In my research, I seek to identify where and how institutional disjunctures occur in higher education for women and members of minoritized groups. I am a qualitative methodologist, with a focus on ethnographic and discourse methods of inquiry. My research questions seek to understand how policy, procedures, discourses, and institutional environments inform student experiences, and how the institution coordinates those factors through translocal practices. Building on that research, I use policy and curriculum to recreate the teaching and learning environment in higher education to promote equitable and effective learning spaces. To accomplish that, I ask how ask how decolonizing pedagogical and curriculum approaches can create a more inclusive and equitable higher education space.

Specifically, building on the body of knowledge about curriculum design in higher education and my own work in competency-based curriculum design (Parson, Childs, and Elzie, 2018), I have conceptualized a new approach to competency-based curriculum design that promotes equity and diversity and acknowledges the diversity of knowledge(s). The Decolonizing Approach to Competency-based Curriculum Design (DA-CBE) model seeks to provide spaces for indigenous and marginalized persons to not only have a voice in the classroom but to inform the forms of knowledge taught in the higher education environment. I am currently collecting data to validate and test this conceptual model funded, in part, through an American Institutes for Research (Lumina Foundation) Grant to develop a Higher Education Administration program. Additionally, I am implementing the DA-CBE model as a part of my work with the grant-funded project at Air University (Air Force) where we developed a new conceptual model for Ethical Leadership in the Air Force and will work next to develop leadership curriculum for Air University.

I am an Assistant Professor of Educational and Organizational Leadership. My Ph.D. is in Teaching & Learning, Higher Education from the University of North Dakota. I have a MEd in Adult Education from Westminster College with a certification in Teaching English as a Second Language (TESOL). I received the 2019 NASPA Ruth Strang award for research concerning women in higher education and was the first recipient of the Gloria Nathanson Research Fund for International Research. I was a finalist for the 2019-2020 Paul P. Fidler Research Grant for the project Coordinating Transitions: Exploring the STEM Institution from the Standpoint of Transfer Undergraduate Women. Finally, with co-author Dr. C. Casey Ozaki, the first volume of a four-volume edited series titled Teaching and Learning for Social Justice and Equity in Education was published in June 2020. If you are interested in collaborating or would like to speak more about any of these or past projects, please contact me.

Selected Publications:

Hungarian Higher Education in crisis? An institutional ethnography of an international university in Hungary

Institutional autonomy and academic freedom in Hungary: A historiography of Hungarian higher education

The language of retrenchment: A discourse analysis of budget cutting in higher education

Digital media responses to a feminist scholarly article: A critical discourse analysis

Gendered student ideals in STEM in higher education

Are STEM syllabi gendered? A feminist critical discourse analysis

Considering positionality: The ethics of conducting research with marginalized groups

If you would like to read any of these manuscripts but do not have institutional access, please contact me.