I am an educator whose mission is to guide individuals to reach their potential by facilitating their development of academic and career self-efficacy through their higher education (HEd) journey. I bring with me 17 years of work experience in HEd and 5 years? experience as a high school language arts teacher and basketball coach. I can confidently say that, from the day I started Kindergarten, I have never left the education setting. This has allowed me to stay in-the-know of what is happening in the field, especially the understanding that every level of the K-16 pathway can no longer exist in silos if we are to see real equitable access to the benefits of education for all citizens. It is with this mind frame that I approach my role as a higher education professional. As a recent immigrant to the US, I have studied and worked in two countries, located in two very disparate continents (Africa & North America), and have found that the challenges for the education sector are unfortunately the same?lack of resources. I have taught high school, undergraduate and graduate courses, and have seen, first hand, the impact that strong versus under-resourced K-12 foundations have on successful transition to HEd. I have seen the remnants of deficit K-12 foundations even among graduate students, who struggle with basic written and communication skills. I now understand how privilege propagates itself through HEd and later, in smoother transition to the job market. I have learned that deficits in K-12 are difficult to counteract within the 2 to 4 years of college. However, this does not mean we give up. It means we double-down on efforts that facilitate equitable access to the post-college benefits of HEd. That is, we advocate for policies that increase funding to our most vulnerable students and the institutions that serve them; we stay abreast of research on strategies that facilitate access, retention, and success of underserved students; we build strong collaborations within the K-16 pathway so that `No Child is Left Behind?; we innovate and assess to maintain strategies that work and eliminate those that do not. Simply, it means we keep on keeping on. In the spirit of `keeping on,? in 2012, I enrolled in a doctoral program because I was tired of not having answers to questions on how to facilitate a return on HEd investment (ROI). I wanted to transition from being a problem identifier to a problem solver. The 7 years I spent reading, researching, and writing on topics related to HEd ROI served me well. Over the past few years, I have felt confident in taking on, progressively more demanding leadership roles, because I feel confident in being a problem solver. This doesn?t mean I have answers to all HEd?s problems; no. It means, I am ready to engage with a problem and relevant people, in order to get us closer to viable solutions. The advent of Mass Reconnect and the current reality of free community college in Massachusetts and other states are clear examples of educators not giving up on HEd equity by making it possible for working adults and underserved populations to finally get a college degree. Clearly, HEd is still the one means through which anyone can change their lives, regardless of their station in life. But, HEd can only be the great equalizer for underrepresented populations through intentional, consistent, and deliberate effort. My desire is to be a leader that engenders this type if intentional, consistent, and deliberate effort. I believe that my 17 years as a HEd practitioner, plus previous and current leadership experiences, education and trainings, continue to develop as an impactful thought leader, strategist and implementer of student and HEd success strategies that emphasize equitable access and outcomes for all. I am committed to continuing on my path towards being a HEd problem-solver within every role I pursue, engage with challenges that will continue to face us, and to share the knowledge garnered with like-minded professionals, with the goal of positively impacting lives, institutions and society at large. Sincerely, Winny Oyamo Twombly, Ed.D.