information session on SSHRC Insight Grant applications where many more people registered than in the recent past. “We are already seeing greater SSHRC engagement,” she says. “The program is designed to strengthen the research culture by creating excitement and a buzz. The Research Mentors are actively promoting, giving visibility to, and celebrating their colleagues’ success.”

Further information can be found at the Research Mentors webpage. Questions about the program may be directed to Dr. Yolande Chan, Associate Vice-Principal (Research).

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