Research Café is a relaxed and collegial gathering designed to foster a vibrant research community at Yorkville University. Open to all faculty and staff, Research Café is more than just a meeting. It is a friendly and welcoming space for meaningful conversation, reflection, and mutual support around research practices and cultures at Yorkville University. These live and interactive conversations offer an invaluable opportunity to ask questions, exchange ideas, and learn from your colleagues across disciplines.
Each one-hour session is organized around a specific theme and begins with a warm group welcome before moving into small group discussions in breakout rooms. In these smaller circles, participants are encouraged to share experiences, pose questions, and offer insights in a collegial supportive environment. Our aim is to cultivate a growing research community by enabling open dialogue, cross-disciplinary connections, and peer learning. Whether you’re just getting started or are an experienced scholar, Research Café is a place to connect across disciplines, reflect on your research journey, and spark new ideas.
Research Café #1: Research Reflections from 2025 & Visioning for 2026
As 2025 draws to a close, this inaugural session invites you to step back and reflect on our research journeys over the past year. Together, we will explore:
Date: Friday, December 12th, 2025
Time: 12:00pm – 1pm ETS
Register here: Research Cafe 1: Research Reflections from 2025 & Visioning for 2026 | Meeting-Join | Microsoft Teams
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.
