Adapting to Remote Teaching

Queen’s University has currently mobilized resources to manage the Coronavirus COVID-19 situation. For the most up-to-date information on the subject, please see the Queen's Coronavirus website.

In the Faculty of Engineering and Applied Science we have a full-service Engineering Teaching and Learning Team (ETLT) composed of several specialists.  The ETLT is available to you while you adapt to Remote Teaching. Every instructor is encouraged to have a 1:1 conversation with a member of the ETLT when considering course designs for the Winter. To book your first consultation, please contact the ETLT.  For a general overview start with these short videos in the Remote Teaching 101 series: Student and Instructor Challenges (5 mins), Guiding Principles (11 mins), Purpose-built Video (8 mins), and Labs and Tutorials (6 mins).

Secondly, see the Top 5 Key Elements to good remote teaching as identified by Upper Year Students in Fall 2020. These student recommendations are discussed in more detail along with the results from the F20 Remote Learning Student Survey in this presentation recording (13 min). You can also watch this short video (9 mins) on the Winter 2020 Engineering student experience with remote teaching (or see the summary sheet). Students provide helpful insights that can guide your teaching approach moving forward.

At any time, you can reach the ETLT at or via the LiveChat widget found at the bottom of this page with any questions you may have. We are here to help.

The Centre for Teaching and Learning (CTL) has prepared a Transforming Teaching Toolkit to help you think through how you can design your course(s) and teaching approaches to be flexible and adaptive. We recommend you explore the Toolkit carefully. One key element is a consideration of the student experience. In typical face-to-face teaching models, students spend a large amount of time interacting synchronously with members of the teaching team as well as other students. In remote teaching or online learning settings, too much synchronous interaction equates to too much screen time. If a learning outcome can be achieved in a fashion that does not need a synchronous session, then instructors should prepare asynchronous materials (i.e. readings, videos, etc.). Staff in the ETLT can help you decide what is best done synchronously in your course and what would work better asynchronously. Note at the bottom of the CTL's Toolkit page is a list of recorded webinars from Summer 2020. These webinars addressed various topics to support instructors with their course development and delivery.

The ETLT have included more resources in the six categories shown below that extend upon the CTL’s Tookit to address some engineering specific needs. Lastly, you may find the Working From Home resources compiled by FEAS IT also useful.
[Inclusive Community]
[Course Organizatation]
[Student Engagement]
[Assessment Strategies]
[Tech Solutions]