One-on-One Research Support

One-on-One Research Support is a personalized program designed to foster both personal and professional growth for faculty, staff, and students at Yorkville University. Through focused, individual sessions with experienced researchers and educators from our community, participants can receive tailored guidance, constructive feedback, and practical strategies to advance their scholarly work.

These one-on-one conversations provide a confidential and supportive space to discuss research ideas, explore methodologies, address challenges, and identify opportunities for development. Whether you are refining a project proposal, seeking advice on data analysis, or exploring ways to connect your research to teaching and practice, this program offers direct access to the expertise and insights of Yorkville’s research leaders.

The session-booking process is simple and flexible, ensuring you can connect with a mentor who aligns with your research interests, needs, and goals. By engaging in these targeted mentorship opportunities, you can strengthen your research skills, deepen your scholarly impact, and take the next step in your academic journey.

This support program will be available beginning in 2026.

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

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.