2026 Board Candidates

Throughout my academic and professional career, I have demonstrated a consistent and meaningful commitment to nonprofit governance, strategic planning, and mission-driven leadership. While I have not yet served directly on the PAEA Board, my experiences as Interim Dean, Executive Vice Dean, and Vice Dean of the University of Pittsburgh School of Health and Rehabilitation Sciences (SHRS) have equipped me with significant experience in nonprofit academic governance and financial oversight at a scale comparable to national leadership.  

In my role as Interim Dean, I have led a school comprising multiple departments and programs, including our PA Studies program, managing a multi-million-dollar budget, overseeing accreditation and regulatory compliance, and advancing institutional strategic priorities. I have chaired our Planning and Budget Committee, led our Strategic Plan 2025 Task Force, and contributed to policies that promoted equity, sustainability, and academic excellence. These efforts have directly influenced program growth, faculty recruitment, interprofessional collaboration, and the alignment of our educational mission with national workforce demands. 

As Chair and Director of the Department of Physician Assistant Studies, I successfully led the development and accreditation of a novel hybrid PA program, designing its curriculum, competencies, and compliance strategies. I also co-developed the school’s Doctor of PA Studies/Doctor of Medical Science program, now a model for post-professional education. My governance contributions at the institutional level also include service on multiple University Senate committees, Council of Deans, and the Academic Leadership Team; each requires collaborative decision-making, policy development, and advocacy to support diverse partners. 

Nationally, I have served in multiple roles within the PA Education Association, including most recently and notably as a member of the Doctoral Education Commission and as a member of the Doctoral Degree Membership Task Force. These roles have allowed me to help shape national policy discussions on the future of PA education and degree pathways. I also serve as a seated delegate to the AAPA House of Delegates, where I contribute to policy deliberations that directly impact the profession. 

Across these roles, I have consistently fostered environments of inclusion, transparency, and accountability. I approach governance with a mindset of stewardship that balances mission alignment, fiscal responsibility, and long-term strategy. I believe this aligns strongly with PAEA’s commitment to diversity, innovation, and excellence in PA education. 

The impact of my contributions can be measured through program accreditation success, enhanced pathways for leadership development among faculty and students, and the launch of scalable education models that prepare PAs to meet the evolving needs of patients and communities. I am confident that my experience and values would contribute meaningfully to the mission and vision of PAEA.

As Executive Vice Dean and now Interim Dean of the University of Pittsburgh School of Health and Rehabilitation Sciences (SHRS), I have led our diverse academic community through an era of intensifying public/political scrutiny and systemic challenges facing higher education. At a time when public confidence in academia has been tested and legislative efforts have sought to curtail access, diversity, and scientific inquiry, I have remained steadfast in steering our school toward innovation, equity, and resilience.   

SHRS encompasses 14 health professions, including physician associate/assistant, speech-language pathology, and prosthetics and orthotics, each with unique accreditation, workforce, and legislative landscapes. Recognizing the urgency of aligning our mission with a shifting external environment, I drew upon three core strategies: clear communication, strategic alignment, and adaptive leadership. 

First, I prioritized transparent, values-based communication. Amid legislative efforts affecting academic freedom, admissions practices, and research funding, I actively engaged faculty, staff, students, and alumni in dialogue that reaffirmed our commitment to inclusive excellence and evidence-based education. I also worked closely with university government affairs, legal counsel, and national associations to interpret and respond to new laws and policy proposals impacting higher education and the health professions. 

Second, I centered our efforts on mission-driven strategic action. I led initiatives to strengthen and showcase our programs’ societal relevance by advocating for federal research funding that supports interdisciplinary science and health equity, as well as investing in educational models that expand access and retention across the health professions. We enhanced our infrastructure for data-informed decision-making, helping us adapt admissions and curricular strategies in response to legal, economic, and public health realities. These efforts reinforced our value proposition to both internal and external partners. 

Third, I adopted a collaborative, systems-thinking approach. I expanded partnerships across disciplines, institutions, and sectors to support regional workforce initiatives, interprofessional education, and health system integration. I facilitated faculty leadership development and empowered program directors to innovate within a shared framework, cultivating a culture of ownership and agility. This has led to measurable growth: improved student outcomes, increased extramural funding, and enhanced community engagement. 

These experiences have sharpened my understanding of the interconnected forces shaping PA education and reinforced the importance of shared governance and bold leadership. If elected to serve as PAEA’s president-elect, I will bring the same clarity, strategic foresight, and coalition-building to advance the Association’s mission. I believe strongly in PAEA’s commitment to equitable admissions, academic innovation, and preparing PAs for a dynamic health care landscape. At this critical moment, PAEA must continue to lead with integrity, advocate with impact, and support member programs through uncertain terrain. I am prepared to contribute to that leadership.

One of the most pressing challenges facing PA education today is ensuring that programs remain resilient in the face of mounting pressures ranging from accreditation complexities and clinical site shortages to rapidly shifting workforce demands and political threats to student financial aid. PAEA must continue to strengthen its role as a strategic partner and advocate for its member programs by providing tools, resources, and policy leadership to navigate this dynamic environment. 

I believe PAEA should expand efforts to fortify member programs in meeting and sustaining accreditation standards, especially amid changes in delivery models and educational expectations. This includes tailored faculty development, data-informed benchmarking, and peer support networks to enhance program quality and capacity. 

Additionally, PA graduates must be prepared for evolving practice landscapes, particularly the integration of digital health, data science, and AI into patient care. PAEA should lead national conversations and support curricular innovation to embed these competencies meaningfully and equitably across PA education. 

Finally, with federal and state threats to graduate student financial aid, PAEA’s advocacy must remain proactive and coordinated so we elevate the voices of PA students and faculty, building bipartisan alliances, and demonstrating the public value of investing in the PA workforce. 

As PA education continues to grow in complexity and impact, PAEA must be bold in both strategy and services to support its members not only to meet today’s expectations, but to shape the future of health care delivery.

Over the past several years, I have had the privilege of serving in a variety of leadership roles that have deepened my understanding of PAEA’s mission and strengthened my commitment to advancing PA education. These experiences have provided me with valuable insight into nonprofit governance, policy, financial oversight, and strategic decision-making. 

From 2019 to 2022, I served on the PAEA Leadership Mission Advancement Commission, where I contributed to the development of a leadership toolkit for PA programs, facilitated a national panel discussion on leading in the diversity space, and supported programs as they adapted to leadership-related changes in the 5th edition of the ARC-PA Standards. This work gave me firsthand experience with governance-related challenges and the opportunity to create resources that strengthened leadership capacity across the profession. 

I also served for two years on the PAEA Finance Steering Committee, where I gained a deeper understanding of the organization’s budgeting process, financial priorities, and the role of the Board in stewarding resources responsibly. This experience sharpened my awareness of how financial decisions align with strategic goals and impact the sustainability of our initiatives. 

In addition, I’ve had the opportunity to support PAEA’s professional development efforts by serving as a Program Director Workshop facilitator since 2023, and most recently, by co-developing the PAEA Assessment Workshop, which launched in Fall 2024. These roles have allowed me to collaborate closely with colleagues, share lessons learned from accreditation and leadership, and contribute to the growth of program directors and faculty across the country. 

In March 2025, I was honored to be appointed to the PAEA Board of Directors as a Director at Large. While my time on the Board has been brief, it has provided me with a valuable perspective on the organization’s governance structure and the importance of balancing thoughtful leadership with transparent communication and innovation. I have a growing appreciation for the responsibilities of Board service and the opportunity it provides to shape the future of PA education.  

Beyond PAEA, I bring additional leadership experience from serving two terms as President of the South Carolina Academy of Physician Assistants (SCAPA), where I helped guide policy, member engagement, and strategic planning for over eight years. I’ve also served on the Board of Directors for two nonprofit organizations—Shifa Free Medical Clinic and Bridges of Hope—which further enhanced my understanding of board service, community engagement, and mission-driven leadership. 

Being selected to serve as President-Elect would be a natural extension of my service to PAEA and my passion for supporting PA programs. If elected, I would bring a collaborative, forward-thinking approach to governance—grounded in strategy. My goal would be to help shape a direction that empowers our members, strengthens our profession, and advances PA education for the future.

During the COVID-19 pandemic, I was asked to lead our University Pandemic Task Force, charged with ensuring the health and safety of our students, faculty, and staff during a time of extraordinary uncertainty. As a healthcare provider and PA, stepping into this leadership role felt like a natural extension of my training and commitment to service. However, the responsibility required far more than medical knowledge—it demanded clear communication, adaptive strategy, and meaningful collaboration across a wide spectrum of campus stakeholders. 

Faculty, staff, students, and administrators all brought different experiences and levels of concern to the table. For some, the focus was on continuity of instruction; for others, it was safety protocols, mental health, or student and parent satisfaction. Conversations were often difficult, and consensus wasn’t always easy to achieve. What guided me during this time was a commitment to transparent, evidence-based leadership. I prioritized consistent communication grounded in public health data and created regular spaces for open dialogue. Just as importantly, I listened—seeking to understand the unique needs and perspectives of each group and fostering trust through empathy and responsiveness. 

One of the most effective strategies we used was creating a structured, multi-disciplinary task force that included voices from all areas of campus life. This inclusive model helped ensure that our decisions were balanced, community-informed, and rooted in shared values. I also worked closely with external public health officials to evaluate evolving guidance and tailor our response to the needs of our university. 

Wherever possible, I sought compromise—identifying flexible solutions that maintained the integrity of our safety goals without alienating stakeholders or undermining institutional trust. While not every decision was universally embraced, our approach was grounded in respect, transparency, and a shared commitment to student and community well-being. 

Ultimately, our campus was able to return to in-person learning much earlier than most other institutions in our state and we did so with zero adverse outcomes. Our work was recognized with one of the community’s Healthcare Heroes Awards, a reflection of the task force’s collective leadership, innovation, and collaboration. 

This experience reinforced what I believe are essential qualities for leading through change: listening with intention, building trust through transparency, and leading with a clear sense of mission and purpose. These principles would guide me in the role of President-Elect, where I would work to ensure that PAEA’s strategic direction remains responsive, inclusive, and grounded in the evolving needs of our members and the communities we serve.

Among the most challenging issues facing PA education are faculty recruitment and retention, accreditation complexity, and limited clinical site availability.  

Recruiting and retaining faculty—especially those transitioning from clinical practice to academia—remains a critical concern. PAEA has laid important groundwork in faculty development, but continued investment in mentorship, training, and a formal fellowship program will help build a sustainable pipeline of future leaders. 

Programs are navigating increasing complexity in the accreditation process. While necessary to ensure quality, the evolving standards can feel overwhelming. PAEA should serve as a strategic partner that provides clarity, support, and advocacy for its member programs. PAEA should regularly engage in a collaborative dialogue with ARC-PA to provide member feedback and advocate for clearer guidance and streamlined processes. In addition, the PAEA should continue to provide resources to programs on accreditation standards and the assessment process.  

Another challenge facing PA educators is the limited availability of quality clinical rotation sites. With the continued growth of PA programs, the need for high-quality clinical experiences has grown tremendously. Consideration of a more formal membership category for our clinical preceptors may create opportunities to develop an online resource platform, to offer continuing education and professional development opportunities, to recognize and celebrate preceptors who go above and beyond, and to build a collaborative preceptor network.   

By continuing to listen, advocate, and innovate, PAEA can empower programs and faculty—ensuring that PA education remains strong, responsive, and prepared for the future of healthcare.

With over a decade in physician associate/assistant education and 24 years of clinical experience as a PA, I have remained deeply committed to advancing student success through targeted academic support, curricular alignment, and mentoring. At Florida State University’s School of Physician Assistant Practice, I serve on the Student Success Team, Student Progress Committee, and Continuous Quality Improvement Committee. In these roles, I collaborate with faculty and administration to develop and implement individualized academic coaching and remediation plans grounded in data-informed decision-making. I also mentor students requiring academic delay or remediation through the Individualized Study in Health Science course, offering structured, supportive pathways back to full progression. 

My focus on student success is further reflected in my leadership at Emory & Henry College, where I served as Program Director. There, I helped redesigned the didactic curriculum to include embedded formative assessments and early identification of at-risk learners. I led faculty development initiatives to strengthen supportive instructional practices and established intervention strategies that improved student outcomes. These efforts directly contributed to increased retention and progression. 

My EdD dissertation explored the impact of problem-based learning (PBL) on PA students’ clinical reasoning and self-efficacy. Findings from this work have informed curricular modifications at FSU, leading to the expanded integration of PBL strategies in classroom and simulation-based instruction. This has improved student engagement and diagnostic reasoning while supporting diverse learning needs. The research was presented at the 2023 PAEA Education Forum and abstract published in the Journal of Physician Assistant Education. 

I have and continue to support student development through my roles as clinical PA, course director, faculty advisor, and small-group facilitator, ensuring learners have access to mentorship throughout their didactic training and clinical training. In recognition of my contributions to student success, I was honored with the 2024–2025 Florida State University Inclusive Teaching and Mentoring Award. This award highlights my commitment to equity in education and personalized mentorship. I have also been inducted as a member of Pi Alpha Honor Society. Whether through individualized coaching, curriculum design, or applied educational research, my goal remains clear: to help students thrive in a rigorous academic environment and emerge as competent, confident professionals.

Over the past decade, I have held several leadership and volunteer roles that have shaped my understanding of effective governance, collaboration, and advocacy within the PA profession. I currently serve as Director of Didactic Education and Associate Professor at Florida State University, where I lead curricular operations, support faculty development, chair the Policies and Procedures Committee, and member of the Faculty Council Executive Committee for the College. These roles require strategic oversight, team building, and alignment with accreditation and institutional goal, skills directly transferrable to Board service. 

Previously, I served as Program Director at Emory & Henry College PA Program, where I oversaw all aspects of the program, including curriculum design, faculty supervision, budget management, admissions, and accreditation. Leading a program through its ARC-PA continuing accreditation process, coordinating a comprehensive self-study, implementing an integrated curriculum, and securing new faculty are a number of experiences as program director that demonstrate my ability to lead with both vision and operational effectiveness.  

Equally formative has been my service within the Emory & Henry School of Health Sciences Leadership Council, the Mel Leaman Free Clinic Board of Directors, the Florida Academy of PAs (FAPA) and the American Academy of PAs (AAPA). As Treasurer of FAPA and Florida delegate to the AAPA House of Delegates (HOD), I engaged directly in organizational finance, strategic planning, and national policy development. I currently serve on the AAPA HOD Elections Committee, helping ensure ethical and inclusive governance practices. Through these roles, I have learned that effective advocacy begins with understanding members’ needs, listening to diverse voices, and building consensus to move forward. 

My participation in policy discussions around scope of practice, inclusive PA language, and modernization of PA roles has deepened my understanding of how thoughtful, mission-driven advocacy can strengthen our profession. I have seen firsthand how governance structures rooted in accountability and open communication lead to meaningful change. These experiences have sharpened my ability to analyze issues, synthesize stakeholder input, and advocate for policies that reflect both current practice realities and future growth. 

I bring to Board service a unique blend of educational leadership, clinical insight, and policy experience. My governance philosophy is centered on equity, transparency, collaboration, and measurable impact. I am committed to advancing the PA profession through strategic, student- and member-focused leadership that is both inclusive and forward-thinking.

As Program Director at Emory & Henry College, I led the PA program through its ARC-PA continuing accreditation self-study report process, which required aligning diverse stakeholders to include faculty, institutional leadership, clinical partners, and staff, toward the shared goal of a successful accreditation report. The process demanded transparency, collaboration, and a clear articulation of our mission and standards.

One of the most challenging aspects was coordinating input for the self-study report while balancing varying priorities and levels of experience with accreditation. To build consensus, I began by hosting structured working sessions where each stakeholder group could contribute insights and voice concerns. I facilitated discussions that focused on aligning institutional values with ARC-PA expectations, ensuring everyone understood how their contributions affected student outcomes and program sustainability. 

The key to success was cultivating trust through open communication and shared accountability. I emphasized that this was not simply an administrative task, but a critical opportunity to reflect, grow, and align our goals. By creating a collaborative environment and reinforcing our collective responsibility to students and the profession, we completed the self-study ahead of schedule and achieved a successful ARC-PA continued accreditation. 

The experience reinforced the importance of empathy, clarity, and mission-driven leadership in consensus-building. It also strengthened my ability to navigate complex, multi-stakeholder environments skills I would bring to the PAEA Board in service of our shared commitment to excellence in PA education.

With over a decade in PA education and a PhD in Physiology, I am committed to academic excellence, student success, and faculty development. I have held leadership roles including Interim Chair and Director of Didactic Education, contributing significantly to curriculum design, accreditation, and faculty support across institutions. 

A central focus of my work is helping new faculty transition from clinical practice to academia. I have developed onboarding processes, peer mentorship programs, and faculty development workshops that foster confidence and long-term success. I am dedicated to helping faculty navigate academic expectations, pursue promotion, and engage in scholarship. During my three years at Clarkson University, I co-led initiatives that improved faculty retention and scholarly growth; several faculty assumed leadership roles and asked me to serve as their doctoral advisor.  

My leadership directly contributed to the program’s successful continuation of accreditation, and I was honored to be invited back as the keynote speaker at their graduation. At MGH IHP, I have helped several faculty members expand their scholarly agendas. I have also been invited to serve as an external reviewer for PA faculty seeking promotion beyond my region. Additionally, I have served as a PAEA Education Forum reviewer for many years. 

My role as the only non-PA author of two key PA textbooks highlights my commitment to building cross-disciplinary partnerships within the PA field. I actively collaborate with faculty beyond my program to foster interdisciplinary learning and innovation. 

My teaching and leadership are guided by diverse pedagogical approaches and evidence-based learning. I value case-based learning, simulation, flipped and team-based classrooms, and interprofessional education. I focus on aligning these methods with measurable outcomes and have expanded assessment strategies to include formative feedback, reflective practice, and competency-based evaluations. I coauthored a 2025 PAEA Forum presentation on advising analytics to support student achievement. 

In curriculum innovation, I have designed and taught courses in foundational science, pharmacology, and clinical medicine, developing longitudinal sequences in pharmacotherapeutics and clinical application of science. These efforts have improved student performance and clinical reasoning skills, as evidenced by PANCE scores. 

I bring extensive accreditation experience, having navigated every ARC-PA action and followed the evolution of its standards. I have developed compliance and data tracking tools to effectively align assessment, curriculum, and program goals. 

As an educator and leader, I am dedicated to building inclusive, evidence-informed learning environments that support faculty development, promote student success, and strengthen the future of PA education.

My leadership experience has equipped me with strategic thinking, a collaborative approach, and practical skills well-suited for a role on the Board of Directors. Serving as Interim Chair, Director of Didactic Education, and Chair of the Curriculum Committee, I have gained first-hand experience leading teams, directing curricular initiatives, aligning programs with accreditation standards, and mentoring faculty toward promotion and scholarly success. I have also chaired and served on search committees for PA faculty, staff, deans, and provosts, ensuring thoughtful and inclusive searches that reflect institutional values.   

At Clarkson University, I led initiatives that improved faculty retention and supported the professional growth of peers, some of whom now hold leadership positions. My ongoing work at the MGH Institute of Health Professions, along with serving as an external reviewer for PA faculty seeking promotion, has broadened my understanding of national academic trends and diverse program models. Additionally, my extensive service as a PAEA Education Forum reviewer keeps me attuned to evolving educational priorities and innovations. 

With many years as a soccer coach and player, I bring a team-first mindset to leadership. I believe success comes from shared purpose, trust, and open communication. This perspective shapes how I support colleagues, collaboratively solve problems, and help others advance into leadership roles. 

These experiences have reinforced my commitment to educational excellence and equity. They have prepared me to contribute meaningfully to the Board of Directors’ mission by offering an informed, collaborative, and forward-looking perspective on decision-making and advocacy. 

One key lesson I have learned is that embracing diverse perspectives is essential for effective decision-making. This is especially important for me, as a non-clinician. Valuing the unique insights of others fosters richer dialogue, builds trust, and strengthens alignment with the organization’s/committee’s mission. I also recognize that successful advocacy depends on combining evidence-based approaches with openness to listen and adapt to the evolving needs within the profession. 

Another important lesson I’ve learned is that evolution is real in that medical education, academic standards, and professional expectations are constantly changing. Effective leadership requires adaptability, a forward-thinking mindset, and the ability to guide programs and policies that reflect current realities while preparing for future needs.

While I was at Franklin Pierce University, I noticed faculty turnover was becoming a serious problem affecting the stability and overall quality of the program. Knowing something had to be done, I worked closely with administrators to find the best way to address it. We quickly focused on adjusting salaries as a potential solution to improve faculty retention. 

I took the lead in gathering relevant data, including faculty turnover rates, salary comparisons, and trends at other institutions (thanks to the PAEA “By the Numbers” reports). From there, I assembled a task force of faculty members, administrators, and HR representatives. Together, we reviewed the data, discussed the drivers behind attrition, and ultimately authored a report recommending a fair across-the-board salary increase. 

What really made this effort successful was open, honest communication and ensuring everyone had a seat at the table. By including voices from all sides early on, we built trust and a strong sense of shared purpose. When we presented the report to senior leadership, it was approved, and the salary adjustments were implemented. 

The result was a significant drop in faculty attrition, improved morale, and a more stable, supported department. This experience reinforced for me how powerful data-driven decisions, collaboration, and persistence can be, which are skills I am excited to bring to the PAEA Board of Directors.

Throughout my time in physician assistant/associate education, I have been fortunate to have had broad opportunities to support PA education, while simultaneously committing to invaluable personal growth. These opportunities have taken shape through seeking engagement with efforts to support PA programs, their people, and the broader landscape of PA education and accreditation, including national service through PAEA and ARC-PA. 

I have demonstrated an ongoing commitment to the development of effective and impactful PA education in various ways. At the most local level, I have served in nearly every role in PA programs, including didactic faculty, leading a clinical phase, and serving as a program leader. The breadth of my program impact includes the careful consideration of curricular innovation as we developed the new PA program at Creighton University, the development of curricula and operations for our doctoral program at Butler University, and various committee memberships along the way.   

A compelling desire for service through PAEA came very early in my time in PA education, as I found a professional home following my selection to a joint appointment as PAEA faculty advisor to the Student Academy of AAPA as well as membership on a new task force focused on student engagement with PAEA. Beyond studying and advising on relevant student-related issues, our group set out ambitious goals for the impact we could have for students, PAEA, and PA education more broadly. As a result, the first PAEA Future Educator Fellowship was conceived and launched mere months after our first meeting.  

Excited by the opportunities PAEA offered to create an impact, I looked toward additional service opportunities, which led me to a position on the Faculty Development Mission Advancement Commission, ultimately serving as chair from 2020 to 2022. This service, along with current work on the Grants and Scholarship Review Committee and Clinical Coordinators 101 workshop faculty, has strengthened my understanding and support of faculty development, along with a clear appreciation for the impact PAEA can have in supporting and developing our member colleagues. 

To achieve the highest quality education for PAs, I have come to appreciate the value of effective and appropriately scoped outcomes-focused accreditation. This led to service as a site visitor for the ARC-PA as well as appointment to the ARC’s Post-Professional PA Doctorate Accreditation Task Force. The nature of this work provided valuable perspective on the work of, and nature of collaboration with, the ARC-PA.

Over the past decade, I have served in leadership and volunteer roles that have shaped my understanding of governance, collaboration, and service. Through experiences with PAEA and beyond, I’ve come to value inclusive leadership, strategic thinking, and data-informed decision-making. At the board level, leadership requires not just thoughtful consideration, but also the courage to act. 

One of my most formative experiences was serving as Chair of PAEA’s Faculty Development Mission Advancement Commission (2020–2022). Leading a team of faculty colleagues, we assessed the evolving PA education landscape and developed high-impact, needs-driven programming. Early in my tenure, the onset of COVID-19 created widespread disruption. In response, I sought out PAEA leadership to propose and lead a series of webinars aimed at offering both practical support and connection within our PA education community. Nearly 1,000 members joined the first session—underscoring the importance of timely leadership and the willingness to navigate uncertainty. 

In my current role leading Butler University’s Doctor of Medical Science Bridge Program, I continue to learn the value of listening first. I’ve come to appreciate the power of transparency, clear communication, and accountability—principles that are equally vital in board governance. Working across departments and disciplines has taught me how to build consensus while staying focused on impact. 

Since 2022, I’ve also served on the editorial board of the Journal of the American Academy of Physician Associates. Collaborating with both established and emerging scholars has reinforced my belief in mentorship, partnership, and long-term visioning—all essential to effective board service. 

My cumulative experiences have prepared me to contribute meaningfully as a Director at Large. I understand that effective boards align mission with strategy, ensure financial stewardship, and advocate for sustainable change. Just as importantly, they strike a balance between supporting executive leadership and holding it accountable. 

If selected to serve on the Board, I would bring humility, a strong focus on equity, and a commitment to strategic, data-informed decision-making. I believe that advocacy must reflect both evidence and lived experience, and I am dedicated to elevating underrepresented voices in our work through an inclusive approach. 

I am ready to serve, and to help PAEA move forward with clarity, purpose, and a deep respect for our important shared mission.

Effective collaboration depends on clear, consistent communication. In 2024, I was appointed to the ARC-PA’s Post-Professional PA Doctorate Accreditation Task Force—a group charged with navigating complex and, at times, competing perspectives from across the profession. I served not only as a doctoral program director but also as an advocate for PA education, students, and broader academic and professional stakeholders. 

While the ARC-PA’s direction did not always align with my own views, I approached the work with a commitment to understanding differing positions, articulating my concerns constructively, and advocating for a high-quality, inclusive deliberative process. Importantly, our work was not to approve the draft standards but rather in a consultative role. Through clear communication, I was able to improve the final product of our work, even if the broader objective was not consistent with my views. 

 Through respectful dialogue, clear articulation of problematic issues, and a focus on shared goals, I was able to strengthen the final product—even when the overarching direction diverged from my personal stance. The choice became either avoiding engagement or embracing the responsibility to advocate transparently and constructively. This experience reflects a core challenge of board service: achieving progress through principled engagement rather than perfect agreement.   

When working with diverse stakeholders on complex issues, complete consensus is often elusive. Effective collaboration in such settings requires articulating points of agreement, identifying areas for compromise, and clearly naming issues where proposed solutions are not viable.

Over the past decade, I have served in multiple leadership roles in PA education, currently as Program Director and Chair of the Department of Physician Assistant Studies at UAMS. In this capacity, I have approved and facilitated the development and implementation of several key curricular enhancements that align with professional competencies and improve student outcomes. 

These include the integration of a Lifestyle Medicine course to replace traditional nutrition content, the development of a mindfulness-based curriculum to support student well-being, and the incorporation of a Point-of-Care Ultrasound (POCUS) curriculum in partnership with diagnostic sciences. Each initiative was strategically aligned with program goals and supported by faculty training, student feedback, and scholarly dissemination. 

A cornerstone of my leadership has been faculty development. I established and implemented a robust faculty development program that includes quarterly workshops focused on assessment, simulation design, course development, and active learning strategies. These efforts have strengthened instructional quality, ensured accreditation readiness, and contributed to consistently high student evaluation scores. On average, our faculty have maintained a Likert score of greater than 4.0/5.0 on both course and teaching evaluations every semester for the past five years. I also developed a structured onboarding process for new faculty and secured external mentors for over half of our team. These systems have directly supported faculty success, including multiple university-level teaching and service awards.   

Although I have not yet led our program through a full ARC-PA accreditation cycle, I am actively preparing our team for our upcoming application. This includes completing ARC-PA’s Self-Study Workshop and leading an annual assessment retreat that drives data-informed curriculum improvements aligned with ARC-PA standards and our institutional mission. 

At the national level, I serve as Chair of the PAEA Government Relations Steering Committee, where I’ve helped advance the integration of advocacy content in PA curricula. I am a recurring facilitator for PAEA’s Program Director 101 Workshop, with my third co-facilitation scheduled this fall. In addition, I have been selected to present at the 2025 PAEA Education Forum on preparing faculty for academic promotion, drawing from the faculty advancement systems I’ve implemented within my own department. 

Through these roles, I strive to lead with humility, clarity, and intention. I am passionate about supporting programs, faculty, and students in achieving their highest potential, and I would be honored to serve as a Director at Large to help further PAEA’s mission of excellence and equity in PA education.

Over the past five years, I have served in both national and state leadership roles that have significantly shaped my understanding of advocacy, governance, and the collective power of service. As a long-standing member and now Chair of PAEA’s Government Relations Steering Committee (GRSC), I have had the opportunity to learn from past chairs, dedicated committee members, and PAEA staff about how thoughtfully coordinated advocacy efforts can directly influence the future of PA education.   

This role has deepened my appreciation for how PAEA effectively advances our profession. It also challenged me personally. Early on, I was hesitant to speak with legislators, uncertain about how to translate my passion for education into policy conversations. Through mentorship, preparation, and engagement with the GRSC, I’ve developed confidence and clarity in communicating our mission to federal stakeholders. That growth has been transformative, and I now view advocacy not as a task for others, but as a professional responsibility I fully embrace. 

At the state level, I serve as Co-Chair of the Arkansas Academy of Physician Assistants (ARAPA) Legislative Committee. In this volunteer role, I have helped facilitate the passage of four bills over the past three years. These legislative wins have directly improved the ability of PAs in Arkansas to practice at the top of their license, with real implications for our graduating students as they enter the workforce. This work has required collaboration with institutional leaders, state agencies, and coalition partners across professions. 

Through both roles, I have come to value the long game in advocacy and the importance of listening first. I’ve seen how strategic persistence and inclusive leadership can lead to lasting change. I’ve also learned how critical it is to elevate the voices of students, faculty, and frontline clinicians in policy conversations. 

These experiences have prepared me well for Board service. I understand how to navigate complex systems, build consensus, and remain focused on mission-aligned goals. I am committed to representing the diverse needs of PA programs and ensuring that PAEA remains a leading voice in higher education policy. If selected, I would bring not only my experience but also a deep sense of purpose and a collaborative spirit to the Board of Directors.

As Program Director and Chair at UAMS, one of my most meaningful experiences in building consensus came during a challenging period when two consecutive cohorts fell below the 85 percent PANCE pass rate threshold. Rather than react with urgency alone, I brought faculty and staff together to collaboratively examine our data, identify gaps, and develop a strategic improvement plan. Through open dialogue and shared accountability, we implemented curricular changes, enhanced student support systems, and increased focus on assessment alignment. This collective effort led to a 97 percent pass rate for the past two cohorts. 

The key to our success was fostering a culture of trust and innovation. I have worked intentionally over the past five years to create an environment where faculty feel valued, supported, and heard. This approach has resulted in high faculty retention and engagement, reflected in a 4.27 overall mean score on our university-wide engagement survey, placing our department in the 92nd percentile nationwide. My evaluations as Chair consistently highlight strengths in communication, inclusion, and leadership. 

I believe that effective leadership means listening first, aligning diverse perspectives toward a common goal, and modeling humility in the process. These values have guided my leadership and would continue to shape my approach to consensus-building and governance on the PAEA Board.