My Mission
My mission is to promote Diversity, Equity, and Inclusion (DEI) and holistic development of all students, with particular dedication to marginalized students. In addition to serving students, I am committed to contributing to academia by conducting research that improves practice.
Personal Statement
As an aspiring student affairs scholar-practitioner with a deep passion for the internationalization of higher education, I focus on supporting the unique needs of international students, conducting research on their identity development and adaptation, and applying this research to my practice.
My passion for contributing to the internationalization of higher education and support for international students comes from my own experience of studying abroad. I have a strong passion for study abroad, internationalization of higher education, and contributing to cross-cultural exchange. During my first undergraduate study abroad experience as an exchange student at the University of Pikeville, and later while pursuing a master's degree at the University of Mississippi, I had a firsthand experience of being a minority, studying in a second language, and being far away from home. At the same time, I continued to be fascinated by the enriching opportunities that multicultural exchange creates. This experience has inspired me to share this joy with the generations that follow, to enhance their learning environment, and to support students' holistic development and success.
Driven by this commitment to the internationalization of higher education and support for international students, I took my first full-time job as a department administrator right after graduating from Nagoya University of Foreign Studies. This job, where I discovered the joy of supporting positive change in students, was the starting point of my career and one of the most amazing experiences that happened to me. However, through conversations with students, I felt that I was not providing them with adequate preparation as the one sending them to study abroad. To address this, I tried to set up a variety of programs such as setting up a study abroad preparation program and organizing international exchange events to improve the lack of interaction, despite the large number of international students on campus. In the process, I often felt that I lacked systematic knowledge of education and student development.
This realization prompted me to pursue a master's degree in higher education at the University of Mississippi, where I focused my studies on the internationalization of higher education, multicultural and diversity understanding, and identity development. Driven by a constant desire to improve, I delved into student development theory, educational theory, and program evaluation methods, further strengthening my commitment to the development of education and higher education.
I am dedicated to promoting Diversity, Equity, and Inclusion (DEI) and the holistic development of all students, with a particular focus on supporting marginalized students. Drawing on my research and practical experiences, I am committed to contributing to academia by conducting research that directly informs and enhances the support and services provided to international and other underrepresented student populations.
Statement of Aspiration
At the core of my beliefs is the conviction that co-education of students from various backgrounds is a powerful way to prepare them for active engagement in our increasingly internationalized society. I will provide students with the knowledge and skills necessary for effective cross-cultural communication and cultural awareness, empowering them to thrive in our global world.
I firmly believe that student development not only enhances the quality of society and education but also contributes to economic development. The presence of international students on our campuses can also have significant international benefits, as they can contribute to the development of their home countries. However, I recognize that this endeavor is not without its challenges. One of the key challenges faced by international students is the high level of stress and loneliness they often experience when adjusting to a different culture. Additionally, they may have difficulty obtaining appropriate information and resources to support their transition. To address these issues, I aim to provide comprehensive counseling and other support services tailored to the unique needs of international students.
I will foster an environment that encourages international and intercultural dialogue, taking Diversity, Equity, and Inclusion (DEI) into consideration. By creating such an environment, I will not only support international students but also help domestic students gain a global perspective and develop a greater acceptance of minority groups. It is important to recognize that the concept of diversity extends beyond international students. Domestic students from various ethnic backgrounds, LGBTQIA+, low-income and low socioeconomic status, those from rural areas, and first-generation students all face unique challenges and experiences. These identities are often intersectional, and the problems they face as minorities can vary significantly. As such, any efforts to support student development must be grounded in a comprehensive understanding of these diverse experiences and needs. While incorporating an international and intercultural perspective into educational programs can be highly beneficial, I will ensure that these programs are designed to benefit all students and communities, not just international students. They must be rooted in theory and research, ensuring that the needs of all students are addressed in a holistic and equitable manner.
My enthusiasm for this work extends to the field of Japanese higher education research, which I believe holds great potential for positive change. Currently, higher education research in Japan tends to focus on faculty development (FD) and the use of technology, often with a quantitative-based approach. I am eager to contribute to this field by conducting qualitative research that is more student-centered and focused on student success and holistic development. To this end, I will continue my research after completing my master's degree by joining a study abroad and TESOL-focused research group organized by a former colleague. This will allow me to stay engaged in the field and contribute to the advancement of Japanese higher education research.
I am mindful that my relocation from the southern US to Japan will present new challenges. While it will be hard to attend the SACSA and Study Mississippi conferences that I have participated in previously, I will actively engage in conferences and academic activities within Japan. This will not only support my own professional development but also enable me to share my research and insights with the broader academic community. Furthermore, I am considering the possibility of pursuing a Ph.D. or Ed.D. in higher education, as I believe this advanced degree would further strengthen my expertise and allow me to make an even greater impact in the field of student affairs. By continuously expanding my knowledge and skills, I aim to become a more effective and impactful scholar-practitioner, dedicated to the holistic development and success of all students.
Teaching Philosophy
My educational approach is informed by social constructivism, which emphasizes the role of social interaction and context in the learning process. Drawing from Mezirow's transformative learning theory (2000), critical reflection is the foundation of my teaching methodology. I facilitate deep engagement with the material by guiding students to construct their own understanding by questioning the ‘facts’ through critical reflection. By this, I aim to challenge their assumptions, to help them develop the life skills of critically reflecting on their experiences and actively engaging in the process of perspective transformation.
I am committed to a democratic approach that respects the principles of Diversity, Equity, and Inclusion (DEI), values student autonomy, and fosters a learning community where critical listening and mutual respect are nurtured. I aim to provide an individualized learning experience to meet the diverse needs of the students. This includes adjusting course contents in light of the demographics of the classroom, adjusting activities based on classroom response, and being as flexible as possible in meeting individual needs. I believe this will contribute to students’ access and success, and holistic development.