BOARD OF DIRECTOR ELECTIONS
CANDIDATES
Check back soon to see who's running.
Computer Science (PhD and MSc)/ Applied Computing (MAC)
1. Outline your relevant experience for this position
I lead teams. At CELITECH, where I have been a Founding Engineer since 2021, I led a team of developers through SOC 2 Type I and Type II compliance, shipped SDKs in six languages and launched our products in more than 18 languages. I also ran onboarding for new team members and mentored junior colleagues.
In my courses, I lead our team on group projects, including in Advanced Computing Concepts, Advanced Software Engineering Topics and Introduction to Artificial Intelligence. I am the contact with the instructor and graduate assistant, raising our issues and sharing our project proposals with them. In October 2026 I led my team at the VentureU pitch competition, where our project Green Zone won first prize.
I have not held a student government role before. I am running because I want to get involved in the university community, and I would bring the same approach I use in my teams: prepare, follow through and keep people informed.
2. What specific initiatives and projects would you undertake related to this role?
First, after every monthly Board meeting I will send CS and MAC students a short summary: what was decided, how I voted and what comes next.
Second, I will set up one simple feedback form and a monthly open call. I will take the most common issues to the Board and report the outcome, even when the answer is no.
Third, I will gather advice from students who have been through their first terms and put it into a short guide for new CS and MAC students, covering how courses and projects work and what the internship term involves.
Fourth, I will organize peer resume and interview practice for students heading into the internship term, and ask the Board to work with career services on preparation.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large, and UWindsor administration?
I build positive relationships by communicating clearly and often. With the Board, I will attend every meeting, prepare in advance and work with the other representatives. With students, I will send a summary after each meeting and keep a simple way for them to reach me, such as a feedback form and a monthly open call. With administration, I will bring specific issues with suggested next steps, and I will keep students updated on how those conversations go. I already work this way in my courses, where I raise issues with the instructor or graduate assistant, share a written proposal and follow up. In each case I want to be the link that passes information in both directions, so that students, the Board and the university understand each other.
4. Describe the importance of the GSS in your own words
The GSS is how graduate students get a voice at the University of Windsor. We come from many programs, and a shared voice helps us be heard. It is also a way to get involved and contribute to the community beyond classes and work, which is why I am running. I want to help CS and MAC students feel connected to the GSS and to know what it does for them.
1. Outline your relevant experience for this position
My experience in student leadership, research, and advocacy has helped me develop the communication, organizational, and collaborative skills relevant to representing graduate students.
I have served as Head of Research for the university’s AI Club, where I contributed to research-related initiatives and collaboration among students. I also served as Technical Lead for the university chapter of Diabetes Canada, supporting the technical aspects of student-led projects and initiatives.
Additionally, as a union steward with CUPE 4580, I have gained experience in student advocacy, understanding members’ concerns, and the importance of fair and constructive representation.
Together, these roles have strengthened my appreciation for listening to different perspectives, working collaboratively, and helping ensure that students’ interests are represented.
2. What specific initiatives and projects would you undertake related to this role?
I would advocate for greater awareness of scholarships, research opportunities, professional development resources, and networking events relevant to Computer Science and Applied Computing graduate students.
I would also bring forward student concerns related to accessibility, academic and financial pressures, and access to university support services.
Finally, I would support initiatives that encourage collaboration and communication among graduate students, including opportunities to share research, exchange experiences, and connect across programs.
Throughout these efforts, I would seek student feedback and work with fellow GSS representatives to identify practical ways to address shared priorities.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large and UWindsor administration?
I believe positive working relationships are built through respectful communication, transparency, and a willingness to understand different perspectives.
Within the GSS Board, I would approach discussions collaboratively, listen to fellow representatives, and work toward solutions that consider the broader graduate student community.
With graduate students, I would prioritize accessibility and open communication, encouraging students to share their concerns and suggestions while keeping them informed about relevant GSS discussions and initiatives.
When engaging with university administration, I would aim to communicate student concerns clearly and constructively, recognizing that meaningful improvements often require cooperation among multiple stakeholders.
4. Describe the importance of the GSS in your own words
I believe the Graduate Student Society plays an essential role in ensuring that graduate students have a collective voice within the university while also providing access to important services and resources.
Beyond advocacy, the GSS also plays an important role in supporting students’ well-being through services such as graduate student health and dental insurance benefits. These services can have a meaningful impact on students’ financial security and ability to access necessary care.
To me, the value of the GSS lies in its ability to advocate for graduate students, support their well-being, and foster a community in which students feel represented and supported.
Philosophy/Argumentation Studies
I promise to be a transparent and a strong advocate for the Philosophy and Argumentation Studies graduate students I hope to represent on the GSS department board of directors. I believe to have a healthy and thriving educational environment requires engaged students who take part in creating, shaping and following through with campus initiatives that benefit them along their educational journey. Therefore, if elected as a member of the GSS department board of directors I hope to serve the interests of students I represent to provide a voice of reason and support for the needs of our fellow student body.
Chemistry and Biochemistry
Women's Student Liason
1. Outline your relevant experience for this position.
As a second-year student in the Master of Social Work (MSW) Working Professionals program at the University of Windsor, I bring a combination of academic knowledge, professional experience, and previous leadership as the Women’s Student Liaison for the Graduate Student Society (GSS). Having held this position last year, I have developed a deeper understanding of the importance of student representation, collaborative advocacy, and ensuring that the concerns of women graduate students are heard and addressed. I am seeking re-election because I remain committed to this work and want to continue building on the experience and relationships I have developed throughout my previous term.
My connection to the University of Windsor extends beyond my graduate studies. I completed my undergraduate degree at the University of Windsor in Criminology and Sociology with minors in Women and Gender Studies and Psychology. During this time, I was actively involved in the Bystander Initiative, contributing to efforts to prevent sexual assault and promote a culture of consent and accountability on campus. This experience helped shape my commitment to gender equity, violence prevention, and creating safer, more inclusive university environments.
Professionally, I bring over nine years of experience working with women and gender-diverse individuals impacted by intimate partner violence. My work has strengthened my skills in trauma-informed advocacy, culturally humble and person-centered care, crisis response, and navigating complex systems. I understand the barriers individuals can face when seeking support and the importance of creating spaces where people feel safe, respected, and empowered to share their concerns. These skills are directly relevant to representing students, identifying gaps in support, and advocating for meaningful change.
My previous term as Women’s Student Liaison has also given me valuable insight into the responsibilities of the position and the importance of building strong relationships between graduate students, the GSS, and university administration. I understand that effective advocacy requires more than listening; it requires follow-through, accountability, and a willingness to work collaboratively toward practical solutions. I would bring this experience, along with my continued commitment to social justice and equity, to another term in this role.
2. What specific initiatives and projects would you undertake related to this role?
If re-elected, I would build on my previous experience as Women’s Student Liaison to continue advocating for the safety, well-being, inclusion, and equitable representation of women graduate students at the University of Windsor. My priorities would include the following initiatives:
Gender-based violence prevention and campus safety: I would continue advocating for accessible information about sexual violence prevention, reporting options, and available campus and community supports. I would seek opportunities to collaborate with relevant university services to identify gaps in support and ensure that the experiences and needs of graduate students are considered in discussions about campus safety and gender equity.
Community-building and peer connection: Graduate school can be isolating, particularly for students balancing academic responsibilities with professional careers, family commitments, and other personal demands. I would explore opportunities to create welcoming spaces, both in person and virtually, where women-identifying and gender-diverse graduate students can connect, build community, access resources, and feel less isolated. These initiatives would prioritize accessibility, confidentiality where appropriate, and respect for each student's boundaries and experiences.
Intersectional advocacy and representation: I would continue working to ensure that the concerns of women graduate students are understood through an intersectional lens. This includes recognizing the distinct barriers experienced by racialized and Indigenous students, LGBTQ2S+ students, international students, students with disabilities, and those balancing caregiving or financial responsibilities. I would seek meaningful opportunities to gather student perspectives and bring forward actionable recommendations to the GSS and university administration.
Wellness, empowerment, and practical resources: I would explore workshops and events focused on self-advocacy, boundary-setting, leadership development, financial well-being, and navigating university resources. I would also look for opportunities to collaborate with existing campus and community organizations to make use of available expertise and avoid duplicating services.
Continued advocacy and accountability: Having served in this role previously, I recognize the importance of building on existing work rather than starting over each year. I would prioritize following up on concerns raised by students, communicating progress where possible, and identifying opportunities to turn recurring concerns into concrete recommendations. My goal would be to ensure that students see the value of their participation and understand how their voices contribute to the work of the GSS.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large, and UWindsor administration?
I believe positive working relationships are built through mutual respect, transparent communication, accountability, and a shared commitment to serving students. Having previously served as Women’s Student Liaison, I understand the importance of working collaboratively with the GSS Board, members at large, and university administration to ensure that student concerns are represented effectively and addressed constructively.
As a University of Windsor alumna and current second-year MSW Working Professionals student, I bring familiarity with the University's culture and an understanding of the diverse experiences of its student population. My academic and professional experiences have also taught me how to work with individuals from different backgrounds, perspectives, and areas of expertise. I value open dialogue, active listening, and collaborative decision-making, particularly when navigating complex or sensitive issues.
I would approach relationships within the GSS by being an engaged, reliable, and solutions-oriented board member. This means communicating regularly, respecting the responsibilities and perspectives of other board members, following through on commitments, and remaining open to feedback. I recognize that effective advocacy often requires collaboration across portfolios and that the strongest outcomes emerge when people work toward shared goals rather than in isolation.
When working with university administration, I would strive to maintain professional and constructive relationships while remaining persistent in advocating for students' needs. I believe it is possible to approach discussions respectfully while still asking difficult questions, identifying gaps in existing supports, and pushing for meaningful change. My professional background in social work has reinforced the importance of balancing relationship-building with accountability and advocacy.
I would also prioritize maintaining clear communication with the students I represent. Listening to their concerns, seeking input from diverse student groups, and providing updates on advocacy efforts wherever possible are important ways to build trust. Ultimately, I want to contribute to a GSS culture where collaboration is valued, differing perspectives are respected, and positive working relationships translate into tangible improvements in the graduate student experience.
4. Describe the importance of the GSS in your own words.
Through my experience as Women’s Student Liaison last year, I have seen firsthand how important the advocacy work of the Graduate Student Society is to the overall student experience at the University of Windsor. The GSS is more than a student organization; it is an essential voice for graduate students, helping ensure that their concerns, needs, and experiences are brought forward in conversations and decisions that affect their academic and personal lives.
Graduate students navigate unique challenges, often balancing demanding academic programs with employment, financial pressures, family responsibilities, and concerns about their future careers. These challenges can sometimes leave students feeling disconnected from the broader university community or unsure of where to turn when they encounter barriers. The GSS plays a vital role in bridging that gap by advocating for students, connecting them with resources, creating opportunities for engagement, and working with university administration to address issues affecting their experience.
Serving as Women’s Student Liaison has strengthened my appreciation for how important it is to have student representatives who are willing to listen, speak up, and follow through. Advocacy can take many forms, from raising awareness about an issue and connecting students with supports to participating in conversations about institutional policies and pushing for improvements. Although meaningful change does not always happen immediately, consistent representation and collaboration help ensure that student concerns remain visible and are not overlooked.
I also recognize that the GSS contributes to the graduate experience beyond formal advocacy. Through community-building, events, services, and opportunities for student involvement, it helps foster a sense of belonging among graduate students from different disciplines, backgrounds, and stages of life. This is particularly important for students in professional programs who may be balancing their studies with full-time employment and other responsibilities.
As a second-year MSW Working Professionals student who has already had the opportunity to serve in this role, I understand the importance of continuity, accountability, and student-centered leadership. I see the GSS as a bridge between students and the institution, helping transform individual concerns into collective advocacy and opportunities for change.
Ultimately, the importance of the GSS lies in its ability to ensure that graduate students are not simply participants in university life, but active contributors to shaping it. I am proud to have contributed to this work as Women’s Student Liaison, and I would welcome the opportunity to continue advocating for women graduate students with the same dedication, compassion, and persistence. I want students to feel that their voices matter, that their experiences are taken seriously, and that there is a representative committed to helping turn their concerns into meaningful action.
Transitional Health Science
1. Outline your relevant experience for this position.
Much of my experience has involved representing others, working with different perspectives, and figuring out how to turn concerns into something actionable.
I joined the Biology Students’ Union as a Second Year Representative, later became Vice President of Student Advocacy, and eventually served as Co-President. In that role, I led a team representing more than 400 biology students and met with the Dean biweekly. Through these roles, I learned that effective representation understanding what students actually need and making sure those concerns continue to be addressed after a meeting ends.
Outside the university, I serve as a Director on the Amherstburg Family Health Team, where I contribute to discussions about patient experiences and improvements to care. Additionally, my experience at Essex Golf & Country Club has shaped my approach to working with people. After starting as a server, I was promoted to Banquet Captain, coordinating events and helping lead staff in a fast-paced environment. This taught me to communicate clearly, adapt to different needs, and address problems as they arise.
As a graduate student in the Translational Health Science (THS) program, I understand the importance of having someone who is accessible and willing to listen. I would bring my experience in student leadership, healthcare, and the workplace to the GSS while recognizing that my own perspective cannot speak for everyone. My priority would be to understand what matters to my cohort and represent those perspectives thoughtfully.
2. What specific initiatives and projects would you undertake related to this role?
I would focus on three practical priorities: gathering student input, keeping my cohort informed, and making GSS opportunities more accessible.
First, I would use existing channels, brief feedback forms, and individual conversations to learn what THS students want raised at GSS meetings. I want to make it easy for students to share concerns or suggestions without adding another commitment to their schedules. Anonymous feedback forms would also give students a way to raise issues they might not feel comfortable discussing openly.
Second, I would share short updates after relevant GSS meetings, outlining what was discussed, what responses were received, and what still needs follow-up. I think it is important that students know their concerns have been communicated, even when a solution is not immediate or possible.
Finally, I would help make relevant GSS resources, events, and opportunities more visible to my cohort. I would also look for opportunities to connect THS students with those in other programs, particularly where our shared interests in health and research could create opportunities to learn from one another.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large and UWindsor administration?
I think good working relationships come from communicating clearly, following through on commitments, and being willing to work through disagreements constructively.
On the GSS Board, I would make an effort to build relationships with representatives from other programs and understand the issues affecting their students. Although our experiences may differ, sharing perspectives can help us identify common concerns and work together on initiatives that benefit graduate students more broadly.
When working with university administration, I would aim to be respectful and direct. I recognize that decisions can involve competing priorities and practical limitations, but I also believe it is important to communicate student concerns clearly and ask questions when something could be improved.
I would also prioritize keeping communication open between meetings, following up when I commit to doing so, and being honest with students about the responses I receive. I want to be someone others can approach easily and work with productively, including when we do not initially agree. Ultimately, I think collaboration is most effective when people feel heard, understand one another's responsibilities, and remain focused on finding a way forward.
4. Describe the importance of the GSS in your own words.
Through student leadership, I have seen how easily concerns can fall through the cracks. Students may know exactly what is affecting their experience, but that does not always mean their concerns reach the people who can do something about them. Sometimes, students simply do not know where to bring an issue, or assume someone else is already addressing it.
I think the GSS helps bridge that gap for graduate students. It provides a way to bring concerns beyond individual programs, connect students with resources, and make sure graduate student perspectives are part of wider university conversations.
I also think its value lies in helping students feel less separate from one another. Graduate students can spend most of their time focused on their own research, supervisors, and coursework. Having opportunities to connect with people outside that immediate environment can make the university feel like a community rather than a collection of individual programs.
To me, effective representation comes down to whether students know who they can approach, whether their concerns are communicated honestly, and whether someone takes the time to explain what happened afterward.
That is what I would contribute as the Translational Health Science representative: a practical connection between our cohort and the GSS, so students have a clearer way to participate in the broader graduate community.
Nursing
Research and Innovation Liaison
Outline your relevant experience for this position
I am excited by the opportunity to run for re-election for the role of Research and Innovation Liaison. Participating on the board of directors last term was a unique opportunity that allowed me to learn more about the process of executive council. Moreover, I gained a stronger understanding of the topics of highest contention affecting graduate students and the graduate society. As an undergraduate, I engaged in research through the completion of an honors thesis in kinesiology, and now, as a second-year Master of Science in Kinesiology and Health Studies student I am privileged to continue researching among knowledgeable faculty members and peers. Throughout my education I have attended conferences hosted by the University and third parties, such as Kinesiology Research Day and the American College of Sports Medicine Conference in Salt Lake City Utah. These experiences have allowed me to learn from others creative research. I believe exposing students to various research fields is essential for professional development and contributes to creating well rounded, successful scholars. Moreover, I have indirectly engaged with The Office of Research and Innovation Services (ORIS) through the applications of provincial and federal funding applications (CHIR, OWHS, OGS). The ORIS strives to assists students and their research endeavors. It is important that ORIS has a student advocate to help with the dissemination of pertinent information regarding the research taking place at UWindsor, also to assist student in creating competitive application packages.
What specific initiatives and projects would you undertake related to this role?
Updating the GSS webpage and assisting with fund reallocation to allow more funding opportunities for both thesis and course-based master’s students. Firstly, I think that it is important that the GSS webpage is updated with current information to create a central information hub. Currently the GSS webpage has hyperlinks that are broken or part of the “Vision 2021 website project”. Unfortunately, we are approaching the end of 2026 and I am confident that my student peers would like to have access to information related to student professional development and awards. It is critical that the GSS webpage maintains an up-to-date status for timely communication and dissemination of information for the student body. Furthermore, I am interested in helping pass the motion for an increased funding pool for graduate student awards. Graduate students of all declines should have opportunity to apply for funding regardless of their status as a thesis, course based or major paper stream. Moreover, it is important that the funding opportunities are of a monetary value that is significant to the student, potentially supporting them beyond academic expenses.
How do you plan on facilitating positive work relationships within the GSS Board, members at large, and UWindsor administration?
Fostering positive working relationships within the GSS Board, members at large, and UWindsor Administration requires open and timely communication. I intend to diligently fulfill my roles responsibilities, advocating for the novel research and innovation that faculty and students are conducting here at the University of Windsor. Furthermore, by actively engage in board member meetings, I will represent the graduate student community, ensuring their voices are heard. I will prioritize attentive listening, constructive feedback, and kindness to build trust and collaboration among collogues. I will approach differing opinions with curiosity and respect. My goal is to create a cohesive environment where all parties can feel comfortable and confident working toward shared objectives. Through transparent communication and engagement, I hope to contribute to the GSS, and help support graduate students in a way that aligns with the universities overall mission.
Describe the importance of the GSS in your own words
The Graduate Student Society (GSS) is an integral part of the University of Windsor campus community, providing essential support to graduate students and the broader campus community. Through advocacy, GSS amplifies students’ voices, ensuring fair academic policies, funding opportunities, and equal representation. Its comprehensive benefit plans help alleviate financial burdens. Additionally, the GSS hosts a variety of social events that provide students with meaningful networking opportunities. Also, these events support the overall student experience providing balance to rigorous academic workloads frequently experienced by graduate students. Without the presence of GSS, graduate students would lack critical support, which in turn may impact overall academic and personal success. GSS champions students’ needs and creates an inclusive environment. The GSS plays a pivotal role in ensuring graduate students at UWindsor can thrive, contributing to an overall more positive campus experience.
Engineering Industrial Engineering / Industrial and Manufacturing Systems / Materials / Mechanical Engineering / Mechanical Engineering - Automotive Option and IMSE (MAIME)
1. Outline your relevant experience for this position
I bring graduate-level engineering training together with hands-on work and leadership experience. As a mechanical engineering graduate student at the University of Windsor, I understand first-hand the pressure of coursework, research, and group projects. In a recent team project, we built an adaptive cruise control prototype using Arduino and MATLAB fuzzy logic, which taught me how much clear communication and shared accountability matter.
Before coming to Windsor, I worked in quality control at Diwagio Limited and in automotive service operations at Lanre Shittu Motors in Nigeria. Those roles taught me to follow processes carefully, catch problems early, and keep customers and colleagues informed. These are the same skills needed to represent students well and follow issues through to a resolution.
I currently work as a night auditor at the Quality Inn in Windsor, where I handle front desk operations, resolve guest concerns, and make responsible decisions on my own. Balancing this job with graduate studies has given me real appreciation for time management and for the challenges many graduate students face in juggling school, work, and life.
Together, these experiences have made me reliable, approachable, and a good listener. I am ready to bring that perspective to the GSS and to speak confidently on behalf of mechanical engineering graduate students.
2. What specific initiatives and projects would you undertake related to this role?
I would focus on four practical initiatives that respond to what graduate students in engineering need most.
First, an industry connection series. Windsor-Essex has a strong automotive and manufacturing community, and I would work with the department and the GSS to organize networking evenings and lab or plant visits so students can build relationships beyond campus.
Second, a peer mentorship program that pairs incoming students, especially international students, with experienced graduate students who can share advice on courses, supervisors, funding, housing, and settling into Windsor.
Third, skills workshops led by students and faculty, covering tools such as CATIA, MATLAB, and research writing, as well as thesis planning and job search preparation.
Fourth, a consistent feedback channel. I would run short surveys each term, hold open conversations with mechanical engineering students, and report back on what I heard and what action followed. I would also support low-cost social and wellness events so graduate students can take a break and build community.
My goal is for every graduate student in our program to feel informed, supported, and connected.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large and UWindsor administration?
I believe strong relationships are built on respect, reliability, and open communication.
With the GSS Board, I would come prepared to meetings, follow through on commitments, and share the workload fairly. I welcome different viewpoints and would aim to disagree constructively, keeping the focus on what benefits students.
With members at large, I would be visible and easy to reach. Regular check-ins, surveys, social media updates, and informal events would help me hear from students who may not usually speak up. I would make a point of reporting back so students can see how their input shapes decisions.
With UWindsor administration, I would approach conversations professionally and collaboratively. Rather than only raising problems, I would bring clear information, student feedback, and realistic solutions, and I would acknowledge progress when it is made. Respectful, consistent communication builds trust and makes it more likely that student concerns are taken seriously.
My work in hospitality and quality control has taught me to stay calm under pressure, listen carefully, and find solutions that work for everyone involved. I would bring that approach to every relationship in this role.
4. Describe the importance of the GSS in your own words.
The GSS is the voice and the support system of graduate students at the University of Windsor. Graduate students often work independently, balancing research, teaching or research assistantships, coursework, finances, and for many of us, life far from home. Without a strong collective voice, it is easy for our needs to be overlooked.
The GSS makes sure those needs are heard. It advocates for fair policies, accessible funding and services, and a healthy academic environment. It also provides a sense of belonging, through events, resources, and connections that remind graduate students they are part of a community rather than working alone.
For international students especially, the GSS can make a major difference in how welcome and supported someone feels during a big transition. For every student, it is a place to share concerns, find help, and take part in shaping the university experience.
Just as importantly, the GSS develops student leaders. It gives members the chance to practice teamwork, advocacy, and service, skills that last well beyond graduation.
To me, the GSS is essential because it turns individual graduate students into a united community with a real say in their own success and wellbeing.
Engineering Management (MEM)
Outline your relevant experience for this position.
I bring over seven years of professional experience across software architecture, enterprise systems, and cross-functional engineering delivery in global organizations like Zensar, Tech Mahindra, and SourceOne Consulting. Holding an MBA in IT & Systems Management from NMIMS and a bachelor’s in IT from JNTU-H, my career has centered on bridging technical teams and business stakeholders to solve complex operational challenges.
Throughout my professional journey – whether leading large-scale enterprise data migrations for TalkTalk, architecting scalable cloud platforms, or automating reporting pipelines to reduce SLAs – I have cultivated core competencies in technical leadership, stakeholder communication, requirements analysis, and cross-team coordination. My background in process optimization, workflow design (BPMN), and data analytics (Power BI) equips me with a structured, data-driven approach to problem-solving.
Transitioning into graduate studies in Engineering Management at UWindsor has further sharpened my focus on operational systems and strategic decision-making. I am eager to apply these systems-thinking and leadership skills to represent MEM students effectively, streamline communication, manage organizational workflows, and advocate for initiatives that directly enhance our academic and professional environment.
What specific initiatives and projects would you undertake related to this role?
If elected as your Engineering Management Representative, I plan to focus on three key initiatives designed to bridge the gap between academic experience and professional readiness:
- MEM Peer Study & Operational Case Study Circles: Establishing collaborative peer study circles and operational case study workshops where students can share practical frameworks, tackle complex project management modules together, and strengthen collective academic performance.
- Streamlined Departmental Feedback Loops: Implementing a transparent, recurring feedback mechanism (such as digital check-ins and open forums) to proactively identify student concerns regarding course availability, workload management, or administrative processes—ensuring issues are raised swiftly with faculty and the GSS.
- Cross-Cohort Networking & Mentorship: Establishing a peer-mentoring initiative connecting incoming MEM students with senior cohorts to ease the transition into graduate life, foster collaborative study groups, and build a tighter-knit departmental community.
These initiatives will be approached with the same disciplined project management and execution rigor I have applied throughout my career, ensuring measurable outcomes and transparent progress reporting back to the student body.
How do you plan on facilitating positive work relationships within the GSS Board, members at large and UWindsor administration?
Building and maintaining positive, productive relationships requires clear communication, active listening, and a collaborative mindset rooted in mutual respect. Drawing from my professional background coordinating across multidisciplinary engineering and business stakeholder groups, I plan to approach GSS governance through structured engagement and transparency:
- With the GSS Board: I will actively participate in monthly meetings, contribute constructively to collaborative problem-solving, and support fellow board members on shared cross-functional initiatives. My experience with enterprise workflow orchestration helps me keep discussions focused, organized, and action oriented.
- With Members at Large: Trust is built through responsiveness. I will maintain open communication channels, ensure students are regularly updated on GSS resolutions, and represent their collective voice accurately and fairly.
- With UWindsor Administration: When engaging with university stakeholders, I will maintain a professional, data-backed approach. By presenting clear requirements, well-defined problem statements, and constructive solutions rather than just grievances, I aim to advocate effectively for MEM student needs while fostering cooperative institutional partnerships.
Describe the importance of the GSS in your own words.
The Graduate Student Society (GSS) serves as the vital institutional anchor and collective voice for graduate students during a critical transitional phase of our lives and careers. Graduate education is uniquely demanding, balancing rigorous academic research, professional development, financial planning, and personal well-being. In this landscape, the GSS acts as a vital safety net, advocate, and community builder.
Beyond providing essential services, advocacy, and social programming, the GSS ensures that graduate students are not navigating institutional structures in isolation. It bridges the gap between the student body and university administration, safeguarding student rights, promoting equity and inclusivity, and ensuring that policies reflect our best interests.
For Engineering Management students – who are training to become future operational leaders, systems architects, and strategic decision-makers – the GSS represents practical democracy in action. It teaches us the importance of collective governance, active civic participation, and community stewardship. Serving within the GSS means upholding a platform where every graduate voice is heard, respected, and empowered to drive meaningful, lasting institutional change.
Education and Educational Studies (MEd, MEd International cohort, and joint PhD)
1. Outline your relevant experience for this position
I bring extensive experience in student governance, democratic participation, and community advocacy to the position of Faculty of Education Department Representative.
During my undergraduate studies, I served as a departmental representative in three academic programs: Anthropology, Political Science, and Education. These positions provided opportunities to represent student concerns, participate in departmental discussions, and develop an understanding of university governance.
During my graduate studies at Western University, I served as the graduate student representative for Anthropology. I subsequently served for one year as Chief Returning Officer (CRO) for the Graduate Students' Society elections, gaining valuable experience in electoral administration, procedural fairness, accountability, and democratic representation.
Beyond university governance, I have participated in local politics for over 20 years, including political canvassing and serving as an election scrutinizer. These experiences have reinforced my appreciation for transparency, meaningful consultation, and the importance of ensuring that individuals have a voice in decisions affecting their communities.
My interdisciplinary academic background and experience in student representation have strengthened my ability to appreciate diverse perspectives, communicate effectively, and approach institutional challenges thoughtfully.
I believe this combination of experience would allow me to contribute constructively to the Graduate Students' Society while representing the interests and concerns of graduate students within the Faculty of Education.
2. What specific initiatives and projects would you undertake related to this role?
My priorities as Department Representative would focus on three areas: accessibility, LGBTQ+ inclusion, and improvements to graduate student health benefits.
First, I would advocate for greater accessibility for graduate students with disabilities. This would involve consulting with students to identify barriers to participation, academic accommodations, and access to university services. I would work collaboratively with the Graduate Students' Society and university administration to promote practical improvements that support equitable participation.
Second, I would work to strengthen LGBTQ+ inclusion within the graduate student community. I believe that graduate education should provide an environment where all students feel respected, supported, and represented. I would encourage collaboration with existing student organizations and university initiatives to identify opportunities for greater inclusion and community engagement.
Third, I would advocate for a comprehensive review of graduate student health benefits, particularly concerning affordability, coverage limitations, and access to essential healthcare services. I would seek student feedback to identify areas where the existing plan may not adequately address graduate students' needs.
Finally, I would establish regular opportunities for Education graduate students to communicate concerns, share suggestions, and receive updates regarding GSS activities.
My overall objective would be to pursue achievable, student-informed initiatives that improve the graduate experience while ensuring that student perspectives meaningfully inform decisions.
3. How do you plan on facilitating positive work relationships within the GSS Board, members at large, and UWindsor administration?
I believe positive working relationships are built through mutual respect, transparency, accountability, and a willingness to engage constructively with differing perspectives.
My previous experience in student governance has demonstrated the importance of collaboration between elected representatives, the students they serve, and university administration. Having represented students in multiple academic departments and served as Chief Returning Officer for graduate student elections at Western University, I understand the importance of maintaining professional relationships while respecting institutional responsibilities and democratic processes.
Within the GSS Board, I would encourage open discussion, respectful disagreement, and collaborative problem-solving. Effective governance requires representatives to recognize that differing perspectives can contribute to stronger decisions when approached with professionalism and a shared commitment to student interests.
In my relationships with graduate students, I would prioritize accessibility, responsiveness, and regular communication. Students should feel comfortable raising concerns and confident that their perspectives will be represented fairly.
When working with UWindsor administration, I would seek constructive dialogue grounded in evidence, student experiences, and practical solutions. I believe advocacy is most effective when representatives can articulate concerns clearly while remaining open to collaboration.
Ultimately, my approach would emphasize building trust, maintaining respectful communication, and ensuring that disagreements do not prevent meaningful progress toward shared institutional and student objectives.
4. Describe the importance of the GSS in your own words
I believe the Graduate Students' Society is an essential institution within the university community because it provides graduate students with a collective voice in decisions that influence their academic, professional, and personal lives.
Graduate students occupy a unique position within universities. They are students, researchers, educators, and, in many cases, employees who balance demanding academic responsibilities with financial pressures, employment, and family commitments. Their experiences and needs are not always identical to those of undergraduate students, making independent graduate representation particularly important.
The GSS provides an important mechanism through which these concerns can be communicated, discussed, and addressed collectively. Beyond representing students in university governance, it has a responsibility to advocate for equitable access to education, meaningful inclusion, appropriate health benefits, and a supportive academic environment.
I also believe the GSS plays an important role in fostering a sense of belonging. Graduate education can sometimes be an isolating experience, particularly for students navigating demanding research programs or balancing competing responsibilities. A strong graduate student society can help build connections across disciplines and create opportunities for meaningful participation in university life.
Ultimately, I view the GSS as more than a representative organization. It is a democratic institution that should empower graduate students, protect their interests, promote accountability, and contribute to a university community in which every graduate student has the opportunity to succeed.
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The electoral process is under the purview of the Chief Returning Officer (CRO), who acts as an independent third-party to the GSS, mandated to coordinate all elections activities, publish elections communications, handle appeals, and respond to member and public inquiries regarding the process.