Washington, District of Columbia, United States
Higher education does not need more administrators in name. It needs audacious visionaries, architects, and movers. I am one of them. For over two decades, I have led at the intersection of curriculum architecture, student success strategy, and equity-centered academic leadership, across K–12 and higher education, and most recently as Director of the Office of General Education at Howard University. My work is grounded in a single conviction: that institutions must be structurally redesigned, not simply reformed, to serve the students they claim to center. That conviction drives everything from the general education frameworks I architect to the data science research I conduct on HBCU student success infrastructure. As a Scholar-Practitioner, I operate where research and institutional action converge. My doctoral research and applied data work challenge the EdTech industry's assumptions about what tools HBCUs actually need, and what the evidence says about how those tools perform. I bring that same rigor to every initiative I lead: policy development, faculty development, enrollment and retention strategy, and academic compliance. I have guided institutions through cultural and structural transformation, advised senior leadership on data-informed decision-making, mentored graduate and doctoral students through their scholarly journeys, and built programs designed to close equity gaps rather than manage around them. I hold an Ed.D. in Educational Leadership and Policy from Howard University and an M.Ed. in Urban Education from Holy Names University, where my research examined the professional experiences of Black teachers and the academic outcomes of their students, work that continues to anchor my equity framework today. I am not interested in education as it has always been done. I am interested in education as it must become.
Co-lead the institution’s Middle States Commission on Higher Education (MSCHE) Howard University self-study for Standard IV, coordinating cross-functional analysis of policies, practices, and evidence demonstrating support for student success and engagement. Directed the collection, validation, and synthesis of documentation and outcomes data (e.g., advising, academic support, co-curricular learning, equity and accessibility, student services), ensuring alignment with MSCHE expectations and institutional priorities. Facilitated working-group meetings, guided narrative development and recommendations, and partnered with campus stakeholders to translate findings into actionable improvements and accreditation-ready deliverables.
Designed and launched an original Critical Race Theory course at Howard University, developing the full curriculum, learning outcomes, and instructional sequence grounded in foundational CRT scholarship and contemporary equity discourse. Instruct and facilitate rigorous, discussion-driven learning that examines race as a social construct and analyzes race/racism across law, education, culture, and social structures, centering concepts such as intersectionality, and structural inequality.
As Director of the Office of General Education at Howard University, I provide academic advisor training for undergraduate, graduate, and professional programs. From Spring 2021 through Fall 2023, I co-led faculty in revising general education requirements by implementing essential learning outcomes, employing a 120-credit-hour distribution model, and updated the 2023-2024 undergraduate course catalog. I was essential to Howard's successful implementation of Workday Student, a student information system for academic advising and student information. I also trained faculty and staff advisors on using the Workday and EAB (Educational Advisory Board) Navigate 360 academic advisor platform for their day-to-day advising practices. I maintain advising cohorts for all undergraduate programs on Workday and EAB's Navigate platform. I also ensure compliance with the Office of Undergraduate Studies and course catalog websites. I am currently developing an assessment tool for Howard University's general education program to analyze retention, graduation, and post-graduate outcomes. My latest accomplishment is designing the course "Mecca Made: Student Success at Howard University" for the Howard University School of Education's new degree completion program. The course focuses on helping students develop strategies for success in higher education and includes topics such as time management, goal setting, and career planning. This course will be taught in the fall.
Instructed grades 9-11, grade appropriate English Standard Skills, as well as Social Studies. Courses provided instruction of essay writing, academic speech, U.S. History, and world history. Prepared students for annual California Standard Testing.
I built a curriculum and taught the best pedagogical practices to empower aspiring teachers to support the academic excellence of English Language Learning students. I instructed aspiring K-12 teachers in curriculum development and lesson planning specific to the learning experiences of English Language Learning students.
Assist with Program Management - Coordination of applications and follow-up with participants of AASA Digital Consortium, and AASA Superintendents Cohort for Personalized Learning.
The Urban Superintendents Academy is a cross-institutional partnership offering a dynamic approach to preparation and certification for urban superintendents. Howard University and AASA, The School Superintendents Association, partnered to bolster the effectiveness of school district leadership in America's urban areas.
• Gathered and analyzed data for various research studies with the Howard University School of Education faculty pertaining to: 1. Social Foundations for Engineering Major Undergraduates 2. Black Women in STEM 3. Equity in School Funding 4. Culturally Relevant Pedagogy 5. African-Centered Education 6. Education Policy 7. District Governance 8. Assisted with building curriculum for Howard University / AASA Urban Superintendent’s Academy. 9. Assisted the creation of Howard University’s School of Education Ph.D. Program in Higher Education.
• Taught "Introduction to Urban Education" to high school students to explore education-based careers. • Served as the liaison between Dunbar’s administration and faculty of the Howard University School of Education. • Provided academic advising and college-readiness support services.
• Directed Project Y.E.L.L. at McClymonds High School, focusing on leadership and critical thinking. • Guided students in conducting impactful research on community and educational issues. • Educated students on the importance of social activism, fostering a sense of empowerment and responsibility.