The LHAE DSA represents all graduate students in the Department of Leadership, Higher & Adult Education.
We collaborate with the department, and OISE administration to ensure that students' academic and professional needs are advanced. We are committed to increasing students’ presence and awareness within the LHAE Department. Read the approved LHAE DSA Constitution.
NEW: LHAE DSA GMM Recording - April 16, 2026
Want to learn more?
The LHAE DSA can be reached at lhae.dsa@studentorg.utoronto.ca or check our Facebook page.
Meet the 2026-2027 DSA Executive
Michael Coleman, President
Mike is a PhD student in Higher Education at OISE, having also previously completed both his MEd and BSc at the University of Toronto. His research focuses on student leadership, particularly as it pertains to residence dons and student-athletes, and how its meaning and value are crafted by students and administration alike. As the former VP Academic, he plans to lend his expertise to help elevate the activities of the Academic portfolio while overseeing and ensuring that all DSA’s activities and initiatives are meaningful to students across the Department of Leadership, Higher and Adult Education. He is open to meeting any student where they are, and continuing to collaborate with faculty members from across the department.
Samantha Borraccia, Vice President, Academic Affairs
Samantha is an MEd student in Higher Education at OISE, with a background in communications and marketing. With over ten years of mentorship experience, she believes in building an academic community that is inclusive and supportive for students in the Leadership, Higher and Adult Education department. Her work as VP Academic is grounded in a commitment to create meaningful academic spaces that foster collaboration, dialogue, and student engagement. She likes to ski and has two young kids. She is available for office hour bookings most days of the week and invites students to book time to come by to chat!
Tom Young, Vice President Finance
Tom is a PhD student in Higher Education at the University of Toronto. His research explores how educational policies in Ontario are reshaping undergraduate programming, with a particular focus on work-integrated learning (WIL). He is especially interested in examining the extent to which participation in WIL influences the labour market outcomes of Ontario undergraduate students during economic downturns, as well as identifying other contributing factors that shape these outcomes.
