My research focuses on international education, higher education, international student mobility and migration (ISM) policy, and sustainability in international education. This research is directly related to much of the work I do as an international education professional.
I am the Assistant Director in the Office of International Student Affairs at Emerson College in Boston, MA in the United States. In that role I serve as an immigration advisor for international students in F-1 status, supporting students with immigration processes and guiding them through a host of educational, personal, and cultural opportunities and challenges.
Please feel free to explore my digital CV, list of publications, or links below to my various work- and research-related profiles.
I am from Richmond, Indiana in the United States and I have had a variety of experiences that led me to the field of international education. After not leaving the United States until my late teens, I had the opportunity to study abroad in Europe and Central America, which resulted in a seismic shift in my thinking and perspectives. After college and a year in Germany on a Fulbright grant, I became professionally involved in both study abroad programming and international student services.
I have a BA in German Language and Literature from Earlham College (Richmond, Indiana, USA) and an MEd in International Higher Education from Loyola University Chicago (Chicago, Illinois, USA). In 2022 I earned a PhD in Cultural & Educational Policy Studies (also from Loyola University Chicago), focusing on comparative and international education and sociology of education. My dissertation was a qualitative study of the impacts of visa and study permit policies on international post-secondary students in Australia, Canada, and the United States.
[Full Article] ISM policy pervasion: Visas, study permits, and the international student experience
[Full Article] SEVIS, Surveillance, and international students: New avenues for international education surveillance studies
[Full Article] Kicking the habit: Rethinking academic hypermobility in the anthropocene