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Rector Niki Boytchuk-Hale will join the ranks of a small group of student Rectors who have opted for an additional year in the role. Traditionally, Rectors serve for two years and leave office upon completing their studies at Queen’s. Rector Boytchuk-Hale though will stay on as she is remaining at Queen’s to pursue a PhD in education following the fulfillment of her Master’s in Education this year.

As one of the three highest officers of the university, working alongside the Chancellor and Principal, Rectors take on the important task of representing student voices, most notably on the Board of Trustees and various committees. In the past two years, Rector Boytchuk-Hale has also continued the tradition of using the office to hear from students directly and has prioritized transparency.

The Gazette sat down with the Rector to reflect on her tenure and her thoughts on what Queen’s future can look like.
 

Of the many things you have been a part of and achieved in your time as Rector, what are you most proud of?

It’s hard to decide on just one thing. My top priority has always been communications, so I am proud to have developed a strong presence in spaces students occupy, rather than asking them to come to me. Not only can I share information more effectively, but students are more likely to reach out for assistance–many contact us through our . A consistent presence in these spaces requires a lot of dedication, so I owe many thanks to my team for making this priority, and others, possible.

I’m also really proud of the creation of the Student Leader Development Conference. I began it in my first year in the role thanks to the support of Principal Deane, with the hope to empower student leaders. The conference has continued since, and each year the responses from attendees are overwhelmingly positive.
 

What about the role of Rector has surprised you since you took office two years ago?  

Universities are big ships which take time to turn. Some projects I work on are collaborative and take longer to come to fruition, so it has been a learning curve to figure out how the Rector’s office can help make progress. On the opposite end, for initiatives run solely by my office, I was initially struck by how quickly I could begin putting projects into motion—the perks of not having a boss. I've also been surprised by the relationships I've fostered with university administrators. These relationships make the work I do possible, by facilitating supports and insights.
 

Last December, the Board of Trustees approved and made public the Queen’s Bicentennial Vision. What about the Bicentennial Vision excites you most?

I say to students at convocation that “the way we spend our days is the way we spend our lives.” I think that’s true of the university as well, and the ��ɫ��Ƶ Bicentennial Vision offers a plan of how we will go about our days so that we are where we want to be in 2041. A lot of the vision excites me, but the focus on developing student leadership opportunities is at the top of the list.  

Queen’s is notorious for fostering student’s leadership abilities, having a robust student government, and 300 or so clubs. As a university, we owe a lot of thanks to students, who actively seek out and create opportunities. Principal Deane and I talk extensively about how to best support this aspect of the Queen’s learning environment, so I am excited that there is a plan to set our goals into motion.
 

How do you imagine that developing the leadership capacities of students might support the university’s priority of advancing the UN Sustainable Development Goals?

Queen’s students want to see positive changes in their communities, and in taking on roles to make this happen, contribute significantly to the university’s SDG-related priorities. In fact, a large volume of what Queen’s submits for the Times Higher Education Sustainability Impact Rating are student-led initiatives. Further developing student leadership capacities would strengthen that connection.
 

Why has it been important for you to champion inclusivity during your tenure as Rector?

As Rector you are given a lot of privilege, power, and influence. Because of that, it’s my responsibility to elevate voices that often go unheard and to give a platform when possible. In addition to being important to me, the causes I have promoted are also important to many students, so I think my support in these areas also makes me a better representative.
 

Did your priority of inclusivity inform your choice to take on an additional year?

If I were to finish in August, I would walk away satisfied with my tenure, having achieved most of my goals. That being said, there are a couple additional items I’d like to accomplish during this final year, mostly regarding accessibility and inclusion. I hope that I'll be able to move these projects along and, in doing so, cement for future Rectors that these priorities are important.

Also, representation has an amazing way of highlighting what is possible. If my continued presence in the office of the Rector gives some young women the inspiration to pursue the role, I would be very content.

Rector Niki Boytchuk-Hale addresses the graduating class at convocation.

As Rector, you preside over convocations with the Chancellor and Principal. What is that like?

It's so much fun. There’s an indescribable energy you feel looking at hundreds of graduates beaming, living a day that they have been looking forward to and will hopefully remember for a long time. It’s heartwarming to see the guests in attendance–parents, siblings, sometimes children–cheering them on. Meeting and celebrating the honorary degree recipients, who have notable achievements, is also a great pleasure.
 

Do you have any advice you would like to give to students graduating this spring?

Remember graduates, the next decision you make doesn’t have to be perfect. Your life is a series of steps–it doesn’t rest on one decision. You’ll likely test out many different jobs and possibly a variety of careers, and that is all ok.