My research interests include higher education policy, institutional philanthropy, social change strategies, fundraising, financial feasibility, and student success for underserved and underrepresented communities.
In my work, I explore the role of foundations in nonprofit advocacy and the impact of funders on social change with a social justice-informed approach. I have deep experiences with and knowledge of grantmaking strategies, reviewing criteria derived from my analyses of large, organizational grantmakers, establishing and fostering community partnerships for social justice projects, and working collaboratively as a project manager. I have also worked in development, writing grant applications and closing reports with senior leaders, faculty, and nonprofit officials to federal and private funders.
Moreover, I have worked on projects examining the critical role that non-governmental and civil society actors play in international business activity relating to global human rights. I have also been involved in applied research, namely planning and conducting fundraising feasibility analysis, managing processes and guidelines for working with fundraising and academic partners, and developing prospect pipelines.
My dissertation modeled the social change strategies of major foundations in the college completion agenda, drawing on descriptive and inferential statistics, social network analysis, and semi-structured interviews to examine foundation-led strategies. I have worked on projects which investigated the influence of philanthropic foundations on non-profit organizations, the role of funders in academic labor markets, and the relationship between intermediary entities and educational systems.
During my time at Michigan State University, I contributed to an Andrew Mellon Foundation-funded evaluation study regarding the impact of postdoctoral appointments on career outcomes, providing policy and program recommendations. At the University of Michigan- Ann Arbor, I worked on The Michigan Doctoral Experience Study (MDES), an ongoing study of the Ph.D. student experiences at the University of Michigan-Ann Arbor. MDES is one of the few quantitative studies capturing socialization processes, intending to understand how students develop from knowledge consumers to knowledge producers.