Fall 2024 Newsletter

Brock University Land Acknowledgement

Brock University acknowledges the land on which we gather is the traditional territory of the Haudenosaunee and Anishinaabe peoples, many of whom continue to live and work here today. This territory is covered by the Upper Canada Treaties and is within the land protected by the Dish with One Spoon Wampum Agreement.

Today this gathering place is home to many First Nations, Métis and Inuit peoples and acknowledging reminds us that our great standard of living is directly related to the resources and friendship of Indigenous people. 

Lakehead University Land Acknowledgement

Lakehead University respectfully acknowledges its campuses are located on the traditional lands of Indigenous Peoples. Lakehead Thunder Bay is located on the traditional lands of the Fort William First Nation, Signatory to the Robinson Superior Treaty of 1850. Lakehead Orillia is located on the traditional territory of the Anishinaabeg. The Anishinaabeg include the Ojibwe, Odawa, and Pottawatomi nations, collectively known as the Three Fires Confederacy. Lakehead University acknowledges the history that many nations hold in the areas around our campuses, and is committed to a relationship with First Nations, Métis, and Inuit Peoples based on the principles of mutual trust, respect, reciprocity, and collaboration in the spirit of reconciliation

University of Windsor Land Acknowledgement

The University of Windsor sits on the traditional territory of the Three Fires Confederacy of First Nations, which includes the Ojibwa, the Odawa, and the Potawatomi. We respect the longstanding relationships with First Nations people in this place in the 100-mile Windsor-Essex peninsula and the straits – les détroits – of Detroit. 

Welcome from the Director

Welcome to the Fall 2024 edition of the Joint PhD in Educational Studies Program newsletter! As we transition into another academic year, we are excited to highlight the impressive achievements of our students. This issue showcases your hard work and dedication, from successful comprehensive and portfolio defenses, presentations at important conferences, to your recent publications and award recognitions. These accomplishments not only reflect your individual growth but also the collective strength and innovation within the Joint PhD program. On behalf of the Joint PhD Program Committee, we are proud of your continued commitment to advancing the field of education, and we look forward to celebrating your success as you move forward in your academic and professional journeys.

As we reflect on the success of the 2024 summer session, I am filled with pride at the remarkable start to what promises to be an exciting year for the Joint PhD in Educational Studies Program. For the first time, our new DSI and returning DSII students came together on the beautiful Orillia Ontario campus of Lakehead University, forging new connections and collaborative opportunities.

The summer session kicked off with a meaningful orientation, which included a land acknowledgment and a heartfelt welcome from Dr. Linda Rodenburg, Interim Principal of the Orillia campus. A special thanks goes out to T-Bird for providing valuable campus security and parking pass information, and to Chris Tomasini and Gisella Scalese for their insightful library resource presentation. Dr. Meridith Lovell-Johnston also welcomed our cohort with a warm message, and followed the orientation with an impromptu and informative campus tour – thank you, Dr. Lovell-Johnston for facilitating! I would also like to express sincere gratitude to Keith Connell from the University of Windsor, who shared his invaluable advice and tips for student success – we appreciate your wisdom.

Looking ahead, we are excited to celebrate the program’s 25th anniversary in the coming year, an important milestone that will allow us to honor both our current students and our esteemed alumni. More details of the celebration to follow!

I would like to take this opportunity to thank the members of the Joint PhD Program Committee for their continued dedication to the program: Dr. Diane Collier (Brock University), Dr. Meridith Lovell-Johnston (Lakehead University), and Dr. Michael Macdonald (University of Windsor). In addition, I would like to extend my heartfelt thanks to the wonderful support staff who play such an essential role in our graduate programs: Wanda Burger (Brock University), Bonnie MacDonald (Lakehead University), Mandy Turkalj (University of Windsor), and Christine Weisener (University of Windsor).

Please take a moment to read through this newsletter, which highlights the amazing accomplishments of our Joint PhD in Educational Studies students. I wish all of you continued success in your academic and professional endeavors.

Warm regards,

Dr. Andrew Allen

Director, Joint PhD in Educational Studies Program

Message from the Joint PhD Office of the Secretariat:

Proper Use of PhD Designation in Email Signatures

Dear PhD Students and PhD Candidates:

We hope this message finds you well. We wanted to take a moment to remind all our graduate students about the proper use of academic designations, specifically when adding your title or degree status to email signatures.

Recently, we have noticed that some students are using the designation "PhD(c)" in their email signatures, which refers to “Doctor of Philosophy, candidate.” While this might seem like an appropriate way to signify your status as a PhD candidate, it is important to understand that this usage is considered problematic within academic and professional communities.

The American Psychological Association (APA) has addressed the potential ethical concerns around the use of "PhD(c)" in their article The Misuse of PhD(c). According to the APA, using the "PhD(c)" designation can be seen as misleading, as it implies a level of completion or authority that has not yet been achieved, and this can reflect poorly on both the individual and the academic institution.

For more information on why the designation is viewed as unethical, we encourage you to read the full article here:

The Misuse of PhD(c)

Why a Designation Used by Some Students Is Seen as Unethical

https://www.apa.org/monitor/2016/09/misuse-phd

Novotney, A. (2014, September). Under pressure. APA Monitor on Psychology, 47(8).



Also, please note that as per the Joint PhD in Educational Studies Handbook (page 24), “The comprehensive portfolio and oral examination of the comprehensive portfolio are the examination processes that mark a student’s progression from doctoral student to doctoral candidate.”

During the orientation at the Orillia campus, we warmly welcomed our students with a hearty breakfast and introduced them to their faculty instructors, administrators and support staff. The session included an overview of the program, a land acknowledgment, and an explanation of the definition and purpose of a PhD program of study and degree. A senior student shared his valuable experiences in the program, offering practical advice to newcomers. Notably, he emphasized the importance of inclusivity by inviting international students to seek his assistance whenever needed. We concluded the orientation with a brief campus tour led by Meridith Lovell-Johnston, helping students feel more at home in their new environment.

Doctoral Seminar I Class:

(Not in order, and not all students may be represented in the photo): Kristina Burns, Tanima Ferdous, Roselyn Gishen, Krystal Gray, Muhammad Kiani, Samita Sarkar, Catherine Susin, Tyler Armstrong, Bruno Bilotta, Julie Bremner, Nadia Clarke-Cordick, Natalie Fiannaca, Alexis Galvao, Marleine Gelineau, Segalit Abergel, Kate Hargreaves, Elizabeth Jevdic, Osagie Okonufua, Luyao Tan, Xuechen Yuan and Instructors Dr. Lana Parker and Dr. Leisa Desmoulins

Doctoral Seminar II Class:

(Not in order, and not all students may be represented in the photo): Grace Babafemi, Justin Heenan, Huma Khalid, Katherine Millie, Jolanta Oko, Zahra Karimi Valoojerdy, Samantha Browne, Suzanne Connell, Jacob Kearey-Moreland, Zhaohui Shi, Donna Stewart, Miana Whitfield, Toyosi Bamgboye, Fatima Fakih, and instructors Dr. Tanya Kaefer and Xiaobin Li.

Keynote Address - Dr. Paolo Granata

Dr. Paolo Granata’s presentation, “The Future of Education: Developing a Cross-Curricular and Integrated Learning Approach to AI Pedagogy,” was both engaging and enlightening. He championed a progressive strategy aimed at equipping students for a rapidly evolving technological landscape, all while emphasizing critical skills and ethical considerations. Through compelling real-world applications, Dr. Granata captivated the audience and encouraged active participation, which enriched the discussion and provided valuable feedback for our students. He posed thought-provoking questions that resonated with them, and they greatly appreciated his insightful and candid perspective on these pressing issues.

The keynote presentation by Dr. Paolo Granata, from St. Michael’s College in the University of Toronto was held at the Lakehead University Orillia Campus. The presentation was hybrid and was recorded. Current PhD and master’s students and faculty were also invited to attend. The recording of “AI and the Future of Education: developing a cross-curricular and integrated learning approach to AI pedagogy” by Dr. Paolo Granata was added to the Joint PhD in Educational Studies Website “Past Summer Doctoral Presentations”.

Dr. Paolo Granata’s presentation on the Future of Education: developing a cross-curricular and integrated learning approach to AI pedagogy was highly engaging and enlightening. In his talk, he advocated for a forward-thinking approach that prepares students for a rapidly changing technological landscape while fostering critical skills and ethical considerations. Dr. Granata integrated several real-world applications and kept the audience interested and engaged. He incorporated multiple opportunities for audience participation that enhanced engagement and provided immediate feedback for our students. He gave students several issues to consider on the topic and our students really appreciated his insights and candor on the issues presented.

See the recording of Dr. Granata's presentation below:

Library Guide

Thank you to Gisella Scalese and Chris Tomasini for their library overview at the orientation (July 2), their session for DSI and DSII students to learn more about the services offered (July 3), and the Zotero workshop session on July 17th.

GRIFFITHS (SOLUK), LAUREN (BROCK UNIVERSITY, 2018)

On October 28, 2024 Lauren successfully completed the Dissertation Defense title: "Exploring the relationship between academic administrators and teaching-related professional development activities and policies for new teaching faculty. Lauren's supervisor was Dr. Michael Owen. Congratulations Dr. Griffiths (Soluk)!

ROBSON, KELSEY (LAKEHEAD UNIVERSITY, 2017)

On August 23, 2024 Kelsey successfully completed the Dissertation Defense titled: "Children’s Ideas about their World - Exploring the Hundred Languages of Children". Kelsey's supervisor was Dr. Sonia Mastrangelo. Congratulations Dr. Robson!

CHI, CHENKAI (UNIVERSITY OF WINDSOR, 2019)

On November 6, 2024 Chenkai successfully completed the Dissertation Defense titled: "Embarking on a West-East Reciprocal Learning Journey: A Narrative Inquiry into Generalist and Specialist Teaching Models". Chenkai's supervisor was Dr. Xu. Congratulations Dr. Chi!

COMPREHENSIVE PORTFOLIO DEFENSES

DUDEJA, MOHIT (LAKEHEAD UNIVERSITY, 2022)

On October 2, 2024 Mohit successfully defended a Comprehensive Portfolio titled: "Metamorphosis Across Borders: An Exploration of Resilience, Adaptation, and Triumph from Delhi to Thunder Bay". Mohit's supervisor is Dr. Gerald Walton.

HOLDEN, TERESA (UNIVERSITY OF WINDSOR, 2022)

On May 3, 2024 Teresa successfully defended a Comprehensive Portfolio titled: "From ESL Instructor to PhD Scholar: My Journey as an Educator". Teresa's supervisor is Dr. Clayton Smith.

SHAHIN, ELMIRA (UNIVERSITY OF WINDSOR, 2022)

On July 23, 2024 Elmira successfully defended a Comprehensive Portfolio titled:"Journey Across Multilingualism and Social-Emotional Learning Landscapes: A Reflection on My Doctoral Learning". Elmira's supervisor is Dr. James Oloo.

PUBLICATIONS

CHI, CHENKAI (UNIVERSITY OF WINDSOR, 2019)

Chi, C. & Drake, S (2024). How classroom learning can help students shape new stories about climate change. The Conversation. https://theconversation.com/how-classroom-learning-can-help-students-shape-new-stories-about-climate-change-231154 

Chi, C., Fang, L., Cowper, J., & Chen, M. (in press). A Narrative Inquiry in student-centred teaching practices in Canada-China Sister School Network. In S. Xu, Y. Liu, Z. Zhang, M. F., Connelly, & C. Chi (Eds.). West-East Reciprocal Learning in teacher education: From knowing to doing. Palgrave Macmillan.

Chi, C., Hassan, M., & Sameshima, P. (2024, October). Arts-integrated multiliteracies as dialogic catalysts with English language learners in a Canadian University. In B. Peters (Ed.), Arts-Based Multiliteracies for Teaching and Learning (pp. 443-472). IGI Global. https://doi.org/10.4018/979-8-3693-3184-2.ch015

Connelly, F. M., Xu, S., & Chi, C. (In press). The Methodology of narrative inquiry in teacher education. In S. Xu, Y. Liu, Z. Zhang, M. F., Connelly, & C. Chi (Eds.). West-East Reciprocal Learning in teacher education: From knowing to doing. Palgrave Macmillan.

Drake, M. S. & Chi, C. (In Press). Creating a new global story for education. In K. Nigh & D. Can (Eds.). Holistic Education: Principles, Perspectives, and Practices. Information Age Publishing.  

Liu, Y., Tong, W., Chi, C., Potocek, D. (In press). Teacher education research most popular in China and teacher education research through the RLP: What can be learned reciprocally? In S. Xu, Y. Liu, Z. Zhang, M. F., Connelly, & C. Chi (Eds.). West-East Reciprocal Learning in teacher education: From knowing to doing. Palgrave Macmillan.

Xu, S., Connelly, F. M., & Chi, C (2024). Narrative inquiry in China. Frontiers in Education Teacher Education, 8, 1-14. https://doi.org/10.3389/feduc.2023.1327421  

Xu, S., Liu, Y., Zhang, Z., Chi, C., Deng, Y., Luo, X., & Guo, H. (in press). An investigation of the long-term impact on Canadian and Chinese pre-service teachers from the perspective of cross-cultural Reciprocal Learning: Survey of a 10-year program. In S. Xu, Y. Liu, Z. Zhang, M. F., Connelly, & C. Chi (Eds.). West-East Reciprocal Learning in teacher education: From knowing to doing. Palgrave Macmillan.

Xu, S., Liu, Y., Zhang, Z., Connelly, M. F., & Chi, C. (In press). West-East Reciprocal Learning in teacher education: From knowing to doing. Palgrave Macmillan 

DENG, YUHAN (UNIVERSITY OF WINDSOR, 2020)

Deng, Y., Guo, H. J., & Dodich., R. (2024). The Benefits of Reciprocal Learning on Understanding Teacher-Student Relationships Between Canada and China. In In Xu, S.J., Connelly, M. F., J. Liu, Y. B., Zhang. Z., & Chi. C. (Eds.). West-East reciprocal learning in teacher education: From knowing to doing (pp. 133-154). Palgrave Macmillan.

Deng, Y., & Xu, S. J. (In press). Chinese Non-English Major Teacher Candidates’ International Intercultural Experience: Perspectives on EFL and Intercultural Learning in Canada. In Xu, S. J. & Yang, L., Deng, Y., & Fu, S. (Eds.). Reciprocal Learning between Canada and China in Language and Culture Education. Palgrave Macmillan.

Deng, H. J., Iandolo, T., Xu. S. J., Deng, Y., Xiang, B. B., & Jiang, L. J. (In press). Reciprocal Learning Between Canadian and Chinese Sister Schools Through the Compiling of A Bilingual and Cross-cultural Reading Kit. In Xu, S. J. & Yang, L., Deng, Y., & Fu, S. (Eds.). Reciprocal Learning between Canada and China in Language and Culture Education. Palgrave Macmillan.

Fu, S., & Deng, Y. (In press). Cultural Shock and Adaption: Canadian Pre-service Teachers’ Reciprocal Learning Experience. In Xu, S. J. & Yang, L., Deng, Y., & Fu, S. (Eds.). Reciprocal Learning between Canada and China in Language and Culture Education. Palgrave Macmillan.

Pare, T., Adlam, A., & Deng, Y. (2024). Exploring Music Education Through Canadian Pre-Service Teachers’ Journey in China. In In Xu, S.J., Connelly, M. F., J. Liu, Y. B., Zhang. Z., & Chi. C. (Eds.). West-East reciprocal learning in teacher education: From knowing to doing (pp. 155-171). Palgrave Macmillan.

Xu, S. J., Connelly, F. M., & Deng, Y. (2024). Building A Cross-Cultural Multidimensional West-East Reciprocal Learning Bridge: Teacher Education Reciprocal Learning Program Between Canada and China. [構建跨文化多維度的東西方教師教育互惠學習橋樑：以加拿大和中國教師教育互惠學習項目為例]. In Lee, C. K. J. (Ed.). Chinese education: Issues and prospects 中國教育︰議題與展望. (pp. 125-142). Chung Hwa Book (Hong Kong). [中華書局 (香港)]

Xu, S, & Deng, Y. (In press). Canadian Pre-service Teachers’ International Intercultural Experience: Learning Chinese as a Foreign Language and Teaching English as a Foreign Language in China. In Xu, S. J. & Yang, L., Deng, Y., & Fu, S. (Eds.). Reciprocal Learning between Canada and China in Language and Culture Education. Palgrave Macmillan.

Xu, S., Liu, Y., Zhang, Z., Chi, C., Deng, Y., Luo, X., & Guo, H. (2024). An Investigation of the Long-term Impact on Canadian and Chinese Pre-service Teachers from the Perspective of Cross-Cultural Reciprocal Learning: Survey of a Ten-Year Program. In Xu, S.J., Connelly, M. F., J. Liu, Y. B., Zhang. Z., & Chi. C. (Eds.). West-East reciprocal learning in teacher education: From knowing to doing (pp. 81-101). Palgrave Macmillan.

Xu, S. J. & Yang, L., Deng, Y., & Fu, S. (In press). Reciprocal learning between Canada and China in language and culture education. In Connelly. F. M., & Xu, S. J. (Eds.). Intercultural Reciprocal Learning in Chinese and Western Education Book Series. Palgrave Macmillan.

DUDEJA, MOHIT (LAKEHEAD UNIVERSITY, 2022)

Dudeja, M. (2024, October 22). Transglobal queer identities: LGBTQ+ international students in small Canadian cities. Academic Matters. [https://academicmatters.ca/transglobal-queer-identities-lgbtq-international-students-in-small-canadian-cities/].

HOLDEN, TERESA (UNIVERSITY OF WINDSOR, 2022)

Holden, T. (Summer 2024). Global resilience in education: Faculty insights on postpandemic realities on international students. Research in a Nutshell, 8 (3). Queen's

University.

Holden, T. (December 2024). [Review of the book, The doctoral journey: Educational perspectives, by B. Bradford]. Brill.



Holden, T. (June 2024). FemMeeting 2024: Women in art, science, and technology. Book of Abstracts.

Holden, T. (2023). Standardized testing: A call for repositioning and revitalizing by decolonizing assessment. Antistasis, 13 (2). Proceedings for the 2023 Atlantic Education Graduate Student Conference. University of New Brunswick.

MESSENGER, YVONNE (BROCK UNIVERSITY, 2019)

Messenger, Y. L. & Gallagher, T. L. (2024). ‘My most tricky pickle!’ Balancing reading 

instruction in play-based kindergarten: Educator self--efficacy beliefs and 

pedagogical content knowledge needs. Journal of Teaching and Learning, 18 (1). pp.39-56. https://doi.org10.22329/jtl.v18i1.8056www.jtl.uwindsor.ca 

SHAHIN, ELMIRA (UNIVERSITY OF WINDSOR, 2022)

Shahin, E. (2023). The Roles of Social Awareness and Relationships in Enhancing the Academic Experience of Multilingual Learners in Ontario Classrooms. Antistasis, 13(2), 82-88.

RIBARIC, TIM (BROCK UNIVERSITY, 2022)

Ribaric, T., & Farnum, C. (2024, September). Commentary / AI protections for librarian work: Put it in the collective agreement? Canadian Association of University Teachers Bulletin. https://www.caut.ca/bulletin/2024/09/commentary-ai-protections-librarian-work-put-it-collective-agreement

SLAGUS, JENNIFER (BROCK UNIVERSITY, 2021)

Slagus, J. & Kitchin, A. (2024). Welcoming the weird and wonderful: Creating classroom environments that support neurodiversity. In L. Jaber (Ed.), Understanding Mental Health Across Educational Contexts: Promoting Wellness in Classrooms, Canadian Scholars.

Slagus, J. (2024, October 17). “Keeping up with…Neurodiversity.” ACRL Keeping Up With series. https://www.ala.org/acrl/publications/keeping_up_with/neurodiversity

Slagus, J. (2024, October 11). “Sharing reflections on NCTE 2023” [Reprint]. NCTE Reflections. https://convention.ncte.org/2024/10/11/sharing-reflections-on-2023/

PRESENTATIONS

CHI, CHENKAI (UNIVERSITY OF WINDSOR, 2019)

Bakali, N., Miklas, E., Chi, C. (September 20, 2024) Grant Writing Bootcamp: Graduate student scholarship support program. Faculty of Education, University of Windsor.

DENG, YUHAN (UNIVERSITY OF WINDSOR, 2020)

Deng, Y. & Xu, S. J. (July 28, 2024). Canadian Pre-service Teachers’ International Intercultural Experience: A Case Study of the Teacher Education Reciprocal Learning Program between University of Windsor and Southwest University. Chinese Society of Education (CSE) Conference, Western University, Ontario, Canada. https://www.edu.uwo.ca/research/centres/cse/index.html

Deng, Y. & Xu, S. J. (June 20, 2024). Post-COVID Impact on Pre-Service Teachers' International and Cross-Cultural Learning: Alternative Approaches to Teacher Preparation for Teaching in a Changing Global World. 52^nd Canadian Society for Studies in Education (CSSE) Annual Conference, theme on Sustaining Share Futures, McGill University, Quebec, Canada. https://csse-scee.ca (Hybrid Session)

Deng, Y. & Xu, S. J. (March 15, 2024). Canadian Pre-service Teachers’ International Intercultural Experience: Learning Chinese as a Foreign Language and Teaching English as a Foreign Language in China. Graduate Education Research Conference (GERC). Canada. https://www.thegerc.org/

Deng, Y. & Xu, S. J. (March 11, 2024). Navigating Barriers: Challenges for Canadian and Chinese Pre-service Teachers Participating in International Internships in Post-COVID Era. [Round Table], Comparative and International Education Society (CIES). Canada. https://conference.cies.us/

HEENAN, JUSTIN (BROCK UNIVERSITY, 2023)

Heenan, J. (2024, September). Sociotherapy Training for Psychotherapists, a Need for Today’s Therapist. Presented at the 2024 Ontario Association of Mental Health Professionals (OAMHP) Conference, Toronto, Canada.

HOLDEN, TERESA (UNIVERSITY OF WINDSOR, 2022)

Holden, T. (October 2024). HDL Class: Practicing accessibility, EDI, decolonization,

and inclusivity. Office of Open Learning, University of Windsor.

Holden, T. (October 24, 2024). Faculty voices: Understanding international

students’ experiences after COVID-19. Research forum on educator wellbeing: Sharing diverse perspectives and multiple approaches. University of British Columbia.

JOHNSON, LUCAS (LAKEHEAD UNIVERSITY , 2020)

Johnson, L [2024, August 13] Humanizing the Digital Learning Experience: Integrating Video and Non-Traditional Grading for Inclusive and Accessible Digital Pedagogy. 10^th Annual Digital POedagogy Institute Conference [virtual] 

Jevnikar, A & Johnson, L [2024, October21] Tech Tutorial. Professional Year Seminar [virtuaL]

KHALID, HUMA (BROCK UNIVERSITY, 2023)

Khalid, H., & Della Porta, S. (2024, May). The impact of student-supervisor relationship on master students’ mental health: A rapid review. Jean Piaget Society, Toronto, Canada

Maynard, M., Khalid, H., Karimi, Z., & Bosacki, S. (2024, May). Adolescent wellbeing and mentalization: A pre- and post-COVID-19 comparison. Jean Piaget Society, Toronto, Canada.

MESSENGER, YVONNE (BROCK UNIVERSITY, 2019)

Messenger, Y., & Gallagher, T. G. (2024, June). Joyful literacy learning opportunities for kindergarten educators: Using design-based research to build collaborative educator-researcher partnerships. Language and Literacy Researchers of Canada Pre-Conference, Canadian Society for Studies in Education, Montreal, QC.

Pike, B., Birch, H. J. S., & Messenger, Y. (2024, May). Practicum explorations: Unpacking indigenous education in northern Ontario. International Christian Community for Teacher Education Conference. Gordon College. Massachusetts, USA.

SHAHIN, ELMIRA (UNIVERSITY OF WINDSOR, 2022)

Shahin, E., (2024). Measuring the Impact of Professional Acculturation on the Identity of Internationally Educated Teachers in Ontario: A Quantitative Study. A paper presented at the Canadian Society for the Study of Education (CSSE) McGill University, Montreal, Quebec, 20 June 2024.

Oloo, J. A. & Shahin, E. (2024). A Feminist Postcolonial Examination of School Leadership. A paper presented at the Canadian Society for the Study of Education (CSSE) McGill University, Montreal, Quebec, 20 June 2024.

Shahin, E., (2024). Translanguaging Pedagogy in English for Academic Purposes (EAP) Writing: Insights from a Post-Secondary Institution in Ontario. A paper presented at the Graduate Education Research Conference (GERC) University of Windsor, Windsor, Ontario, 15 March 2024.

Oloo, J. A. & Shahin, E. (2023). A Feminist Postcolonial Examination of Female Principals' Experiences in Canadian Schools. A paper presented at the Sharing Ideas and Invited Speaker Series, 2023-24. 24 November 2023. Faculty of Education, University of Windsor.

Shahin, E., (2023). The Roles of Social Awareness and Relationships in Enhancing the Academic Experience of Multilingual Learners in Ontario Classrooms. A paper presented at the annual Atlantic Education Graduate Student Conference (AEGSC), Fredericton, New Brunswick, Canada, 25-26 June 2023.

Shahin, E., (2023). An Exploration of the Link Between the Internationally Educated Teachers’ Professional Acculturation and their Identity and Agency. A paper presented at the Graduate Education Research Conference (GERC) University of Windsor, Windsor, Ontario, 17 March 2023.

SLAGUS, JENNIFER (BROCK UNIVERSITY, 2021)

Slagus, J. (2024, October 16). Doing neurodiversity research with children’s & young adult literature [Invited guest lecture]. In H. Fox’s ENG440: Young Adult Literature, Eastern Kentucky University, Richmond, Kentucky, United States.

Slagus, J. (2024, October 24). Neurodiversity in graphic novels [Invited guest lecture]. In D. Sheriff’s LIS5937: Graphic Novels, University of South Florida, Tampa, Florida, United States.

ZABIN, RAKHA (BROCK UNIVERSITY, 2020)

Zabin, R., Yaguchi, J., Bosacki, S.L., & Talwar, V. (2024, June 2). Adolescents’ Media Habits and Self-perceptions: Role of Gender. [Conference presentation] Jean Piaget Society 2024 Annual Meeting, Toronto, ON. Canada.

GRANTS AND AWARDS

CHI, CHENKAI (UNIVERSITY OF WINDSOR, 2019)

June 2024-Aug 2024, Mitacs Globalink Research Internship Scholarship, Host University, Beijing Foreign Studies University, Home University: University of Windsor, $6,000

DENG, YUHAN (UNIVERSITY OF WINDSOR, 2020)

(2024). Mitacs Globalink Research Award, University of Windsor. $6,000. 

KHALID, HUMA (BROCK UNIVERSITY, 2023)

Khalid, H. (2024). International Teaching Assistant Award, Brock University

SHAHIN, ELMIRA (UNIVERSITY OF WINDSOR, 2022)

Graduate Teaching Assistant scholarship $12,300 University of Windsor, 2022-2025

Doctoral Entrance Awards $30,000 University of Windsor, 2022-2025.

ZABIN, RAKHA (BROCK UNIVERSITY, 2020)

Minister of Colleges and Universities Award of Excellence in the category of Rising Star-May 2024, Issuer: Minister of Colleges and Universities, Ontario. Brock grad student earns Minister’s Award of Excellence – The Brock News (brocku.ca)

OTHER NEWS

SHAHIN, ELMIRA (UNIVERSITY OF WINDSOR, 2022)

Shahin, E., (In Progress).  Measuring the Impact of Professional Acculturation on the Identity of Internationally Educated Teachers in Ontario: A Quantitative study

Shahin, E., (In Progress). The Roles of Social Awareness and Relationships in Enhancing the Academic Experience of Multilingual Learners in Ontario Classrooms

SLAGUS, JENNIFER (BROCK UNIVERSITY, 2021)

Elected to the Board of Directors (2025–2027) for the Children’s Literature Assembly (CLA) of the National Council of Teachers of English

Invited Member (2024–2026) Children’s Literature Association (ChLA) Accessibility Committee

ALUMNI PROFILE

DR. SALSABEL ALMANSSORI - UNIVERSITY OF WINDSOR GRADUATE

Dr. Salsabel Almanssori completed the PhD program in 2022. In her SSHRC-funded doctoral dissertation, she studied sexual violence prevention in teacher education. Her dissertation was awarded the 2022 Graduate Student Award by the Canadian Association for the Study of Women and Education for its innovative methodology and key contribution. Its findings culminated in two peer-reviewed publications in Sex Education and Gender and Education. During her PhD, she also worked as a researcher in the Time to Teach about Gender-Based Violence in Canada project, led by Dr. Catherine Vanner, leading to two co-authored peer-reviewed articles published in Pedagogy, Culture, and Society and Teaching and Teacher Education. Findings from Dr. Almanssori’s dissertation and the Time to Teach project were mobilized through a professional development workshop for in-service teachers on gender-based and sexual violence education, supported by a SSHRC Connection Grant on which she is Co-Applicant.

As an emerging scholar, Dr. Almanssori has developed a track record of securing prestigious grants and a portfolio of publications in renowned international journals. She currently leads a SSHRC Insight Development Grant project that focuses on the intersections of manosphere masculinity and technology-facilitated sexual violence (TFSV) within the context of schools, employing multiperspectival methodology to investigate institutional responsibility to prevent and address digital harms and meaningfully support survivors. She also leads a SSHRC-funded Postdoctoral Fellowship program, conducting Participatory Action Research (PAR) with teacher candidates to investigate the use of experiential learning to improve sexual violence prevention education.

Dr. Almanssori leads research into innovative anti-racist education in Canada and internationally. In a study funded by the Ontario Secondary School Teachers' Federation (OSSTF/ FEESO), she investigates why Black and racialized people leave the teaching profession. In the Summer of 2021, she imagined and pitched a special issue on hijabi girlhood to the journal Girlhood Studies. The recently published issue, called The Girl in the Hijab, includes articles that use a range of methodological approaches to explore the multidimensional, interdisciplinary, and intersectional experiences of girls and young women who wear hijab.

In addition to her robust and innovative research program, Dr. Almanssori is a passionate and innovative educator who has developed and taught undergraduate and graduate courses at the Faculty of Education and in the Department of Interdisciplinary and Critical Studies at UWindsor. She regularly teach cross-disciplinary courses on sexual violence in collaboration with the Bystander Initiative, a comprehensive, campus-wide approach to sexual violence prevention.