PHILOSOPHY
As an Asian American male from a privileged urban background, I am deeply committed to advancing racial and social justice within higher education. My personal journey has instilled in me a profound responsibility to leverage my privilege and academic training to create meaningful change for marginalized communities. My work is driven by a comprehensive approach to educational equity—one that goes beyond superficial diversity initiatives to fundamentally reimagine how educational systems can support and empower diverse learners. I am dedicated to conducting rigorous, data-driven research that can illuminate the structural barriers preventing equitable access and success in higher education. Through careful analysis and strategic intervention, I aim to transform educational policies and procedures at national, state, and local levels. My goal is not simply to identify problems, but to develop concrete, actionable strategies that can create real opportunities for students from underrepresented and historically marginalized backgrounds. I believe that true educational equity requires more than good intentions. It demands a systematic approach that combines critical research, innovative policy-making, and a genuine commitment to understanding and addressing the complex challenges faced by diverse student populations. By bringing together empirical research, lived experiences, and forward-thinking solutions, I seek to contribute to a more just and inclusive higher education landscape. This commitment is both a professional mission and a personal calling—a recognition that educational equity is fundamental to broader social progress and individual empowerment.
teaching
Teaching at Lee University is more than a profession for me—it is a calling rooted in relationships, mentorship, and service. Over the past five years, as an assistant professor of education and director of graduate studies in education, I have come to see teaching not simply as the transmission of knowledge but as the work of walking alongside students as they grow intellectually, professionally, and spiritually. While my earlier teaching philosophy emphasized inclusive classroom participation and collaborative learning, my experiences at Lee have deepened my understanding of teaching as relational mentorship. I now see effective teaching as helping students develop confidence, resilience, and purpose as they navigate both academic challenges and professional responsibilities.
My goal as a teacher-scholar is to create learning environments where students feel both challenged and supported—where they are encouraged to think critically, ask meaningful questions, and discover how their work can positively impact the lives of others. At the heart of my teaching philosophy is the belief that Christian higher education should cultivate whole-person development and responsible citizenship. I want graduate students to leave my classroom not only with stronger research and leadership skills but also with greater humility, compassion, and self-awareness. In every course I teach, I strive to help students connect theory with practice, scholarship with service, and faith with professional responsibility.
diversity statement
In the dynamic landscape of higher education, we must continuously evolve our approach to student development, embracing diversity, equity, and inclusion as fundamental principles. As our world becomes increasingly interconnected and complex, educators bear a critical responsibility to guide students through their cognitive and social meaning-making journey. Today's students—particularly Millennials and Gen Z—navigate rapidly changing roles, norms, and environments often without deep self-reflection. As higher education and student affairs professionals, we must challenge this passive approach by creating transformative educational experiences that encourage profound personal growth during these crucial four years of college. The development of student identity is a multilayered, intricate process that demands more than traditional academic instruction. It requires a holistic approach that recognizes each student's unique intersectionality, drawing from concrete experiences, reflective observation, abstract conceptualization, and active experimentation. We must design learning environments that empower students to develop a trusting and autonomous sense of self, preparing them for the complexities of emerging adulthood. Helping students establish their purpose, develop leadership skills, and understand their place in broader social and historical contexts involves deep, intentional reflection. This means encouraging students to examine their personal histories, cultural backgrounds, and individual narratives within larger societal frameworks. My mission as a scholar-practitioner is to advance a more comprehensive understanding of student development—one that values the whole person and recognizes the nonlinear, nuanced nature of personal growth. By moving beyond traditional, fragmented approaches, we can create educational experiences that truly transform individual lives and, by extension, our collective future.
vision
Through my work at Indiana University Bloomington, I frequently encounter students with ambitious dreams of making a difference. They speak passionately about becoming doctors like George Huntington to combat specific diseases, or nurses like Margaret Sanger to address critical healthcare access issues. While these aspirational goals are admirable, I've come to realize that true impact requires more than simply wanting to do great things—it demands becoming the kind of person capable of creating meaningful change.
My educational journey across the University of California at Irvine and Boston College has deeply shaped my understanding of higher education's critical role in promoting social justice and inclusion. However, the current landscape of higher education is fraught with challenges. The ongoing tension between marketization and academic ideals has transformed many institutions into engines of inequality, often reducing educational success to unrealistic, oversimplified metrics that marginalize working-class and underserved communities.
The global higher education system faces a profound challenge. Rather than accepting a Darwinian approach of "survival of the fittest," we must reimagine education as a transformative force that creates genuine opportunities. This is particularly crucial in developing nations, where higher education institutions often struggle to prepare students for a competitive, knowledge-based global economy. The goal is not to achieve perfect equality—which is impossible—but to raise expectations while simultaneously providing the means for students to meet those expectations.
Inspired by Professor Nicholas Wolterstorff's profound insight that higher education must not just teach about justice but teach for justice, I believe educators must be committed to personal and institutional transformation. Change happens incrementally—sometimes in ways so small they seem imperceptible. Yet, the potential to help even one student realize their full potential makes this work profoundly worthwhile.
The essence of education transcends mere knowledge acquisition. It is about developing individuals who can critically engage with the world, challenge existing paradigms, and create meaningful impact. As my alma mater Boston College's motto—Ever to Excel—reminds us, true education is about continuous growth, pushing beyond current limitations, and striving to be our best selves.
My commitment is not to change the entire world overnight, but to create ripples of transformation—one student, one insight, one moment of potential realized at a time.
Teaching evaluations
Fall 2020 - Lee University
EDUC 701: Leadership Theory and Practice: Critical Issues in Educational Leadership and Higher Education, Helen DeVos College of Education
Spring 2019 - Indiana University Bloomington
AAST 300: Asian Americans and Social Change, Asian American Studies Program, Department of American Studies, College of Arts & Sciences
Testimonials
"Mr. Chan is able to demonstrate to the class what is needed in college. He is also a fun person and very enjoyable. He loves the things he does. He is really passionate about the things he teaches."
"He is very friendly and outgoing and really interested in you as a person. He has a planned schedule of what to do during the discussion time, and is willing to mix it up or do something else if the students feel the time would be better used doing something else."
"I like how he wanted to create a connection for everyone by doing icebreakers every day."
"Mr. Chan is extremely personable and tries hard to make class interesting, in contrast with some of the lectures. He is also very intelligent and well spoken and I hoped that discussion would be a bit longer so that the students could get to know him more. He is very engaging as well and keeps the student's attention."
"He was good at sending out emails and responding to them. It was very easy to communicate with him. He knew the course material well, knew all of the students, and was friendly."
"Fair grader, made the class exciting by playing games while incorporating information."
"He was helpful and communicates well with students."
"Was always talkative and asked how I was doing - actually cared what the answers was."
"Very friendly, explains information really well."
"You are so upbeat and positive."
"Easily accessible and responsive to questions."
"I love running into you on campus. You have such a great attitude and outlook on life."
"Very enthusiastic and friendly to students."
"Very nice person. Great Guy!"
"Roy! You're always so full of life. I love being around with you."
"You are funny and silly."
"You're the man, Roy!"
"You are such a kind person and always have a warm smile on your face."
"He's funny!"
"I really enjoy Roy's initiation and optimism."
"You are so outgoing! That is awesome!"
"I like your positive attitude in life...it is very refreshing!"
"Roy...you are amazing, keep up the good work."
"Roy! I like your website!!"
"Roy's dedication to the study of ideas and the ideals of liberal arts forms an excellent foundation for whatever he plans to do in the future. He obviously has the talent and determination to make a success of whatever the future holds for you. Roy and his family should be very proud of the academic record he has completed here at UC Irvine." ~ Dr. Judy Shoemaker, Director of Division of Undergraduate Education Assessment and Research Studies
