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

Select a community to browse its collections.

Now showing 1 - 4 of 4

Conferences and Conference Proceedings 3304
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 5980
Open Access Faculty publications, reports and working papers from academic departments at the University of Windsor.
Theses, Dissertations, and Major Papers 12863
Formal graduate original research from the University of Windsor's Masters and Doctoral programs.

Recent Submissions

Access status: Open Access ,
Engaged Alienation: SoTL, Inclusivity, and the Problem of Integrity
(Georgia Southern University, 2023-01-01) Michael J. Potter; Jessica Raffoul
The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL’s research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL’s research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL’s espoused values and values-in-use.
Access status: Open Access ,
University Competency-Based Courses for Internationally Educated Nurses (IENs) in Ontario: A Pilot Education Pathway to Registered Nurse (RN) Licensure
(Canadian Association of Schools of Nursing, 2023-02-15) Elaine E. Santa Mina; Ayesha Bhatti; Patricia Bradley; Elizabeth Manafò; Alice Ormiston; Linda J. Patrick; Kirsten Woodend
In 2014, a team of nurse educators and champions of internationally educated nurses (IENs) in Ontario came together to address the issue of supporting IEN transition to practice as one route to help address nursing shortages. Courses were developed with funding from the Government of Ontario, and policy and coordination support from the Council of Ontario Universities, to pilot an educational bridging pathway for IENs. The faculty team across four Ontario universities used a consortium approach to coalesce province-wide expertise in IEN education. What began as a selection of targeted, competency-based courses has since evolved into a full Competency-Bridging Program of Study for Internationally Educated Nurses in Ontario, aligned with other IEN bridging program offerings across the province. This paper describes the initial process of the group, from 2015 to 2018, to create foundational learning and competency-based courses to meet targeted entry-to-practice (ETP) competencies for registered nurse (RN) registration with the College of Nurses of Ontario (CNO). The barriers to IENs in meeting ETP requirements and how the gap in the existing Ontario IEN bridging to a Bachelor of Science in Nursing (BScN) education to meet regulatory requirements are also addressed. This article explores how Ontario may respond to the increasing nursing shortages and the need to engage ethically and retain IENs in practice. Lessons learned from competency-course development add to the growing body of knowledge about IEN program experiences in Canada to enable more IENs to enter the Ontario nursing workforce.
Access status: Open Access ,
Beyond Placement: Stigma, Norms, and Autistic Student Identity in Inclusive Classrooms
(University of Windsor, 2026) Chehab, Dina; El Kord, Nesreen; Oloo, James
This paper examines how stigma and preconceived notions about behaviour and communication shape autistic student identity in inclusive classrooms. While inclusive education policy has expanded access to mainstream settings, the norms that structure classroom life remain organized around neurotypical expectations. Drawing on literature from inclusive education, disability studies, and autism research, and engaging reflexively with lived experience in Ontario schools, this paper argues that inclusive classrooms can function as sites where autistic students are positioned through deficit and managed through compliance. The analysis identifies a structural divide in the existing scholarship: critical disability studies work interrogates normalization at a theoretical level, while classroom-based research documents everyday practices without subjecting them to critical analysis. These two conversations have developed largely in parallel, leaving the identity implications of classroom norms under theorized. This paper bridges that gap by treating behaviour and communication norms as socially constructed expectations that carry consequences for how autistic students understand themselves. Recommendations include moving beyond compliance-based expectations, critically examining the hidden curriculum, shifting from individual accommodation to environmental redesign, and centring autistic student identity as a concern of inclusive education.
Access status: Open Access ,
Immigrant Parent Engagement in Canadian K–12 Schools: A Critical Integrative Review of Home Practices, School–Family Communication, and Support for English Language Learner
(University of Windsor, 2026) Ibrahim, Md; Oloo, James
This critical integrative literature review examines immigrant parent engagement in Canadian K– 12 schools across three connected dimensions: home-based practices, school–family communication, and support for English language learners. The review combines Canadian empirical and policy research with selected international studies on multilingual family engagement, home literacy, interpretation, and digital communication. The final synthesis draws on 51 substantive sources; four additional sources informed the review methodology. Findings indicate that immigrant parents support learning through expectations, homework routines, multilingual explanation, reading, tutoring, advocacy, resource selection, and communication with educators. These practices may remain invisible when schools equate engagement with attendance or English-dominant participation. Language confidence, employment, technology, settlement demands, system knowledge, and institutional invitations interact to shape engagement. Across the reviewed evidence, communication described as responsive is reciprocal, multilingual, multimodal, relational, and connected to meaningful parent influence. The review concludes that schools can work toward more inclusive partnerships by recognizing family knowledge, providing competent language access, preserving digital and non-digital communication options, and preparing educators to share responsibility for equitable collaboration.
Access status: Open Access ,
Living Between Languages and Cultures: Cross-Cultural Identity and Learning in Bilingual Couples
(University of Windsor, 2026) Du, Shuya; Xu, Shijing
Most existing research looks at language learning in classrooms or casual social settings; however, globalization has made transnational couples increasingly common, and there is a paucity of research on how language skills develop in the deep, daily interactions of an intimate partnership. Instead of viewing language learning as just an individual skill, the present study examines how being in love and building a life together affects how partners communicate, focusing on how emotional closeness and shared experiences shape how meaning is negotiated and identities are viewed. A qualitative documentary method was used to analyze the social media videos of three bilingual couples over a decade, and narrative analysis offers insights into how they tell the story of their relationship to examine moments where they switch languages, correct each other, or handle cultural conflicts. This can help define ‘relational’ style of language learning Theoretically, this study builds on the input–interaction–output model, motivation theories, and acculturation frameworks. The findings suggest that, when couples work through language barriers together, they develop a unique kind of intercultural awareness. This process goes beyond learning vocabulary: It fosters a more open cosmopolitan identity that is deeply rooted in lives together.