Competency analysis

assessment, evaluation, and institutional research
My academic journey began with a bachelor's degree in Criminology, Law & Society from the University of California, Irvine, followed by a master's in Higher Education Administration from Boston College. Ten years later, I embarked on a doctoral program in Education Policy Studies at Indiana University Bloomington (IUB), driven by a passionate commitment to higher education and academic research.
Under the guidance of mentors like Dr. Margaret Sutton and Dr. Heidi A. Ross, I enrolled in the Graduate Certificate in Institutional Research (IR) program at IUB. This opportunity transformed my academic trajectory, providing me with advanced quantitative skills and a strategic approach to educational policy and practice. Today, as a full-time faculty member at Lee University, I have discovered my true calling: conducting data-informed research that can meaningfully impact higher education.
My graduate research has been both diverse and purposeful. I have analyzed students' learning experiences in transnational education, benchmarked institutional retention rates, assessed philanthropic engagement among Millennials and Gen Z, and forecasted academic momentum for underrepresented students. These projects have been more than academic exercises—they represent a comprehensive approach to understanding and improving educational systems.
The Institutional Research Certificate program was instrumental in developing my professional toolkit. I gained critical skills in data analysis, statistical interpretation, and research methodology. From mastering software like Excel, SPSS, and NVivo to designing rigorous surveys and synthesizing complex literature, I developed a nuanced understanding of how data can drive institutional improvement and promote equity.
Now holding a Ph.D. in Education Policy Studies with a minor in Philanthropic Studies, I am equipped to be a transformative academic professional. My research methodology goes beyond traditional analysis—I aim to tell compelling stories through data, share findings at national and international conferences, and promote institutional action that addresses systemic inequities.
Looking forward, my professional mission is clear: to advance the field of institutional research through longitudinal, empirical studies that can improve graduation rates and educational outcomes for marginalized populations. As a teacher-scholar and advanced practitioner, I am committed to being an advocate for meaningful change in higher education.
diversity, equity, and inclusion

My journey in understanding diversity, equity, and inclusion began well before my doctoral program in education policy studies. As an Asian American higher education professional, I have continuously challenged my own identity—confronting the complexities of the "model minority" myth and critically examining my position of privilege within broader social contexts.
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My professional experiences, particularly with TRIO Student Support Services at Lee University and the 21st Century Scholars Program at Indiana University Bloomington, have been transformative. These roles allowed me to develop identity-conscious support programs for low-income college students, rigorously assessing their effectiveness through comprehensive outcomes, processes, and equity lenses. By hosting student success conversations, I've created spaces where marginalized students can explore pathways to timely graduation and degree completion.
While I recognize that my immediate impact may not reshape state-wide policies, I've learned the profound value of individual engagement. By creating meaningful dialogues, I've challenged students to critically examine their perceptions of race and racism, simultaneously expanding my own understanding of oppression, privilege, and systemic barriers.
My academic and professional trajectory is guided by a deep commitment to educational access and equity. As a researcher and emerging policy analyst, I am passionate about addressing critical challenges in higher education. My research focuses on three key areas: college retention and completion for underrepresented students, university advancement through philanthropy and fundraising, and international student experiences in higher education.
My doctoral dissertation critically examines the 15 to Finish initiative, investigating its impact on college completion and time-to-degree rates for marginalized populations within college promise programs. This work reflects my broader mission of understanding and dismantling systemic barriers in education.
Currently serving as Senior Chair Elect for the Study Abroad and International Students Special Interest Group of the Comparative and International Education Society (CIES), I continue to advance my commitment to educational equity on both national and international platforms.
I am a strong advocate for free college tuition and need-based financial aid programs, believing that these are critical mechanisms for expanding educational access and opportunity.
leadership

I view leadership as a deeply relational and empathetic practice. In today's higher education landscape, where individualism often overshadows collective growth, I believe intellectual leadership requires a deliberate commitment to appreciation and human connection. Too often, academic environments prioritize personal achievement over genuine recognition of others' contributions.
My leadership philosophy is rooted in encouragement and emotional intelligence. Drawing inspiration from scholars like John Kunich, Richard Lester, and Daniel Goleman, I understand that true leadership transcends technical expertise. It involves nurturing potential, fostering emotional awareness, and creating environments where individuals can authentically develop and thrive.
As a scholar-practitioner, I am guided by ten foundational principles that define my professional ethos:
Ethical Conduct and Inclusive Practice
I am committed to approaching every professional interaction with unwavering ethical standards. This means creating spaces of genuine respect—environments free from prejudice, where each individual's unique identity, background, and potential are honored. My professional relationships will be characterized by integrity, supportiveness, and a profound respect for human diversity.
Learner-Centered Philosophy
My approach centers on empowering learners. This involves actively engaging them in their educational journey, challenging them to reach their full potential, and creating supportive environments that nurture self-directed learning and personal growth.
Continuous Personal and Professional Development
I view learning as a lifelong commitment. This means continuously expanding my knowledge, refining my skills, and remaining open to new perspectives. Professional growth is not a destination but an ongoing, dynamic process of exploration and transformation.
Promoting Ethical Leadership
Beyond my immediate professional responsibilities, I aim to promote ethical thinking and living. By consistently modeling integrity, objectivity, and respect, I hope to inspire similar values in those around me.
Collaborative Engagement
I believe in collaborative problem-solving, approaching negotiations and policy discussions with respect, open-mindedness, and a commitment to creating educational environments that genuinely serve learners' best interests.
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