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Smith School of Business unveils new Global Master of Management Analytics

Online and in-person format brings world-class training in the management of data analytics to the global workforce.

Outstanding business strategy and data analytics education is accessible to the world with the launch of the Smith School of Business Global Master of Management Analytics (GMMA).*

[Global Master of Management Analytics]

The new online and in-person format builds on the highly successful Toronto-based Master of Management Analytics (MMA), blending virtual team-based learning with immersive international residential sessions in Toronto, Europe and Asia. Designed for working professionals from across Canada and around the world, students will graduate from the 12-month program with a deep understanding of how to use data analytics to solve business challenges, and lead high-performance teams through complex projects. 

“The smart management of data is the next revolution in business,” says Yuri Levin, Executive Director, Analytics and AI, at Smith School of Business. “Teaching our students how to unleash the potential of data as part of a business strategy gives them and the organizations they represent a competitive advantage.”

The Global Master of Management Analytics was designed in consultation with the MMA program advisory board, which includes global business leaders such as Sarah Davis, president, Loblaw Companies; Michael Zerbs, chief technology officer, Scotiabank; Lori Bieda, head of the Analytics Centre of Excellence, BMO; and Gary Kearns, executive vice president, Mastercard.

“Our advisory board recognizes the growing talent gap of managers who can make business decisions with data,” says David Saunders, Dean, Smith School of Business. “As a global leader in teaching the management of data analytics and artificial intelligence, we want to ensure that this program is available to students anywhere in the world.”

Smith is known for its agility in developing programs that effectively respond to market needs. The school launched the Toronto-based MMA in 2013, which has since quadrupled in size due to high demand. In 2018, Smith welcomed its inaugural class of the Master of Management in Artificial Intelligence, which exceeded its enrollment target by 60 per cent.

The GMMA combines online learning and four in-person residential sessions in major global business centres hosted by SmithToronto, Hong Kong University of Science and Technology Business School Executive Education, and Mannheim Business School. Classes, collaboration and course work will be managed through Smith’s new mobile-friendly virtual SmithLearning platform. Students will have 24-hour access to support to enable international participation. Faculty from Smith, partner schools, as well as industry specialists and practitioners, will teach the program.

Applications are currently being accepted. The first class will begin in May 2019. Learn more at smithqueens.com/mma.

* Prospective students are advised that offers of admission to a new program may be made only after the university’s own quality assurance processes have been completed and the Ontario Universities Council on Quality Assurance has approved the program.

Virtual exhibit examines the digital future

Showcasing innovative Queen's technology projects that could change the way we live.

Close-up of hands using computer (courtesy of Glenn Cartens Peters, Unsplash)

Last fall, experts and audience members gathered at Queen’s University to discuss the future of research, knowledge sharing, and the student learning experience in the digital age at the first-ever Principal’s Symposium.

Hosted by Principal and Vice-Chancellor Daniel Woolf, and emceed by CBC Radio’s Nora Young, the symposium examined advances in artificial intelligence, data analytics, and data governance, as well as how ongoing digital transformation is influencing post-secondary students, Indigenous communities, and people in developed and developing countries.

“The speakers and panelists at our symposium shared a broad and detailed picture of how digital innovation is reshaping learning and discovery both here in Canada and abroad,” says Principal Woolf. “With their insights in mind, as well as those being revealed by researchers and students at Queen’s, we can build upon our institution’s digital framework and take advantage of the opportunities future technologies will surely present.”

The symposium also marked the launch of a supporting virtual exhibit – Imagining Our Digital Future – to highlight digital planning initiatives currently underway at Queen’s and in the Kingston community.

“For decades, Queen’s faculty and students have been leveraging technologies to advance learning and research,” says Principal Woolf. “Technological innovation will continue to change how we live, so our ongoing exploration of this new frontier is not only important, but essential to the future of knowledge, truth, and healthy societal progress. Sharing our ideas and efforts across disciplines will help us stay concerted in our efforts to create an open, inclusive, collaborative, and innovative digital future.”

The virtual exhibit features over 40 digital technology projects happening at Queen’s and in Kingston that have the potential to impact our daily lives, and create previously unimaginable learning and research opportunities across the disciplines – with plans to showcase new projects on an ongoing basis.

Currently, featured projects include everything from “smart” surgical instruments that will help doctors more efficiently remove cancerous tumours and state-of-the-art camera technology used for analyzing human movement, to online database technology used to help preserve Indigenous heritage and art or reunite communities with their history. There are also projects focused on augmented reality and VR simulators, ambient and artificial intelligence, astroparticle physics research, archaeology, surveillance, and more.

Faculty, staff, students, and Kingston community members engaged in interesting digital initiatives are welcomed to submit their project for possible inclusion in the virtual exhibit. Contact the virtual exhibit curators using the online form.

A QUIC lunch

New Queen’s University International Centre at Mitchell Hall holding open house with refreshments and networking.

Students enjoying lunch in the new Queen's University International Centre at Mitchell Hall.
Students enjoying lunch in the new Queen's University International Centre (QUIC) at Mitchell Hall.

After more than 50 years of operation in the John Deutsch University Centre (JDUC), the Queen’s University International Centre (QUIC) has moved to its new home in Mitchell Hall. To celebrate, QUIC is hosting an open house from Jan. 16-18, welcoming the Queen’s community to explore the new spaces and services on offer.

“Queen’s is currently home to approximately 3,500 international students, so it’s really exciting to unveil a fresh, new space that they can use and enjoy while settling into their new lives in Canada,” says Amanda Gray, QUIC’s newest International Student Advisor. “Since our soft opening in late December, both international and domestic students have been studying here, having team meetings, enjoying lunch, and making new friends. We’re excited to welcome even more students and staff during our open house.”

Located on the second level of Mitchell Hall, the new facility has a comfortable lounge for students to study or relax, a workshop room – the Ed Churchill Hall of Friendship – and a beautiful view of campus with lots of sunlight. There is also a kitchen and a ping-pong table.

“Not only is the new QUIC facility a great place for students to meet, work, and relax – it is also a place for international members of the Queen’s community to connect with programs designed to support them academically and socially,” says Arthur Chen, QUIC International Student Advisor. “We have a team of professional staff that is here to offer confidential advising and services on a range of topics, including immigration, health coverage, intercultural communications, English conversation, peer support, and more.”

To kick off the open house activities, QUIC will be offering a free lunch on Wednesday, Jan. 16 from 11:30 a.m. to 1 p.m. All students and staff are welcome to visit, network, see the new spaces, and learn more about the services available. It will also be an opportunity to meet the centre’s new director, Sultan Almajil, who started in the role in early January.

“I am very excited to be here at Queen’s and look forward to meeting and assisting students from both here and abroad,” says Mr. Almajil. “As I was once a new international student to Canada myself, I know the flood of emotions that can go along with such a move. I also know how centres like QUIC can play a pivotal role in meeting people, honing your studies, and connecting with the community. I urge anyone from the Queen’s community to get involved with us, and come enjoy our new Mitchell Hall space.”

Mr. Almajil joins Queen’s from the Northern Alberta Institute of Technology (NAIT), where he served as the school’s International Centre Supervisor since 2016. Before earning a Master’s degree with a concentration in organizational change and culture at Royal Roads, he came to Canada as an international student to study at Thompson Rivers University.

Earlier this year, QUIC, in partnership with Student Academic Success Services, introduced new programming and resources, with the establishment of a new Intercultural Academic Support Coordinator position. For more information on QUIC and the programs and services they provide, visit the website.

Ignition Week to celebrate new innovation space at Mitchell Hall

Entrepreneurship event marks opening of the Rose Innovation Hub.

SparQ Studios Makerspace inside the Rose Innovation Hub
The Dunin-Deshpande Queen's Innovation Centre's SparQ Studios Makerspace inside the new Rose Innovation Hub.

The Dunin-Deshpande Queen’s Innovation Centre (DDQIC) will celebrate the opening of the Rose Innovation Hub at Mitchell Hall with the first-ever Ignition Week – five days of activities for the Queen’s and Kingston community members interested in entrepreneurship and innovation.

“This new facility in Mitchell Hall will allow the DDQIC to strengthen the university’s support of student design and experiential-learning, and foster ideas with incubation and acceleration opportunities,” says Tom Harris, Interim Provost and Vice-Principal (Academic). “Exploring the entrepreneurial spirit at Ignition Week will be a fitting way to celebrate the Rose Innovation Hub’s opening, as it captures the essence of our greater pursuit: ideas, innovation, and invention.”

Running Jan. 14-18, Ignition Week’s program will feature sessions on e-commerce, innovation and invention, social entrepreneurship, and more. Established entrepreneurs, including many from start-ups founded by past and present Queen’s students, will also be on hand for lectures, panel discussions, and networking and recruitment sessions.

“Developing an entrepreneurial mindset is critical to getting the most out of higher education,” says Greg Bavington, Executive Director of DDQIC, and Special Advisor to the Provost on Innovation and Entrepreneurship. “In today’s rapidly changing markets, with evolving realities around steady and predictable careers, an entrepreneurial education can help students apply their knowledge and skill sets in new ways, to better understand and solve real-world problems, and to value teamwork, risk and resilience.”

Ignition Week events will take place throughout the Rose Innovation Hub facilities to showcase its new spaces, including the event commons, 10 new group rooms for early-stage innovators, the LinQLab workshop space with modern multimedia capabilities, and the SparQ Studios makerspace – equipped with 3D scanners, 3D printers, laser cutting, wood and metal working, and more.

“From fundraising and planning to construction project management, the Queen’s community worked for years to make a home for innovation on campus a reality,” says Mr. Bavington. “Throughout this process, we have seen a pent-up energy and demand among entrepreneurs at Queen’s to put the Rose Innovation Hub to work supporting ventures that go beyond campus to create a societal impact. We’re excited to now be able to welcome students, staff, faculty, and the Kingston community into just such a space.”

As part of Mitchell Hall, DDQIC will now be housed alongside a number of campus services and initiatives at Queen’s, enhancing potential for new collaborations, connections, and opportunities. Located at the corner of Union and Division streets on the former site of the Physical Education Centre, Mitchell Hall was made possible through over $50 million in philanthropic support. The federal and Ontario governments also contributed $22 million to the project.

Learn more about Mitchell Hall and all of its current and future tenants, on the website. The building’s formal opening ceremonies will be held on March 30.

How building a culture of feedback is developing better doctors

Competency-based medical education (CBME) is creating a culture in which everyone is comfortable asking for, giving, and receiving feedback.

[Julia Tai , Department of Internal Medicine]
Julia Tai is a second-year resident in the Department of Internal Medicine at Queen's University.

For Julia Tai, a second-year resident in the Department of Internal Medicine, competency-based medical education (CBME) is closely associated in her mind with a regular event in her department: Feedback Friday.

During Feedback Friday sessions, one resident must leave a team-wide meeting so that all the other members of the team – the attending staff, medical students, and other residents – can discuss the absent learner’s performance. After the meeting, the resident who left the room receives a detailed assessment based on the discussion.

The first time Dr. Tai was the subject of Feedback Friday, she was terrified. After she walked out of the room, all she could do was wait and try not to think about what they might be saying. As scared as she was, though, Dr. Tai also says she was excited because she knew the assessments that were going to come out of the meeting were going to make her a better doctor.

Feedback Friday is one tool among many that Internal Medicine is using to implement CBME, and the idea behind it is to give all the members of the program a chance to develop honest, constructive criticism for each resident. Dr. Tai sees Feedback Friday as evidence of the culture that CBME is creating at Queen’s – a culture in which everyone is comfortable asking for, giving, and receiving feedback.

When Dr. Tai was choosing which schools to rank for the Canadian Resident Matching Service (CaRMS) process, she was attracted to Queen’s for many reasons, but one unique feature stood out: the fact that it would be launching CMBE across all specialty training programs when she would start.

What makes CBME exciting for Dr. Tai is the fact that she is encouraged to take a leadership role in her own education. Under CBME, Dr. Tai and her fellow residents are always expected to ask their preceptors for feedback and check in as to whether they are progressing satisfactorily through the stages of the program. If they think they’ve worked on a case that builds one of the skills they are trying to develop, it is completely normal for them to ask a faculty member to provide an assessment on their progress.

The residents in the Department of Internal Medicine, though, do not always need to initiate the conversations about their progress. Every four months, Dr. Tai meets one-on-one with her academic advisor. In these meetings, the two of them review her work and evaluate how well she is moving toward her goals.

Based on these regular meetings, Dr. Tai’s advisor develops a report on whether or not she is ready to move on to the next stage of the program. This report is then submitted to the Competency Committee, who makes the final decision on a resident’s progress. There are four stages in the program: Transition to Discipline, Foundations of Discipline, Core Discipline, and Transition to Practice. Each one of these stages provides residents with different skills to focus on and different goals to reach. All residents progress through these stages at their own pace, so what they are learning is dependant more on their level of competency rather than on how much time they have spent in the program. The stage of the program a learner is in is also kept confidential, which enables residents to focus on their own progress rather than on comparing themselves to others.

Halfway through her three-year program, Dr. Tai is proud of how much she has learned and how far she has come as a physician. And she believes that her growth has been greatly assisted by CBME, which has enabled her to have a sense of ownership over her education. 

Queen’s approves free expression on campus policy

A policy on Free Expression at Queen’s was approved on Dec. 18, 2018, with immediate effect. It can be found on the Secretariat’s web page.  
 
The policy was developed in the fall, after seeking input from stakeholders and the public. 
 
The policy affirms the university’s position on the rights and responsibilities of individuals associated with free expression at Queen’s University, which includes the right of any person, group, or community to communicate opinions and ideas without interference, censorship, or sanction, including the right to engage in peaceful protest about the content of the free expression of others. 

BISC students’ films go global

Students at the Bader International Study Centre submit 10 short films to the Crossing the Screen International Film Festival.

Students at the Bader International Study Centre (BISC), Queen's campus in the UK, screened short films as part of the Crossing the Screen International Film Festival in Eastbourne, Sussex on Sunday, Dec. 2. 

[BISC students at film festival]
BISC students Claude Sun, left, and Gabrielle Oei, right, pose for a photo with volunteers at the Crossing the Screen International Film Festival. (Supplied photo)

Among the 90 features, shorts, and documentaries from over 30 countries, were 10 three-minute films made by students at the BISC, located in Herstmonceux Castle, as part of the Sussex 24 hours Panel, shown at Eastbourne’s Towner Art Gallery.

“The Castle has experiential learning opportunities as part of its focus,” explains Professor Robert Hyland who teaches Film 104 at the BISC. “There’s also been a recent push to create workplace simulations, so I thought this could be an avenue of creating volunteer positions for film students.”

Festival organizer Domenico Della Valle said part of the purpose of the festival is to promote emerging and local talent. He had been talking with local colleges looking for film submissions, and the Castle seemed an appropriate fit. 

“We don’t teach practical film at the Castle, so the students have no access to equipment or facilities, but I thought I’d give it a go, and set the students to the task,” Dr. Hyland says. “They were only three-minute films after all, so what harm could it do?”

Students immediately began writing scripts and creating storyboards for their short films. The class also worked closely with the festival, with Della Valle holding a workshop at the Castle to give tips on how to finalise their work. 

Dr. Hyland was amazed by how seriously the BISC students took to the challenge. In the end, there were 12 films made, with 10 being screened at the festival.

“It was quite surreal for me, to see the student work being viewed in an art gallery by industry professionals, filmmakers and distributors.” he says.

Not only were these Canadian shorts shown at this UK film festival, but Dragoon, a film that details one students’ fears about standing apart from a crowd, won the prize for best local student short. Filmed on location at the BISC and made by a team comprising Queen’s students Harriet Wright, Amelia Cockerham, Daisy Boyle, Cassie McMeekan, and Gabrielle Oei, Dragoon tells the story of a student (Nicholas Isaacs) struggling to rationalize his gender identity with the pressure to conform to social norms. The film explodes into colour when Nick decides to put on the drag persona Harlotte Webbs. The film was inspired by Nick’s own personal journey of self-discovery. 

“Attending and volunteering at the festival was a very rewarding experience,” says Amelia Cockerham, a first-year Arts and Science student who edited Dragoon. “It was fulfilling to see our film on the big screen and be recognized for our efforts.”

Other films by the BISC team included a film on the pressures of social media, a piece on the psychological effects of bullying, and a personal essay film recreating a day in the life of a student living with a mental health issue. 

“I didn’t know our films were in competition, let alone getting an award,” says Dr. Hyland. “The other winners were big budget films from Romania, Mexico, South Africa and Finland, and there was our Gabrielle on the stage receiving an award for a film shot on a telephone.”    

[Dragoon film by BISC students]
BISC student Nicholas Isaacs performs as alter-ego Harlotte Webbs in Dragoon, created by BISC students Harriet Wright, Amelia Cockerham, Daisy Boyle, Cassie McMeekan, and Gabrielle Oei. The three-minute film won for best local student short at the Crossing the Screen International Film Festival in Eastbourne, Sussex. (Supplied photo)

A musical first for Queen’s student

[Kento Stratford and Kingston Symphony Orchestra]
Kento Stratford follows along during the final rehearsal by the Kingston Symphony Orchestra. (Supplied Photo)

Kento Stratford, a fourth-year composition student in the Dan School of Drama and Music, knows that his recent experience in writing his first orchestral piece was a rare and special opportunity.

Stratford was not only commissioned by the Kingston Symphony Orchestra to create the piece but was also paid to do it through an internship with the Canada Summer Jobs program during which he was mentored by Queen’s professor and award-winning composer, John Burge.

After months of work, Stratford’s musical journey recently came full circle when the piece was premiered by the Kingston Symphony Orchestra at the Isabel Bader Centre for the Performing Arts on Sunday, Dec. 2.

It was an experience that will stay with him, he says.

[Kento Stratford and Evan Mitchell]
 Kento Stratford is congratulated by Evan Mitchell, Music Director for the Kingston Symphony Orchestra, on the debut of his first orchestral composition, at the Isabel Bader Centre for the Performing Arts. (Supplied Photo)

“To hear the piece, it just blows you away. It’s only seven minutes of music but it took months to create,” he says. “So it’s almost like a child that you’ve nurtured and this is the product now. A huge orchestra is performing your work and I don’t know if there is a better feeling than that. As a composer that’s what I look for. Hopefully this is to be my life.”

Stratford’s journey first started with the application and interview process. When that was completed he not only had his commission, a real rarity for an undergraduate student, but he was also going to be paid via the internship.

With this support secured, it was time to get to work composing his first orchestral piece.

It would be a monumental task.

“I put in months of sketching but it’s my first orchestral piece. Orchestral pieces actually take a lot of vision, a lot more than say a piece for piano or choir,” he explains. “You have to think about everything and the music has to fit the orchestra. You have to create music that is actually molded to the orchestra and not the other way around. You can’t make the orchestra fit the music. That was hard.”

After months of sketching he was at an impasse and ended up throwing away a stack of paper “about an inch thick.” However, his breakthrough was just around the corner.

In July Stratford traveled to Casalmaggiore, Italy, for a piano study opportunity and found inspiration in the ornate decorations of the small town’s massive basilica. Inside the 18th-century church each wall is decorated with murals that basically create a timeline from its initial construction to now. He was left in awe.

“So what I did in my piece is I took this kind of grandeur of the cathedral and I tried to set it in different lights,” he says. “On each wall they had a different idea and I tried to find a new way to express the sense of awe that I had in walking into this place. What came through, I think, is not only the grandeur but the intricate details of the church itself, some of the textures, some of the decorations.”

Looking back on the finished piece he also notices that he had another influence – the beautiful countryside of the Lombardy region.

“That seeped in subconsciously,” he says.  “Writing the piece I didn’t realize I was doing that at all. But it does sound sort of pastoral in parts and that’s something that I really like about the piece, the kind of overview of my experience in that part of Italy.”

Returning home, he quickly settled into writing the composition. And the process went much more smoothly.

“I came back with that inspiration and I manage to write a sketch in the following two weeks and I was really happy with it,” Stratford says. “So then I started orchestrating it.”

During this stage he was guided by Dr. Burge and worked closely with the staff at the Kingston Symphony Orchestra, who, he says, were extremely helpful.

“That whole experience was a really positive one. Working with musicians, learning how to work with an organization that has a specific sort of vision for the project in mind, how to mold my creative process that actually fits what they’re looking for,” he says. “Overall it was a really, really positive experience. “

That’s a sentiment echoed by Evan Mitchell, Music Director for the Kingston Symphony Orchestra.

“It was wonderful to be able to make use of the Canada Summer Jobs program to facilitate this composition,” he says. “Kento was mentored by Dr. Burge throughout this process and the result was a really fun, interesting piece which the orchestra enjoyed performing. The sense of surprise and discovery which comes with every first performance of a new work is always so exciting, and we look forward to that feeling every time we premiere a new piece.”

New magazine helps students revamp their resume

Career Services launches Queen's Best Resumes magazine featuring more than 20 examples.

[Queen’s Best Resumes]
The newly-published Queen’s Best Resumes magazine offers examples from more than 20 Queen's students. (University Communications)

Hot off the press: Queen’s Best Resumes magazine offers a unique resource for Queen's students.

Featuring the resumes of more than 20 Queen’s students, the magazine covers a broad range of disciplines, and diversity of student activities and experiences. Each resume is supplemented with tips and comments from career advisors to highlight key resume-writing strategies.  

[Queen’s Best Resumes]
Launched by Career Services, the magazine also offers tips and comments from career advisors to highlight key resume-writing strategies. (University Communications)

“The magazine gives readers the opportunity to view tangible samples and learn from them,” says Callum Linden (Artsci’20), who led the project in a position through the Summer Work Experience Program. “Working on Queen’s Best Resumes was also an incredible experiential learning opportunity for me, which will definitely be on my future resumes."

Published by Career Services, Queen’s Best Resumes isn’t just for graduating students, but for students applying for internships, volunteer positions and summer jobs. The large assortment of resume examples caters to a variety of backgrounds, skill sets and desired pathways; ensuring the success of all students.

"The magazine is a great resource for someone looking to get into the job hunt," says Hazik Ahmad (Sc'19). "For this year’s job search I have used the magazine to brainstorm new designs and formats for my resume and to help when I’m stuck trying to find out the perfect way to describe an experience from a past job."

Students also have access to resume writing workshops and one-on-one resume review appointments, to help develop resume writing skills that they can use both during their degrees and after graduation.

Students can get their copy online or by visiting Career Services.

Be exam ready with SASS Peers

Peer volunteers offer specialized supports to students throughout exam season.

SASS Peers
Laraib Kazmi (Artsci’19), Yashpreet Masson (Artsci’20), Jillian Rodger (Artsci’19), and Katie Manas (Artsci’20), offer help to students at a recent SASS drop-in event at Stauffer Library. (University Communications) 

The peers at Student Academic Success Services (SASS) are an empathetic and helpful resource for students going into exams.

SASS peers are a group of 56 student volunteers who offer assistance to fellow students in all faculties and schools. Whether they are first-year students preparing for their first set of university exams, or upper years looking to improve their academic skills, this peer program provides students with opportunities to discuss and work through academic challenges with trained peers who have first-hand experience.

“The SASS peers have a connection to the first years,” says Ian Garner, Academic Skills Outreach Coordinator at SASS. “They understand what it’s like to be in that large lecture theatre for the first time. Many of our professional staff attended other universities, with smaller class sizes, and with different backgrounds, so peers are really invaluable to us.”

SASS offers two peer divisions to help ensure all students’ needs are met. Peer Learning Assistants (PLAs) promote learning strategies through workshops, one-on-one coaching and a variety of events and activities. Peer Writing Assistants (PWAs) help students develop their writing skills through individual consultations and writing workshops.

SASS peers have been hosting exam prep workshops at Stauffer Library, Queen’s University International Centre (QUIC), and in various residences. They also provide course-specific workshops, which supply focused and collaborative study strategies. For more tailored assistance, SASS provides one-on-one appointments with a PWA or PLA to help students work on effective study strategies and develop ideas for final papers. To lower exam stress and maximize study efforts, peers suggest that students create a study schedule and use self-testing as a way to assess strengths and weaknesses to prioritize review accordingly.

Over the fall term, SASS peers have managed close to 500 one-on-one appointments and have worked with over 1,000 workshop attendees. Students can also visit the SASS Peer Blog for weekly advice and inspiration.

“My favourite part about being a PLA is working with the students one-on-one,” says Jillian Rodger (Artsci’19). “If they’re stressed about something or worried, it’s nice to be able to lower their stress and answer their questions.”

For more information and to see all upcoming events, check out the SASS website.

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