October 2025 Alumni Spotlight

Tell us about your research projects at the Marxe School…
Any time we were able to choose our own topics for research projects, I was quick to explore topics related to accessibility and students with intellectual disabilities. I was particularly interested in learning about how to support students who hadn’t yet been diagnosed or who hadn’t yet disclosed their disabilities to the disability center on campus. There are instructional approaches (i.e. Universal Design for Learning) that professors can take that will make learning more accessible for all students, regardless of their disability status. I also spent some time exploring the reasons students have for not disclosing, including the barriers related to documentation, psychological evaluations, navigating the college’s website, and more. One of my favorite projects was completed during my “Higher Education, Politics, and Public Policy” course with Professor Boland. I created a short informational podcast about Section 504. It was fun being able to share my research in a way that was different from a traditional research paper.

What got you interested in becoming an advocate for those with accessibility needs?
I originally thought I wanted to be a K-12 teacher, as I’ve always enjoyed teaching others. Growing up, I even made my younger sisters “play school” with me every summer! The majority of my jobs have revolved around tutoring, mentoring, and providing similar types of support. I did a lot of substitute teaching at my former high school once I finished my undergrad program. I was placed in the life skills class often. One summer I also worked at an elementary school summer camp for students with autism. We had a big enough team that allowed us to work 1:1 with students. All of those early experiences planted a seed that was brought to life once I started my MSEd-HEA at Baruch! As I worked through this program, as well as my second program at CUNY SPS (an MS in Disability Services in Higher Education), I started to wonder if I had gone through my life with undiagnosed ADHD. I think that’s another reason I found myself drawn to learning about how to best support students who hadn’t yet disclosed or been diagnosed!

Tell us about your role as Exam Accommodations Manager in the Disability Services office at Columbia University…
I started my role as Exam Accommodations Manager back in March 2025. This is my first official role in disability services, and I’ve learned so much over the last months. I work with a team of over 35 people, including case managers, learning specialists, intake and registration officers, assistive technology experts, and an amazing testing team. I am on the team that is known as “Future Day” which involves preparing for all exams that are, you guessed it, in the future! This involves communicating with professors to ensure we are replicating the exam conditions in our center as well as preparing the exam envelopes themselves. These envelopes include student accommodation, exam information, and the printed exams. During the regular semesters, we have an incredible team of graduate assistants who help us with a lot of the behind-the-scenes work that happens. Working with them is probably the highlight of my job! I feel very lucky to have found this role, as I believe it will be a great foundation for a career in disability services.

What was your time in the Marxe School MSEd-HEA program like? Any favorite classes, professors, or lessons you’ve learned?
I very much enjoyed my time at the Marxe School! I am still close with many of my former classmates, professors, and mentors. The biggest lesson I learned is that connection is key! It is essential to get to know your professors and classmates, and to remain open to new opportunities. I quickly got involved with the HEA club, especially since it was still early in the pandemic and I was seeking connection. This was a great way to get to know my classmates while also attending virtual events and meetings to build a strong network. Some of my favorite classes included Student Development Theory, Enrollment Management, and Student Affairs. What I loved most about these classes was the practical application of the theories we were learning. Finally, I really enjoyed my graduate assistantship with Dr. Scott Evenbeck, as it was an opportunity to get the ball rolling with the EdD project that the Marxe school was looking to develop.