Fundraising: I have an exceptional track record of raising and managing money. Most recently, as the executive director of the Religious Freedom Center of the Newseum Institute, I helped raise over $2,500,000 in three years—98% of which came from new sources.
Budgetary Surplusses: Furthermore, in my eleven years of providing executive leadership of non-profit organizations, I ended every single year with a surplus.
Leadership Training: I have led over a dozen workshops training leaders to learn the language of money, which draws upon Brent Kessel’s seven money types: guardian, pleasure seeker, idealist, saver, star, innocent, caretaker, and empire builder. When they learn the language of each archetype, leaders are better poised to resolve money-based conflicts and apply the best characteristics of each type in different contexts. I also led seven annual programs on mission-based budgeting, helping leaders align the organization’s mission, vision, and desired ends with the budgetary and programmatic means used to achieve them.
I currently serve as the executive director of 1791 Delegates, a consulting firm named for the year the Bill of Rights was ratified. In this capacity, the following organizations have sought my expertise in strategic planning, fundraising, research, and educational programming:
My policy report titled “Following the Student’s Dollar through the Federal Aid System” was published by the Pell Institute. This became the basis for my Master of Education thesis in higher education finance at Columbia University.
I presented my graduate research at a staff briefing in the U.S. Senate, and four of my seven recommendations became law, leading Mother Jones to list me as one of the “top ten student activists” of 2006.
Comparable to a dean’s position, I served as the executive director of the Religious Freedom Center of the Newseum Institute (2014–2017). I designed the strategic plan for a national First Amendment education program and recruited and led 42 faculty and staff in building from scratch a blended-learning curriculum, combining online education with a one-week onsite education program in Washington, DC.
In a two-year period, we recruited graduate students
While serving as an advisor at New York University’s Virtual College, I counseled over 900 students, developed assessment methods for online learning, and trained 40 faculty members in best practices for distance education.
This experience inspired me to write a Master of Arts thesis at Columbia University on how effective use of technology can enhance students’ intellectual development.
Building upon these experiences, I created a new distance education pedagogy called WISE CAP,™ where learners, on their own time and pace, watch, interact, study, and engage with online modules. Upon successfully composing, amending, and presenting their creative assignments, students earn their WISE CAP.™ This pedagogy is rooted in cutting-edge research on multiple intelligences and learning styles.
One of my professional passions is higher education accreditation. As an education law specialist, I view policies and procedures as extensions of an institution’s mission and values. Academic self-governance and external accreditation are not simply the means by which we measure success but ways to cultivate an institution’s self-worth. A university respected by its own members exudes confidence; this core respect originates from stakeholders’ democratic engagement; they know that they have a say in the matters that concern them. I came to this realization after working as an accreditation coordinator for Columbia University’s College of Physicians & Surgeons. This position awarded me tuition exemption, which I used to complete a Master of Arts degree in higher education administration.
While leading a national First Amendment education program at the Newseum, I drafted accreditation and legal agreements, which allow our partner colleges to grant credit for our blended-learning curriculum. These innovative partnership agreements were approved by three national accreditation bodies:
Executive Committee, executive committee member of the Columbia University Senate chaired by President Lee Bollinger (2004–2006)
ROTC Task Force, co-chair (2004–2005)
Student Affairs Committee, co-chair (2003–2005)
Teachers College Representative, secured voting rights in University Senate (2002–2006)