The Young Researcher is edited by secondary school students working closely with scholars and active researchers at universities and in the community. It operates a blind peer-reviewed process, following those in established, academic research journals. Articles submitted are read blindly by at least three editors to ensure the highest possible quality of accepted articles.
Suzanne Conklin Akbari
BA, MA, MPhil, PhD
Suzanne Conklin Akbari is professor of English and Medieval Studies, and was educated at Johns Hopkins and Columbia. Her research focuses on the intersection of English and Comparative Literature with intellectual history and philosophy, ranging from neo-platonism and science in the twelfth century to national identity and religious conflict in the fifteenth century. Akbari's books are on optics and allegory (Seeing Through the Veil), European views of Islam and the Orient (Idols in the East), and travel literature (Marco Polo); she is currently at work on Small Change: Metaphor and Metamorphosis in Chaucer and Christine de Pizan. She is volume editor for the Norton Anthology of World Literature (Volume B: 100-1500), co-editor of the Norton Anthology of Western Literature, and editor of The Oxford Handbook to Chaucer. She has begun a new research project called The Shape of Time, contrasting the temporal breaks found in medieval chronicle traditions with poetic narrations of the historical past. Akbari is cross-appointed to the following units: Centre for Medieval Studies; Centre for Comparative Literature; Centre for Jewish Studies; Department of Near and Middle Eastern Civilizations; Centre for Reformation and Renaissance Studies.
BPE, MEd, PhD
Barrie Bennett is professor emeritus at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT). His research work focuses primarily on the design of powerful learning environments for students and teachers through the process of systemic change. He is currently working in districts in three countries on long-term projects related to instructional intelligence and systemic change (Australia, Ireland and Canada). Instructional intelligence involves intersecting the current research on curriculum, assessment, and instruction guided by what is known about how students and teachers learn. That intersection being driven by what is known about change and systemic change. He also assists teachers, schools, and districts with issues related to classroom management and school wide-discipline. Barrie has taught at the elementary and secondary levels, as well as, having worked in group homes, prisons, and security units for juvenile offenders. He has written six books: Cooperative Learning: Where Heart Meet Mind; Classroom Management: A Thinking and Caring Approach; Beyond Monet: The Artful Science of Instructional Integration; Graphic Intelligence: Playing With Possibilities and most recently Power Plays. Currently he is just finishing a text titled, Effective Group Work: Beyond Cooperative Learning.
BA, MA, PhD
Anthony Campbell established Grow for Good Urban Teaching Farm in 2013 as a business model innovation laboratory and learning centre for young entrepreneurs. He spent time working throughout North America, Europe, Australia, Asia and now resides in his hometown of Toronto. Examples of Anthony's work are documented in The Innovator's Field Guide (2014), co-authored by David Crosswhite and Peter Skarzynski, as well as multiple Harvard Business School and Corporate Executive Board case studies chronicling the innovation and capability-building efforts of companies such as Samsung, Whirlpool, Best Buy and McDonald's. Previously, Anthony taught Film Studies, Writing and English Literature at The University of Western Ontario.
Jeremy B. Caplan
Jeremy Caplan is an Associate Professor in Psychology Department at the University of Alberta, where he is also the Principal Investigator at the University of Alberta Computational Memory Lab. The lab is focused on human verbal memory behaviour and its basis in cognitive and neural processes. The team takes several approaches towards research, including mathematical modeling, measures of behaviour in the cognitive psychology tradition, and measures of brain activity using electroencephalography (event-related potentials and oscillations) and functional magnetic resonance imaging. He has been a referee for 38 academic journals.
BSc, MSc, MD, PhD, FRCPC
Dr. Clarke is the director of Pain Services and the medical director of the Pain Research Unit at the Toronto General Hospital. He is appointed to the Institute of Medical Sciences at the University of Toronto and is a graduate of the Royal College Clinician Scientist Program. His research interests include identifying novel acute pain treatments following major surgery, identifying the factors involved in the transition of acute postsurgical pain to chronic pain, studying the genetics of acute and chronic pain after surgery, and identifying risk factors associated with continued opioid use and poor health related quality of life after major surgery as well as the efficacy of hyperbaric medicine. Over the past five years he has authored 47 peer reviewed manuscripts.
Will Fripp is a public affairs and political risk analyst for Canadian and international clients and a historian specializing in intelligence and espionage. A B.A. in History and Political Science from Victoria University at the University of Toronto, and an M.A. in Intelligence and International Relations from the University of Salford in Manchester, England, Will was the historian for the high school history curriculum www.Spiesintheshadows.com, reviewing Canada's intelligence history with its influences on Canada's national development. An occasional lecturer, Will's writings and review articles have appeared in the peer-reviewed academic journal Intelligence and National Security and elsewhere.
BSc, BA, PhD
Michael Gemar received undergraduate degrees in Psychology and Philosophy from Rice University, and a PhD in experimental psychology from the University of Toronto. He has worked as a researcher at the Centre for Addiction and Mental Health, examining the cognitive and neural correlates of mood disorders, and was involved in a landmark study demonstrating the efficacy of mindfulness meditation to prevent depressive relapse. He has co-authored numerous journal articles, and taught for over a decade at U of T. More recently, he has worked in the area of health policy, and is currently at a Canadian non-profit.
BA, BEd, MA
Jennifer Goldberg holds an M.A. in History from the University of Toronto. Her graduate studies focused on teacher misconduct in 19th century Ontario, and her research is published in Historical Studies in Education. She currently teaches at Havergal College, where she has also served as Chair of Teaching and Learning. In this capacity, she has explored the role of feedback in student learning, and has presented on this work at the National Coalition of Girls' Schools and Conference of Independent Teachers of English.
Margaret S. Herridge
BSc, MSc, MPH, MD, FRCPC
Margaret Herridge is a Professor of Medicine and Senior Scientist at the University of Toronto. She is also a senior clinician in Critical Care and Respiratory medicine at University Health Network. Her research focus is on long-term outcomes after critical illness for patients and families and specifically on functional, neuropsychological, healthcare utilization and quality of life metrics. Her graduate studies were in Cell and Molecular Biology at Queen's University where she subsequently obtained her degree in Medicine. After completing her clinical training in Internal Medicine/Respirology and Critical Care at the University of Toronto, she obtained her Master of Public Health in Epidemiology and Statistics from the Harvard School of Public Health.
BSc, MSc (Candidate)
Ted Higginbotham is a graduate student at The University of Toronto and Hospital for Sick Children. His research is focused on further delineating the role of genomic structural variation in autism spectrum disorder and human disease. Ted is a contributing member of the Clinical Genome Resource (ClinGen), an international consortium working to define the clinical relevance of genes for use in precision medicine and translational research.
Tim Hutton is a teacher-librarian at Royal St. George's College. He has a BA in History and American Studies from the University of Toronto and a Masters in Library and Information Science from San Jose State University. At the secondary level, he has taught courses in the social sciences, humanities and communications technology, including a locally designed interdisciplinary course in urban studies.
Dip Phys Ed, MHK, DrMedSc
Professor Ira Jacobs became dean of the Faculty of Kinesiology & Physical Education at the University of Toronto on July 1, 2010, and was re-appointed to his current second decanal term. Before assuming this role, Jacobs was chair of York University’s School of Kinesiology and Health Science from 2007 until 2010, and a federal government scientist from 1982 until 2007. Jacobs earned his doctorate in clinical physiology from Sweden’s Karolinska Institute, where he specialized in skeletal muscle metabolism. For the next 25 years, he did extensive exercise physiology research in Canada’s human sciences laboratory, operated by the Department of National Defence. There, Jacobs rose to the position of chief scientist and led a unique international research group that helped to enhance the performance of military special operations units through their research into physiological, nutritional and pharmacological strategies. He is a past president of the Canadian Society for Exercise Physiology and the Canadian Council of University Physical Education and Kinesiology Administrators. He is a fellow of the American College of Sports Medicine, an international fellow of the US National Academy of Kinesiology, and in 2016, he was named a Fellow of the Canadian Academy of Health Sciences.Jacobs’ research has led to the publication of more than 200 scientific articles, reports and book chapters about his research interests that include the physiological responses to physical exertion in environmental extremes, performance enhancement through pharmacological and nutritional manipulation of metabolism, and exercise pharmacology. During his term as dean, the Faculty of Kinesiology & Physical Education has been rated as among the top academic programs in the world for kinesiology, physical education, sport and exercise sciences.
BA, MA, BEd, PhD
John Lambersky is a teacher and head of the Canadian and World Studies department at Royal St. George’s College in Toronto, where he leads the AP Capstone program. He has presented his work on teaching practice at the conferences of the International Boys’ School Coalition, the National Association of Independent Schools, and the Canadian Accredited Independent Schools. His academic research is focused on school culture as a mechanism for school improvement. His work has been featured in Leadership and Policy in Schools, The Dalhousie Review, and The Nashawaak Review.
BA, MA, PhD
Lori Loeb is Associate Professor of Modern British history at the University of Toronto. She has a Masters in Museum Studies and a PhD in History. A specialist in the Victorian period, she is the author of Consuming Angels: Advertising and Victorian Women. Generally, she writes about things in nineteenth-century Britain. A past Deputy Chair and Associate Chair (Graduate) of the History Department, she is currently MA Coordinator. She teaches courses in nineteenth and twentieth-century British history, Victorian material culture and the English country house.
BA (Hons), MA, BEd, PhD
Jaime Malic recently completed her PhD in Educational Leadership and Policy at the Ontario Institute for Studies in Education at the University of Toronto. Her research focused on leadership values and practices in independent schools in Ontario. Jaime has more than ten years of experience as an educator in both independent and public schools. She currently teaches AP Capstone Seminar and senior English courses at St. Clement’s School. Jaime has served as both a Reader for AP Capstone Seminar and a writer on the Item-Writing Committee for the Ontario Secondary School Literacy Test. She has written for Independent Teacher and presented on various topics at the Conference of Independent Teachers of English Annual Conference, the Ontario Advanced Placement Administration Conference, and the Advanced Placement Annual Conference.
William J. McCausland
BASc, MEng, MA, PhD
William McCausland is an associate professor of economics at the Université de Montréal. His research applies Bayesian statistical methods in two main areas. The first is discrete choice, at the interface of economics and psychology, where researchers study how people make choices from a small menu of available options. The second is time series modelling in economics, which has many applications in macroeconomics and financial economics. His undergraduate studies were in Engineering and he received his Ph.D. degree in economics from the University of Minnesota.
BPE, M.A., Dip.Ed., MEd, EdD
Michael Simmonds has worked in independent schools for over two decades. He taught science, biology, chemistry, physics, and math before becoming an administrator and Head of School. He earned graduate degrees from both McGill and Columbia universities respectively before receiving his doctorate from the University of British Columbia in Educational Policy & Leadership. His work on accountability synopticism is published in the peer-reviewed, The International Education Journal: Comparative Perspectives. He currently works at Havergal College as the VP School Life, Operations & Student Wellness.