Scholarship @ UWindsor

Scholarship @ UWindsor is the institutional repository of the University of Windsor (UWindsor), showcasing and preserving the UWindsor community’s scholarly outputs, as well as items from the Leddy Library’s Archives & Special Collections. Its mission is to disseminate and preserve knowledge created or housed at the University of Windsor.

Contact scholarship@uwindsor.ca for more information.

Communities in Scholarship @ UWindsor

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Now showing 1 - 4 of 4

Conferences and Conference Proceedings 3171
Papers, presentations and abstracts of conferences held at the University of Windsor, in person and virtually.
Digitized Local Collections 1552
Digitized local items from the collections of the Leddy Library, University of Windsor, and community partners.
Faculties, Departments and Research Units 4286
Open Access Faculty publications, reports and working papers from academic departments at the University of Windsor.
Theses, Dissertations, and Major Papers 9579
Formal graduate original research from the University of Windsor's Masters and Doctoral programs.

Recent Submissions

Access status: Open Access ,
Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice
(Multidisciplinary Digital Publishing Institute, 2023-11-04) Tom Farrelly; Nick Baker
Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. This paper explores the multifaceted impact of GAI on academic work, with a focus on student life and, in particular, the implications for international students. While GAI, exemplified by models like ChatGPT, has the potential to revolutionize education, concerns about academic integrity have arisen, leading to debates on the use of AI detection tools. This essay highlights the difficulties in reliably detecting AI-generated content, raising concerns about potential false accusations against students. It also discusses biases within AI models, emphasizing the need for fairness and equity in AI-based assessments with a particular emphasis on the disproportionate impact of GAI on international students, who already face biases and discrimination. It also highlights the potential for AI to mitigate some of these challenges by providing language support and accessibility features. Finally, this essay acknowledges the disruptive potential of GAI in higher education and calls for a balanced approach that addresses both the challenges and opportunities it presents by emphasizing the importance of AI literacy and ethical considerations in adopting AI technologies to ensure equitable access and positive outcomes for all students. We offer a coda to Ng et al.’s AI competency framework, mapped to the Revised Bloom’s Taxonomy, through a lens of cultural competence with AI as a means of supporting educators to use these tools equitably in their teaching.
Access status: Open Access ,
Participatory Evaluation of a Direct Payment Program for Equity in Dementia Care in Nova Scotia, Canada: A Study Protocol
(SAGE Publishing, 2023-10-01) Emily Reid‐Musson; Katie Aubrecht; Christine Kelly; Mark Embrett; Lars Hällström; Barbara Hamilton-Hinch; Shanthi Johnson; Shala Knocton; Logan Lawrence; Marilyn Macdonald; Jasmine Mah; Patrik Marier; Elaine Moody; Meaghan Sim
Nova Scotia's Supportive Care Program (SCP) is an individualized funding program that provides funds for people living with dementia (PLWD) or acquired brain injuries to purchase basic home care services such as personal care, respite, cleaning and cooking. The SCP has the potential to address the Quintuple Aim of enhancing care experience, improving population health, reducing costs, improving provider experience and improving health equity, yet qualitative evidence is lacking. The aim of this study is to use participatory program evaluation methods to evaluate the SCP and consider how effective it is in addressing the Quintuple Aim. The study objectives and corresponding methods are to (1) Co-develop a SCP logic model to guide the evaluation through consultations with a diverse group of stakeholders including PLWD, caregivers, care providers, researchers, government representatives, and nongovernment organizations, with attention to gender; (2) Evaluate the SCP based on the outcomes and outputs identified in the logic model using focus groups with PLWD, caregivers and home care providers, and interviews with PLWD and their caregivers; and (3) Mobilize knowledge about the ways the SCP addresses the Quintuple Aim through integrated knowledge translation activities with public, policy and research audiences. By focusing on clinically and socially vulnerable populations of PLWD and caregivers, the proposed evaluation of the SCP offers a valuable case in assessing the effectiveness of individually-funded home care in addressing the Quintuple Aim including health equity within the context of dementia care.
Access status: Open Access ,
Beyond perception: Spatial analysis of detached ADU potential on residential lots in Windsor, Ontario
(Wiley, 2023-04-10) Sarah Cipkar; Hanna Maoh; Terence Dimatulac; Frazier Fathers; Shereen Arcis; Anneke Smit
This paper analyzes the spatial potential of detached additional dwelling units (ADUs) in Windsor, Ontario. A new GIS model, which integrates various geoprocessing commands in ArcGIS 10.8.1, is developed to calculate whether the minimum allowable size of a detached ADU can fit within the total buildable area of a residential property, based on the setbacks, the lot coverage requirements, and other factors (such as parking and flood plain areas). The model uses publicly sourced data that were obtained from the City of Windsor's Open Data Portal. More specifically, individual residential parcels and associated building footprints along with street centerlines are used as inputs to the model. The outputs are then categorized into three types (suitable, potentially suitable, and not suitable) to demonstrate where detached ADUs can be built in compliance with the local zoning bylaws, on both an individual lot basis and at an aggregate level. The conducted analysis reveals the potential of existing residential neighbourhoods in a mid‐size city, and has many implications for homeowners, policymakers, and researchers with respect to increasing housing supply within current Canadian municipalities.
Access status: Open Access ,
E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study
(Wiley, 2023-10-09) Dorota Lubanska; Sami Alrashed; Lia Oschanney; Alan Cieslukowski; A. Nadi; Philip Habashy; Adam Renaud; Antonio Roye‐Azar; Mohamed A. R. Soliman; Kadila Adili; Allison H. Baker; Maliha Baseet; Amy Llancari; Aiden Mitrevski; Sahar Mouawad; Kim Nguyễn; Alexandra Sorge; Katie Zuccato; Emmanuel Boujeke; Jason Cala; Stephanie Dinescu; Marissa Ho; Almas Khan; Deya'a Almasri; Daniel L. Dunn; Hasan Ghafoor; Eddie Grimmett; Elie Mouawad; Ria Patel; Milica Paunic; Depen Sharma; Tiana Visconti; Vanessa Vuong; Lisa A. Porter
For close to 2 years, we have witnessed the impacts of the SARS‐CoV‐2 pandemic on research at several different levels. Among the list, limited access to laboratory‐based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face‐to‐face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e‐learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e‐learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands‐on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing “soft skills” critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.
Access status: Open Access ,
E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study
(Wiley, 2023-10-09) Dorota Lubanska; Sami Alrashed; Lia Oschanney; Alan Cieslukowski; A. Nadi; Philip Habashy; Adam Renaud; Antonio Roye‐Azar; Mohamed A. R. Soliman; Kadila Adili; Allison H. Baker; Maliha Baseet; Amy Llancari; Aiden Mitrevski; Sahar Mouawad; Kim Nguyễn; Alexandra Sorge; Katie Zuccato; Emmanuel Boujeke; Jason Cala; Stephanie Dinescu; Marissa Ho; Almas Khan; Deya'a Almasri; Daniel L. Dunn; Hasan Ghafoor; Eddie Grimmett; Elie Mouawad; Ria Patel; Milica Paunic; Depen Sharma; Tiana Visconti; Vanessa Vuong; Lisa A. Porter
For close to 2 years, we have witnessed the impacts of the SARS‐CoV‐2 pandemic on research at several different levels. Among the list, limited access to laboratory‐based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face‐to‐face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e‐learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e‐learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands‐on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing “soft skills” critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.