Queen’s Faculty of Education

Dean’s Review2017-18

3 Dean’s Message

4 Our Faculty

6 Student Engagement

8 Truth and Reconciliation

10 Diversity and Inclusion

11 Research Excellence

15 Student Success and At-Risk Youth

17 International

18 Digitalization and Online Courses

19 Advancement

Contents

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Dean’s Message Welcome to the first edition of theQueen’s Faculty of Education Dean’sReview. This annual publication aims to engage and inform alumni and theeducation community about theactivities, goals, and accomplishments at our Faculty.

2017-2018 has been an exciting andproductive year. Our faculty renewal is in full swing with the arrival of three newfaculty members in 2017-18 and anotherfour who joined us summer 2018. Wehave a new smudging space in our ateplounge and renovations are completedfor our ever-growing Professional Studiesand School of English units.

Our students continue to impress uswith their enthusiasm and dedication toeducation. Among the many studentaccomplishments this year, PhD studentJackson Pind received a Government ofCanada History Award, M.Ed. studentsSawyer Hogenkamp and Voila Davidmade it to the final in the #Queens3mtCompetition, and 13 teacher candidateswent to Ghana and Côte d’Ivoire as partof the 1 Million Teachers project.

Keeping true to our goal of fosteringprogressive, ethical leaders in education,a new research group share wasestablished to bring together scholars insocial justice, Indigenous education, andcurriculum studies to develop projectsthat critically examine historical practicesin education that are exclusionary and to

recommend and develop pedagogies ofreconciliation. Our partnerships with theNational Centre for Truth andReconciliation (nctr) and SistemaKingston offer further opportunities to support our community locally andnationally while providing importantlearning experiences for our students.

We were thrilled to welcome theFaculty’s first Elder-in-Residence, B.Ed.alumna Deb St. Amant (Bezhig WaabshkeMa’iingan Gewetigaabo) in October 2017.Her role supports our wise (WorldIndigenous Studies in Education)

students and our Faculty as we work to meet the recommendations made in Queen’s Truth and ReconciliationCommission Task Force Final Report,“Yakwanastahentéha: Aankenjigemi/Extending the Rafters.”

As we celebrate our 50th year atDuncan McArthur Hall, we look forwardto building on these successes in the yearto come. We hope that you stay in touchand see what is happening through our website, social media, the Alumni eBulletin, The Knowledge Forum, andPopular Podagogy.

Dean Rebecca Luce-Kapler

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Our FacultyQueen’s University Faculty of Educationembraces diverse perspectives oneducation, fostering multidisciplinaryexpertise and a collaborative learningand research community.

2000+students

120+faculty members and instructors

140+online additional

qualification courses

33,000+alumni

around the world

Practicum placements at

275+schools in Canada

and internationally

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2018 marks 50 years of the B.Ed. and Dip.Ed. programs. Weare marking this anniversary with a conference, “Teachers as Change Leaders,” during 2018’s homecoming and therelease of a book, 50 Moments of Queen’s Education, with anintroduction by our Associate Dean Graduate Studies andResearch, Dr. Theodore Christou, and contributions fromQueen’s University’s official historian Dr. Duncan McDowall.To read more about our homecoming events and publicationsvisit our website: http://educ.queensu.ca/Education50th.

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Student EngagementThe unique nature of our B.Ed. programcontinues to attract high-caliberapplicants. Our graduates complete theirdegrees sooner than other Faculties inthe province and bring their researchconcentration and alternative practicaexperiences to a competitive job market.We continue to exceed our enrolmenttargets for the concurrent andconsecutive B.Ed. programs.

We are continually strengthening our programs to meet student needs. An annual survey for B.Ed./Dip.Ed.

graduates tracks their career paths. Weleverage the data from this survey tobuild programs and services that meetthe needs of teacher candidates enteringan evolving workforce.

All our faculty members arecommitted to student engagement andexcellence in their teaching. Many of our professors received awards for theirteaching this year. Dr. Holly Ogden wasrecipient of the Faculty’s TeachingExcellence Award, given annually to a faculty member who demonstrates

outstanding teaching, creates innovativelearning environments, and supportsstudent success. The Golden Apple,presented by the Education StudentSociety for outstanding commitment tothe education of pre-service teachers,was shared this year between StephenHarberer and Dr. Derek Berg. Dr. LindsayMorcom was the recipient of Queen’s

2017 Teaching Award for PromotingStudent Inquiry which recognizesinnovative instructional design thatenables active student engagement inlearning.

The Faculty is lucky to have multiplein-house avenues to share studentresearch.

The Rosa Bruno-Jofré Symposium in Education (rbjse) hosted anothersuccessful graduate symposium. Thisyear was the largest external graduatestudent attendance.

The graduate student-run publicationResearch in a Nutshell brings togethergraduate student and faculty research in a concise and accessible format.

The recently launched podcast,Popular Podagogy, engages researchersand instructors in education, includingthe research and experiences of ourstudents.

The final issue of the Faculty’sresearch publication, the Education Letter,was released in summer 2017. In fall2018 we launched The Knowledge Forum

Dr. Holly Ogden leads aB.Ed. class in winter 2018

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to continue discussion of the majorissues in education. This primarilyonline publication brings togetherfaculty, alumni, and students to shareideas and research.

This year, the Barbara Crook Fundwas used to bring filmmaker JayMiddaugh to the Artist in CommunityEducation (ace) classes. Jay is a Kingstonbased filmmaker who runs a local musicschool and has made feature films,including live in Kingston, whichfeatured live local music in the city.

Outdoor and Experiential Education

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(oee) students again had theopportunity to participate at theCanadian Student Outdoor EducationConference in February. Hosted everyyear at the Faculty, the conference isnamed in honour of Bert Horwood, aretired Queen’s professor whose workhas had a significant impact on outdoorand experiential education.

The Education Student Society (ess)continues to be an active presence atDuncan McArthur Hall organizingprofessional development workshops,equity awareness campaigns, and

multiple socialevents. OurEducation GraduateStudent Society(egss) is an advice,academic, and socialgroup that organizesmany events for graduatestudents. egss hosted alunch connection programto connect students andprofessors, launched theWorks in Progress initiative tosupport students withproposals, paper and analyses,continued to host ScholarShareand FacultyShare, and held anumber of social events forgraduate students.

Teacher education Orientation activity “marshmallow challenge”

Every year the Practicum Office awards the Associate School ofthe Year and the Associate Teacher of the Year. Over 1000

teachers at approximately 200 associate schools are essentialto the successful education of our teacher candidates. This

year’s winners are:

Associate School of the Year

Secondary School: John McCrae High School

Elementary School: Woburn Junior Public School

Associate Teacher of the Year

Monika Sklepowics, Fellowes High School

Megan Ransom, Weston Collegiate

Lori Drawetz, Moraine Hills Public School

Chris Alfano, LaSalle Secondary School

Luisa Italiano, King Edward Public School

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Truth and ReconciliationThe Faculty supports Indigenousknowledge and students through anumber of initiatives, including the newlyestablished Elder-in-Residence, therenovated atep lounge, a medicine gardenin Paul Park, and a smudging space.

A series of posters by Oji-Cree artistBruce Beardy was recently installed inDuncan McArthur Hall. The originalseries of paintings was commissioned by the oct and are Indigenous depictionsof the Standards of Practice.

This year we established an ongoingseries of Indigenous ProfessionalDevelopment Workshops for faculty and staff on issues such as cultural safety,Indigenous 101, and integratingIndigenous knowledge into curriculum toensure that our classrooms and studentservices reflect the recommendations inthe Yakwanastahentéha: Aankenjigemi

Extending the Rafters: Truth andReconciliation Commission Task Force Report.

The Faculty is very excited about anew partnership with the National Centrefor Truth and Reconciliation (nctr)based at the University of Manitoba.Through this partnership the Faculty issupporting Imagine a Canada, a nationalart and essay competition that asksyoung people to share their vision ofwhat the future of Canada will look likethrough the lens of truth and reconciliation.You can learn more about the nctr andthe Imagine a Canada project on theirwebsite: www.education.nctr.ca.

The Faculty of Education launched a service to support Ontario Imagine a Canada projects in 2017-18. Teachers,schools, and students seekinginformation, advice, or guidance indeveloping Imagine a Canada projectscan contact us by phone or email. Youcan learn more here:http://educ.queensu.ca/imagineacanada.

Donations to the Aboriginal InitiativesFund help support our Imagine a Canadawork and other programs and initiativesthat support truth and reconciliation andIndigenous education.

The community-based AboriginalTeacher Education program (atep) hasbeen offered at sites across the provincesince 1991. We recently revised thecommunity-based atep on Manitoulin

Island to include an additional emphasison Indigenous language teacherpreparation and Northern teacherpreparation. An extended summer term(one month) on-campus strengthensconnections between Queen’s and theIndigenous communities represented by our atep students from across theprovince.

Another unique aspect of this programis the mandatory alternative practicum, a flexible 90-hour Anishinaabe Aadizwincultural engagement which requirescommunity-based atep students tocomplete an Elder-approved and drivenprogram, with cultural activities rangingfrom ceremonies and traditionalteachings to Anishinaabemowinlanguage instruction.

Community-based atep students cannow apply for the oct TransitionalCertificate of Qualification and Registrationat the end of the first session and severalcourses are now blended, offered onlineand on site at M’Chigeeng First Nation.

The Elder-in-Residence position wasestablished in October 2017 to providethe necessary support for the wise students.Our Elder, Deb St. Amant (BezhigWaabshke Ma’iingan Gewetiigaabo), is a B.Ed. alumna. She describes the largestpart of her role as a “cyber elder” as shevirtually connects and provides guidanceto wise students across Ontario.

The logo for theAboriginal TeacherEducation Program(ATEP)

Aboriginal TeacherEducation Programstudents in theATEP lounge

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Diversity and InclusionThe Faculty is actively promotingintercultural and equity training for allfaculty, staff, and students. We have addedaccessible and gender neutral washroomsto Duncan McArthur Hall; deliveredworkshops for teacher candidates onintercultural competence, safe andaccepting schools, and teaching lbgtq;and developed workshops for faculty andstaff on Indigenous knowledge, culturalsafety, and diversity and equity issues.

Many of our faculty members, such as Dr. Lee Airton, undertake research tosupport diversity and inclusion in ourschools.

Dr. Airton’s teaching, research, andadvocacy work focus on enablingindividuals and institutions to welcomegender and sexual diversity. Theirresearch explores the micropolitics ofgender and sexual diversityaccommodation in k –12 and t eachereducation, with emphasis on issuesfacing transgender/non-binary people.

Learn more about Dr. Airton’s workon gender-neutral pronoun usage andtheir No Big Deal campaign here:https://www.nbdcampaign.ca.

Our Faculty has partnered with 1 Million Teachers (1mt). Founded byHakeem Subair, 1mt’s goal is to attract,

train, and retain 1 million teachers, anddevelop the capacity to train more, indeveloping countries through its onlineplatform. Utilizing reward-based,accessible training, 1mt supportsteachers as engaged and motivated life-long learners. In the past year, the Facultyproduced ten modules on topics rangingfrom types of learning exceptionalities toinquiry-based teaching. A group ofteacher candidates and Dr. Jane Chintravelled to Ghana and the Côte d’Ivoireto support teachers in using 1mt. Forfurther information on the project, pleasevisit https://www.1millionteachers.com.

From left to right: Dr. Peter Chin, AssociateDean, UndergraduateStudies; Mrs. Muhammed,Director, Inspire Academy;Halimo Wali, 1MT ChiefLearning Officer; HakeemSubair, CEO of 1 MillionTeachers

Dr. Lee Airton,Assistant Professorand founder of theNo Big Dealcampaign

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Research ExcellenceThe Faculty’s research initiatives areclosely aligned with Queen’s University’sStrategic Research Plan. We areexpanding the Faculty’s researchexpertise in current and emergingeducational fields while ensuring ourprevious strengths continue to thrive.

Dr. Liying Cheng was among fiverecipients of the Queen’s 2017 Prize forExcellence in Research. Dr. Cheng’sresearch into how effective assessmentpractices can lead to enhanced languageteaching and learning outcomes forsecond-language students has influencededucation policy, curriculum, pedagogy,and language assessment practices. Sheis highly respected for her research into“washback,” or the impact of languageassessment practices on languagelearning and teaching.

Multiple faculty members receivedsshrc grants over the past year.

Dr. Ben Bolden, along with co-applicantDr. Christopher DeLuca, received a 2017Insight Development Grant for theirproject titled Building Creative Capacitythrough Assessment for Learning in the Arts.

Dr. Chris DeLuca received a three-year Partnership Development Grant fora project he is working on with BronwenCowie (The University of Waikato),Christine Harrison (King’s CollegeLondon), and Jill Willis (QueenslandUniversity of Technology) titled PreparingTeachers for the Age of Accountability: An

International Partnership for EnhancingTeacher Education in Assessment.

Dr. Pamela Beach and Dr. GailHenderson (Queen’s Faculty of Law)have received a 2017 InsightDevelopment Grant for their projecttitled This Little Piggy Went Banking:Examining Potential Conflicts of Interest inFinancial Literacy Education Resources forElementary School Teachers.

Dr. Kristy Timmons received a sshrcExplore Grant for her project, What is Self-Regulation Anyway? which examinesthe ways in which self-regulation isdefined and promoted in early yearspractice and policy in Ontario.

Celebration of Scholarly Activity On February 22, 2018, we celebratedsome of the achievements of our facultymembers. The second annualCelebration of Scholarly Activityrecognized four faculty members fortheir research, awards, and publications.

Dr. Rosa Bruno-JofréDr. Bruno-Jofré published two books:Catholic Education in the Wake of Vatican II(with a sshrc Connection Grant) andVatican II and Beyond: The Changing Missionand Identity of Canadian Women Religious.She also received a sshrc Connection

Dr. Liying Cheng receiving the 2017Excellence inResearch Prize

Participants at MSTE’s 25thanniversary working on aGeorge Hart mathematicalsculpture

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Grant to organize a symposium oneducationalization of social and moralproblems and received TD Bank’s awardfor 10 most influential Hispanic Canadians.

Dr. Chris DeLucaDr. DeLuca received the AmericanEducational Research Association (aera)Outstanding Paper Award in ClassroomAssessment for his paper “ChangingApproaches to Classroom Assessment: An empirical study across teacher careerstages.” He also received a sshrcPartnership Development Grant for theproject Preparing Teachers for the Age ofAccountability: An International Partnership forEnhancing Teacher Education in Assessmentand a sshrc Insight Development Grant forBuilding Creative Capacity through Assessmentfor Learning in the Arts.

Dr. Ben KutsyurubaDr. Kutsyuruba co-edited a book,The Bliss and Blisters of Early CareerTeaching: A Pan-Canadian Perspective.

Dr. Tom RussellDr. Russell received the isatt Award fromthe International Study Association onTeachers and Teaching for significant andexemplary contributions throughresearch, teaching, and professionalservice in the international field ofteaching and teacher education.

Our PhD candidates are pursuing excellent research in a diversity of disciplines. Four graduate students were awarded cgs and sshrc grants this year: Trevor Strong,Rebecca Stroud-Stasel, Eleftherios Soleas, and Michael Pitblado. Their work is wide-ranging and reflects the diversity and experience in our Faculty. Trevor Strong is exploring creativity in the classroom; Rebecca Stroud-Stasel is looking at howcommunity, citizenry, and agency are created in an experimental cross-cultural highschool theatre project; Eleftherios Soleas is examining how expectancies and valuescan overcome innovation’s costs; and Michael Pitblado is undertaking an exploration ofsecondary history educators’ approach to teaching about the perpetrators of theHolocaust.

Our graduate students were widely recognized and awarded this year. Theiraccomplishments are too many to name here and are highlighted throughout the year on our website and social media.

Graduate Student Awards HighlightsTri-Agency Recipient Recognition Award (Queen’s University) Andrew Coombs

Ontario Secondary Art Educator of the Year Award (Ontario Art Education Association)Agnieszka Chalas

Joan Kamps Bursary (Ontario English Catholic Teachers Association) Jenna-Leigh Di Nardo

Cynthia Chambers Master’s Thesis Award Honourable Mention(Canadian Association for Curriculum Studies)Lalai Muhammad Abbas

Huntley Macdonald Sinclair Travelling Scholarship (Queen’s University)Nasreen Sultana

Ontario Graduate Scholarship (OGS) Recipients Rebecca Stroud-Stasel; Eleftherios Soleas; Leena Yahia; Joseph Stafford; Alice Johnston; Hasan Kettaneh; Kyle Robinson; Clarissa de Leon

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Our research groups continue to foster asupportive and innovative researchcommunity at the Faculty.

Assessment and Evaluation Group (AEG)The Assessment and Evaluation Group(aeg) brings together faculty membersand graduate students to undertakecollaborative research in assessment andevaluation, including regular roundtablesfor graduate students throughout the year.This year aeg hosted two visiting scholars,Grace Scoppio, Associate Professor, RoyalMilitary College of Canada and TaoXiong, Guangdong University of ForeignStudies, School of English and Education.

Mathematics, Science and TechnologyEducation Group (MSTE)The Mathematics, Science andTechnology Education Group (mste) is aresearch and development teamdedicated to improving teaching andlearning in mathematics, science, andtechnology in schools and in teachereducation. The Group promotes greaterawareness of the links betweenmathematics, science, and technology;the advancement of accessibility to thesefields; and, education for socialresponsibility. mste supports and hosts anumber of events every year, includingthe MathOlympics, a Science Fair, and anumber of workshops and lectures.

Social Healing and ReconciliatoryEducation (SHARE)Our new research group share bringstogether scholars in social justice,Indigenous education, and curriculumstudies to develop projects that criticallyexamine historical practices in educationthat are exclusionary and to recommendand develop pedagogies of reconciliation.Faculty members, Dr. Lee Airton, Dr.Alana Butler, Dr. Jennifer Davis, Dr.Rebecca Luce-Kapler, and Dr. LindsayMorcom are the founding members ofthis group. The energy and innovation of

this group of scholars brings a newstrategic research direction to the Faculty.

Social Program Evaluation Group (SPEG)The main focus of speg is the socialdevelopment of disadvantaged groups forthe optimal achievement of theiropportunities and capacities. Undertakinga range of applied research, development,and evaluation projects, speg has been apillar of the Faculty since 1980. spegcontinues to conduct many researchprojects, including the Health Behaviourin School-Age Children (hsbc) study.

Theory and History of EducationInternational Research Group (THEIR)This international group of scholarsrepresents members from Spain, Austria,the usa, Chile, and Canada. The goals oftheir are to conduct interdisciplinaryresearch in the history and philosophy ofeducation, encourage interdisciplinarydialogue, participate in public discourse,and promote collaboration. The groupedits Encounters in Theory and History ofEducation / Rencontres en Théorie et Histoirede l’Éducation and recently launched aMonograph Open Series, Theory andHistory of Education, hosted by the Queen’s

University Library Journal HostingService and Scholars Portal. Dr. RosaBruno-Jofré and her collaborators in theirwere awarded a sshrc Connection Grantin 2017 “Educationalization of Social andMoral Issues in the Western World.”

Focus on Research What’s in a Grade? A multiple perspectivevalidity study on grading policies, practices,values, and consequences

Funded by a SSHRC Insight Grant, Dr. Liying Cheng (principal investigator), together with Dr. Christopher DeLuca (co-investigator), areinvestigating the a of grades by examining thepolicies, practices, values, and consequences ofteacher constructed grades in Canada and China.

2017-2018 Faculty Research

multi-author7

books

sole authored2

books

chapters29

edited3

books

books/chapters 30

peer-reviewed82articles

technical reports62

articles 36 papers presented

174at conferences

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Student Success and At-Risk YouthThe Faculty embarked on a newpartnership with Sistema Kingston in 2018.Based on El Sistema in Venezuela, SistemaKingston is an after-school music programfor under-served students, focusing onbuilding teamwork, creativity, responsibility,and social growth through the pursuit ofmusical excellence. Sistema Kingstoncurrently offers free group instruction atMolly Brant School in Kingston. The Facultywill be working to support this importantinitiative in a number of ways, includingconnecting our teacher candidates with theprogram for their alternative practicum.

Donations to our Teaching ExcellenceFund will be used towards supportingSistema Kingston.

Many of our faculty participate inresearch and outreach that helps developtools, resources, and support for at-riskstudents.

Dr. Alana Butler’s research focuses on at-risk children and their families inelementary and secondary school settingsand the implications of equity, diversity,and inclusion policies and practices fromk–12 and in higher education. Her mostrecent publication, “Nothing, or AlmostNothing, to Report: Early ChildhoodEducators and Discursive Constructions ofColorblindness” confronts constructionsof colour-blindness in early childhoodeducation.

Dr. Alana Butler,Assistant Professorof At-Risk Learnersand Student Success

Focus on Research Collaborative Design Research to Support Space, Material, and Technology-Use in Flexible-Use School Spaces

School consolidation, new school construction, a renewed focus on science,technology, engineering and mathematics (STEM), and interest in the “makermovement” have given rise to concerns about how flexible spaces in schoolscan be leveraged for maximum instructional value by teachers. Funded througha seed-grant from the Mathematics, Science and Technology Education group(MSTE) Dr. Reeve, Dr. Vanessa Svihla (University of New Mexico), and graduatestudent Allison McMillan (M.Ed.) are working with the recently opened St. Francisof Assisi Catholic School on a project to optimize the use of space in two roomsat the school: the Da Vinci and Makerspace rooms.

The researchers engaged school staff in a collaborative design process to

develop optimal use for these flexible spaces which are presently being usedas traditional classrooms. Initial findings indicate behaviour management,challenges providing hands-on learning opportunities, a need for teacherautonomy, and the relationship between structure and freedom areprominent factors influencing the use of these spaces. The next phase of thestudy will investigate teachers’ instructional practices in flexible-use spaces,their approach towards STEM subjects, and will consider how teachers’instruction evolves as they take part in designing these new spaces at theirschool. This research seeks to inform how teachers can use flexible maker-spaces to meet the needs of their students and local community.

Our first incomingdual degree studentsfrom South ChinaNormal University

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InternationalOur diverse and inclusive communityis strengthened by our internationalpartnerships and the development ofnew initiatives. We provide our studentswith valuable cross-cultural learningopportunities through the internationalalternative practicum placements,international exchange, study abroadopportunities, and our growinginternational program offering such asthe new dual degree in Master ofEducation with South China NormalUniversity.

The Faculty continues to explore newpartnerships and program opportunities.In 2016, we developed a new pathwaywith the Bader International StudyCentre (bisc) in East Sussex, England,allowing concurrent education studentsto enroll there for their first year ofstudies. This unique study abroadexperience offers new and excitinginternational learning opportunities toour teacher candidates. We have alsodeveloped an International Strategic Planto increase international student mobilityand collaborations, including teachingpractica and careers abroad.

Last year, 24 percent (121 students)participated in an internationalalternative practicum in 38 countries.Many students share their “alt prac”stories with us after they return toDuncan McArthur Hall. Laura Schindel,an ace student, travelled to Cork, Ireland

to intern at the Crawford Art Gallery,Maggie Chan worked with InternationalEducation (ie) in Hong Kong, and 10teacher candidates travelled to Kenya tohelp out at Living Positive Kenya. You canread about these, and other adventurousstudents on our website:educ.queensu.ca/studentexperience

The Faculty is developing additionalinternational collaborations on the B.Ed.and graduate levels, as well asdeveloping partnerships to offer onlinePost-Graduate Certificates tointernational schools that work with ourTeaching Overseas Placement Services.

The Teaching Overseas RecruitmentFair (TORF) continues to serve theQueen’s community and internationalschools around the world. In 2018, 45international schools representing over30 countries, and over 190 candidatesparticipated in the recruitment fair.

The Faculty of Education has beenhome to the Queen’s School of English(QSoE) since 2013. QSoE welcomes over600 students annually from around theworld with an average of 15 or morecountries of origin represented everyterm. QSoE offers non-credit languageprogramming through a variety ofintensive short-term and full-termcourses supplemented with a supportivestudent life program of extra-curricularactivities and trips.

QSoE brings over 75 years of expertisein teaching English as a SecondLanguage to international students,allowing the Faculty to extend ourteacher development outside of Canada.We hosted teachers from Panama andSpain in 2018, and continue to developnew international partnerships that willprovide development programs toteachers across the globe.

Our Continuing Teacher Education(CTE) department continues to expandinternationally, growing beyond itsonline additional qualifications (aq)course offerings to Ontario teachers.Starting in 2018, cte is offering onlineteacher development courses to teachersin New York. cte has begun to offer itsonline courses to teachers in othercountries, starting in 2017 with a group ofteachers in Ukraine.

Our international connections createnew opportunities for us to share,celebrate, and showcase the rich culturesthat we have at the Faculty. Ourinternational partnerships are a valuableresource as we work towards enhancinginternational mobility for our graduatesand the international reputation of theFaculty’s innovative research program.

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Digitalization and Online CoursesThe Faculty of Education has embraceddigitalization through streamliningadministrative practices and movingtowards a paperless office in many of our units. We have expanded our onlineadditional qualification (aq) courses and our post-graduate offerings online.Education is a lifelong pursuit, and theseflexible, online programs offer high-calibre, flexible, relevant courses forteachers and other professionals.

Continuing Teacher EducationContinuing Teacher Education (cte)has expanded from 50 course offeringswhen it moved online in 2001 to over 150 online course offerings today. cte

continues to increase its course offeringfor teachers in Ontario, British Columbia,and the United States. Fifteen new aqcourses were launched in 2017-18 , aswell as a new bc Certificate Program inMathematics Education. Visit cte’swebsite for details:coursesforteachers.ca/home.

In order to share its expertise inteaching and learning, cte opened a unitfor professionals across multipledisciplines, Professional Studies, in 2017,offering online professional developmentcourses for working professionals such as early childhood educators, educationalassistants, international educationadministrators, and editors. Courses are

written and taught by experts in the field,and are offered in a flexible, onlineenvironment, where students haveopportunities to network withinternational colleagues while workingon real-world tasks.

Graduate Diploma in Professional Inquiry (Online) GDPIand Professional Master of Education (PME)The gdpi and pme are online graduateprograms established by the Faculty in2015. The Graduate Diploma inProfessional Inquiry (gdpi) is an online,part-time program designed foreducators and other professionals.Professional inquiry is the intentionalexamination of practices or programs to understand more about them, solveproblems, or effect change.

The Professional Master of Education(pme) consists of ten online courses withconcentrations including AboriginalEducation, Assessment and Evaluation,Classroom Specialist, Literacy, andTeaching Abroad. Additional fields arebeing developed for the PME to meet the growing demand and interest in theprogram.

AdvancementOur advancement efforts support students,teachers, and the community through awide range of programming and services.

The Teaching Excellence Fund receivesthe most donations from individualcontributors every year. This fund bringsspeakers to the Faculty, as well as variousother activities to support education,including Sistema Kingston. TheAboriginal Initiatives Fund supports thedesign and innovation of Indigenousteaching and learning programs. The firstpriority for this fund was to establish an

Elder-in-Residence to support students inour wise program. This fund also supportsour Imagine a Canada initiatives andworkshops on Indigenous knowledge.

Priority Funds The Faculty’s priority funds are ourTeaching Excellence, Aboriginal Initiatives,and Community Initiatives Funds. Thesefunds help support our Indigenousinitiatives, Sistema Kingston, and manyother projects and impact our students and the wider education community.

$18,796 in total giving to these three funds

The Faculty sincerely thanks all of ourdonors. Your generosity supports adiversity of programs and opportunities,and helps us bring our students andresearch to communities and classroomsin Ontario, Canada, and internationally.

Visit www.givetoqueensu.ca/educationto donate.

The Faculty’s first Elder-in-Residence,alumna Deb St. Amant

2017-2018 Donations OUR ALUMNI AS DONORS

622 unique donations fromEducation alumni

Loyal Alumni Donors to the Faculty5 years of giving consecutively – 163 alumni10 years of giving consecutively – 81 alumni 32 years of giving consecutively – 3 alumni

Gifts, Pledges andMatching Gifts to theFaculty of EducationMajor Giving $300,000Gift Planning $12,840Annual Giving $31,720

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Faculty of EducationDuncan McArthur Hall511 Union StreetQueen's UniversityKingston ON Canada k7m 5r7educ.queensu.ca

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