When I left the US Navy Submarine Force, I stepped into a world that had changed drastically since I first enlisted. The structure and predictability of military life gave way to the uncertainty of civilian reintegration, and I knew that if I wanted to succeed, I had to adapt quickly. My first move? Returning to school. But with work, family responsibilities, and the mental transition from service member to civilian, I realized traditional education formats would not fit. Online learning became my lifeline. Through platforms like Coursera, edX, and LinkedIn Learning, I was able to supplement my coursework with self-paced modules on topics ranging from strategic leadership to data-driven decision making. These platforms provided more than just information—they offered flexibility, relevance, and tools I could use in real time. I also relied on Google Scholar and digital library databases to deepen my understanding of behavioral health trends, supporting my work in community mental health and policy reform. Currently, as an Operations Manager at a community based health clinic in Seattle, I rely on the knowledge gained through my Executive MBA in Strategic Leadership—earned through an online program at the Quantic School of Business and Technology—to lead a team that addresses social determinants of health for underserved populations. The online learning format taught me to synthesize large amounts of data and present findings clearly, which helps me create effective workflows and grant supported initiatives that improve access to care. Beyond the classroom, I have used tools like Canvas and Zoom to facilitate virtual trainings for staff across Washington State. During my time as a Training Specialist, I developed and delivered online curricula to hundreds of professionals supporting individuals with intellectual and developmental disabilities. The technical skills I gained through those platforms were not only educational—they were transformative. I learned to translate complex policies into digestible training modules, respond to learners in real time, and use digital assessments to measure knowledge retention. My current doctoral work at the American College of Education is also fully online. Between long commutes, family obligations, and full time leadership responsibilities, online learning is what allows me to keep going. It is not a shortcut—it is a different route that requires discipline, adaptability, and grit. Digital platforms have helped me do more than just learn—they have helped me teach, lead, and serve. As a veteran, I see education as a form of continued service: to myself, my community, and the systems I want to change. Online learning did not just offer me a second chance—it offered me a powerful toolkit for real world impact. I am proud to represent a growing community of learners who are using online tools not as a fallback, but as a launchpad. With continued access to these resources, I hope to mentor other veterans, shape equitable policies, and expand education access for those who need it most.

Before I joined the United States Navy at 19, my life was marked by instability and limited prospects. I had not finished high school and lacked direction. Enlisting was not just a career decision. It was a turning point that gave me purpose, structure, and a second chance. In many ways, the Navy saved my life. Serving in the Submarine Force taught me the value of discipline, teamwork, and leadership under pressure. I saw how diverse individuals could unite around a shared mission, and it was in that setting that I began to understand the kind of leader I wanted to become—one rooted in service, accountability, and inclusion. After completing my service, I earned my GED and enrolled in college. I completed an associate’s degree at Pierce College before earning a Bachelor of Arts in Psychology with a minor in Sociology from Central Washington University. I later completed an Executive MBA in Strategic Leadership. Each step reinforced my commitment to systemic change, especially for communities facing structural barriers. My academic journey has been both redemptive and inspiring, helping me see education not just as personal achievement but as a tool for lifting others. Professionally, I have dedicated my career to supporting underserved populations. I began by working in direct care with individuals who have developmental disabilities. I later served as a Mental Health Program Manager for the Wounded Warrior Project, where I supported veterans and their families through trauma-informed programs, peer support, and care coordination. I supervised staff and led efforts to reduce isolation and promote healing. That role allowed me to give back to the community that helped me find my footing and reaffirmed my belief in veteran centered care. Currently, I serve as an Operations Manager at a pediatric clinic within Seattle Children’s Hospital. I lead a multidisciplinary team providing behavioral health services to children, many from low income, immigrant, and BIPOC families. One initiative I led involved launching school based health center partnerships, contributing to a 35 percent increase in behavioral health engagement among underserved youth. Now, as a doctoral student pursuing an EdD in Leadership with a focus on higher education, I am expanding my ability to lead impactful change. My research explores how academic institutions and public systems can create inclusive environments that support veterans, first generation students, and other marginalized groups. I am especially focused on building pathways that reduce access gaps and promote long term success. I plan to serve in leadership roles that shape equitable systems—whether in higher education, public service, or nonprofit leadership. I am not limited to one title or institution. I am driven by a vision of making institutions more accessible, accountable, and responsive to those they serve. Supporting veterans in higher education is not just an act of gratitude. It is an investment in families, communities, and the nation’s future. I am honored to apply and committed to using my education and lived experience to ensure others receive the same chance I was given.

Why I Chose Higher Education and How I Prepared as a First-Generation Student Pursuing higher education has always been deeply personal for me. I didn’t grow up seeing college degrees framed on the walls or hearing stories about graduate school in my household. What I did grow up with, though, was the unwavering determination of my mother and grandmother—two women who led with resilience, wisdom, and faith. Watching them navigate life with dignity and strength shaped my sense of responsibility, not just to my family, but to my community. As a first-generation college student, I see education not simply as a path to personal success but as a continuation of the legacy they built—one marked by service, perseverance, and progress. I’ve chosen to pursue higher education, including my current doctoral journey, because I want to create lasting impact. My work has always centered around helping others—whether serving as a Lead Institution Counselor in a psychiatric hospital, supporting veterans at Wounded Warrior Project, or now managing behavioral health operations at a children’s clinic. These roles showed me how systems can be transformed when led by people who understand both frontline challenges and big-picture strategies. Higher education gives me the tools to lead with that kind of vision. As someone who didn’t have a roadmap laid out for college, preparation was not a single moment—it was a series of decisions rooted in discipline and purpose. After serving in the U.S. Navy Submarine Force, I returned to civilian life with a new sense of structure and a deep hunger to grow. I earned my Bachelor’s in Psychology, followed by an Executive MBA, and recently completed a Diversity, Equity, and Inclusion certificate from Cornell. Each step was deliberate, driven by the desire to lead more effectively and advocate more powerfully for the people I serve. Now, as a doctoral student pursuing an Ed.D. in Leadership, I bring not just academic preparation, but lived experience into every course I take. Being first-generation has meant that I often had to figure things out as I went—navigating financial aid, learning how to advocate for myself in academic spaces, and balancing school with full-time work and family life. But those same challenges taught me resilience, time management, and how to ask the right questions. Mentorship has played a critical role along the way—it’s answered questions, opened doors, and kept me motivated during times of struggle. I try to do the same for others, especially young Black students who might see in me a reflection of their own potential. Education has become more than just a credential. It’s a commitment to honoring those who came before me and uplifting those who come after. I write books for youth to encourage mental health awareness and self-discovery. I train healthcare staff to recognize systemic gaps and address racial disparities. I lead teams with empathy and accountability. And now, I seek to teach in higher education—where I can pour into students the same way mentors and educators have poured into me. This journey, for me, is not about reaching a finish line. It’s about helping others rise while I continue to climb. Higher education is the ladder I chose—not because it was easy, but because I knew it would build something greater than myself.

Success, to me, is the ability to create lasting change—to uplift others, challenge systemic barriers, and build pathways for those who have been overlooked. It is not defined by financial milestones or professional titles but by the impact I make on people’s lives. My journey has not been traditional—I dropped out of both high school and college before finding my way back to education. However, those setbacks became stepping stones, shaping my resilience and reinforcing my commitment to service. This opportunity represents more than just career advancement; it is a crucial step toward fulfilling my mission of bridging gaps in education, behavioral health, and leadership development. It provides me with the resources, mentorship, and platform to expand my influence, ensuring that I can equip future leaders with the tools to navigate challenges, foster inclusion, and drive meaningful change. Dropping out of high school could have derailed my future, but it instead became the catalyst for transformation. I later enlisted in the U.S. Navy Submarine Force, where I learned discipline, adaptability, and the importance of pushing past limitations. However, my transition to civilian life proved difficult, and I dropped out of college again while working as a security guard. It was through perseverance and a renewed sense of purpose that I found my way back, eventually earning an Executive MBA. But my education was never just about a degree—it was about using knowledge to create change. Working in psychiatric healthcare, behavioral health program management, and leadership training, I witnessed firsthand the gaps in care, access, and opportunity for marginalized communities. That experience shaped my definition of success: it is about ensuring others have access to the opportunities I had to fight for. With that in mind, this opportunity is instrumental in helping me reach my next goal—becoming a professor and continuing my work in behavioral health advocacy. Success, for me, is the ability to create learning environments where students, particularly adult learners and underrepresented individuals, feel empowered to lead and innovate. Through my experience in leadership training and mental health advocacy, I have developed immersive teaching methods that blend case-study analysis, leadership simulations, and experiential learning. This opportunity will allow me to refine these strategies, expand my research on andragogy, and ensure students are prepared for real-world leadership challenges. Beyond refining my teaching approach, this role will provide invaluable mentorship, access to academic and leadership resources, and opportunities to expand my impact. With guidance from experienced educators, I can further develop my ability to inspire and challenge students in meaningful ways. Access to research opportunities will allow me to deepen my work in behavioral health and leadership development, and the chance to develop courses and mentor students will position me to drive long-term institutional change. More than just professional growth, this opportunity ensures that my career is aligned with my purpose—helping others recognize their potential and equipping them with the tools to succeed. The greatest influences in my life—my mother and grandmother—modeled perseverance, faith, and service. Their sacrifices taught me that success is not about where you start, but about the impact you make. I want to honor their legacy by ensuring that others, particularly those who have faced setbacks, are given the support and guidance to reach their full potential. I envision a future where my students, colleagues, and mentees leave my classroom, training sessions, or leadership programs with the confidence and skills to drive real change—whether in business, healthcare, or public policy. This opportunity allows me to lay the foundation for that vision, ensuring that my career is not just a personal success story but a catalyst for others' success as well. For me, success is not about where I started or even where I finish—it is about the lives I touch and the barriers I help dismantle along the way. With this opportunity, I am one step closer to fulfilling that purpose.

How My Experience with Mental Health Has Shaped My Beliefs, Relationships, and Career Aspirations The first time I realized how deep the cracks in our mental health system ran, I was leading a state training on trauma-informed care when a social worker asked, “But what do I do when the system itself is the trauma?” That moment reinforced what I had already seen in my work—mental health is not just an individual struggle but a systemic crisis demanding real change. My experiences with mental health—both personally and professionally—have shaped my beliefs, strengthened my relationships, and inspired my career aspirations. Through my roles at Seattle Children’s Hospital, the Wounded Warrior Project, and the State of Washington, I have worked within healthcare, veteran services, and state training programs, gaining firsthand insight into the barriers that prevent individuals from receiving effective mental health support. These experiences have fueled my commitment to advocacy, education, and systemic reform. Beliefs: Mental Health as an Issue of Equity and Accountability I believe that mental health is not just a personal issue but a systemic one, requiring both individual advocacy and institutional accountability. At Seattle Children’s Hospital, where I currently work, I manage operations for mental health services that support children and families facing complex challenges. While I do not provide direct patient care, my role allows me to identify inefficiencies and ensure critical programs run effectively. I see how wait times, financial constraints, and a lack of culturally competent care affect access to services. These issues reinforce my belief that mental health must be treated as an essential part of healthcare, not an afterthought. Previously, at the Wounded Warrior Project (2021-2023), I supported veterans navigating PTSD, depression, and anxiety. Many had risked their lives in service only to return home and face stigma and bureaucratic obstacles in seeking care. This experience reinforced my conviction that early intervention and tailored mental health programs are essential for long-term healing. As a trainer for the State of Washington (2018-2021), I led trainings on trauma-informed care, unconscious bias, and supporting individuals with disabilities and mental health conditions. This role showed me that without proper training, even well-intentioned professionals can mishandle mental health issues, worsening outcomes. These experiences shaped my belief that mental health advocacy must happen at multiple levels—from direct care to policy reform, workforce training, and education. Relationships: Building Trust and Advocating for Others Mental health has shaped how I build relationships. From an early age, I found myself in the role of mentor and advocate, whether it was tutoring peers, offering a friend my shoes when he needed them, or later standing up for professionals seeking to improve mental health outcomes. At Seattle Children’s, I work behind the scenes to ensure mental health programs are structured efficiently. This role has reinforced my belief that systemic change is just as vital as direct service—without strong infrastructure, even the best mental health programs will fall short. At the Wounded Warrior Project, I worked with veterans who felt disconnected from their families and communities due to the mental health challenges they faced. I learned that mental health care is about more than treatment—it’s about restoring dignity, trust, and connection. As a trainer for the State of Washington, I worked with professionals eager to improve but lacking the tools to do so. These relationships reinforced my understanding that education is one of the most powerful drivers of change. Across all of my roles, I have seen that mental health is deeply intertwined with how we connect, communicate, and advocate for one another. Career Aspirations: Educating, Advocating, and Breaking Barriers My experiences have inspired me to pursue a Ph.D. in Education with the goal of becoming a professor, and eventually, a dean. I believe that education is one of the most powerful tools for systemic change. My experience as a trainer and facilitator has shown me how equipping others with the right knowledge leads to better outcomes for entire communities. Through my work with Seattle Children’s, Wounded Warrior Project, and the State of Washington, I have seen how a lack of training, awareness, and structural support prevents even the most dedicated professionals from effectively addressing mental health challenges. By teaching at the college level, I aim to bridge these gaps, ensuring that the next generation of professionals is prepared to recognize and respond to mental health concerns in their fields. Beyond academia, I am writing books to boost mental health awareness for children, with plans to publish two of them in 2025. Mental health education must start early. If children learn to express and manage emotions in their formative years, they are more likely to seek support and develop healthy coping mechanisms as they grow. Through my writing, I hope to contribute to a cultural shift in how mental health is discussed, ensuring that young people—and the adults guiding them—have the knowledge and confidence to address mental health in a proactive, empowering way. Conclusion: A Lifelong Commitment to Mental Health Advocacy Mental health has shaped every aspect of my life—my beliefs, my relationships, and my career aspirations. It has reinforced my conviction that resilience is not just about endurance—it is about growth, advocacy, and ensuring that others have the space to do the same. With the right resources and continued education, I am committed to building learning programs, mental health initiatives, and training curricula that equip both professionals and underserved communities with the tools they need to thrive. My journey is one of service, and I will continue breaking barriers, challenging institutions, and ensuring that mental health is no longer an afterthought, but a priority in education, healthcare, and society.

Education is important to me because it has been my life's great equalizer. I come from humble beginnings; I was raised in a single-parent home by a mother who worked tirelessly to support my brothers and me. She dropped out of high school to help support her younger sibling and, unfortunately, never had the opportunity to pursue her professional and educational aspirations. She did ensure her sons understood we were not meant to follow her. Until her dying days, she encouraged me to continue building a legacy for myself and future generations of our family. As I look towards my future, with the pursuit of an MBA on the horizon, I can be proud knowing my mother's words were not in vain. The attainment of knowledge and education has brought me to all corners of the globe. I have connected with people from so many diverse levels of society. I am fortunate to have had the opportunity to mature from so many of them. Through my formal studies, I also hope to bring to light the experiences I have been humbled by. One such encounter occurred during a port call to Subic Bay in the Philippines while I was serving in the United States Navy Submarine Force. It offered me insight into what it means to live a joyous life. While returning to my submarine following a meal out in the town, I encountered a group of young children who were accompanying their mothers while they washed clothes in the bay. The joy on the faces of the parents and their children belied what most people would consider deplorable living conditions. This shook me to my core and caused me to reflect on my own biases. I learned from this time of introspection that it is up to people, not circumstances, to foster goodwill and respect. As I continue to grow and advance in leadership roles, this lesson is what I hope to share with all the people and organizations I encounter. In closing, one of the most valuable lessons I have learned from being a lifelong learner is education brings people and communities together from vastly divergent backgrounds, often for a shared purpose. Whether formally or informally, my life's mission is to build meaningful connections with others that help to cultivate positive change, hopefully starting with me. I see the continued pursuit of education as a means of precisely doing that.