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Student Learning Experience

New faculty get set for new chapter

"New faculty at Queen's University listen to presentation during their orientation"
New faculty members at Queen's listen to a presentation during a special orientation day set up to introduce them to the reseources and opportunities available at the university. (University Communications)

A new city, new colleagues, new experiences, and new opportunities.

Incoming faculty members at Queen’s had their own orientation day on Thursday to help introduce them to the wide array of resources available at the university while also answering any questions they may have heading into the academic year.

Michael Doxtater arrives at the university as a Queen’s National Scholar. His research interest includes Indigenous knowledge recovery and organizational learning and he is cross-appointed to the departments of Languages, Literatures and Cultures and the Global Development Studies departments

“To be welcomed by the provost (Benoit-Antoine Bacon) and by other senior administration as you enter into the Queen’s community is something that impressed me,” he says. “I have worked in other institutions and it’s not always a very community welcoming environment. This is an important part of what Queen’s represents.”

The focus of the event, sponsored by the Office of the Provost and the Faculty Recruitment and Support Program in the Faculty Relations Unit, is providing participants the information they need and fostering the connections to help them succeed in this latest step in their careers. The day also provides an opportunity to network with new colleagues.

“For new faculty members arriving at Queen’s orientation is vital because a new position is an investment in a future career, for both the new hire and the university,” says Jill Scott, Vice-Provost (Teaching and Learning). “It is important to build a solid, welcoming foundation by providing our new colleagues with an overview of the resources available to them and where to go for more information when they need it.”

The orientation program focused on the three key areas of faculty members’ work: teaching, research, and service to the university community. Attendees also took part in a series of discussions with representatives from campus units, including Information and Technology Services, the Centre for Teaching and Learning, Queen’s Library and University Research Services.

Already 36 new tenure-stream faculty members have been hired by Queen’s this year, closing in on the objective of 40 for the 2017-18 academic year.

With a commitment to faculty renewal, Queen’s has developed a plan that aims to hire 200 new faculty over the next five years. Once attrition is taken into account, the result will be an average of 10 net new hires per year. Included in this five-year plan are 20 Queen’s National Scholars. This is close to double the hiring pace of the past six years. The twin goals of the program is to energize and enhance Queen’s research, and to diversify faculty by proactively seeking representation from equity seeking groups, notably women, racialized people, indigenous peoples and people with disabilities.

Post-graduate certificates for teachers expand to Ontario

As the modern classroom continues to evolve, there is an increasing demand for teachers at the elementary and secondary levels to upgrade and develop new skills.

To meet this need, the Continuing Teacher Education unit at the Faculty of Education has been offering Additional Qualification (AQ) and Additional Basic Qualifications (ABQ) courses to Ontario teachers for over 25 years. Four years ago, they expanded into British Columbia to offer post-graduate certificates online. A wide range of courses have been offered for the past four years to teachers in B.C., and this fall the post-grad certificates will expand with certificates designed specifically for teachers in Ontario.

"Hands on a laptop"
Queen's has expanded its online post-graduate certificates program to teachers in Ontario. (Supplied Photo)

This marks a significant expansion for learning opportunities, explains Jessica Della-Latta, Executive Director of the Faculty of Education’s Professional and Non-Credit Programs, adding that the new certificates will provide advanced standing for the online Professional Masters of Education (PME). The PME is a course-based master’s degree program, which we designed for working professionals in diverse educational fields, and consists of 10 courses. The program offers fields of specialization to help students make the most of their education – fields include Aboriginal Education, Assessment and Evaluation, Classroom Specialist, Literacy, and Teaching Abroad. The completion of one of the new post-grad certificates will allow two courses towards the PME.

Initially, two certificates – Special Education and English Language Learners – were available in B.C., but have since expanded to include Mathematics Education, and Early Childhood Education. In 2018 they will add another post-grad certificate for Teacher-Librarian.

After a small start the online program has gone from 25 enrolments in the first year to offering eight sessions annually, with more than 700 enrolments for the past summer term alone.

“Enrolments in B.C. have increased dramatically and it’s primarily through word of mouth,” Ms. Della-Latta says. “Response has been great. We have candidates calling up just to say how fantastic the courses are and that they are telling everyone they know about them.”

Ms. Della-Latta says she expects to see a similar reaction in Ontario now that AQ/ABQ courses can be taken for a post-grad certificate ultimately leading to advanced standing in the PME. The initial post-grad certificates for Ontario will include Special Education, Teaching English Language Learners, Teacher Leadership and Technology in Teaching. An approval for a fifth post-grad certificate in Reading and Literacy is pending.

“The people who are taking the online post-graduate certificates love it and they love that Queen’s is doing it,” she says. “These courses showcase the Faculty of Education’s commitment to quality teaching and learning and the candidates notice. We are excited to see how the program grows.”

To learn more about the Post-Graduate Certificates, visit the Post-Graduate Certificates webpage.

Information about the online Professional Master of Education is available on the program website. 

New dean to focus on equity, research, and student experience

Barbara Crow was hired in July to become the Dean, Arts and Science. Dr. Crow joins Queen’s from York University in Toronto where she was most recently the Dean, Graduate Studies. The Gazette caught up with Dean Crow to find out how the first few months have been, and learn more about this new member of the Queen’s community.

Barbara Crow, Dean of the Faculty of Arts and Science, arrives at Queen's from York University where she most recently held the position of Dean, Graduate Studies. (University Communications)

How has the transition been for you?

"One of the wonderful things about starting at this time of year is that it is a bit quieter. So, while faculty are doing their research and the students are working, I have been able to meet the senior leaders and the department heads. Everybody has been very welcoming and has come to the table with their ideas and concerns about how to strengthen and reinforce the values of the Faculty of Arts & Science. It has been great to get access to their perspective. I value working with people who tell me what they think.

I also met with the Arts & Science Undergraduate Society (ASUS) and the Society of Graduate and Professional Students (SGPS) and have been incredibly impressed with their commitment to the student experience. I look forward to continuing a positive working relationship with ASUS and SGPS.

The campus is beautiful, and I have been trying every day to walk through a new building. I have a sense of the different kind of community here, one I am looking forward to working with.

I am also really enjoying the change to my quality of life here. I am walking to work and I have, literally, twice skipped home because I am so thrilled to be there in 10 minutes."


What attracted you to Queen’s University?

"It has such a fantastic student reputation – bar none. Our undergraduates benefit from excellent undergraduate teaching and we have many services. I said during my hiring I am not going to be able to help you with retention – you have got that all figured out – but I can make contributions to help strengthen research and graduate education.

I am also really excited that Queen’s is taking a leadership role in wellness through the creation of the new Innovation and Wellness Centre – this is an important initiative for students, for staff, and for faculty."


What do you uniquely bring to the role of Dean of Arts and Science?

"I love my work. I love universities. I believe publicly funded postsecondary institutions can be fundamental part of strong communities, vibrant cultures, through the important analytic and critical thinking skills we teach. When you look at the data around people who have been to university, you see that on average, they have higher incomes, they are healthier, they are happier, and they contribute more to citizenship issues. We need to remind ourselves of this – we have to remember many of the other elements we get from a university education."


For those who haven’t met you yet, what should they know about you?

"I am a really firm believer in professional development and giving colleagues – students, staff, and faculty – tools to make informed decisions about what we want to achieve in the coming years. I am compelled by evidence supported with data. I try to make decisions based on what the research tells us and I think that is important for us as a university.

On a more personal note, I have a son attending Concordia University. My partner and I met on Canada World Youth and is a faculty member in the School of the Arts, Media, Performance & Design at York University. I have been a vegetarian for over 30 years. I also began taking piano lessons as an adult, and I do this to remind myself of what it is like to be a student. It is a humbling experience to remember what it’s like not to understand things and to be reminded how much work it takes to do something well."


What are your priorities for the year ahead?

"I would like the graduate student experience to have the same reputation as the undergraduate student experience. We have a fantastic Dean of Graduate Studies here who has been a leader in Canada and I look forward to working with her supporting the graduate student experience.

In light of the exciting Nobel news in Physics, I am really keen to support our research strengths and to provide infrastructure for all of our colleagues to do well in research across the Arts and Science.

I have come from one of the most diverse universities in Canada, and I think it will be important to take up issues in equity and diversity. I also think the Truth and Reconciliation Task Force report has called for some important changes to the way we do things that will enhance indigeneity at Queen’s.

Those are all really important to me and will drive many of the decisions we will make."

Twenty students form inaugural Indigenous & Allies living learning community

Twenty Queen's University students will receive a unique education in the cultures and customs of Canada’s Indigenous peoples this academic year.

As part of a pilot initiative, half of the fourth floor of Chown Hall has become the Bimaadiziwin Ka'nikonhriyo Indigenous & Allies Living Learning Community – Bimaadiziwin meaning “The Good Life” in Ojibway, and Ka’nikonhriyo meaning “The Good Mind” in Mohawk. Residence Life and the Four Directions Aboriginal Student Centre have been working together for two years to bring this initiative to life.

"Chown Hall"
As part of a pilot initiative, half of the fourth floor of Chown Hall has become the Bimaadiziwin Ka'nikonhriyo Indigenous & Allies Living Learning Community. (University Communications)

“The Bimaadiziwin Ka'nikonhriyo Indigenous & Allies community represents an effort to develop more intentional programming for first-year students,” says Vanessa McCourt (Artsci'02), Aboriginal Advisor with Four Directions. “Queen’s University is educating future leaders, and students need to know about our country’s history and the culture of its original inhabitants.”

This new community will share the fourth floor with the Eco-Friendly Living Learning Community. Living Learning Communities are floors or clusters of rooms where students with similar interests and values live together. This allows students to share goals, projects, and challenges, meet like-minded fellow students, and benefit from peer- and professionally-led support, created with the students’ interests and development in mind.

“Living Learning Communities at Queen’s fit into the University’s Strategic Framework and the goals of the Division of Student Affairs by offering students co-curricular opportunities to engage in experiential learning and leadership skill development to aid in their transition into university,” says Molly Raffan (Ed'09), ‎Residence Life Manager (Education). “By living together, these students are able to build meaningful relationships with like-minded peers through events that promote learning outside of the classroom facilitated by their Don. Our hope is that this community will provide a safe, supportive space for open conversation where all participants can explore their cultural backgrounds – whether Indigenous, European, or wherever they may come from.”

The students who will be joining this community indicated their interest in joining the Bimaadiziwin Ka'nikonhriyo Indigenous & Allies Living Learning Community as part of their residence application. All students who selected this Living Learning Community as their first choice, and many who selected it as their second choice, were accepted. The students represent a mix of Indigenous and non-Indigenous Queen’s students.

Kaitlyn Gillelan (Artsci’18) is the first Residence Don for this community. There was a special application process for the position, and Ms. Gillelan was selected in part because of her past engagement with Four Directions and her work related to culture and tradition on campus. For her part, Ms. Gillelan says she is excited for the opportunity to collaborate with Four Directions and help build a sense of community among the students. Her plans for the community include door decorations themed around Canadian art, and participating in events that are happening at Four Directions.

To learn more about Living Learning Communities, visit the Residence website.

Fostering intercultural skills and knowledge

"Students take part in a KAIROS blanket exercise"
Students take part in a KAIROS Blanket Exercise in the main gym of the Athletics and Recreation Centre. (University Communications)

The Division of Student Affairs is launching an Intercultural Awareness Certificate for staff, faculty and students to promote an inclusive campus community, and respectful interactions among individuals with diverse perspectives and backgrounds. 

Delivered in partnership by staff of the Four Directions Aboriginal Student Centre and the Queen’s University International Centre (QUIC), the five-session program combines and builds on existing education and training, including the expansion of Indigenous cultural content.

“This program aligns with recommendations of the TRC Task Force and the report of the Principal’s Implementation Committee on Racism, Diversity and Inclusion,” says Ann Tierney, Vice-Provost and Dean of Student Affairs. “This certificate will raise awareness of Indigenous culture, build intercultural competence, and help participants develop life skills that support their success in diverse environments, including campuses, workplaces and communities.”

The five workshops cover topics including concepts of intercultural learning, the cultural self, dimensions of culture, the Intercultural Development Continuum, Indigenous rights history through the KAIROS Blanket Exercise and Cultural Safety training, that explores the diversity of Indigenous communities and people, self-identification, terminology, stereotypes and the creation of empathic relationships.

“We know that in-depth cultural exploration helps build awareness, support and collaborative approaches to problem-solving and community-building,” says Janice Hill, Director, Four Directions Aboriginal Student Centre. “This program is one way that campus partners are continuing to work together to make progress on the important issues and calls to action outlined in recent reports and echoed by our community members.”

Participation surveys will guide the continual assessment of the program. Sessions will be held on weekdays and on weekends to support access to the program.

“We are excited to launch this program,” says Jyoti Kotecha, QUIC Director. “We have seen increasing numbers of faculty, staff and students participating in various sessions on intercultural competence and education. This certificate brings everything together with the goal of helping our community members develop skills and knowledge that promotes inclusion across our campus and in society at large.”

Consistent with the TRC Task Force and the PICRDI report, the Division of Student Affairs is also expanding recruitment activities focusing on under-represented student populations, enhancing peer mentor and transition programs, and creating a new position that will coordinate initiatives relating to diversity, equity and inclusion. 

Workshops are repeated in the Fall and Winter terms. The full schedule is available online. Reserve a spot by emailing quic.training@queensu.ca. Participants are asked to complete the online training Tools for Success in an Intercultural World before registering for the certificate workshops.

Principal announces undergraduate orientation review

Principal Daniel Woolf announced today that a working group will be formed to conduct a review of undergraduate orientation. The review will seek ways of making undergraduate orientation more welcoming and inclusive for all members of the Queen’s community. The working group will be chaired by Deputy Provost (Academic Operations and Inclusion) Teri Shearer.

“Queen’s University and the Alma Mater Society (AMS) are committed to the principles of equity, diversity, and inclusion,” says Daniel Woolf, Principal. “Through this review, we aim to strengthen the student transition experience by ensuring that it respects and reflects the diversity of the student population, is welcoming and accessible for all students, and fosters, for all members of the incoming class, a sense of belonging at Queen’s.”

The 19-member Undergraduate Orientation Review Working Group, which includes students, staff, faculty, and alumni, will examine all aspects of Queen’s direct-entry undergraduate student orientation experience, including university orientation and the student society orientation activities. The working group will consult with the Queen’s community, look to best practices at other institutions, and articulate a vision for orientation that achieves shared goals around community building, inclusivity, accessibility, safety, and responsibility.

“Over the next six months, the working group will meet regularly and seek opportunities for feedback from the Queen’s community – culminating in a final report this winter,” says Dr. Shearer. “We will collaborate with the AMS and with students in a consultative and respectful manner which recognizes the value of both peer-involved and peer-led orientation activities. We will use this opportunity to build a cooperative framework between Queen’s, the AMS, and student societies that supports our shared vision of a safe, fun, inclusive, and accessible Orientation program.”

The working group’s recommendations will be captured in a report to the Principal to be presented no later than March 1, 2018. Further details about the review, the members of the working group, and opportunities to participate in consultations will be posted to the Principal's website in the near future, and promoted in The Gazette. To view the working group's terms of reference, click here.


Undergraduate Orientation Review Working Group Membership

Deputy Provost – Chair
AMS President, or designate
Vice-Provost and Dean of Student Affairs, or designate
One faculty or staff representative from each of the following direct entry-undergraduate programs as follows:

  • Dean of Arts & Science, or designate
  • Dean of Engineering & Applied Science, or designate
  • Dean of the Faculty of Education, or designate
  • Director of the School of Nursing, or designate
  • Executive Director of the Commerce Program, or designate
  • Director of the School of Computing, or designate
  • Director of the School of Kinesiology, or designate

One student representative from, and selected by the Presidents of, the undergraduate society of each of the following direct-entry undergraduate programs:

  • Arts & Science
  • Engineering & Applied Science
  • Concurrent Education
  • Nursing
  • Commerce
  • Computing
  • Kinesiology

AMS Social Issues Commissioner
Manager, Student Experience Office

Advisory members (non-voting)
Director of the Human Rights Office, or designate
Director of Four Directions Aboriginal Student Centre, or designate
Director of Queen’s University International Centre, or designate
President, Queen’s University Alumni Association
1 member of University Council

Support (non-voting)

Associate Secretary of the University
Director of Communications, or designate

Eight teams win seed funding at 2017 Dunin-Deshpande Summer Pitch Competition

The Fitra team presents at the 2017 Dunin-Deshpande Summer Pitch Competition
The Fitra team presents at the 2017 Dunin-Deshpande Summer Pitch Competition (Supplied photo: James McLellan)

Eight teams of budding entrepreneurs have secured seed funding at the 2017 Dunin-Deshpande Summer Pitch Competition, taking home at least $10,000 to invest in their business.

The top prize of $30,000 was awarded to Fitra, a venture that aims to retrofit health clubs with sensor technology that can track and provide feedback metrics to gym owners and facility managers, thereby keeping members motivated to reach their fitness goals.

"It seems absolutely surreal that the pitch competition is done,” says Blair Halenda (Sc’18). “Being a part of the Queen’s Innovation Centre Summer Initiative 2017 cohort has been a great learning experience, and we all feel so fortunate to be given this opportunity. We are looking forward to working with our beta testers, including the Queen’s Athletic and Recreation Centre and the YMCA of Kingston, and we can’t wait to see what comes next.”

Other seed funding recipients include Spectra Plasmonics, Dream Again, and Your Mobility Innovations, who each took home $15,000, while TimberWolf Cycles, Focus Forward for Indigenous Youth, Whisk, Ozira Foods were awarded $10,000 each.

“On behalf of the Dunin-Deshpande Queen’s Innovation Centre, congratulations and a job well done to all of our participants and our pitch competition winners,” says Greg Bavington (Sc'85), Executive Director, Dunin-Deshpande Queen’s Innovation Centre. “Every year, the quality of participants in our Summer Initiative improves and 2017 was no exception. This event is an exciting opportunity to bring together local innovation leaders and future talent to support the growth of several start-ups in our area, and I look forward to seeing what the future holds for all our competitors.”

In addition to the eight Queen's student businesses competing in the pitch competition, four regional businesses also had the opportunity to compete for funding this year. This addition to the annual pitch competition was opened up through the Dunin-Deshpande gift, announced in 2016, to support regional innovation and entrepreneurship. Total available funding was also increased this year due to a $10,000 gift offered by the Faculty of Arts and Science and the Office of the Vice-Principal (Research).

“As a team we are thrilled about the win, and excited about the opportunities it will open up in the future,” says Dylan Houlden of Your Mobility Innovations. “Our next steps are product testing as well as setting up pilot tests with our early adopters and preparing for the GrindSpaceXL application process. We couldn't be more thankful for all the help we received from our mentors, from the QICSI Executive Team, and from the Queen’s Biomedical Innovations Team, as well as the opportunity to be a part of this years’ QICSI cohort. We would also like to thank our team from the Loyalist College Entrepreneurial Studies Business Launch program as they continue to show endless support.”

To learn more about all the teams which competed this year, click here.

International students pitch in around Kingston

The Queen's School of English Volunteer Club visits the Salvation Army
The Queen's School of English Volunteer Club visits the Salvation Army Kingston (Supplied photo)

For a group of international students, it has been a busy summer. The twenty students, representing Japan, China, Peru, the United Arab Emirates, and Korea, have been in town to upgrade their English skills through an English for Academic Purposes program. In their spare time, this group has been giving back to the community through the Queen’s School of English Volunteer Club.

“The idea to form this club came from my time teaching Social Welfare and Volunteerism in New Zealand, and speaking with international students while visiting partner universities in Japan,” says Robin Cox, Director, School of English. “Volunteering is one of the best ways for international students to get involved in their local community, and our English for Academic Purposes students here at Queen’s were seeking ways to give back during their studies. Working with our Student Life social activities monitor, Chris Suppa (Ed’17, MEd’19), we planned a program for the summer, and Chris organized a number of activities for them. We were really delighted with the response from both the students and the community.”

The club is a first-of-its-kind initiative for the School of English. After an initial meeting in early June, interested students sought opportunities to volunteer which centered on the importance of being kind to others, having fun while collaborating, and using volunteering as an opportunity to build connections and practice the English language.

The students started in their own backyard by rolling up their sleeves and doing a bit of gardening. They planted peas, summer squash, and radish seeds in the beds at the John Orr Tower Community Garden located on the west campus, and have been maintaining the plants throughout the summer months.

The students also paid a visit to Lord Strathcona elementary school for a cultural exchange in June, and prepared meals for Martha’s Table community program.

For their final act of charity, the students took up a collection for the Salvation Army Food Drive. The students chose the Salvation Army as their charity of choice due to its commitment to service both across Canada and internationally, and the fact they were operating during the summer. The 10-day food drive brought in 204 items.

“It was an absolute pleasure to work with this entire team of committed and motivated students,” says Mr. Suppa. “I am proud of every single one of them in their dedication to their studies and service. The students should be very proud knowing how many lives they touched and made a difference in.”

Due to the strong positive reception, the club will continue to be offered during English for Academic Purposes programs in the fall, winter, and summer sessions. In addition, the students who volunteered at least 20 hours each received a certificate of recognition from the School of English.

“The Volunteer Club’s support through the Summer Food Drive has made a positive impact on our agency’s Community Choice Pantry program, and we are truly grateful for their support,” says Maria Sadowy, Events, Media, & Volunteer Coordinator, The Salvation Army Kingston. “The club’s contribution allows us to continue to bring hope and dignity to those experiencing the cycle of poverty so that, together, we can work towards a stronger community. We hope that this may encourage more members in our community to get involved and help make a positive impact.”

Future volunteer events and other updates from the Queen’s School of English Volunteer Club will be available on queensu.ca/qsoe.

Ready for the big move

[Move-In Day]
Students move in to Victoria Hall last September. (Supplied photo)

Eight hours. Dozens of Queen’s, City of Kingston, and Kingston police employees. Nearly 1,000 volunteers. Thousands of students and their families – and, of course, their boxes, electronics, and personal effects.

Residence Move-In Day 2017 is Sunday, Sept. 3. For more than 4,200 first-year Queen’s University students, this will be the beginning of their academic journey as they settle into the rooms that will be their home for the year ahead. And a team of representatives from Queen’s, the City of Kingston, and Kingston Police have been meeting regularly since the spring to plan out this year’s move-in day to make it as smooth as possible.

“We are looking forward to welcoming all new Queen’s students to campus,” says Ann Tierney, Vice-Provost and Dean of Student Affairs. “As in previous years, we are working closely with our community partners to ensure a smooth a transition on what will be a busy day on and around campus. We thank all of our staff and volunteers who work so hard to make this a great day for our new students and their families.”

The Plan

Queen’s Residences assigns a morning or afternoon move-in time to each resident, based on their room number, and provides colour-coded directions to each building zone to help families navigate through construction, re-routed streets and lineups – ensuring a steady flow of cars into the streets surrounding campus.

To minimize the number of cars that need to be towed to keep traffic moving, volunteers will be ensuring that a driver stays with each car at all times so that it can be quickly moved to a parking lot.

Additionally, traffic patterns are being adjusted to account for construction in Kingston’s downtown on streets such as Division, a major route for traffic coming off Hwy. 401.

“Move-In Day is both exciting and busy,” says Kate Murray, Director, Residence Life. “With all of our amazing staff and volunteers, we’re confident that we’ll get everyone moved in and ready for University Orientation.”

Move-in begins at 8 am, with families saying farewell to students by noon for odd-numbered residence floors. For those on even numbered floors, move-in begins at 12:30 pm and concludes by 4 pm, when students join their floor mates for their first floor meeting.

While move-in is happening, family members are invited to attend sessions at 10:30 am or 2 pm in Grant Hall on main campus, and 12:30 pm in Jean Royce Hall, Room C140, on west campus. These sessions provide information about university life and services, and will be staffed by key campus contacts who can answer questions about fees, meal plans and academic accommodations. Resource tables will be staffed all day at both locations with lots of take-away materials, and free coffee.

Did you know?
...research shows students who live in residence perform better academically.
...Queen’s operates 17 residence buildings, ranging from small buildings housing 68 students to larger halls with nearly 800 students. Each residence unique in size, rooms and amenities – some have retail food outlets, others have interesting study and lounge spaces.
...Ban Righ is the oldest residence, built in 1925, while Brant and Smith are the newest, built in 2015.
...Almost every room in Waldron Tower has a view of Lake Ontario.
...Jean Royce Hall on the west campus has its own fitness room and theatre room.
...Queen’s guarantees a residence spot to all first-year students who apply and pay a deposit by a deadline.

Getting Around

For anyone not participating in move-in day, it is recommended you avoid coming to campus on Sunday, Sept. 3. There will be street re-directions, road closures and overnight parking restrictions in effect beginning the night before.

Bader Lane will close Saturday, Sept. 2 at 6 pm to provide for one-way traffic westbound. As of 7 am on Sunday, Sept. 3:

  • Albert Street will be designated one-way southbound from Queen’s Crescent to King Street
  • Stuart Street will be designated one-way westbound from University Albert
  • St. Lawrence Avenue will be designated one-way southbound from Stuart Street to King Street
  • Queen’s Crescent will be closed at Beverly Street and Collingwood Street.
  • Collingwood Street will be designated one-way southbound from Union Street to King Street.
  • Arch Street will be closed at Union Street
  • George Street will be closed
  • O’Kill Street will be designated one-way eastbound from George Street to Barrie Street.
  • University Avenue will be designated one-way southbound from Union Street to Stuart Street.

Road closures will end just after 4 pm on Sept. 3.

To view the traffic flow patterns, please visit the Residence Life website. Digital copies of the move-in map are being provided to all students.

Employees are asked not to park on campus on Sunday, Sept. 3 or the night before.

2017 Residence Move-in Day traffic map
The 2017 residence move-in traffic map (Supplied photo)

More Information

For more information on move-in day, visit the Queen’s Residences move-in webpage.

Expanding first-year transition support

Student and mentor talk at table.
Q Success connects first-year students with upper-year peer mentors.

To help ease the first-year transition to university life, the Division of Student Affairs is expanding its Q Success program to the full academic year.

Since its launch in 2013, the program had been operating for the first six weeks of the fall term.

The program invites first-year students to be matched with an upper-year mentor who can help them settle into their campus life, and connect them to resources and services. Q Success has also provided opportunities for first-year students to meet at weekly information sessions that focus on academic prep, skills development, community building, and wellness.

Feedback from participants and upper year peer mentors has led the Student Experience Office to expand Q Success from September through to April.

“The peer mentorship component of the program, in particular, has been greatly valued, not only by first-year students, but by the upper-year student mentors, who all recognize the benefits of having someone who is there to connect with, who listens, asks questions and refers students to the resources and services they may need to succeed,“ says Sara Ali, program coordinator. “The most common suggestion made by mentees was to make the program longer; there was a particular emphasis on a need for continued mentor support leading up to, and during the first set of university exams in December.”

Historically, students who have self-identified as members of under-represented populations, including international, first-generation, and Aboriginal students, as well as students with disabilities, have opted-in to the program at higher-than-expected rates.

“The things I learned from [my mentor] have helped me greatly already and I know they will continue to be relevant in the coming years,” says one mentee who participated in 2016. “Having someone who would just listen to me and provide feedback or encouragement was very reassuring,” says another. “Overall, it was a super positive experience! I'm so glad I signed up for this!”

In addition to the year-long peer mentoring program, Q Success will also feature monthly group activities. These will be run in a workshop format throughout the academic year, and will include informal drop-in sessions where students can ask questions and receive personalized supports in a casual and more social setting. The content will remain consistent with topics focused around the themes of academic success, building resilience and building community. The sessions will be run by students and staff, in collaboration with campus partners, including Student Academic Success Services, food services staff, Athletics and Recreation, the Queen’s University International Centre, and Residence Life.

Online registration for Q Success is now open! For more information, visit: http://www.queensu.ca/studentexperience/q-success


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