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Student Learning Experience

Helping first-year students find their major

Majors Night is an opportunity for first-year students at the Faculty of Arts and Science to learn about the programs that Queen’s offers to help them make an informed decision about their prospective major.

This year’s event will be held on Thursday, Feb. 28 from 4-7 pm in Kingston Hall.

[Students find information on Majors Night]
During the annual Majors Night, peers from each of the Departmental Student Councils (DSC) in the Faculty of Arts and Science are available to answer questions about their experiences within their specific programs. (University Communications)

“Majors night is a wonderful opportunity for first-year students to get advice from peers and professional staff about their academic options and where they could lead,” says Cathy Keates, Director of Career Services. “Choosing a program is a big decision for students and it’s important that they are given all of the opportunities and tools to make an informed choice.”

Peers from each of the faculty’s Departmental Student Councils (DSC) will be available at individual booths to answer questions about their experiences within their specific programs. Students will also be able to compare the different programs they’re considering and explore which options fit best with their interests and academic goals.

Staff from Career Services, and the faculty’s Academic Advising, as well as members of the faculty’s Peer Academic Support Service (PASS), will also be present to answer specific questions about choosing a program and where to find career resources at Queen’s.

“Majors Night was one of the main highlights for me at Queen’s,” says Mariam Atnasious, a second-year psychology student. “Second semester was extremely stressful with finding a house and picking a major. The peer-to-peer interaction at Majors Night provided me with detailed information for each individual major/minor/specialization that Queen’s has to offer. I personally loved the event as it was the reason I went into psychology.”

Information sessions regarding internships, exchange opportunities, degree certificates and more will be held during the event in the Reflection Room in Kingston Hall. Students can sign up for these sessions through MyCareer.

Majors Night is a partnership between Career Services, the Arts and Science Undergraduate Society (ASUS), the Arts and Science Departmental Student Councils, and the Faculty of Arts and Science.

For more information about the event, visit the Career Services website.

Opportunities for undergraduate research

[Former USSRF recipient Karen Law of fine art and concurrent education]
Former USSRF recipient Karen Law of fine art and concurrent education with her project “The Historical Photographic Documentation of the Chinese Diaspora in Canada.” (Supplied Photo)

For undergraduates looking to learn more about the research process, the Undergraduate Student Summer Research Fellowships (USSRF) provide a unique opportunity to acquire industry-ready skills and prepare for further education.

Fellowship recipients develop a research project in the social sciences, humanities, or creative arts over the course of the summer under the guidance of a faculty researcher. The USSRF program was established in 2011 to provide students with meaningful opportunities to engage in discovery-based learning and to develop research and presentation skills.

In 2019, a minimum of 19 fellowships of $6,000 each will be awarded, including funding for two projects at the Bader International Study Centre (BISC) in England. Applications are currently being accepted by University Research Services.

Bibi Imre-Millei is an undergraduate student in political studies and received a fellowship last year for her project “Droning Discourse: Remotely Piloted Systems and Masculine Protector State.”

"One of the things I enjoyed most about the USSRF is that it allowed me to build professional networks in academia,” she says. “The opportunity to be mentored while doing independent research was very exciting and unique to me. USSRF has opened so many doors for me, in that it has allowed me to build practical and necessary skills, while gaining meaningful connections with others in my field.”

Mentorship is another important component of the program. It readies students for the kind of supervisory relationship they can expect in graduate school and helps faculty members encourage students to pursue advanced research opportunities.

Karen Law was also a recipient last year while studying fine art and concurrent education. Her project, entitled “The Historical Photographic Documentation of the Chinese Diaspora in Canada,” used art-based research to explore contemporary issues of immigration and inclusion in Canada.

“My summer spent between the library and the studio allowed me to gain confidence in art research, which has propelled me into my fourth-year thesis,” she says. “The guidance of my supervisor, Dr. Joan Schwartz, was essential to the project because I was able to gain new research insights during our meetings, and she was able to help push my ideas further than I anticipated.”

While a rewarding experience for students, it also is rewarding for faculty supervisors as they guide undergraduates through their first research projects, including the non-linear road that research often takes.

“The USSRF is an invaluable opportunity for undergraduates to experience the excitement, joys, impact, frustrations, and disappointments of real research,” says Dr. Schwartz (Art History and Art Conservation). “Students learn the intellectual resilience, persistence, and sleuthing skills needed to ferret out information from unlikely sources, go down rabbit-holes and come back out unscathed, careen headlong into dead-ends and not get discouraged, and ultimately feel a sense of triumph, if not in success, then in lessons learned through a thorough search, well done.”

The application deadline for the 2019 USSRF program is March 1, at 4 pm.

Information on the program and how to apply can be found on the USSRF website.

For further enquiries, contact Traci Allen, Research Program Coordinator, University Research Services. 

The road to graduate student success

School of Graduate Studies working group to take a close look at student experience.

Fahim Quadir speaking to a student.
Fahim Quadir, Queen's Vice-Provost and Dean of the School of Graduate Studies, speaks with a student.

The Queen’s School of Graduate Studies has established a working group aimed at exploring possibilities of improving the graduate student experience at the university. This initiative was launched after discussions at a Board/Senate retreat in March 2018 and a subsequent memo drafted by Principal and Vice-Chancellor Daniel Woolf. As the future of work, student expectations, changing demographics, academic and personal supports, and funding continues to evolve, the group will analyze and make recommendations as to how Queen’s can meet these changes and challenges.

“Today’s students are looking for something new and innovative in a graduate program,” says Fahim Quadir, who joined Queen’s as Vice-Provost and Dean of the School of Graduate Studies from York University in July 2018. “They want programming that complements their academic expectations, considers their professional outlook in an evolving job market, and acknowledges their well-being as essential to their success.”

Since arriving, Dr. Quadir has been working to enhance the graduate student experience, foster excellence in research for both graduate students and post-doctoral scholars, and revitalize the foundations for student success.

“As graduate education in much of North America undergoes a transformation, we need to develop a thorough yet critical understanding of its evolving landscape,” says Dr. Quadir. “Today’s changing realities demand a new way of thinking about graduate studies but also underscore the need to introduce creative structures that champion innovative programming to maintain academic excellence, enhance the graduate student experience, promote ‘deep diversity’ and make the process of knowledge production global. One of our key priorities would be to adapt our approach to give students the best chance at success.”

The working group will convene stakeholder consultations over the coming months to explore key drivers of graduate student success, such as experiential learning, career preparedness, well-being, student supervision, and access to many different forms of support. Group members will look closely at students’ satisfaction with their academic experience, access to adequate mental health services, financial opportunities, and variables that affect the time it takes graduate students to complete their studies – with particular attention paid to how these areas of the student experience intersect.

The working group, which held its first official meeting in January, will also consider ways in which Queen’s can continue to intensify a culture of research for graduate students.

“Graduate students play a central role in shaping the frontiers of research,” says Dr. Quadir. “So much amazing work is being done by graduate students here at Queen’s. It is important for us to magnify the prominence of their contributions to advancing scholarship.”

The working group will gather data throughout the Winter Term, producing a final report for the Principal and Vice-Chancellor Woolf in May that will include short-, medium-, and long-term goals for strengthening the graduate student experience. Recommendations will include best practices that can be customized and applied at both the institutional and program levels.

“Our goal is to make Queen’s the preferred destination for graduate education, known for its excellent graduate student experience,” says Dr. Quadir.

For more information on the working group, contact Heather Merla at the School of Graduate Studies.

In tune with the community

Queen's University nursing students gain valuable experience while working with different organizations and groups.

[NURS 405 programs]
Students from the School of Nursing's NURS 405 course worked with university and community groups on a wide range of topics including food security, physical activity, healthy eating, and mental health. 

Becoming a well-rounded student to prepare for life after graduation often involves working in the community. The NURS 405 course in the Queen’s University School of Nursing provides a unique town-gown opportunity for fourth-year nursing students.

As part of their clinical placement, the students work with community organizations on projects that focus on a wide range of topics including food security, physical activity, healthy eating, and mental health. This year, two of the projects featured students working with Kingston Housing and the Office of the Provost.

“There is a lot of critical thinking included with these projects,” says School of Nursing Professor Deborah Tregunno. “The students often go into these assignments thinking they know what’s best for their community clients. But this is very much a learning experience on both sides, which is critical to their development in nursing.”

Meagan Franchetto and Jillian Koskins worked with the Frontenac Housing Corporation’s tenants on developing resources focusing on food insecurity and nutrition, including shopping for food, food labels, food storage and preparation. On a weekly basis, both students interacted with the tenants and Franchetto says it was moving to positively influence the daily lives of her clients.

“It was easy to assume we would go in and know exactly what to do because of our training,” she says. “That wasn’t the case at all. We really took the opportunity to get to know our clients and built the programming around their exact needs. It was eye opening.”

Sarah Gelmych and Courtney Gallant took on the challenge of enhancing the university’s Swipe It Forward program. The pilot program was designed to combat food insecurity on campus through the donation of meals from students with meal plans.

“Many people on the Queen's campus are unaware that students are facing food insecurity issues,” says Gallant. “The Swipe it Forward program is a way to help and our job was to raise the profile of the program within the student population but also with the faculty and staff.”

Gelmych says 39 per cent of post-secondary students in Canada face some type of food insecurity which essentially means there are barriers to the student eating properly on a daily basis. With the program, students can donate up to five meals per semester and a new poster campaign, designed by Gelmych and Gallant, should help raise the profile of the program on campus.

They also created a new website Food For You which provides links to programs on campus.

“We are teaching the students to communicate with all populations – the NURS 405 course lets them step outside the ‘Queen’s bubble’ and work in the community,” says School of Nursing instructor Denise Neumann-Fuhr. “The community organizations reap the benefits but so do our students.”

Student outreach draws women to STEM

Queen’s Engineering student volunteers participate in a wide range of community outreach and partnership initiatives throughout the year. 

[Robogals outreach with young girls]
Robogals Operations Manager, Heather Litwiller (Sc’18), works with outreach program participants on programming EV3 Robots.(Supplied Photo)

The Faculty of Engineering and Applied Science (FEAS) dedicates significant resources to initiatives designed specifically to meet and engage community, industry, and alumni partners.

But not every community outreach initiative from Queen’s Engineering is driven by the faculty.

Many initiatives, under the umbrella of the Engineering Society of Queen’s University (EngSoc), have deep community, industry, and alumni connections. These are projects conceived, planned, and executed almost entirely by volunteer students.

One issue on which engineering students are working to affect positive change in the wider world is the gender imbalance in STEM fields, particularly in engineering. There are more students and faculty who are women in Queen’s Engineering than ever before and more are coming every year. Still, only a little more than 30 per cent of first-year students are women, and women account for only about 13 per cent of licensed engineers in Canada. It’s a complicated issue but getting girls and young women interested in STEM fields early is one of the keys to moving those numbers closer to parity.

Queen’s Women in Science and Engineering (WiSE) is a student club that, among other things, runs youth outreach programs on campus and in primary and secondary schools around Kingston. The club’s activities are specifically designed to get girls interested in STEM before they start making decisions about what to do after high school. It’s all about making opportunities for young people to see women as role models, not only for girls, but for boys, teachers, faculty, and for one another.

Queen’s WiSE Coordinator Kenzie Spence (Sc’20), and Queen’s WiSE President Beatrice Kaiser (Sc’18) are two of the more than 100 Queen’s WiSE volunteers. (University Communications)

“We received an email from a parent whose child attended one of our school outreach programs,” says Queen’s WiSE President, Beatrice Kaiser (Sc’18). “Her daughter decided after our program that she wants to become a scientist. That’s impactful on me. It’s just so exciting when you hear kids say, ‘I want to be an engineer. I want to be scientist.’”

The Queen’s chapter of Robogals is another growing student outreach program. It’s one of more than 30 Robogals chapters around the world that aim to inspire young women into STEM fields through exposure to robotics. Here at Queen’s, Robogals hosts a series of fun workshops in which local kids learn some robotics basics, just as first-year Queen’s Engineering students do, with Lego EV3 robots. Some of the workshops are all-girls but many are co-educational.

“I was lucky that my parents encouraged me to pursue STEM early on,” says Queen’s Robogals Operations Manager, Heather Litwiller (Sc’18). “But when I was in high school one of the reasons girls chose not to go into computing or physics was because they’re kind of isolating, solitary pursuits. You have to work on them by sitting at a desk by yourself. I love Robogals because it’s social. We give groups of girls robots and laptops and they’re chatting, laughing, working together. STEM becomes a way for them to make friends while at the same time seeing future career options.”

Both WiSE and Robogals liaise regularly with STEM education professionals in FEAS’ full-time youth outreach operation, Connections.

“There’s a lot of new collaboration with Queen’s Engineering Outreach Lead, Scott Compeau,” Kaiser says. “We share school contacts, support, equipment, and information, and we work together to ensure our programs don’t overlap to the point of redundancy.”

In the end, the students of WiSE and Robogals are working to tear down barriers to entry in STEM fields, not to create new ones or to foment division. Perhaps the best outcome will be that gender becomes irrelevant to academic or aspirational potential in STEM.

“Our main mission is to get more women involved in STEM,” says Queen’s Robogals President, Madeline MacLean (Sc’18). “We don’t exclude boys. We have guys on our executive every year and it’s important for guys to be welcome here. It’s almost a solidarity thing.

This article was first published on the Faculty of Engineering and Applied Science website

New summer studies offered at the BISC

[Bader International Study Centre]
Through Castle Summer+, undergraduate students at Queen’s can take part in a six-week study abroad program at the Bader International Study Centre (BISC) at Herstmonceux Castle in East Sussex, England. (Supplied photo)

Applications are now open for Castle Summer+, a six-week study abroad program at the Bader International Study Centre (BISC). 

Undergraduate students in their second through final years are invited to live and study at Herstmonceux Castle in southern England from May 3 to June 15. 

With smaller class sizes and the opportunity to do primary research in their chosen major, Castle Summer+ prepares students for graduate school and offers workshops and learning opportunities that are different from any other study abroad program.

“The academic experience at the BISC is anchored by the belief that there’s nothing better than learning by doing,” says Christian Lloyd, Academic Director at the BISC. “Our Experiential Learning Opportunities and Career-Ready workshops encourage our students to develop the skills they need to succeed through active participation and personal contact with primary sources, outside of a traditional classroom environment.”

Unlike other programs offered through Queen’s, Castle Summer+ brings independent research in the humanities and social sciences to the forefront. The university is committed to advancing global research collaborations, and the interdisciplinary approach of this new program hopes to facilitate international co-operation and student success within these fields. 

Students complete 9.0 units during the Castle Summer+ program, meaning this is a tremendous opportunity for upper year students to have an international experience and build their resumes and networks while staying on track for graduation. Students will also be able to apply the skills they learn over the summer to their studies at Queen’s.

The summer program includes a four-day trip to London, which allows students to travel and immerse themselves in British culture and history, as well as conduct research in world-class museums and institutions

“The Castle experience is a perfect blend of adventure and academics,” says Nick Isaacs (ArtSci’22), a former BISC student. “You really are given every opportunity to grow as you participate in classes taught by amazing professors during the week and get to explore the world on the weekends.”

BISC at 25

This summer the BISC is also celebrating its 25th anniversary. Celebrations will be held over Canada Day weekend and will include poutine, street hockey and the official opening of the new on campus Science and Innovation Laboratory. Starting in Fall 2019, this state of the art facility will allow the BISC to offer a variety of STEM courses. 

For more information about Castle Summer+ and the 25th anniversary celebrations, visit the BISC website.

Applications for the Castle Summer+ program are due by April 1.

Taking stock of teaching

Pilot survey reviews how students evaluate their instructors.

Students attending class in an auditorium.
The Queen's Survey of Student Experience of Teaching pilot project has completed its first phase. (Photo by Garrett Elliot)

Last fall, students from 53 Queen’s University courses participated in a new survey as part of a pilot project designed to help improve existing teaching assessment methods. The pilot, tentatively called the Queen’s Survey of Student Experience of Teaching (QSSET), will proceed to its next phase when meetings with members of the campus community are assembled to examine the survey process and the effectiveness of the questions.

“We’re very excited about our preliminary findings and look forward to sharing these initial observations with the Queen’s community,” says Denise Stockley, QSSET pilot lead, and Professor and Scholar in Higher Education with the Office of the Vice-Provost (Teaching and Learning). “As the pilot project continues to progress, we have the opportunity to deepen our understanding of students’ perspectives on teaching and tools that can be used to determine these perspectives.”

Members of the Teaching Assessment Implementation Committee (TAIC) engaged in the development of the QSSET are currently in follow-up discussions with respondents and participating faculty following the survey, and will now invite the Queen’s community to learn about the pilot’s first-phase data in a series of upcoming meetings. Two in-person meetings are scheduled for Monday, Feb. 11 and Wednesday, Feb. 13, and an online meeting is scheduled for Thursday, Feb. 14. Those interested in attending a session are asked to register in advance.

“This is an exciting opportunity to renew an important process and I’m pleased to see that the first phase of the QSSET pilot has been a success,” says Jill Scott, Vice-Provost (Teaching and Learning).

The Joint Committee to Administer the Agreement (JCAA), a group comprised of representatives of the Queen’s University Faculty Association and the university administration, convened the TAIC with a mandate to review the existing University Student Assessment of Teaching (USAT) survey. The USAT has been used to assess student satisfaction of teaching since the early 2000s, and TAIC was asked to review the current survey and propose potential revisions to improve the effectiveness of the tool.

Undergraduate and graduate students across all faculties completed the pilot survey, including those in a variety of lecture, lab, tutorial, and seminar courses. Uniquely, the QSSET pilot survey also surveyed online- and blended-learning courses; courses the USAT survey and its predecessors have not traditionally evaluated. Questions were divided into four categories to collect information on a student’s experience, the instructor, the course, and course infrastructure.

“The work of the TAIC group has been rigorous and has led to fruitful discussions with our pilot participants about teaching and learning at Queen’s,” says John Pierce, TAIC Co-Chair. “We’re looking forward to engaging with the wider campus community as we continue to examine the survey feedback, and to providing our full recommendations on how best to evolve teaching assessment surveys.”

The TAIC will present a report and recommendations to the JCAA for its consideration by late March.

Queen’s celebrates Loran Scholars

Scholarship recipients are selected based on a mix of academic achievement, extracurricular activity, and leadership potential.

[Loran Scholars]
Fourth-year Political Studies student Frannie Sobcov speaks about her experiences at Queen’s University as a Loran Scholar during a celebration event held Jan. 17 at the University Club. (University Communications)

Students who receive a scholarship from the Loran Scholars Foundation are among the top undergraduates in the country and Queen’s University hosted a special event on Thursday Jan. 17 to celebrate the dedication and accomplishments of the Loran Scholars who chose to attend Queen’s.

[Loran Scholars]
Queen's University's Loran Scholars were recognized at an event on Jan. 17 attended by Principal and Vice Chancellor Daniel Woolf, Associate University Registrar (Student Awards) Teresa Alm, and Loran Scholars Foundation Chief Executive Officer Meghan Moore, along with mentors and other university representatives. (University Communications)

The event was attended by the scholars and their mentors as well as Principal and Vice Chancellor Daniel Woolf, Vice-Provost and Dean of Student Affairs Ann Tierney, as well as representatives from the Loran Scholars Foundation, including Chief Executive Officer Meghan Moore.

Fourth-year Political Studies student Frannie Sobcov spoke about her experiences and how the network of Loran Scholars has helped her during her time at university.

Each year, 34 students are selected nationwide to receive the multi-year scholarship. Currently, Queen’s has 10 Loran Scholars who have arrived from across the country to pursue their studies in a wide range of disciplines.

More than 5,000 students applied for a scholarship this past year. Scholars are selected, through a rigorous adjudication process, on the basis of character, commitment to service, and leadership potential.

The Loran Scholars program provides students with a tuition scholarship and a living stipend. They also receive personal and professional development opportunities, participating in enterprise, community development and public policy related summer internships, often including at least one international experience. The program connects students with a mentor – individuals who are influential in communities, government or various disciplines – for the duration of their undergraduate studies.

For more on the Loran Scholars Foundation, go to loranscholar.ca.

Inviting Indigenous voices into the classroom

New funding for faculty seeking to incorporate Indigenous perspectives into student learning.

[Clement Chartier, President of the Métis National Council]
Clement Chartier, President of the Métis National Council, speaks at a town hall event during the 2018 Aboriginal Awareness Week at Queen's in March. A new pilot project, the Indigenous Initiatives Visitorship Fund (IIVF), offers financial support to invite Indigenous knowledge keepers, elders, and community representatives to be guest speakers in the classroom. (University Communications)

Queen’s faculty can now apply for funding designed to incorporate more Indigenous voices and perspectives into the classroom. Part of a two-year pilot effort, the new Indigenous Initiatives Visitorship Fund (IIVF) will provide financial support to faculty seeking to invite Indigenous knowledge keepers, elders, and community representatives to be guest speakers.

“Students across disciplines most often learn from books, lectures, and theoretical discussions, but less so from direct sources; from those who their future careers may most impact,” says Kanonhsyonne (Janice Hill), Associate Vice-Principal (Indigenous Initiatives and Reconciliation). “Helping Queen’s faculty to host Indigenous speakers who can shed light on real, lived experiences from within communities, adds new perspectives and nuances that can enhance student learning and advance reconciliation on campus.”

All faculty can apply for one of five yearly grants of $2,000 to cover speaker fees, room and equipment rentals, travel expenses, meals, and tokens of appreciation. The funding does not cover equipment purchases, charitable donations or wages, or expenses in support of individuals attending a visitor’s lecture. A selection committee will assess applications based on suitability of the speaker or event, and the impact the speaker’s visit would have on advancing reconciliation and promoting Indigenous ways of knowing.

“The IIVF will help promote an understanding of Indigenous histories, perspectives, and contemporary issues within the university community,” says Ms. Hill. “It’s about building relationships with Indigenous communities, organizations, and individuals to foster mutually beneficial collaborations that can boost Indigenous education opportunities and research partnerships.

Applications for funding will be accepted once per term, with the Winter Term deadline falling on Friday, Feb. 15, 2019, and the Fall Term deadline on Tuesday, Oct. 1, 2019.

“Faculty interested in incorporating Indigenous voices into the classroom may not know where to look for applicable speakers,” Kanonhsyonne says. “Our office is available to assist in finding appropriate guests, as we have a number of Indigenous staff members at Queen’s, and expansive networks across local communities and the country.”

For more details on the funding, and how to apply, visit the Indigenous Initiatives Visitorship Fund information form or contact the Office of Indigenous Initiatives. The Office of Indigenous Initiatives and the Deputy Provost (Academic Operations and Inclusion) will review the IIVF program after the two-year pilot period.

Information on the full complement of Indigenous Support on campus, visit the Inclusive Queen’s website.

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 will be accessible to the world with the introduction 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. 

Offers of admission to the new program may be made only after the university’s quality assurance processes are complete and the Ontario Universities Council on Quality Assurance has approved the program.

“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 is currently scheduled to begin in May 2019. Learn more at smithqueens.com/mma.


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