My education is where I built the foundations I still use every day: rigor in accounting and modeling, leadership through real projects, and a habit of connecting disciplines. It's not just degrees and dates—it's where I learned to lead, teach, and think in systems.
This page is a deeper look at what that looked like: the programs, the stories behind them, and the themes that run through how I learn and work. If you want to understand what I actually did and what I care about, start here.
A quick path through the major phases.
Bachelor of Business Administration, Accounting
I built a strong technical base in accounting and learned to lead a big project under real constraints—delegation, standards, and work ethic mattered more than any single task.
Master of Accountancy
A focused year to deepen accounting and reporting—the natural capstone of the path I'd chosen and a bridge into the work that followed.
MBA
Business school has been a chance to connect finance to broader questions—strategy, investing, economic development—and to reinforce my understanding by teaching while exploring interests in systems and emerging tech.
What each phase was really like and what I took from it.
A chance to zoom out from the details and connect finance to strategy, investing, and how organizations create value—while teaching, tutoring, and exploring interests in economic development and emerging tech.
A focused year to deepen technical accounting and reporting—the capstone of a compressed path through the full program.
Where I built a rigorous foundation in accounting and learned to lead large projects, balance heavy workload with campus life, and do things the right way.
A few moments that shaped how I learn and lead. Use the filters to explore by theme.
I led a big, themed campus project that taught me more about leadership than any single class—delegation, doing things the right way, and what it takes to sustain effort when you're first in and last out.
I completed a five-year accounting program in four years. How I approached that—what I prioritized, what I gave up, and how I stayed engaged beyond the classroom—says a lot about how I work.
Serving as a tutor and teaching assistant in accounting, finance, and modeling forced me to translate technical topics into something other people could actually use—and improved my own understanding in the process.
Through graduate coursework and side exploration, I've deepened my interest in how incentives, metrics, and system design shape real-world outcomes—and how that connects to the way I think about business and systems.
A quantum business intensive and broader exposure to macroeconomics and investing gave me a wider lens on how technology and capital interact—and how to keep learning outside my immediate domain.
Through club involvement and related work, I've seen how economic development initiatives operate—and what it takes to support communities without losing sight of who benefits.
A few throughlines that show up across my education and how I work.
I learned to lead by doing—delegating, setting standards, and showing up when it mattered. Large campus projects and sustained involvement taught me that doing things the right way and supporting others beats shortcuts.
Tutoring and teaching assistantships forced me to make complex topics intuitive. If I can't explain it simply, I don't understand it well enough—a mindset I bring to teams and decisions.
I care about how incentives, metrics, and system design shape outcomes. Questions like which metrics drive decisions, how feedback loops work, and who benefits from change are things I explore and connect to how I think about business and systems.
Accounting and modeling gave me a foundation in doing things right—clear logic, clear numbers, no shortcuts. I apply that to both technical work and how I run projects.
I seek exposure outside my immediate domain—quantum business, macroeconomics, investing, economic development—so I can ask better questions and connect what I do to the bigger picture.