Announcing APAN’s 2026 Awards Recipients!

Yi Xuen Tay, Theme Program Resident Director at the University of California, Berkeley, has quickly distinguished herself as an impactful new professional whose work advances equity, belonging, and student success. In just three years, she has demonstrated exceptional leadership by guiding the transition of the BLOOM: Asian American Community Program and South Asian, Southwest Asian, and North African Living Community (SSWANA) communities into distinct residential programs, enabling more intentional identity development, tailored support, and stronger student engagement. Her influence extends across the department through her leadership on the Resident Assistant Training Committee, where she reimagined diversity, equity, and inclusion education into a multi-phase, reflective learning experience that deepens staff accountability and practice. Beyond her unit, Yi Xuen has amplified APIDA and international student voices by co-founding an advocacy organization, organizing campus-wide Community Chats, and presenting student-informed insights to senior university leadership. She also contributes at both campus and national levels through her involvement with the Asian Pacific American Systemwide Alliance (APASA) staff organization at UC Berkeley, and ACPA’s Asian Pacific American Network (APAN), strengthening professional networks and advancing culturally responsive practice in the field. Yi Xuen’s ability to drive meaningful change at both programmatic and systemic levels marks her as an outstanding new professional with a strong and promising future in student affairs.

Bona Lee, Assistant Director of Residential Life at the University of California, Berkeley, is a dedicated student affairs professional with over a decade of experience and a demonstrated commitment to advancing student success and belonging. In her current role, she oversees multiple residential communities, supervises professional staff, and leads initiatives that strengthen both student engagement and organizational effectiveness. Bona has been instrumental in enhancing the transfer student experience through cross-campus collaboration, data-informed program development, and research that examines the institutional factors shaping belonging and persistence. Her leadership extends to the redesign of Resident Assistant training, where she has implemented innovative, scalable, and developmentally focused approaches that better prepare student staff to support an evolving residential population. Beyond her departmental contributions, Bona actively advances the API community through her service with the Asian Pacific American Systemwide Alliance (APASA) staff organization at UC Berkeley, and by creating spaces for dialogue, leadership development, and cross-cultural understanding. Through her strategic leadership, commitment to equity, and integration of scholarship and practice, Bona continues to make a lasting impact on her institution and the broader field of student affairs.

Dr. Dan Xayaphanh, Director of CIELO at the University of Arizona, is a transformative leader whose more than two decades of work in higher education have significantly advanced APIDA student success, professional development, and institutional change. Through his leadership of CIELO and previously Asian Pacific American Student Affairs, he has created innovative, culturally grounded programs that expand access to global learning, empower students to navigate complex identities, and foster a deep sense of belonging. His visionary approach led to the development of CIELO, a nationally recognized model that removes financial, cultural, and structural barriers to study abroad through accessible, tiered experiential learning opportunities now expanded to multiple institutions. Grounded in a deep understanding of intersectionality and diasporic experiences, Dr. Xayaphanh’s work extends beyond programming to systems-level advocacy, elevating APIDA student voices within broader equity and inclusion efforts and contributing meaningful scholarship to the field. A dedicated mentor and community builder, he has shaped generations of student affairs professionals through his relational, values-driven leadership. In a time when APIDA communities continue to navigate marginalization and invisibility, Dr. Xayaphanh’s enduring impact, visionary leadership, and commitment to collective advancement make him a distinguished and deserving recipient of the Distinguished APIDA Leadership Award.

Dr. Aeriel A. Ashlee, associate professor, scholar, and higher education practitioner, is a transformative mentor whose work embodies the legacy of the Dr. Daniello Balón Mentorship Award through a deep commitment to relational, liberatory, and community-centered mentorship within the APIDA community. Across her career, she has mentored dozens of students, staff, and emerging scholars, consistently investing in their growth as both professionals and whole people by fostering spaces grounded in reflection, identity exploration, and healing. Dr. Ashlee has created and led impactful initiatives such as the Transracial Adoptee and Multiracial Innovation Lab and contributed to national leadership efforts through organizations like ACPA’s Asian Pacific American Network (APAN) and the Critical Mixed Race Studies Association, cultivating affirming communities for transracial adoptees and multiracial individuals. Her mentorship extends beyond guidance to active sponsorship—opening doors through research collaborations, leadership opportunities, and sustained advocacy—while centering culturally responsive, justice-oriented practice. Drawing from a mentorship philosophy shaped by her own formative experiences, she integrates dialogue, scholarship, and care to empower others to lead with authenticity and purpose. Through her holistic and enduring approach, Dr. Ashlee has profoundly shaped the trajectories of countless mentees and continues to build pathways for future generations of APIDA scholar-practitioners.

The South Asian, Southwest Asian, and North African (SSWANA) Living Learning Community at the University of California, Berkeley, stands as a powerful example of a student-centered initiative advancing APIDA student success through intentional design, collaboration, and cultural affirmation. Established in response to sustained student advocacy, the program brings together partners across campus—including the SSWANA Student Development Office, Asian Pacific American Student Development Office, and Residential Life—to create a dedicated residential and academic space that fosters belonging, identity development, and empowerment for SSWANA students. Since its launch in 2021, the community has demonstrated significant impact, with continued growth culminating in its transition to a stand-alone theme program. Through a required yearlong seminar, students engage critically with SSWANA histories, identities, and systems of oppression, while co-curricular experiences such as cultural programming, retreats, and community events deepen connection and learning. The program further strengthens student support through mentorship with alumni and responsive resources such as a dedicated meditation and prayer space. By integrating academic inquiry, cultural celebration, and holistic support, the SSWANA Living Learning Community cultivates a close-knit environment where students can thrive, making it a model initiative for advancing equity and belonging within higher education.

Nha-Nghi Nguyen, a doctoral student in the Educational Leadership Ed.D. program at San José State University, is recognized for her outstanding contributions to research and scholarship through her forthcoming dissertation, Generational Perspectives on Career Advancement and Barriers Among Vietnamese American Women. Her work represents a pioneering effort to address the underrepresentation of Vietnamese American women in higher education leadership by examining how generational identity, cultural expectations, and systemic barriers shape career trajectories across four cohorts. Through her research, Nha-Nghi critically explores challenges such as racialized stereotypes, limited mentorship, and institutional exclusion, while offering actionable recommendations to expand educational pathways, strengthen mentorship opportunities, and promote equitable institutional practices. Driven by a commitment to advancing representation and equity, her scholarship not only fills a significant gap in the literature but also provides a meaningful framework for fostering inclusive leadership and supporting the professional advancement of Vietnamese American women in higher education.