In celebration of National Nursing Week, the Faculty of Nursing thanks all nursing professionals for their unwavering dedication to provide care to our communities. It is shining a spotlight on Tracey Seguin, a UWindsor alumna and sessional instructor whose work ethic and dedication to her community is deeply rooted in family.

Seguin’s grandparents, Riki (Toramatsu) Endo and Sarah (Miyo) Moriyama Endo, emigrated from Japan and settled in LaSalle in 1946 with only determination to succeed as farmers.

Life always presented challenges. Seguin’s grandmother successfully advocated for basic utility services to be implemented in her farmland neighbourhood. She also augmented the family’s income as a seamstress working out of the family home while raising four children.

Seguin’s father, Pat (Tatsuo) Endo, along with business partners, established and grew a successful tool and mold company called Redoe Mold. It is now a global manufacturer and an integral part of the LaSalle and Windsor-Essex business sector. So, it was natural for Seguin to work hard and provide for her own family while giving back to the community.

Seguin became a sessional instructor in 2013 at Faculty of Nursing after working as a frontline registered nurse for over 30 years at Windsor Regional Hospital.

“It wasn’t easy considering I was working full-time, helping raise three boys, and going back to school to satisfy qualification requirements as a sessional instructor,” says Seguin. “And when I accepted the role, I was a bit intimidated at first.”

Mutual respect is intrinsic in nursing, and the faculty was no exception. This environment allowed Seguin to feel welcome and eager to pass along her experience and knowledge.

Now in her 11th year as a sessional instructor, she reflects on some of the recent challenges that have faced students. She points out that the isolation brought upon by the pandemic inhibited their communication skills.

“It was difficult when students had to practise skills at home,” says Seguin. “There is no substitute for in-person learning and the students and faculty really had to work hard making up for lost time because clinical labs are where students have to think, plan, and execute while communicating with simulation lab patients, other students, and instructors.”

Seguin is mentoring new sessional instructors and finds fulfillment in leadership and academia, appreciating how clinical environment theory rolls into practice.

Dean of the Faculty of Nursing Debbie Sheppard-LeMoine notes that the dedication of sessional instructors such as Seguin enriches the learning experiences of nursing students while contributing to collaborative teaching with all faculty members.

“We’re recognized for our excellent programs and it’s because of our faculty and instructors,” says Dr. Sheppard-LeMoine. “They are the stars that are responsible for delivering meaningful education that produces outstanding UWindsor nursing graduate who are in demand by employers.”

Seguin adds that time management and critical thinking are keys to student success, along with one of the most important virtues: caring.

“That is something I can’t teach,” says Seguin. “Caring has to come from the individual.

“I know this might sound very cliche, but nurses do make a difference, and it might just be that one patient that remembers you and says, ‘Hey, thank you so much. You were there to listen to me, or you held my hand when I was scared when I was getting my shot.’”

Seguin feels that seeds of success can always be planted, but it is proper care and hard work that will allow them to grow and flourish.

This summer, three aspiring educators will immerse themselves in cultural enrichment, new teaching methodologies, and exploration across China as part of an international learning program. 

Elizabeth Dalla Bona, Yuyang Hua, and Sophia finished their final day of student teaching at Princess Elizabeth Public School, and about 48 hours later, they were jetting off.

The trio is making the journey through the Teacher Education Reciprocal Learning Program (RLP) where they will focus on research projects, visit schools, observe classes, and teach, all while exploring another corner of the world and gaining experiences with international engagement.

Their trip will span three months, with the teacher candidates returning on July 7.

Here’s what they had to say about the upcoming experience before taking off:

What will your day-to-day be like?

Dalla Bona: We’re going to be observing a lot of classrooms. Every Wednesday, we’ll be travelling to a different elementary school. We’ll also be waking up early to do kung fu at 6 a.m., teaching one class with the day ending around 7 p.m.

What is your research focus?

Dalla Bona: Yuyang and I are studying the cultural influence on classroom management in Eastern culture for grades seven, eight, and nine.

Boschin: I’m interested in sustainability education since my background is in environmental science. My thesis is comparing climate change education in Canada and China and trying to find a way it can be made more hopeful. The whole purpose of the RLP is to reciprocate information across cultures, since climate change is a global issue that affects everyone, I think it’s important to include everyone’s perspectives.

What do you hope to gain from this trip?

Boschin: Because of the nature of my research, I’m looking forward to seeing how China interacts with climate change education. I feel here it’s ignored, and people often have a negative, reactive approach. We have band-aid approaches like recycling and turning lights off, but we don’t have too much, in my opinion, that’s making a real difference.

Dalla Bona: I’m very interested in the idea of a global perspective. I’m a big traveller and always have been. I find the way the world operates in different areas to be so interesting. Not just the way people interact with content and ideas, but the way they interact with each other and their culture.

Hua: I have a Chinese background; I moved to Canada in the ninth grade. As a student I experienced both education systems, but now that I’m becoming a teacher I want to go back to China and see, from that perspective, how they run a classroom. I want to see how this can help me become a better teacher by incorporating both cultures.

Another thing is our research. Liz and I are focusing on the cultural influence on classroom management and my focus is on the moral education aspect. When I was a student in China, we had a moral education lesson that I did not see in Canada. So I want to learn more about how that works, and how we can do something similar here.

Can you explain what a moral education class would be like? What was your experience?

Hua: They have a specific class aimed at teaching moral values and how to be an ethical person. For example, why you shouldn’t bully, cheat, copy, etc. It’s situational, like if this happened, what should we do and how should we act?

How do you think having this experience will impact your future classroom?

Boschin: We are growing as a society and becoming increasingly globalized which can give the future generation some tough problems. As educators, we’re in the position to prepare them to be responsible citizens in that world with all the subjects we teach, but I don’t think we can do that without other perspectives. 

Dalla Bona: I think the biggest takeaway I’ll incorporate into my pedagogy will be a sense of empathy. If you want to go to a country with a new culture, language and place you’re unfamiliar with, it will be uncomfortable for a while. That’s how many of our students feel every day, even when they are familiar with their surroundings. They go through so much and unless you experience that for yourself, you may not have the patience or empathy to be able to teach them, let alone know them.

Hua: For me, it’s more about how I can tie two streams together because I already have those two, but right now it’s parallel and not integrated because my education journey has been separated. But I think having this opportunity, I can tie everything together.

Canadian researchers, including those at the University of Windsor, must now adhere to enhanced national security measures, under a federal policy that took effect May 1.

Researchers named on grant applications must comply with the Policy on Sensitive Technology Research and Affiliations of Concern. The new policy aims to safeguard cutting-edge research by mitigating security risks.

“Canada’s world-class research ecosystem is defined by excellence and its open and collaborative nature. This openness can make it a target for foreign influence that increases the potential for research and development efforts to be misappropriated to the detriment of national security,” the federal government said in unveiling the policy.

The Office of the Vice-President – Research and Innovation encourages research faculty to familiarize themselves with the new policy and guidelines. Training sessions on the new policy are ongoing.

For assistance from the Tri-Agency research security contacts, email NSERC at researchsecurity@nserc-crsng.gc.ca, CHIR at support-soutien@cihr-irsc.gc.ca, or SSHRC at researchsecurity-securiterecherche@sshrc-crsh.gc.ca.

For further information, visit the UWindsor Research Security website or contact Rahul Banerjee, research security co-ordinator, at researchsecurity@uwindsor.ca.

The appointment of Camisha Sibblis as director of the Black Scholars Institute will help to advance its mission, says Shanthi Johnson, vice-president, research and innovation.

"I am excited to welcome Dr. Sibblis to this crucial role," Dr. Johnson said. “Her remarkable expertise and extensive experience will be instrumental in ensuring that our Black students and scholars not only succeed but also lead in their respective fields.”

Sibblis joined the Department of Sociology and Criminology as an assistant professor in August 2023. Her research crosses disciplines to study identity, oppression, and anti-oppressive alternatives.

The Black Scholars Institute is a crucial part of fulfilling the University’s Strategic Mandate Agreement and moving the institution into the future, enhancing its research profile and establishing it as a centre of excellence in Windsor-Essex.

After suggestions from across its membership, the name Black Scholars Institute was adopted in place of the original Black Studies Institute to highlight the focus on community, Sibblis says.

“It suggests that this is not only a think tank to generate Black knowledge, but also a home to Black scholars, meaning any Black knowledge producer, irrespective of their subject of study,” she says. “This was a more inclusive shift.

“I see leading the new Black Scholars Institute as an opportunity to develop and amplify Black research excellence at the University of Windsor in ways that foster pride and belonging in the Black faculty and students on campus and in the broader community.”

A larger celebration, dedicated campus space, and announcement of the 13 new Black Scholars who have recently joined the institute and are joining an existing cadre of outstanding Black scholars at the University of Windsor are planned for September 2024.

On Wednesday, May 8, UWindsor faculty, staff, and students are invited to participate in the Downtown Core Partnership Wellness Event, joining the City of Windsor, Windsor Fire and Rescue Services, Windsor Police Service, Caesars Windsor, St. Clair College, and the Windsor Public Library to “take a stand for mental health” in support of the Sole Focus Project.

This collaborative wellness initiative has been designed to remind employees to take a break during the workday, get outdoors, and get active to promote better mental health and wellness.

The event will include a 20-minute walk of about one kilometre and speakers. It will leave from Charles Clark Square at 12:30 p.m. and proceed rain or shine.

Representatives from the Windsor-Essex branch of the Canadian Mental Health Association will also be onsite to provide information about the Sole Focus Project, a campaign to support mental wellness education and awareness in the community.

Organizers ask those interested in participating to fill out a waiver prior to the walk.

A bicycle sale Wednesday, May 8, in the student centre will feature about 25 two-wheeled vehicles refurbished by the Bike Kitchen, a non-profit social enterprise in Walkerville.

Select models will sell for under $250, with savings of $50 on those priced $150, and $75 off those priced $200 — all come with a free high-quality lock.

Students can also enter a free draw for a new Tuesday brand city cruiser and cycling accessories.

“This will be the fourth sale we have done with the Bike Kitchen and the CAW Student Centre,” says G.S.S. executive director Austin Roth. “They are great partners in making active transportation accessible to students. We see more students riding their bikes to and from school and we strongly support the growing cycling culture in our campus community.”

The sale will run 10 a.m. to 4 p.m. Wednesday in the student centre’s Commons area.

Potential buyers can preview all the bikes on Tuesday, May 7, starting around 11 a.m.

More than 70 faculty and staff from 30 areas across campus answered the call to champion the Employee Mental Health Strategy (EMHS) within their departments. Launched in Fall 2023, the strategy is a roadmap to promote mental health and psychological safety on campus.

Since its launch, the Implementation Working Group has prioritized the 22 key actions as short, medium, and long-term and has been actively working to put the short-term priorities into action.

“As part of the Implementation Working Group’s commitment to enhance awareness, communication, and engagement across the University, the EMHS Ambassador program was established earlier this year,” says Marcela Ciampa, director of organizational and leadership development, and co-lead of the Implementation Working Group. “It is so wonderful that so many faculty and staff across the University answered the call to champion the EMHS. On behalf of the Implementation Working Group, I would like to thank each of our colleagues who have joined the Ambassador team.”

The EMHS Ambassadors will act as their department’s point person to gather concerns and questions, share information about the implementation, and encourage colleagues to become engaged in strategy implementation initiatives. On April 25, the strategy ambassadors and EMHS working group members gathered in the Freed Orman Commons to engage in conversation about the EMHS implementation.

Yawo Mamoua Kobara, a faculty member in the Odette School of Business, explained the importance of volunteering as an ambassador: “It allows me to make a tangible difference in destigmatizing mental illness, promoting awareness and support, and lets me advocate for those who may feel silenced, ensuring everyone has access to support and understanding.”

Nancy Williams, undergraduate secretary in Human Kinetics, wants to help extend the University’s commitment to student mental health to faculty and staff: “My goal is to ensure that mental wellness initiatives encompass all members of our community.”

Audrey Maodus, director of human resources services, described the importance of being an ambassador: “Mental wellness affects how well we function not only at work, but at home and with our families, in our relationships, and in our daily lives. Mental wellness struggles are often misunderstood or stigmatized, yet most of us will deal with mental wellness issues at one point in our lives. I volunteered to be an ambassador because I want to help normalize conversations about mental wellness and promote collegial education and support on our campus.”

Kate Hargreaves, Employee Mental Health Strategy co-ordinator, encourages faculty and staff to check the Employee Mental Health Strategy website for access to mental health resources and information as well as updates on strategy implementation.

“For faculty and staff across campus, knowing that they have someone in their area who they can go to with questions or feedback or who can bring the latest updates to the department means that everyone can stay up to date with mental health-related initiatives on campus as well as have an opportunity to contribute to these initiatives,” she says.

Those wishing to become EMHS Ambassadors can email EmployeeMentalHealth@uwindsor.ca.