OFFICE OF ACADEMIC RESEARCH
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Committees

REB Committee

The REB Committee ensure that all research involving human participants conducted by faculty, staff, and students at Yorkville University meets the highest ethical standards and complies with applicable regulations and guidelines, particularly the requirements of Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans – TCPS 2 (2022). 

Thu Le (Chair)

Wendy Kraglund-Gauthier (Vice-Chair)

Aaron Smith

Behnoosh Khoramrooz

Cağdaş Dedeoğlu

Halleh Nejadriahi

Jo Chang

Fiona Vajk

Rosina Mete

Katherine Carpenter

SSAF Committee

The SSAF Committee oversee the evaluation and equitable distribution of funds under the SSAF. Its purpose is to support the development of high-quality scholarly work aligned with Boyer’s Model of Scholarship and Yorkville University’s strategic academic priorities by ensuring rigorous, fair, and transparent adjudication of funding applications.

Thu Le (Chair)

Jenny Ge

Tommy Mayberry

Steven E. Noble

Michele Bertussi

Leonard Danglli

Jo Chang

Umeka Naidoo

Silas Krabbe

Rosina Mete

Wendy Kraglund-Gauthier
Thu Le

Thu Le, Ph.D, is an educator, researcher, and academic leader with extensive experience teaching and conducting research across international contexts. She holds a Ph.D. in Educational Studies, an M.A. in TESOL, and a B.A. in Teacher Education. Dr. Le is the recipient of the Ontario Graduate Scholarship (2024–2025) and the Best Dissertation Award (2025) from the Comparative and International Education Society for her doctoral research. As a founding Director of the Office of Academic Research at Yorkville University, Dr. Le provides strategic leadership in advancing the university’s research agenda. She oversees initiatives that support faculty research development, enhance research visibility, and broaden impact across campuses. She serves as Chair of the University’s Research Ethics Board (YU REB) and leads the Support for Scholarly Activity Fund (SSAF), an internal fund to support institutional research.

Dr. Le’s research interests lie in Acculturation, Intercultural Competencies, Student Agency, and Academic Resilience. Her research centers on understanding the complex factors that shape student lived experiences across cultural boundaries. Her recent study examines the multifaceted influences on students’ college choices, acculturation trajectories, and help-seeking behaviors. She has presented at leading international conferences including AERA, ASHE, CSSE, and CIES. Her work is published in top-tier journals such as International Journal of Multicultural Education, Higher Education, Journal of Studies in International Education, and International Journal of Educational Technology in Higher Education, contributing to global discussions on international higher education and multicultural education practices.

Wendy Kraglund-Gauthier

Wendy Kraglund-Gauthier, B.A., B.Ed., B.B.A, M.Ad.Ed., Ph.D., is an educator, researcher, and consultant with over 25 years’ experience in K–12, post-secondary, and adult learning contexts. Wendy has a Masters of Adult Education from St. Francis Xavier University and a PhD from the University of South Australia. She has been with Yorkville University since 2016 and is the current Associate Dean (Research) and Chair, Adult Education with the Faculty of Education and serves as the Vice-Chair of the REB and  is a member of the Canadian Association of Research Ethics Boards (CAREB). Wendy is also an active member of the Canadian Evaluation Society (CES), where she serves as a member of the National Professional Development committee and as Chair of the PD Committee for the CES PEI-Chapter. She serves as peer reviewer for academic journals and has experience on numerous Masters and Doctoral research committees as a member and external examiner. Wendy’s scholarly interests are situated in program development and evaluation, digital pedagogy, UDL and accessibility, and literacies, mostly in adult learning community-based contexts. She has received a number of external and internal research grants including SSHRC and SSAF. She is keenly interested in the ethical implications of conducting research online, including the use of genAI in its many forms and also community-based participatory action research.

Aaron Smith

Aaron Smith (PhD, Wilfrid Laurier University; MTS, MA, Martin Luther University College; Hons. BA, McMaster University) has taught in counselling, psychotherapy, psychology, and social work programs in universities across Canada for more than 15 years. He is Associate Chair of the Master of Arts in Counselling Psychology program at Yorkville University and a Registered Psychotherapist (CRPO) in the Province of Ontario. Aaron has worked for primary health care clinics, mental health institutions, community-based organizations, and private consultancy firms for nearly twenty years. Woven throughout Aaron’s research is an emphasis on relational engagement. He has been interviewed by news outlets, published articles and book chapters, and presented at organizations and conferences throughout North America on subjects such as self-care, mental health, greeting behaviours, education, spiritual care, peer support, domestic violence, and psychotherapeutic practice.

Behnoosh Khoramrooz

Behnoosh Khoramrooz, MA, MEd (she/her) is a full-time psychology instructor and course lead at Yorkville University, where she also serves on the Liberal Arts Curriculum Committee, the Research Ethics Board, and represents the university in the British Columbia Council on Admissions and Transfer (BCCAT). Holding a Master of Arts in Clinical Psychology and a Master of Education in Educational Psychology from the University of Victoria, she brings over 15 years of interdisciplinary experience across higher education, curriculum development, public mental health, human experience research, and research ethics. She spent more than a decade in media and journalism—including work with the National Health Organization of Iran on public education initiatives. Her research and professional interests include public mental health, UX and environmental design, and the ethical inclusion of human participants in research and digital environments. She has also served as a reviewer for several academic associations, including OTESSA (Open/Technology in Education, Society, and Scholarship Association).

Çağdaş Dedeoğlu

Cağdaş Dedeoğlu, PhD (he/him), is a Professor of Liberal Studies at Yorkville University and the Founding Director of The Posthuman Lab—a not-for-profit research institute. As a researcher, he is also affiliated with the University of Toronto’s STREET Lab, Ontario Tech University’s Digital Life Institute, and Brock University’s Posthumanism Research Institute. He holds a PhD in Political Science and International Relations and completed postdoctoral research on environmental philosophy and ethics at the University of Florida. His research focuses on political posthumanism, with particular emphasis on security, sustainability, and technology. His work has been published in venues such as Citizenship Studies, Environmental Justice, Journal of Posthumanism, and the ACM Conference on Computing and Sustainable Societies. He is also a lead author of Mediterranean Experts on Climate and Environmental Change (MedECC)’s special report, “Environmental Change, Migration, and Conflict” (forthcoming). He has delivered numerous keynotes and invited talks on posthumanism, citizenship, sustainability, security, and artificial intelligence. More information about his research and publications can be found at www.cagdasdedeoglu.com

 

 

Halleh Nejadriahi

Halleh Nejadriahi, Ph.D., M.Arch., B.Arch., MRAIC, LEED® Green Associate™. Halleh holds a Ph.D., Master’s, and Bachelor’s degrees in Architecture. She is a LEED Green Associate, and a member of the Royal Architectural Institute of Canada. Her accomplishments include recognition in the AD Scientific Index, and the “Health and Wellness” badge for “Built for Health” from the U.S. Green Building Council. She received an Honor Certificate from the Pathways into Sustainability and Energy Program, along with certifications in Teaching Art and Design, Inclusive Teaching, and Universal Design for Learning. Her expertise spans architectural design and construction, environmental design and sustainability, design theory and principles, spatial organization, and design communication. Her professional journey has been enriched by academic research, teaching experience, and international collaborations across Canada, Europe, and the Middle East. With more than 18 years of experience, Halleh has taught a wide range of architectural and interior design courses. She has numerous publications in international scientific journals and conference proceedings and has chaired several international conferences. Halleh is affiliated with several academic associations. She also serves on the International Scientific Committee and Editorial Review Boards of several academic journals and is a member of the Research Ethics Board at Yorkville University.

Jo Chang

Jo Chang, Ed.D., MBA, LCPC, is a full-time faculty member and course lead for research in the Master of Arts in Counselling Psychology program, as well as a faculty member for the Doctor of Counselling and Psychotherapy program. Jo has a Master of Business Administration from Baldwin Wallace College, as well as a Master of Arts and a Doctor of Education in Counselling Psychology from the American School of Professional Psychology at Argosy University. Jo is a Licensed Clinical Professional Counselor. Jo is a peer reviewer for the Asian American Psychological Association, the Society for Teaching and Learning in Higher Education, and the American Educational Research Association. Jo was a financial and operational regulator for the Federal Reserve System. She has worked as a research consultant at the National Institutes of Health, as well as a counsellor in a mental health clinic, and private practice. Jo has served on dissertation committees and the research ethics boards. Currently, she focuses on the pedagogy of research, inspiring and informing students to become well-developed critical thinkers. Under her guidance, support, and leadership, doctoral students have successfully defended their Dissertations and Applied Scholarship Projects, making significant contributions to the fields of counselling and psychotherapy.

Fiona Vajk

Fiona Vajk PhD (she/her) is a licensed psychologist and educator with over 20 years’ experience in post-secondary settings. Dr. Vajk holds a Bachelors degree in Psychology from Princeton University and a PhD in Psychology from the University of Colorado at Boulder. She has been with Yorkville University since 2005; in addition to teaching multiple courses in the MACP program, she serves as a member of the REB, as well as serving as a member of the Institutional Review Board for Scipps College in California. Dr. Vajk has a particular interest in survivors of trauma, violence risk assessment, and collegiate mental health.

Rosina Mete

Rosina Mete, MSc, PhD, RP, CCC is the Director of Scholarly and Mental Health Initiatives. She is a Registered Psychotherapist (Ontario) and Canadian Certified Counsellor (Canadian Counselling and Psychotherapy Association CCPA). Before joining the Yorkville team in 2022 as a Course Lead, she worked in a variety of clinical and research settings. Dr. Mete has won awards for her academic and clinical work. Her research and publications include equity and access to mental health care, counsellor education, AI in counselling, stress management, social support, workplace mental health, problem-solving and decision-making, and technology in education. Her recent accomplishments include publishing her dissertation research regarding the impact of social support on emotional wellbeing among a chronically ill (COPD) population in an Ivy League academic journal. Additionally, she co-authored an inaugural study examining online peer support among Canadian medical laboratory professionals in 2024. Most recently, she is a co-developer of the IDEA framework which is an integrative approach to enhancing well-being via yoga, meditation, bilateral stimulation, and hypnotherapy. Her educational credentials include a BSc in Psychology from Carleton University, a MSc in Clinical Mental Health Counselling and a PhD in Leadership and Policy both from Niagara University. Additionally, Dr. Mete is the President of the CCPA Counsellor Educator and Supervisors Chapter and a Board Member with the Canadian Association for Suicide Prevention (CASP).

Katherine Carpenter

Katherine Carpenter is an experienced post-secondary educator and researcher based in British Columbia, with a strong background in business, education, and ethical research practices. She holds a Master of Business Administration from the University of Victoria, a Bachelor of Arts in Religious Studies from the University of British Columbia, and the Provincial Instructor’s Diploma, and has over 15 years of experience in business and post-secondary instruction. Katherine’s research interests include structural and social barriers to education, particularly for caregivers, and she applies a mixed-methods approach grounded in principles of flexibility, reciprocity, and emotional safety. Her professional focus on curriculum relevance, industry connection, and inclusive education informs her thoughtful and student-centered approach to ethical review. With her commitment to accessibility, community responsiveness, and research integrity, Katherine brings a balanced and practical perspective to the Research Ethics Board.

Jenny Ge with her dog River. Jenny is wearing black pants, a white top, and silver horn-rimmed glasses, and River has white fur with light-brown and grey patches and his tongue sticking out
Jenny Ge

Jenny Ge (she/her) is an educational developer and scholarly teacher with over 5+ years’ experience and a robust background in the scholarship of teaching and learning (SoTL), anti-racist pedagogies, and program evaluation. She completed her BEd and PhD in Education at Queen’s University, and holds a Credentialed Evaluator designation from the Canadian Evaluation Society. Her research explores teacher identity development across diverse contexts through narrative and arts-based methods. She occasionally lectures in the University of Toronto’s Master of Teaching program and is immediately joining our CTEI from Toronto Metropolitan University’s Centre for Excellence in Learning and Teaching where she was the Educational Developer, Research and Evaluation. Outside of work, she loves spending time with her two dogs, River and Sunday – River being pictured here with Jenny, and photos of Sunday are promised to come soon.

Tommy Mayberry

Tommy Mayberry (he/she/they) is the founding Director of our inaugural Centre for Teaching Excellence and Innovation here at Yorkville University and Toronto Film School. As an academic drag queen, they have published their work in numerous journals and edited volumes and have performed and presented their scholarship and research findings nationally as well as internationally. Tommy is co-editor (with Lindsay Bryde) of the award-winning book, RuPedagogies of Realness: Essays on Teaching and Learning with RuPaul’s Drag Race (McFarland 2022) – and currently have an equity and justice focused follow-up “shequel” edition in the works, too! – and Tommy is also a recipient of the University of Waterloo’s Award for Exceptional Teaching (2015) as well as of the 2024 CCCC Lavender Rhetorics Award for Excellence in Queer Scholarship. They hold a PhD in English as well as an MA in English and Cultural Studies.

Steven E. Noble

Steven E. Noble has an interdisciplinary doctorate (UBC), an MA, (UBC), in adult education and counselling psychology, a Business BAA (Ryerson), CHRP (U of Toronto), and other credentials. Steven has been engaged within adult education in diverse environments and populations for over 30 years. Steven’s teaching foci include thesis supervision, reflexivity, diversity (sexuality, gender/masculinity, disability, (bi)racialism, rural, ageism, and Indigenous issues), curriculum theory, and adult education theory. Theoretical research interests include interdisciplinary research theory, arts/performance-based/qualitative research theories, critical theories, theories of power in teaching/learning, liminal identity theory, and rural sociology, second/additional language acquisition, alternative thesis formats. Methodologies focused on have included a/r/tography, narrative/storying/biographical, ethnographic, autoethnographic, arts-based, community based, advocacy, phenomenological, case study, and grounded theoretical research. 

Michele Bertussi

Michele Bertusi is an award-winning Interior Designer. She is NCIDQ certified and an ARIDO member. ” Michele had the opportunity to complete a Master’s Degree in Design at IED and the University of Barcelona, Spain. In addition to over 13 years experience in the field, Michele has been teaching in the Bachelor of Interior Design since 2014 at Sheridan College and joined Yorkville University full-time faculty in 2023. She is dedicated to the success of our students and enjoys the programs nurturing and supportive career centric approach. She is pleased to give back to the community and share expertise and industry experience and knowledge!

Leonard Danglli

Leonard Danglli brings over 20 years of experience in higher education, both in Europe and North America. His academic journey started with graduating for English language studies, to be later followed by a PhD in linguistics, and in 2015 he was awarded the academic title of Associate Professor. Over these years, he has conducted extensive academic activity, including attending numerous international conferences, publication of five books and various journal articles, and he has actively participated in different international projects in the field of higher education. In addition to his research work, he has also chaired various committees, including quality assurance, program design, course development, student empowerment, etc. Dr. Danglli is the Assistant Dean of Liberal Arts at Yorkville University. He is also a member of the Academic Council and Senate of the university, the Support for Scholarly Activity Fund Committee, and the Liberal Arts Curriculum Committee. While teaching at both undergraduate and graduate level, including mentoring PhD students, he has developed and applied a student-centered approach, with student empowerment inside and outside the classroom being of paramount importance.

Umeka Naidoo

Umeka Naidoo holds a Doctor of Education (EdD), a Master of Business Administration (MBA) specializing in change management, a Bachelor of Commerce (BCom), and the Chartered Professional in Human Resources (CPHR) designation. Her interdisciplinary background engages with the complex and evolving landscape of adult education, while also connecting to organizational change, human resource management, and training and development. Together, these areas inform a comprehensive approach to learning and professional growth across diverse academic and organizational settings. Drawing on principles of adult learning and practical experience, Umeka is committed to designing scalable, high-impact learning experiences that align with both individual needs and institutional priorities. Her work emphasizes learner-centered strategies, strategic capacity building, and the meaningful transfer of knowledge to support innovation and effectiveness across academic and organizational contexts.

Silas Krabbe

Silas Krabbe lives on the territories of the Musqueam people. He is a Ph.D. candidate in Educational Studies at the University of British Columbia, and he holds graduate degrees in educational studies (MEd) and theology (MA). For a decade his educational locale was working with people experiencing exposure to societal precarity in Vancouver’s Downtown Eastside. His research is located within the discipline of the philosophy of education wherein he works on problems of violence in education and pedagogy, specifically focusing on violence’s intersection with the epistemic aspect of the onto-epistemic person. He has also published on theopoetics, multicentric epistemology, violence, and antifascist education. He teaches courses in the humanities and philosophy. He is a reviewer for the journals Review of Education, Pedagogy, and Cultural Studies and Philosophical Inquiry in Education. At Yorkville he serves on the BC curriculum committee and the SSAF adjudication committee. When not reading, writing, or teaching you may find him sailing, skiing, or camping with his family.

Matthew Dunleavy wearing a pink and purple polka-dot shirt under a grey blazer with red-framed glasses and a long reddish-brown beard smiling into the camera
Matthew Dunleavy

Senior Educational Developer, Faculty Excellence and Development

mdunleavy@yorkvilleu.ca 

Matthew Dunleavy (he/him) is an educational developer and scholarly teacher with over 9+ years’ experience. He immediately joins our CTEI from York University where he was an Educational Developer with the Teaching Commons; before entering that role, he served as the Program Director of the Online Learning and Technology Consultants (OLTC) Program at the Maple League of Universities (Acadia University; Bishop’s University; Mount Allison University; and St. Francis Xavier University). In 2022, he was awarded the D2L Innovation Award in Teaching and Learning by the Society for Teaching and Learning in Higher Education (STLHE) for this work.