I started my career in the classroom, teaching English at universities and K–12 schools in Türkiye, and in Slovakia, Hungary, Austria, and Thailand. Those years taught me how differently schools are run, regulated, and trusted around the world, and how much students depend on the systems behind the classroom.

Since 2015 I have worked in US higher education, from student services and international student advising to leadership. As Program Director of a university Intensive English Program, I served as Chief Academic Officer, Designated School Official, and accreditation co-author, leading a team of writers and the data reporting behind our accreditation. I also serve as a volunteer peer reviewer for the Commission on English Language Program Accreditation (CEA), which has given me a deep working knowledge of the CEA Standards and how site reviews are carried out. AccrediLingua is an independent consultancy; it is not affiliated with or endorsed by CEA or the Middle States Commission on Higher Education. My policy work was done for client institutions, not on behalf of any accreditor.

My work has always crossed borders. I served as a U.S. Department of State Virtual Educator, developing online English curriculum with US Embassy English Language Programs and universities abroad, and earlier I designed content for the State Department’s Office of English Language Programs, reaching more than 4 million teachers and learners.

My consulting work spans both program and institutional accreditation. I have authored CEA self-study responses, student and employee handbooks, and immigration filings for accredited, multi-site English language schools. I have also developed a full policy framework for a university in Iraq ahead of its Middle States Commission on Higher Education (MSCHE) visit, aligning US accreditation expectations with national Ministry regulations, Bologna/ECTS requirements, and translated legal sources.

Project management runs through all of this work. In 2025, I served as project manager for a large online Korean II course developed through a partnership between the National Foreign Language Resource Center at the University of Hawaiʻi at Mānoa, Georgia State University, and North Carolina Virtual Public School. I led course development meetings, set and communicated instructional design standards for writers and reviewers, and reviewed content for copyright and accessibility compliance. I bring the same structure to accreditation projects: clear timelines, defined roles, and steady communication from kickoff through the site visit.

My academic background is in applied linguistics, with a focus on law and language. I hold an MA in Applied Linguistics from Georgia State University, where I taught at the College of Law, helped develop and deliver training for justices of the Supreme Court of Georgia and their clerks on corpus linguistics, and conducted corpus research supporting an amicus brief in a federal appeals case. My published work includes a corpus linguistic study of “people” and “citizens” in the Founding Era. That training shapes how I write policy: precise, defensible, and readable by the people who have to follow it.

I founded AccrediLingua to bring those threads together, and I lead it as president and senior consultant. Programs deserve consultants who understand both the standards and the students.

Credentials at a glance

• Volunteer peer reviewer, Commission on English Language Program Accreditation (CEA)
• Policy consultant to a university in Iraq preparing for its Middle States Commission on Higher Education (MSCHE) accreditation visit
• Former Program Director, CAO, and DSO, university Intensive English Program
• Project manager, online Korean II course (University of Hawaiʻi at Mānoa NFLRC, Georgia State University, and North Carolina Virtual Public School)
• Served as Virtual Educator, U.S. Department of State (English Language Programs)
• MA, Applied Linguistics, Georgia State University
• Corpus linguistics training for the Supreme Court of Georgia
• Publications: “We the Citizens?” (corpus linguistics and the Founding Era); “Selecting Texts for Materials Development”
• ELT Leadership Management Certificate, TESOL International Association; TEFL Certification
• US higher education since 2015
• Teaching experience in Türkiye, Slovakia, Hungary, Austria, Thailand
• Member: NAFSA (since 2015), English USA, TESOL International, Georgia TESOL, American Association of Corpus Linguistics, MATSDA

About my role as a CEA peer reviewer

Volunteer peer reviewers for CEA must undergo an application process whereby a committee of the CEA Commission reviews applications and chooses candidates based on their knowledge of and experience in English language teaching and/or administration; their commitment to professional service in the field; and their experience with program evaluation and/or accreditation. Qualified applicants are invited to participate in an initial Reviewer Training Workshop, and successful completion of this workshop allows applicants to become active peer reviewers for CEA.

Serving as a peer reviewer requires knowledge of the CEA Standards for English Language Programs and Institutions, training in CEA’s site visit procedures, and an ability to work collaboratively with fellow reviewers to carry out fair, standards-based site reviews. The process involves: extensive preparation time and detailed planning before the site visit; typically, a three-day site visit that involves interviews, onsite observations, and document review; and completion of report, in collaboration with other members of the review team, following the site visit.

Peer reviewers do not make accreditation decisions, and do not speak for the CEA Commission. Peer reviewers are obligated to follow strict codes of conduct, confidentiality, and conflict of interest protocols.

My consulting work through AccrediLingua is entirely separate from my volunteer service. I never consult for a program I am reviewing or have reviewed within the past two years.

Let’s talk about your program.