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Christina Arayata

Christina Arayata is a PhD candidate in the Higher Education program. Her BA in English and Political Science and MA in Higher Education influence her research and academic practices. As a researcher and academic, Christina is grounded in Critical Race Theory, Centrifugal Intersectionality, and a Phenomenological understanding of whiteness.

Her doctoral work investigates how race has been conceptualized, operationalized, and used over time, with particular attention to institutional data collection within Ontario universities. In addition to her doctoral work, Christina has also conducted research in the following areas: student development/success, racialized 2SLGBTQ+ students, and migrant LGBTQ+ students.

Christos Orfanidis

Christos Orfanidis is a PhD candidate in the Higher Education program. His dissertation explores the complex relationship between ethics and decision-making in the development, operation and evaluation of AI chatbots as frontline student service providers. At the OSSC, his primary area of advising expertise revolves around career acquisition, management, and development, including assistance with setting professional goals, developing or revising resumes and cover letters, as well as acing a job interview, with a special focus on aspiring higher education practitioners. Additionally, he is interested in discussing further education plans as well as helping students with their academic writing and oral presentation pursuits by providing strategic advice on the preparation of assignments, theses, conference talks and publications.

Diana Barrero

Diana is a Doctoral candidate in the Department of Curriculum, Teaching & Learning specializing in Women and Gender Studies. Her doctoral work draws from transnational feminist approaches to memorialization of violence in contexts of transitional justice. More specifically, her research examines how Colombian women use of textile-based narratives to visibilize their individual and collective demands for truth and justice.

Diana has over five years working as an educator in K-12, post-secondary and community settings. As an Associate Editor of Curriculum Inquiry, she has supported early career and established scholars to successful navigate the publication process, and published editorial articles that contribute to advancing critical, international curriculum studies scholarship. She has also worked with different faculty at OISE to collect and analyse qualitative data, write up reports, peer-reviewed articles and book chapters, and present at academic conferences (e.g. AERA, CSSE, CIES), as well as facilitated professional development workshops (e.g. literature review, citation management software). She is well-suited to support professional and research-stream graduate students in their development of academic writing including course papers, comprehensive exams, research proposals, manuscripts, as well as academic presentations and lesson planning.

Elena Danilina

Elena is a PhD candidate in Language & Literacies Education at the 91ֱ�� (OISE) and a sessional English instructor at the Graduate Centre for Academic Communication (GCAC) at the University of Toronto. Her research focuses on plurilingualism, learner autonomy, and AI-based technology in language learning. Elena’s teaching experience in higher education spans over fifteen years in the UAE, Morocco, USA, and Canada. She is happy to support students with writing course papers and resume/cover letters, completing grant applications, and preparing oral presentations.
 

Gabrielle Breton-Carbonneau

Gabrielle is a Doctoral candidate in the Department of Social Justice Education also affiliated with the Centre de recherches en éducation franco-ontarienne (CREFO) at OISE/UT. She is a past recipient of the Social Sciences and Humanities Research Council (SSHRC) Joseph Armand Bombardier Canada Graduate Scholarship and the Fonds Québécois de Recherches sur la Société et la Culture du Québec (FQRSC) doctoral fellowship. Rooted in the fields of sociolinguistics and the anthropology of education, her ethnographic research focuses on francophone mobilities, and specifically looks at the making of Québécois citizens and “emergent francophones” in Quebec’s classe d’accueil program for new immigrant students to the province who do not yet speak French. With experience as an ESL and FSL elementary school teacher, she is fully bilingual and can advise students who require support in both English and French.  Gabrielle also has a strong qualitative research background and can support graduate students with writing preparation, resume and cover letter editing, thesis writing, conference presentations, manuscript preparation, the French-language proficiency exam preparation, as well as with general graduate-level academic writing.

Harriet Akanmori

Harriet Akanmori is a final year Doctoral Candidate at OISE, in the Department of Social Justice Education (SJE) and the Comparative International and Development Education (CIDE) collaborative program. With post-graduate experience in a number of disciplines, she has wide multidisciplinary knowledge of graduate level writing and a strong background in qualitative research methodology. Harriet has over two decades of experience teaching ESL to English Language Learners internationally at both the secondary and tertiary levels, as well as to a wide variety of adult learners. Her areas of strength with the OSSC are supporting second language students with academic writing and assisting all students with the organization and writing of course and research papers, as well as reviewing the various stages of thesis writing.

Hoda Gharib

Hoda is an interdisciplinary, mixed-methods researcher completing her doctoral studies in the Department of Social Justice Education. She has a strong passion for research, and loves to help others with writing about and conducting their own research. She has been involved in undergraduate and graduate research for over 11 years, and her current research uses a mixed-methods review and semi-structured interviews to explore the role of emotions, beliefs, and other motivational factors on activists decisions to engage in and maintain their activism.

She has been writing qualitative and quantitative research proposals and literature reviews since her early undergraduate years, and has received the OGS scholarship three times, authored three publications, competed in the finals of the Three-Minute Thesis competition, and given over 20 academic and community presentations and workshops. She is happy to advise her peers on formulating research questions, preparing research proposals, reviews, manuscripts, and scholarships, conducting qualitative analyses, and public speaking (conferences, 3-minute thesis, etc).

Jasmine Pham

Jasmine is a course instructor in the Master of Teaching program at OISE. She holds a BEd in Secondary Education from the University of Alberta and both an MEd and PhD in Educational Leadership & Policy from OISE. Her research interests include English language education, culturally responsive and sustaining pedagogy, critical race theory, and Asian critical theory.

Having presented multiple papers at academic conferences such as the AERA and CSSE, Jasmine can support graduate students in academic writing, grant proposals as well as paper submissions for academic conferences.  She can also help students with research articles and the publication process.

Prior to pursuing her graduate studies, Jasmine taught English as a Foreign language for two years at Miyang Elementary School in Seoul, South Korea. Currently, Jasmine also works part-time as an academic coach for Ontario students with weak executive functioning skills. As such, Jasmine can offer additional support for teacher candidates with lesson and unit planning.

Katherine Anderson

Katherine is a PhD candidate in Language & Literacies Education in the Department of Curriculum, Teaching & Learning. She holds an MA in Teaching English for Academic Purposes from the University of Nottingham. Katherine has 20 years of experience in Canada and overseas as a communications instructor specializing in post-secondary EAL writing. She also has extensive experience in academic administration, teacher recruitment, and pre-service teacher training. Her research focuses on changes in English language use in EAL engineering students over the course of their degrees. Katherine can provide support during your writing process or feedback on your finished work. She is also happy to work with you on oral presentations, proposals, résumés, personal statements and practice interviews, and lesson plans, and to help you gain confidence in speaking and teamwork.

Stephanie Chartrand

Stephanie is a PhD student in the Department of Leadership, Higher & Adult Education studying Adult Education and Community Development (LHAE AECD). She holds a BA in Political Science from Lakehead University and an Honours Bachelor of Community Development from Humber College. She was previously an Infinite Reach Facilitator; a position that supports Métis students attending post-secondary while also hosting cultural workshops for the broader university community.

In a previous role, Steph was a Peer Tutor and Workshop Facilitator at Humber College. She has been trained in Peer Assisted Learning Strategies and workshop facilitation on a variety of topics such as writing cover letters and resumes, time management, and presentation skills. They welcome students looking for these types of support. They learned important skills for working with people of diverse backgrounds. Steph worked in tandem with the Indigenous Education and Engagement Office at Humber to provide student support that weaved cultural knowledge and peer advice for student life. She hopes to continue this work for Indigenous students at OISE and those looking to work with Indigenous students at OISE.  

She is a previous recipient of the Canada Graduate Scholarship – Master’s (CGS M) Social Sciences and Humanities Research Council (SSHRC) award and currently a recipient of the Ontario Graduate Scholarship (OGS). Steph can support academic writing and takes a keen interest in helping others with reflective and reflexive writing methods.

Susan He

Susan is a Doctoral candidate in the Department of Leadership, Higher & Adult Education studying Higher Education with a collaborative specialization in Educational Policy. She previously completed her Master of Education in Higher Education and Master of Teaching at OISE. Her research and professional work experiences focus on student development and the professionalization of practitioners within post-secondary student affairs. Susan has designed many research projects at the university, contributing to the assessment and measurement of postsecondary education outcomes. She can support students with academic presentations, designing surveys, research proposals, course assignment preparation, conference proposals, and research papers. Additionally, she offers professional supports in career exploration, resume and cover letters.  

Ty Walkland

Ty is a Doctoral candidate in the Department of Curriculum, Teaching & Learning (CTL) whose SSHRC-funded dissertation research explores critical and care-centred approaches to school-based drug education, as well as collaborative, participatory, and arts-shaped inquiries among youth and educators more broadly. Before pursuing full-time graduate studies, Ty taught secondary English, Social Science, and Special Education north of Toronto. He's also a writing instructor working alongside undergraduates at the New College Writing Centre. As a lead research assistant for , a critical practitioner research project that involves students and teachers co-creating social justice curriculum, Ty has presented numerous papers at international conferences, co-authored academic journal articles and book chapters, and developed curriculum for youth and teachers. He can offer feedback and guidance as folks prepare academic presentations and publications, comprehensive exams and theses, course projects, and professional portfolios for teaching and academic job markets.