Educational Leadership

How does this mitigate inequality? That question is at the core of my research and teaching. By identifying and understanding the maintenance of structural inequality, higher education can come closer to addressing the stratification of opportunity that persistently advantages the well-resourced, and disadvantages the marginalized.

Institutional research acts as a hub in higher education institutions, bringing historically siloed areas together. We get to help people frame questions, identify opportunities, and determine whether solutions are having expected impacts.

Learning is a shared and collective process. This type of participatory learning can occur when students and teachers are reflective about who they are in relation to others, and that it is important to understand social inequities and how higher education and student affairs practitioners can play a role in dismantling systematic oppression in order to create socially just learning environments.   

I believe in working collaboratively with schools and educational organizations to find generative solutions that bring forward silenced voices and compel social change.

Leaders in student life need to understand the legal environment in which colleges and universities exist. That environment is continuously changing, and not getting simpler but more complex.

Our growth as individuals and members of society demands that we engage in sustained critical reflection, thinking deeply about who we are, where we come from, what we value, and what we want to accomplish. The potential benefit of such reflection grows exponentially when we undertake it in collaboration with others. Learning communities should facilitate these relationships in everything from the environment of the classroom to the content of the curriculum.