As students, faculty, and staff return to campus life and community this fall, a new Student Resource Guide will identify the variety of services available across campus to keep students safe and supported.

Compiled by the Division of Student Affairs, the guide aims to assist students through their academic journey by featuring categorized links to resources like:

• Food Services (which now includes a kosher catering menu and daily halal, vegan, and gluten free options),
• wellness supports (including access to a Black student support co-ordinator, Jewish student support advisor, and Palestinian student support advisor), and
• career support services (including career advising and experiential learning programs).

It also links to several policies and protocols to help students organize campus life activities, including event planning protocols, demonstration guidelines, and more.

“As a community, we must remain committed to ensuring the safety and security of all students as we settle into our return to classes and campus life,” said associate vice-president of student affairs, Shetina Jones.

“Students, faculty, and staff play an important role in ensuring all students and visitors feel confident while on campus to learn and exchange ideas,” said Dr. Jones. “Our hope is that the Student Resource Guide becomes a helpful tool for the University community to reference throughout the year.”

Ghallia Hashem, president of the University of Windsor Students’ Alliance, said the guide is a vital tool that encourages students to thrive and excel in their academic journey and beyond. “The Student Resource Guide is an asset for navigating our campus resources effectively. As a student, I've personally benefitted from the comprehensive support it outlines, from academic help to wellness services.”

Jones noted that the guide will be updated regularly as policies and supports become available. For more information, visit the Office of Student Experience website. Faculty and staff are encouraged to visit the Human Resources website for information about policies and resources for employees.

After years of journaling, writing essays, reflections, and short stories, Claudio D’Andrea (BA 1986) began noticing a common thread in his work — much of it was intertwined with music.

D’Andrea is now debuting his book Stories in the Key of Song, a collection of 10 short stories and one essay written over the last 10 years, all united by a musical motif. The collection launches Thursday, Sept. 12.

“It started unintentionally. I just love music. I love listening to it and playing it. I used to be a drummer back in the day, and I still get on my little electric drum kit and practice whenever I can,” D’Andrea said. “Music has always been playing in the back of my mind, so I think it naturally inspired my writing. It started showing up quite a bit, in small ways and large.”

A lifelong writer, D’Andrea has worked in journalism and the newspaper business for more than 35 years. He first dabbled in creative writing in high school and as a student at the University of Windsor, and then returned to the art form about 10 years ago.

Inspiration strikes D’Andrea in many forms — a photograph, a phrase, a Christmas costume he once wore, or a song lyric can spark a story.

“The last story in this collection began when I woke up one morning with the phrase ‘I meme mine’ in my head. Of course, it’s the famous Beatles song, ‘I Me Mine’ and I wondered, ‘Where did that come from?’ I thought it was a cool, unique expression,” D’Andrea said.

That phrase led to his story I Meme Mine, about a failed writer who finds success in the afterlife by mining George Harrison memes.

Stories in the Key of Song showcases a variety of literary styles and topics. According to publisher Black Moss Press, the collection spans everything from realistic character portrayals to horror, surrealism, and metafiction.

One story, Bus Stop, Bus Goes, was inspired by the 1960s pop-rock band The Hollies’ song Bus Stop, and D’Andrea’s own commute. It tells the story of an older woman with an ear for music who meets a young man on a Transit Windsor bus one New Year’s morning.

"I guess that theme was in my head, and I just thought of the main character in that story. I pictured her on the bus, this troubled character, with that song playing in my head. Those two things kind of dovetailed, and the story came together from there,” he said.

That story is also being adapted into a short film.

D’Andrea was approached by friend and videographer, Walter Riggi, to see if he had any work that might translate into film. He chose Bus Stop, Bus Goes because it is character-driven and dialogue-focused. D’Andrea, Riggi, and Christian Vegh — a local guitarist, songwriter, actor and model — have been working on the film together.

“We’ve gone through a few readings and revisions, and it’s been great,” D’Andrea said. “It’s been very different. It’s a different kind of writing, and my friend has been opening my eyes to seeing it from a videographer's perspective, which is where a lot of the changes come from. It’s been fun!”

Committed to expanding the understanding of mental health stigma, Sebastian Gyamfi, an assistant professor in the Faculty of Nursing, aims to advance equity in mental health care.

His journey into mental health began with a personal push from his mother and has since focused on improving care practices. From Dr. Gyamfi’s early academic days in Ghana to earning his PhD at Western University, he has concentrated on addressing stigma and promoting well-being.

Gyamfi’s research examines key predictors of stigma among marginalized populations and develops strategies to inform health and social programming. He hopes to foster a collaborative environment, bringing together experts in the field to develop solutions that drive social change and address issues such as health inequity, homelessness, and social inclusion among vulnerable and marginalized groups.

DailyNews will showcase the contributions and insights of members of the Black Scholars Institute leading up to its official launch on Sept. 26 and connected with Gyamfi to discuss his research goals and experience in the mental health field.

Q: Tell us about your research interests and what projects you’d like to pursue at UWindsor:

A: I intend to contribute to global mental health by widening the scope of contemporary stigma theory through my research, which is situated within three pillars: health and well-being, social inclusion, and social justice. My research focuses on two key areas: (1) identifying key predictors of stigma among marginalized persons, especially individuals with mental health problems, and (2) developing appropriate remedial strategies and guidelines to inform health and social programming. I apply both qualitative and quantitative methodologies in research to generate evidence by delving into sociocultural paradigms for best practice initiatives in mental health care.

Q: Can you share a bit about your academic journey and what inspired you to pursue a career in mental health?

A: My academic journey was not a straightforward one. Initially, I had no desire to become a mental health professional due to the associated stigma. It was my mother’s persuasion that led me into this field. However, once I entered the program, I found my passion and felt that this was the right place for me. I have never looked back since. After earning my diploma in mental health, I pursued my bachelor’s and master’s degrees at the University of Ghana in Accra, Ghana. After teaching at various universities and colleges for about eight years, I received a scholarship to complete my PhD at Western University in London, Ontario. Prior to joining the University of Windsor, I taught at the Faculty of Health Sciences at Western University.

Q: What led you to become a part of the Black Scholars Institute?

A: My decision to join the Black Scholars Institute at the University of Windsor was influenced by my deep-seated desire to instruct, guide, and mentor students, a role I have fulfilled with satisfaction over the years in both Ghana and Canada. Joining the BSI presents an opportunity to bring my over 10 years of international teaching experience, mental health expertise, research skills, and knowledge to ongoing education and scholarship. I am committed to supporting the growth and development of the Black Scholars Institute at the University of Windsor.

Q: Could you explain the significance of your work and research interests?

A: Looking ahead, my medium- to long-term goal is to foster a collaborative environment with other experts in the field of mental health and stigma. Together, we can develop innovative solutions that drive social change and address mental health stigma and structural violence, health inequity, homelessness, community integration, and social inclusion among vulnerable and marginalized populations. My research has implications for dynamic stigma theory development, mental health promotion, and well-being while improving social equity, resilience, and inclusion for marginalized groups, especially Black, Indigenous, and People of Colour (BIPOC).

Q: What do you believe are some of the most pressing challenges in your field today?

A: The historical, social, religiocultural, and institutional embeddedness of mental illness stigma makes it difficult for society and other social institutions to ensure equity for all within the social space. The stigma attached to mental health care is still an ongoing phenomenon due to the inherent power differences between those who consider themselves ‘normal’ and those society perceives as ‘sick’ or ‘not normal.’ Globally, governments are either hesitant or unwilling to invest in mental health research and care. Stigma remains a double jeopardy for marginalized persons with mental illness, especially for BIPOC, in relation to access and appropriate support.

Q: In what ways do you hope your research and work will influence policy and mental health care?

A: Religious pluralism and multiculturalism are major strengths of Canada. However, religiocultural and structural competency tools for caring for diverse People of Colour are still lacking. I hope to integrate research findings from the individual, social, organizational, and structural levels into a multidisciplinary action plan to inform social and health policy to address inherent social inequities that undermine the social determinants of health for marginalized groups. I intend to enhance equity and increase the social involvement of persons with mental illness by collaborating with key stakeholders to (a) review and propose suggestions to strengthen or enforce existing mental health legislation, (b) formulate key ideas to inform or transform mental health educational programs, (c) inform and engage with policymakers to make resources available to assist and empower welfare groups in supporting marginalized populations, and (d) increase public advocacy and engage employers and employees to support the rehabilitation of individuals with mental health issues.

With a dedication to addressing educational inequities and promoting community well-being, education professor Juliet Bushi has built a career focused on improving the experiences of marginalized groups.

Her research spans health, mental well-being, and international mobility, with a particular focus on Black and Indigenous students. By tackling barriers to education and creating inclusive pedagogies, Dr. Bushi aims to foster critical thinkers and provide equitable learning opportunities.

Bushi’s projects include connecting Black teacher candidates across continents and developing physical literacy programs for students with cognitive and physical conditions. With a decade of experience in health education and youth programs, she also founded a non-profit for culturally relevant STEAM education for Black and racialized children.

DailyNews will showcase the contributions and insights of members of the Black Scholars Institute leading up to its official launch on Sept. 26 and connected with Bushi to discuss her research goals and education experience.

Q: Tell us about your research interests and what projects you'd like to pursue at UWindsor.

A: My research interests concern areas in health and mental health and well-being, experiences of Black students (K-12 and post-secondary education), international mobility, Indigenous health, social determinants of health and well-being, neurodiversity, public health policies, physical and health literacy, and anti-Black racism. I am mostly interested in research that engages communities that continue to be systematically marginalized (locally and grassroots).

Q: Can you share a bit about your academic journey and what inspired you to pursue a career in education?

A: I started my university career as a sessional lecturer while pursuing my Master’s in public administration at the University of Regina in 2011. At that time, I was hired as a sessional lecturer with the First Nations University of Canada, where I taught for over a decade in the health studies unit, and as a sessional instructor in the Faculty of Kinesiology and Health Studies at the University of Regina. I was an active union member and served on various committees and two bargaining tables. At the University of Regina, I was also hired as a faculty supervisor for teacher candidates during pre/internships in both elementary and secondary schools. Fostering my passion for working with youth, in 2016 I founded a non-profit summer program (www.canahari.ca) for Black and racialized children, where I provided culturally relevant STEAM programming and a comprehensive physical activities program.

Q: What led you to become a part of the Black Scholars Institute?

A: The prospects of working alongside other talented Black scholars who are not only passionate about education but are well-versed in engaging communities with their research and scholarship and building healthy and thriving communities.

Q: Could you explain the significance of your work and research interests?

A: The significance of my work spans over three continents (Africa, North America, East Asia, and Europe). Currently, I am working on international mobility research that involves Black teacher candidates at the University of Windsor, Botswana Open University, and the University of the West of England, Bristol. This research aims to connect teacher candidates across these continents to engage in intercultural dialogue, share pedagogies, and understand possible barriers that continue to limit Black students from pursuing international teaching and learning opportunities. I am also the principal investigator on an SSHRC partnership grant with Family Respite Services, focusing on training teacher candidates to work with students with cognitive and physical conditions while improving physical literacy.

Q: What do you believe are some of the most pressing challenges in your field today?

A: Education politics (in its broadest and simplest forms), racial representation, learning and teaching gaps, teacher retention, limited community-based collaborations, and learning and research opportunities, to name a few.

Q: In what ways do you hope your research will influence education?

A: Locally: Build critical thinkers and independent learners, and support Black youth. Scholarly: Contribute to ongoing scholarly work in advancing physical and health literacy education in teacher colleges and contribute to the growing scholarly work on understanding educational gaps and the schooling experiences of Black students. Theoretically: Establish comprehensive and inclusive pedagogies, especially in the areas of inclusive physical and health education.

A free event in the CAW Student Centre Commons from 11:30 a.m. to 1:30 p.m. Thursday, Sept. 12, will launch the 2024-25 iteration of the UWill Discover Sustainable Futures project.

It will feature free chili while it lasts, a Kahoot competition with prizes, award-winning presenters Dami Babs-Olorunfemi and Lindsey Boshart, and activities from campus partners, including the Model United Nations team, the Leddy Library, the Sustainability Office, STEMx Policy, Lancer Leadership Ambassadors, Outstanding Scholars, and the Golden Key Society.

“This project is recognized for its global vision and I’m incredibly thankful to the many campus partners who have contributed to help the event flourish,” says project lead Tim Brunet of the Student Success and Leadership Centre.

Amaya Alvez, a visiting scholar in the Faculty of Law, will present a seminar titled “International Law Against Indigenous Peoples” on Wednesday, Sept. 18, at noon in the Don Rodzik Moot Court.

Dr. Alvez, a faculty member at the University of Concepción, Chile, since 1998, specializes in public law and the history and philosophy of law.

Her research covers theory of law, comparative constitutional law, and international human rights law. Her work, particularly with Indigenous Mapuche communities, is widely recognized.

Elected to the Chilean Constitutional Convention in 2021, she advocates for decentralization, water rights, and Indigenous rights. Currently she serves two national commissions, one as a member of the Chilean Commission for the National Policy on Decentralization and another as a member of the Scientific Committee on Climate Change in charge of providing national guidelines on public decisions.

Next week’s seminar is free and open to the public, but those planning to attend are encouraged to register in advance. Find more details and registration here.

In her book The Walls Have Eyes: Surviving Migration in the Age of Artificial Intelligence, lawyer and anthropologist Petra Molnar tells a truly global story — a dystopian vision turned reality, where your body is your passport and matters of life and death are determined by algorithm.

Associate director of the Refugee Law Lab at York University, Molnar examines how technology is being deployed by governments on the world’s most vulnerable with little regulation and how borders are now big business, with defense contractors and tech start-ups alike scrambling to capture this highly profitable market.

Based on years of researching borderlands across the world, The Walls Have Eyes reveals the profound human stakes of the sharpening of borders around the globe, foregrounding the stories of people on the move and the daring forms of resistance that have emerged against the hubris and cruelty of those seeking to use technology to turn human beings into problems to be solved.

Molnar will discuss her work in a free public seminar on Wednesday, Sept. 18, the first in the 2024 series presented by the LTEC Lab and the Transnational Law and Race Justice Network.

The event will begin at noon and is offered in person in room 0140, Ron W. Ianni Faculty of Law Building, or online. Register here to attend.

As the new academic year begins, note that Scantron services have officially moved to the University Print Shop.

Here are some important reminders to help ensure a smooth exam processing experience as the semester gets underway.

Recycle old Scantrons: All old Scantron sheets must be disposed of through recycling. The Print Shop will no longer accept these for exam processing, so ensure that any remaining old Scantrons are properly disposed. Confirm which Scantron versions are up to date.

Pick-up processed Scantrons: Once your Scantrons have been processed and digital results sent to you, remember to pick up your physical Scantrons from the Print Shop. A 72-hour turnaround time is required for processing, so plan accordingly.

New Scantron packs available: New Scantron packs, along with Scantron envelopes, are now available for purchase at the University Print Shop. Ensure you have the correct materials for your upcoming exams.

The Print Shop staff looks forward to continuing to support campus exam processing needs efficiently. Direct any questions or inquiries to printshop@uwindsor.ca.

The Office of Enrolment Management is incredibly proud of this year’s team of student ambassadors, says Trish Sokoloski, director of student recruitment.

“Their energy and commitment to showcasing the vibrant student experience at the University of Windsor will have a significant impact on prospective students,” she says. “By sharing authentic stories and connecting with future Lancers both in-person and online, our ambassadors will help future students feel at home here at UWindsor.”

The team includes content creators who will be posting regularly to the FutureUWindsor and FutureUWindsorIntl Instagram accounts, as well as student ambassadors who will lead campus tours for prospective students and parents.

Two days of training last week have them excited to get involved on campus and attend more UWindsor events than ever before. New this year, ambassadors will interview current students on a weekly basis, showcasing life on campus, and sharing these stories on Instagram.

“Keep an eye out for their content across campus events — who knows, you might even be featured on one of our Instagram pages or invited to join us on the FutureUWindsor podcast,” Sokoloski says.

Brett Lumley, associate coach with Lancer track and field, found success on another stage, responsible for jumps and throws for Team Canada at the Paris Paralympics.

First-time Paralympian Jesse Zesseu earned a silver medal in the F37 discuss with a throw of 53.24 metres on Sept. 6.

At last year’s world championship tournament, Zesseu triple-faulted in what he described as the worst meet of his life.

Keeping his footing in Paris and finding his way to the podium is “just everything,” he says. “I have no words. It’s incredible.”