Principal's Impact Courses

The selection committee welcomes creative and imaginative proposals to be considered for the Principal’s Impact Courses initiative – those courses you would develop if only you had the resources and support needed to make it happen. Funds will be granted for the development of courses that directly support the goals outlined in Queen’s Strategy, including integrating teaching and research, enhancing inquiry-based learning, and enhancing local and global community connections. The Principal’s Impact Courses initiative also supports Queen’s strategic goal to reconceive educational offerings to better prepare students to have impact in their chosen careers and throughout their lives.

This exciting initiative is part of a longer-term commitment to transform curricula by enhancing already-existing undergraduate courses or developing new courses with the purpose of supporting inquiry-based ‘wicked idea’ experiences, community impact, and the integration of research into the student experience as emphasized in Queen’s Strategy.  Proposals are invited for courses that address one or more of these three areas with a focus on the world’s most significant and urgent challenges.

Grants provide up to $10,000 in one-time funding to develop the course of your dreams. Funds must be used for at least two iterations of the course, though sustainable approaches that extend beyond the one-time funding are preferred. The budget may be used creatively to support the development of educational experiences that push the boundaries of teaching and learning and invite us all to think and practice differently and collaborate with others in that journey. This initiative is not intended to support purchase of IT equipment (tablets, laptops, smartphones), laboratory equipment, or consumables.

In this call, up to five (5) courses will be selected to receive funding for delivery in the upcoming academic year. Applicants must hold a tenured, tenure- track or continuing appointment. The recipients will be invited to participate in teaching and learning events including a showcase celebrating teaching at Queen’s.

Additional Supports

Successful applicants will be provided with educational development support from the Centre for Teaching and Learning, and supports from discipline and faculty relevant units, where available.

Proposal Content

Proposals must address the following - up to a maximum of three (3) pages.

  1. Applicant's name, appointment, and Department affiliation. Proposals from a team of applicants should identify one person as the primary contact;
  2. Proposed course name, course code (if applicable), description and intended learning outcomes;
  3. Statement of the ways in which the proposed course relates to one (or more) of the strategic goals identified (see above);
  4. Statement indicating support from the department head/school director/or dean;
  5. Preliminary plans for evidencing the success of the course.
  6. A detailed budget that outlines expenditures for at least two iterations of the course.

Selection Criteria

  1. Do the proposed course description and learning outcomes align with the intentions of the Principal’s Impact Course program in supporting inquiry, community impact, and research as key features of undergraduate learning?     
  2. In what ways does the course enhance the student learning experience?
  3. In what ways does the course align with the overall academic program(s) to which it belongs?  How does it support students’ progress toward achieving program-level outcomes?
  4. Is the proposed budget directly related to enhancing inquiry, community impact, research, and the overall quality of the student learning experience? Do budget allocations support the sustainability of the course for at least two iterations?  

Selection Process

The Principal’s Impact Course program is sponsored through the Office of the Principal and administered through the Centre for Teaching and Learning. Two faculty members, and one representative each from the Office of the Principal, Office of the Vice-Principal (International), Office of the Vice-Principal (Research), and the Alma Mater Society will form the selection committee. The Associate Vice-Principal (Teaching and Learning) will serve as chair without voting privileges.

Deadline for Submissions:

Proposals must be submitted electronically as a PDF to the Centre for Teaching and Learning to ctl@queensu.ca by Monday, April 11, 2022.

 

2022 Principal's Awards Recipients

Courses receiving funding range in topic from impact-driven leadership to the effect of humanitarian crises on health and health systems.

ANAT599: Research Investigations in Anatomy

Applicant Team: Michael Adams, Diane Tomalty, and Olivia Giovannetti, Department of Biomedical and Molecular Science

ANAT 599 will be a new course focusing on collaborative (team-based) research in Anatomical Sciences.  Students will use innovative team-based approaches to devise research questions that address knowledge gaps in the Anatomical Sciences while developing tools for improving anatomical education.

RELS3XX Living with the Dead: Religion, Culture and Death
Applicant:
 Richard Ascough, School of Religion
In this interactive, inquiry-based course students will develop their own research project in order to explore how human beings attempt to live with the dead and to share spaces and lives with those who are no longer alive. Students will be asked to: articulate various conceptions of death that arise in religious traditions; examine the forms and functions of how humans ritually engage with death and the dead; analyze cultural and historical trends in how people live with death; and deploy methods and theories of religious studies.

Foundations of Humanitarian Health Emergencies
Applicant Team:
 Susan Bartels and Heather Murray, Departments of Emergency Medicine and Public Health Sciences
With experiential learning activities and authentic assessment built around real-world scenarios, this course will prepare students to develop skills and apply knowledge to support those affected by humanitarian health emergencies. Students will critically assess how people and their environments are affected by natural and man-made disasters, evaluate how assistance is (and could be) delivered, and anticipate risks to both responders and beneficiaries.

Turtle Island Speaks: What Geography, History and Ecology Tells us About Anishinaabe and Haudenosaunee Histories of Eastern Ontario
Applicant:
 Scott Berthelette, Department of History
Rather than relying exclusively on classroom learning and traditional pedagogical methods, this course seeks to examine more closely Indigenous histories and historical geographies by working in collaboration with Indigenous organizations, communities, and keepers of oral traditions, cultural insight, and traditional and ecological knowledge. This course is interdisciplinary drawing upon methodologies from Indigenous studies, ethnohistory, geography, environmental history, literary studies, and material culture studies. By bringing these methodologies together, this course seeks to bring a fresh and unique perspective to Anishinaabe and Haudenosaunee histories of eastern Ontario.

Proposed modification to an existing course: FOCI 290 Teaching At-Risk Children
Applicant:
 Dr. Alana Butler, Faculty of Education
FOCI 290 will develop effective trauma informed, culturally relevant pedagogical strategies to support the success of children who are ‘at-risk.’. Learners will study the impact of socio-economic status, social identities, Indigeneity, family dynamics, structural factors, and biological influences. The course will build toward a community project designed to benefit elementary-school aged children attending schools in lower socio-economic areas in North Kingston.

Computation and machine learning in geosciences through music
Applicant:
 Hom Nath Gharti, Department of Geological Sciences and Geological Engineering
With the rapid advance of computing technology, computation and machine learning have become indispensable tools in many fields. This course combines the beauty of music with the power of advanced computation and machine learning to inspire next-generation scientists and engineers to tackle a vast array of problems in geosciences and related fields. Musical or sound data, both instrumental and natural, will be collected, computed, and analyzed, and later applied to solve real-world problems in geosciences.

Research Team Challenges in Chemistry and Physics
Applicant Team:
 Rob Knobel, Physics, Engineering Physics and Astronomy; Richard Oleschuk, Chemistry; Marc Dignam, Kenneth Clark, Philippe Di Stefano, Jasmine Corning, Meghan Corbett, Julian Caza, Jennifer Low, Chemistry/Physics Teaching and Learning Initiatives Committee
The Chemistry and Physics departments will integrate research and experiential learning into the undergraduate curriculum, called Research Team Challenge (RTC). Three units will be offered, which will be spread out over a full academic year. This integration connects students to current problems and applications of their courses; Engages students by giving them agency in picking their research topics; Allows students to work on interdisciplinary projects between Physics and Chemistry; Gives students confidence in their abilities; Connects students to meaningful projects, such as those supporting the sustainable development goals (SDGs); Connects students to the community and/or relevant industries; and Inspires students from underrepresented groups. Additionally, this broad integration of research in the curriculum is not done to this extent at comparable institutions, making the RTC course a hallmark experience, distinguish Queen’s from other universities.

Business for Good - An Introduction to Impact-Driven Leadership
Applicant: Jean-Baptiste Litrico, Centre for Social Impact
Business for Good replaces COMM104 as the only mandatory course on social impact in the Bachelor of Commerce Curriculum. The goal is to prepare students for how to deal with a range of complex social and environmental challenges during their future career as organizational managers and leaders, by giving them an opportunity to contribute through experiential learning to real social impact projects submitted by local social purpose organizations. Overall, this course will: Equip Commerce students with the first-hand and theoretical knowledge they need to understand the complexity of social impact; Utilize experiential learning opportunities to deepen student learning; and Have a concrete and real-life impact on local social purpose organizations, thereby strengthening the relationships between the university and its community.

Belle Park: Exploring (UN)Sustainable Reality
Applicant Team: Dorit Naaman, Film and Media, Alexander Braun, Physics,
Engineering Physics and Astronomy
Exploring (UN)Sustainable Reality explores interwoven environmental, socio-economic, and arts and cultural issues related to the United Nations (UN) sustainability goals and attempts to find solutions using inter- and cross-disciplinary perspectives. It also exemplifies past and present Indigenous approaches to the environment, and as such can model sustainable principles beyond Western paradigms. The course is based in the field, in the classroom, in labs, and various archives, as well as community venues. Real world problems require multi and interdisciplinary teams in the broadest sense, to find solutions. Students from across the university – engineering, sciences, social sciences, humanities, arts and planning – form groups that focus on a burning question and will approach inquiry-based learning with much autonomy in planning, executing and presenting their projects.

HLTH 351/3.0 Health in Humanitarian Crises at the Bader International Study Centre
Applicant: Beth Richan MSc (RHBS), Health Studies and Health Sciences Programs, Bader International Study Centre
Humanitarian crises due to natural disasters, armed conflict, disease outbreaks, and other threats are growing contributors to ill-health worldwide. The on-going effects of crises on health and health systems can lead to destabilization and cripple years of social development progress. Undergraduate student research will contextualize global events through problem- and active-based learning and will act as the cornerstone to discover, examine, and assess the contributors and risk factors of populations affected in complex environments due to humanitarian crises from a health perspective. Research, case studies, evolving current events, and experiential learning (EL) will be utilized to anchor course content. By offering enhanced EL opportunities, integrating a more fully developed interdisciplinary approach, and entrenching student research, students will have a new and expanded sense of inquiry in order to further develop their academic confidence, personal growth, and research skills.