As I’m sure you know, student recruitment is vital to the university. What are some things you do in your role to help lead students to Drexel?

I tend to think about this in two parts.

The first is working in close collaboration with our marketing teams. A big focus here is clearly illustrating the value of a Drexel education and, importantly, the outcomes that come from our programs. Experiential education really sits at the center of that message. It’s critical to show that outcomes don’t just come after graduation — they happen throughout the program itself. I’m currently going through the EdD in Educational Leadership and Management program and I’m seeing firsthand how applied and experiential that learning is. From a recruitment perspective, this is where we start to generate interest and awareness — building leads by clearly communicating what makes our programs distinctive.

The second part is the more personal, human side of recruitment. This happens in collaboration with admissions, student services, and faculty. Once a student reaches this stage, support becomes much more individualized. We focus on understanding the student’s background, goals, and desired outcomes, and then connecting them with the right people.

For example, inquiries may have questions related to:

• Choosing a major.
• Certification requirements.
• Program outcomes.
• Admissions processes.
• Requesting assistance with the application process as an international student.

"We’re fortunate to have a diverse and knowledgeable team that can step in where it makes the most sense. But it always starts with understanding the student’s situation before offering a solution."

Ultimately, especially given the current landscape in education, a crucial part of my role is understanding the limitations and barriers we face and working to address them. Affordability is a major one. By analyzing enrollment trends and industry needs, we’ve taken meaningful steps to increase access.

For instance, we’ve reduced tuition across several programs through collaboration with the Pennsylvania Intermediate Units (PAIU), we now offer 30–52% tuition savings for public educators across the Commonwealth.

That partnership is also a great example of how my role connects industry trends with institutional decision-making — helping inform leadership as we shape programs that truly meet workforce needs.

As someone from overseas, what led you to Drexel? How long have you worked with the university?

I’ve been with Drexel for roughly two and a half years now, and I’ve really settled into both the role and life in Philadelphia.

I first learned about Drexel years ago while working at a summer camp in the Poconos — Camp Canadensis. Many of the campers and staff had either applied to Drexel, were currently studying there, or had graduated from the university. Most specifically, hearing them talk about cooperative education really resonated with me.

At that stage in my life, I was starting to recognize the strong relationship between experience and professional development — whether that showed up as promotions or new opportunities. Throughout my own college years, I worked in a wide range of jobs: retail, substitute teaching, summer camps, and nonprofit work in Africa. All those experiences opened a lot of doors for me, but they were all self-initiated and separate from my academic program.

"Learning that Drexel had intentionally built experiential learning into its academic model really stuck with me. It was an approach to education I believed in — and had personally benefited from — even if my experience hadn’t been structured that way."

From that point on, Drexel was always in the back of my mind as a place where I could see myself working. Once I moved into student recruitment and higher education in the U.S., it became clear that Philadelphia, Drexel, and ultimately the School of Education would be the perfect fit.

Say a student is between multiple education programs at different universities. How would you recommend they pursue Drexel’s?

The first thing I’d do is learn more about the student — their interests, goals, and what they’re hoping to gain from both their degree and their college experience.

If we think about a traditional undergraduate education student as an example, institutions can vary widely in both academic rigor and campus environment. Our programs are academically demanding and heavily experiential, but we also place a strong emphasis on support. We’re here to guide students through the challenges — not shield them from them.

We believe growth often comes from being a little uncomfortable, and we help students navigate that as both developing professionals and young adults.

Let’s move more broadly, beyond your career duties. Why do you, personally, think guiding students to education careers is important?

Education is an incredibly rewarding and fulfilling field, but it’s also one that’s facing real challenges right now. Over the past decade, enrollment in teacher preparation programs has declined while attrition has increased. In the U.S. in 2025, more than 350,000 teaching positions are filled by individuals who are not fully certified, and over 40,000 positions remain unfilled. Here in Pennsylvania, research from Penn State shows that the number of teaching certificates issued dropped by more than 60% between the 2010–11 and 2023–24 school years.

"Those numbers matter because shortages don’t just affect staffing — they directly impact K–12 students."

When classrooms are understaffed or led by educators without full preparation, it places added strain on schools and administrators, and it can disrupt learning, consistency, and student support. Ultimately, the students most affected are the ones who rely on schools as places of stability, growth, and opportunity — and they are the future leaders and change makers in our communities.

That’s why guiding students toward education careers feels so important to me. When students have meaningful exposure to classrooms early on, many discover just how impactful and fulfilling this work can be. But it’s not enough to simply bring people into the field — we have a responsibility to prepare them to stay and to succeed.

Where did your passion for education start?

My passion for education developed later than most — around age 16 — when I was trying to figure out what direction I wanted my career to take. At this age, I thought education had one main pathway — teaching. Over time, I realized how many roles exist beyond the classroom, all contributing to the same mission.

I initially started in sports coaching, then shifted toward physical education teaching because I enjoyed building relationships with students. Later, while working in public high schools in the United Arab Emirates as a physical and health educator, I found myself increasingly drawn to supporting students with their broader goals — helping them discover their interests and plan pathways into college, often in the UK or the U.S.

But I was also involved in projects focused on systems-level change, community partnerships, and data analysis. That combination made higher education, student recruitment, and student success feel like a natural next step.

I’d love to conclude on something students may not know about you. What activities do you pursue outside of Drexel?

I’m unfortunately — or fortunately, depending on the weekend — a huge Leeds United supporter. You’ll often find me watching matches with Philadelphia’s Leeds supporters club.