Liza Talusan

Liza Talusan is an academic and practitioner in the field of education, currently serving as an Associate Lecturer A in the Department of Leadership in Education at the University of Massachusetts Boston, within the College of Education and Human Development. Her work bridges theory and practice, focusing on equity, identity, and leadership in educational contexts from K-12 through higher education.

Her educational background includes a PhD in Higher Education from UMass Boston, an MA in Higher Education and Student Personnel Administration from New York University, and a BA in Psychology from Connecticut College. She is also a Certified Professional Coach from the Institute for Professional Excellence in Coaching.

Liza Talusan's research centers on identity development, particularly among Asian American and Pacific Islander (AAPI) students in doctoral programs, and the integration of identity-conscious leadership in educational settings. Her work emphasizes access, equity, and the socialization of graduate students within the broader K-20 pipeline. She investigates how scholar-practitioners can collaboratively apply theoretical frameworks to real-world challenges in diversity, equity, and inclusion.

While no recent publications are listed in the provided text, her research trajectory indicates a strong focus on qualitative, narrative methodologies centered on marginalized voices in education, particularly AAPI communities. Her expertise is widely recognized in both academic and professional circles.

• American Educational Research Association (AERA) Research on Asian Americans and Pacific Islanders Dissertation of the Year Award, 2017
• Opening Keynote Speaker, National Society of Experiential Education Annual Conference, 2016
• Asian Women for Health, Boston, Outstanding Peer Leader Award, 2015
• NASPA Region I and Massachusetts Mid-Level Student Affairs Awards, 2014
• South Shore’s 40 Under 40 Award, 2011

Liza has advised and mentored numerous students, particularly in graduate programs related to higher education and leadership, although specific names are not listed. She has not been mentioned in connection with specific research grants, but her national service with organizations such as NASPA APIKC, ASHE Council on Ethnic Participation, and AERA's REAPA SIG suggests active engagement in scholarly and professional networks. She is a sought-after speaker and facilitator for difficult conversations on race, identity, and equity, working with faculty, administrators, and caregivers.

Liza Talusan has no explicitly mentioned research labs or formal research teams in the provided text. However, her collaborative approach to scholar-practitioner work implies strong partnerships across institutions and communities, particularly in advancing equity in education.