"Ultimately, I hope to advance research-informed instructional practices at UH Mānoa and similar institutions while mentoring educators and supporting initiatives that strengthen teaching and learning across diverse academic communities."

Hometown

‘Aiea, HI

Department

Learning Design and Technology

Related Degrees

• PhD, Learning Design & Technology

Why did you choose to pursue the PhD in Learning Design & Technology (LTEC) program?
I have an interest in teaching and learning with technology. I want to support learning with tools that make education engaging and fun. I chose to pursue the PhD in Learning Design & Technology program because it aligns perfectly with my passion for education, technology, and continuous learning. My academic journey, which includes degrees in Elementary Education, Second Language Studies, and Learning Design and Technology, has consistently focused on improving educational experiences and outcomes. The PhD program offers an opportunity to deepen my expertise and contribute to advancing the field of educational technology.

My professional experience as an Instructional Designer at the University of Hawaiʻi has exposed me to the critical role that technology plays in modern education. Working with various online learning management systems, developing asynchronous courses, and supporting public health workforce initiatives has shown me the immense potential of well-designed educational technology. The PhD program will allow me to explore these areas more deeply and develop innovative solutions to current educational challenges. Furthermore, my research interests in professional development for Assistant Language Teachers (ALTs) on the Japan Exchange and Teaching (JET) Program align closely with the program’s focus. I’m particularly excited about developing a study that allows me to travel to Japan and conduct research abroad!

Do you work or participate in any clubs or organizations in or outside of school?
I am the Vice Chair for the Student Media Board, a student governing body that oversees student media programs at UH Mānoa, including the student-run radio station KTUH (90.1 FM); the student newspaper Ka Leo O Hawai’i; the student-run literary magazine Hawai’i Review; and the student-run video production group UH Productions (UHP). I am an At-Large Member of the Association for Educational Communication and Technology–Hawaiʻi Chapter (AECT-HI), which provides graduate students with professional, social, and cultural support for LTEC students. I am a registered member for the Peer Mentor ʻOhana, devoted to providing academic support as well as service to the community to help students succeed in college. Finally, I am a student affiliate at the East West Center, which promotes better relations and understanding among the people of the United States, Asia, and the Pacific.

Did anything/anyone in particular inspire you to pursue a career in LTEC?
My inspiration came primarily from professional experience as an educator. While working teaching English in Japan, I made my own way through creating a Canvas and Google Site to increase access and resources for students to succeed in their studies. I repeatedly saw a disconnect between available resources and educational technologies and how limited traditional learning environments are. I also saw how helpful it was to use internet resources to help develop relevant class content and activities. After that experience, I decided to expand my skill set to learn best practices in learning design. I am also especially interested in a career in higher education and pursuing faculty and leadership roles to create impact with learning design in Hawaiʻi.

How is the COE program impacting or benefitting your career path?
Through COE coursework and research, I have strengthened my ability to systematically assess instructional problems by identifying learner needs, institutional constraints, stakeholder goals, and available technological resources before proposing solutions. This analytical foundation allows me to move beyond tool-driven decisions and instead design learning experiences that are pedagogically congruent, scalable, and aligned with organizational objectives. This systems-oriented approach has been especially valuable in coordinating projects across departments and supporting faculty with diverse instructional needs. I was able to secure GAships, APT roles, and even junior specialist positions at the university. Currently, I work as an IT Specialist with the UH Mānoa Office of Faculty Development and Academic Support.

Why did you want to be a Social Media Ambassador for your program?
I believe in the transformative potential of educational technology research and want to help others understand how this field addresses real-world learning challenges. My diverse background from international teaching to instructional design to doctoral research gives me a unique perspective on how LTEC principles apply across different educational contexts. I can speak authentically about the program’s relevance to current practitioners who might be considering advanced study, as well as to prospective students from various professional backgrounds. Through my conference presentations and research, I’ve seen firsthand how LTEC research contributes to solving pressing educational problems. I want to use social media platforms to bridge the gap between academic research and practical application, helping audiences understand how design-based research methodology creates tangible improvements in learning experiences.

What are your future plans with your degree?
With my degree, I plan to continue working in higher education in roles that combine instructional design, faculty development, and research. I am interested in faculty, academic support, and leadership positions where I can contribute to the design of inclusive, engaging online or in-person. Ultimately, I hope to advance research-informed instructional practices at UH Mānoa and similar institutions while mentoring educators and supporting initiatives that strengthen teaching and learning across diverse academic communities.