OUR TEAM

Our editors and coaches offer impeccable editing skills, a meticulous eye for detail, and a caring and supportive approach to their work with students, faculty, and academic and career professionals. Learn more about our team!

 

Amy Lyndon, PhD
Academic Coach and Editor

Dr. Amy Lyndon has been a professor for 16 years in the fields of both psychology and global leadership. She is a social psychologist with content expertise in violence against women, social identity, women’s issues, and diversity. She currently lives in Charlotte, NC, but grew up in Greensboro, NC. She earned her BA in psychology from Appalachian State University, followed up by an MA and PhD in social psychology and a graduate certificate in women’s and gender studies from the University of North Carolina Greensboro. Most of her teaching experience involves mentoring undergraduate, master’s, and doctoral students in writing concisely, logically, and specifically, using good grammar and APA style. As her favorite fortune cookie says, “Good writing is good thinking made clear.”

Amy has published qualitative and quantitative research on perceptions of mental health stigma and both perceptions, predictors, and consequences of sexual aggression and stalking. These articles have been published in Sex Roles; Aggressive Behavior; Cyberpsychology, Behavior, and Social Networking; Violence and Victim; and The Journal of Mental Health.

After spending 13 years as an assistant and associate professor at East Carolina University, Amy is currently working as an adjunct professor in Indiana Tech’s Global Leadership PhD program, where she teaches research methods, serves as the Writing Coordinator, and continues to mentor student papers and dissertations. Amy is also known for her love of hot tea and reading. Cats are also an acceptable accessory to the experience.

 

Ashley Haygood, EdD
Academic Coach and Editor

Dr. Ashley Haygood has spent the last 14 years in the education sector, teaching at both the K-12 and postsecondary level. She spent three of those years abroad in Indonesia and South Korea, teaching students across all grades and from a variety of cultures. She has served in different capacities at the university level, from Graduate Teaching Assistant to Manager of Faculty Development. She enjoys seeing both students and faculty thrive in their roles and develop into stronger writers, researchers, educators, mentors, and leaders. Currently, she oversees the Global Operations office within Arizona State University’s Office of Knowledge Enterprise Development. This allows her to further her understanding of and practice in intercultural effectiveness.

Ashley holds a BS in communication, an MA in communication, and an EdD in educational leadership from Liberty University. She is currently pursuing a second master’s degree in global management from Arizona State University. Her dissertation examined how short-term mission trips impact cultural intelligence development in undergraduate students. She has used this research and her certification in cultural intelligence and unconscious bias to provide training to students, faculty, and staff in university settings. When not assisting with international research projects, Ashley enjoys exploring her new home of Arizona (the Wild West, in particular), crafting, watching historical documentaries, and spoiling her nieces and nephews.

 

Dora Elías McAllister, PhD
Academic Coach and Editor

Dr. Dora Elías McAllister works with Student Affairs Communications and the Vice President for Student Affairs at Austin Community College (ACC) to communicate impact analyses results of student success programs and resources with stakeholders. She writes both concise, summary documents, and in-depth compelling impact stories that draw on quantitative and qualitative information. Prior to joining ACC, she was an independent consultant, providing technical assistance, consulting, and training services to individuals and organizations in higher education, with a particular expertise in improving projects and programs by planning, conducting, and reporting the results of program assessments/evaluations and research studies. She also worked with doctoral students as a dissertation coach and editor and edited other academic and professional documents.

Dora is the author, coauthor, or editor of several qualitative and mixed-methods manuscripts, publications, and presentations on a variety of topics related to higher education and has held administrative positions in higher education institutions and nonprofits. She received her PhD in Higher Education Policy from the University of Maryland. Her dissertation used a qualitative case study methodology to describe and analyze the process through which a group of Mexican American first-generation college students who had an older sibling with college experience made decisions about whether and where to go to college.

She is based in Austin, TX, and started TX Higher Ed News, where she sources and shares content on Twitter to keep other Texas practitioners and faculty up-to-date on the latest information about postsecondary education in Texas. Her other just for fun activities include watching TV comedies (with a side of “This is Us”), spending time with an eclectic group of fellow Austin transplants, listening to podcasts, and learning to play the acoustic guitar.

 

Emily Daniels, PhD
Academic Coach and Editor

Dr. Emily Daniels has been in education for roughly 20 years, domestically and abroad. Her interests in crossing cultures and striving for greater equity began even earlier, during time spent on the Dakota Reservation in Lake Andes, South Dakota, leading her to further explore Whiteness, injustice, and racism. A continuing question throughout her personal and professional life has been, How can we make the world a better place in our everyday moments and our larger society?

Dr. Daniels began her teaching career as an ESL instructor in San Francisco, and then moved to Hungary, Switzerland, Costa Rica, and circled back to the United States somewhat reluctantly. While abroad, she studied German, Spanish, and a smidgeon of Hungarian while learning to navigate various European transit systems.

Emily earned her BA in intercultural studies at Bard College at Simon’s Rock, her MA in social justice in intercultural relations with a concentration in diversity leadership at the School for International Training in Brattleboro, Vermont, and her PhD in teaching, curriculum, and change at the University of Rochester. Her qualitative dissertation had a strong Freirean standpoint and centered on transformative urban educators and the power of care, critical pedagogy, and hope in urban schools.

Emily’s interests in writing span decades. The power of the written word to shape and change reality and generate greater equity continues to fascinate her. She has published books (one solo and one co-edited), articles, and book reviews, and she has presented regularly at national and international research conferences over the past 12 years. Her favorite part of academia has been forming close-knit relationships with students, and she has mentored young people from numerous backgrounds.

As a single mother, antiracist educator, and passionate yogini in training, Emily believes in the power of people to change the world for the better. In her spare time, she enjoys gardening, taking short hikes, baking gluten-free goodies, and signing social justice petitions.

 

Jen Wegner, EdD
Academic Coach and Editor

Dr. Jen Wegner serves as the Executive Director of Undergraduate Business Administration in the Tepper School of Business at Carnegie Mellon University. She joined the Tepper School in September 2017 and leads the curricular and co-curricular initiatives within the academic program. She previously worked at the University of Michigan, Lesley University, and the Community College of Vermont. Dr. Wegner’s teaching and facilitation experiences include a mentorship/leadership course, LeaderShape, first-year seminars, and a university course on social psychology in residence settings. She is the Chair of the National Board of the NASPA Center for Women and co-founded the University of Michigan’s Women in Student Affairs chapter. She is a proud alumna of the 2014 Alice Manicur Symposium for Women Aspiring to be Chief Student Affairs Officers.

Jen’s research interests include the culture of “busy” within professional environments, the intersection of women’s higher education career ascension and professional development, and women’s leadership development. She completed her EdD in higher education administration at New England College, her MEd in higher education student affairs from the University of Vermont, and a BA from Oakland University. She spends her free time with family and friends, reading nonfiction, cheering for her favorite football and hockey teams, and traveling in the United States and abroad.

 

Jennifer Wood, MS
Professional Development Coach and Editor

Jennifer Wood is a freelance editor and higher education professional. Jennifer earned her BA in psychology with a minor in exercise science from the University of California, Davis and an MS in counselor education with a community emphasis from California State University, Sacramento. She started her career as a grants administrator for the State of California, overseeing approximately 50 three-year grants for K-12 schools implementing early intervention programs. While in graduate school, a meeting with a career counselor set her on a path to her current career in higher education. Over the past decade, Jennifer has used her many skills to coordinate and counsel in the following areas: student employment, community job placement, recovery counseling, disability resource management, and supervision of student employees. She is proudest of her work increasing awareness of intersectionality and social justice issues as Chair of the Sacramento State Multicultural Center Advisory Council. She has since moved to Santa Cruz and works at University of California, Santa Cruz as a counselor for the MESA Engineering Program, a program for underrepresented students in engineering majors. Jennifer coaches first-generation, low-income students of color in navigating a research institution; in turn, students coach her on miscellaneous newfangled technologies and pop culture references. It’s not clear who is learning more from whom.

Jennifer is passionate about higher education and human development, as well as dismantling institutional systems of oppression (e.g., racism, ableism, and sexism) that hold students back from their full potential. Jennifer loves to read and is often found in her favorite chair with a cup of fresh-brewed, loose-leaf tea at her side. She is owned by a grumpy cat (who may or may not be responsible for cat hair in said tea). On the weekends, Jennifer lives her dream life in Santa Cruz: going to yoga classes and coffee shops, walking on the beach, and hunting for thrifted treasures. She firmly believes in the healing powers of self-care, creative pursuits, and impromptu dance parties.

 

Jill Dunlap, PhD
Academic Coach and Editor

Dr. Jill Dunlap is the Director for Research and Practice at NASPA (Student Affairs Administrators in Higher Education) based in Washington, DC. In addition, Jill has been an adjunct faculty member at a diverse range of institutions, teaching in the fields of sociology, political science, and women’s studies. Jill is currently an adjunct political science instructor at St. Xavier University in Chicago.

Jill completed her PhD in political science and public administration at Northern Illinois University, where her dissertation work focused on the experiences of students impacted by sexual violence on campus. Jill’s research can also be found in the 2016 book, Preventing Sexual Violence on Campus: Challenging Traditional Approaches Through Program Innovation. Jill recently co-authored a chapter titled, “From Guns to Transgender Students’ Rights: When Policy and Personal Positions Do Not Align,” which will be published in the forthcoming book, Contested Issues in Student Affairs: Dialogues about Equity, Civility, and Safety. She regularly presents at national conferences on the topics of equity, inclusion, and violence prevention.

Prior to joining NASPA, Jill worked closely with college student survivors of interpersonal violence in a professional capacity for more than 14 years at three different campuses. In 2014, Jill served as the nonfederal negotiator representing 4-year, public institutions on the Violence Against Women Act Negotiated Rulemaking Committee. In 2016, Jill was invited to serve as program reviewer for the Centers for Disease Control and Preventions’s National Center for Injury Prevention and Control’s Research Grants for Preventing Violence and Violence-Related Injury. Jill is also proud of her volunteer work on social justice and equity issues in and around the Chicago area.

 

Karina Viaud, EdD
Academic Coach and Editor

Dr. Karina Viaud is Senior Officer for Parent and Family Programs at the University of California, San Diego and has worked with the parent population since 2011. She has over 15 years of experience in higher education, working at private and public campuses within student affairs, enrollment management, and university relations. In these roles, she has worked with diverse groups of students. She has also served as a guest lecturer for both master’s and doctoral programs at FairEssays and the joint doctoral program between UC San Diego and California State University, San Marcos. Karina is active with NASPA and AHEPPP and supports graduate students in a variety of ways.

Karina’s dissertation involved the educational experiences of first-generation doctoral students of color. Demonstrated by the narrative approach in the study, she believes in the power of voices and stories that bring deep insight to the everyday lived experiences of marginalized and underrepresented persons in dominant cultures and systems. Karina also believes that educators contribute to the shaping of students’ experiences through everyday behaviors. Because of her research on doctoral students, she has a deep understanding of the doctoral experience for women, working professionals, first-generation students, and other students pursuing terminal degrees. Karina advocates for the success of and communicates challenges experienced by doctoral students.

As an academic coach and editor, Karina’s goals are to support students, listen and meet students’ goals, and create a space for students to grow and learn. Each student’s work represents their voice on a topic that is important to them, and therefore is a part of Karina’s journey as a team member of Heartful Editor.

Outside of work, Karina enjoys finding a new place to eat and Yelping about it. She really enjoys coming home from work to decompress while listening to Bossa Nova music. She is also becoming a regular practitioner of meditation.

 

Katie Sorokas, PhD
Director of Academic Coaching and Editing

Dr. Katie Sorokas has spent her career empowering students and professionals to feel strong and resilient in their pursuits, whether it be an academically excellent thesis or developing an executable strategy to achieve a new skill set and opportunities in the workplace. With an academic background rooted in creating equity and reducing barriers, Katie blends her “challenge and support” style of leadership with an empathetic and candid communication style to develop strong coaching relationships with students and professionals. Katie enjoys working with clients during the editing process to produce “aha moments” in clarity and form and developing a client’s own editing skill set.

Katie holds a BA in women’s studies and Master of Public Health degree from The Ohio State University. She earned her PhD in health education from Kent State University, where her research focused on the effects of sexual violence on the academic success of college women. Katie’s background in women’s healthcare, residence life, and research grounds her strength as a leader and as a social justice educator and advocate. She has served on multiple committees and work groups to reduce barriers to success for marginalized students and is an educator of the Green Dot bystander strategy, as well as a Certified Health Education Specialist.

When not serving in her professional role, Katie can be found on her homestead in Ohio raising chickens, goats, and bees along with her little boy. She is an active volunteer and activist in her community and serves on the board of Sunbury Urban Farm. Katie also writes personally on several blogs and is a small business owner of a wood-fired pizza truck.

 

Kelly Moench, PhD
Academic Coach and Editor

Dr. Kelly Moench is currently a postdoctoral researcher at Indiana University – Purdue University Indianapolis studying how stress alters the neural substrates underlying compulsive alcohol seeking behavior in rats. She earned her BA in psychology and neuroscience at Carthage College in Kenosha, Wisconsin, and then went on to complete a dual PhD in psychology and neuroscience at Indiana University. Her dissertation research used rodent models of stress to study sex differences in the effects of multiple stressors on the structure and function of the prefrontal cortex – a brain region critical for attention and planning.

Kelly is passionate about ensuring that medical and scientific findings are portrayed accurately and in a way that is accessible a variety of audiences. She is an active member of the American Medical Writers Association, through which she continues to hone her medical writing and editing skills. In her free time, Kelly enjoys playing disc golf, cooking, and going on long walks with her partner and their dog.

 

Kim Burdett, PhD
Director of Academic Coaching and Editing

Dr. Burdett is an academic editor with almost three decades of experience in higher education. Kim earned her Bachelor’s degree in social ecology with an emphasis in psychology and social behavior from the University of California, Irvine; an MS in counseling with a specialization in student development in higher education from California State University, Long Beach; and a PhD in educational leadership in higher education from the University of Nebraska – Lincoln. She has held administrative positions at the University of California, Irvine and Chapman University. Her dissertation focused on how students choose colleges. Her research, still downloaded at a significant rate per month, suggests that although how a student chooses a college is a complicated process, an active and multifaceted Internet presence is a significant way a college or university attracts students.

Kim is an advocate for all students, with years of experience working with college students of all ages, graduate students, and high school students as they explore and apply to colleges. Kim’s passion is for working with students in the college application process, and she ensures that students write and present their essay and application in the best way possible, enhancing the likelihood of admission to the college or university of their choice.

Kim edits papers, theses, dissertations, and other written material. She is committed to helping all students reach their potential.

 

Kristen Tarantino, PhD
Director of Campus Partnerships

Dr. Kristen Tarantino is an academic editor with over a decade of experience in higher education. A native of Virginia, Kristen earned her BA in religious studies and psychology from Virginia Commonwealth University, her MEd in higher education administration from the College of William & Mary, and her PhD in educational policy, planning, and leadership with an emphasis in higher education and a cognate in college teaching from the College of William & Mary. Her dissertation explored how trauma impacts the graduate student experience and proposed a process through which students can work toward personal growth in the aftermath of trauma.

Kristen’s academic writing and research centers on college student learning within a variety of contexts. She has conducted and published research on how students make meaning from their college experiences, such as participation in institutionally supported programming and how students integrate their learning across contexts. As a parent of a child with special needs, Kristen has a special interest in educational research that includes vulnerable populations and is always looking to provide the best ethical guidance to her students in matters of controversial research topics or methods.

Passionate about supporting student development across the lifespan, Kristen has taught and worked with students from kindergarten through graduate school. She has taught at the College of William & Mary and Old Dominion University, specializing in designing learning environments and assessment for college student learning, as well as for Newport News Public Schools. Her belief that learning extends beyond the classroom pushes her to volunteer her time by mentoring and facilitating leadership development workshops for college student leaders.

Outside of her professional life, Kristen enjoys cooking, reading a good book while her basset hound snores on her lap, and spending time with her husband and three boys.

 

Leann Zink, MA
Project Coordinator

Leann Zink holds an MA in higher education with a student affairs concentration and a BA in human development and family science, both from Messiah College. While completing her MA degree, she worked as a graduate assistant in the Career and Professional Development Center on campus where she coached over 200 undergraduate students on such topics as resume and cover letter writing, major and minor selection, interviewing and networking strategies, the internship and job search process, and professional development skills. Her work there also entailed facilitating career and professional development events such as a career and graduate school expo attended by 600 students and 140 employers, providing constructive mock interview feedback for students, and advising students enrolled in a full-semester, credit-bearing internship course.

When Leann was not working or studying, she served as an advisor for Messiah College’s student-led service trips, encouraging students as they grew in their leadership, self-understanding, sense of purpose, and relationships with others. Additionally, she provided support to international students at Gettysburg College, listening to their stories of challenge and success both one-on-one and through the creation of a focus group.

Now, as a member of the Heartful Editor team, Leann continues to walk alongside college students as they reach their personal, professional, and educational goals. In her spare time, she enjoys hiking, reading, learning new languages (currently, it is Hebrew), spending time in coffee shops, exploring new places and foods, and laughing with friends.

 

Lindsey Dippold, PhD
Academic Coach and Editor

Dr. Lindsey Katherine Dippold is a clinical assistant professor in higher and postsecondary education at Arizona State University. Dr. Dippold became passionate about student success in higher education while still an undergraduate student studying psychology at James Madison University. Her MS in counseling and college student development provided a solid framework for early positions in orientation and career services at University of North Carolina, Greensboro. She served as a career counselor and administrator as well as a career development course instructor for 7 years at Florida State University, where she also completed her PhD in higher education and leadership studies.

Lindsey has also served as an AmeriCorps college counselor, a dissertation chair for online students, a private academic editor, and an adjunct faculty member at her local community college, and she is dedicated to helping students attain their educational goals. Her research interests and work include topics related to generational differences, adjunct faculty concerns, community colleges, international higher education, and leadership theory. When she’s not teaching or editing, Lindsey enjoys traveling, spending time with family, and running around the great outdoors.

 

Megan Krone, PhD
Executive Director of Academic Coaching and Editing

Dr. Megan Krone is a collegiate recreation professional at DePaul University. Dr. Krone earned a BS in physical education and English education at the University of Michigan, an MA in applied professional studies at DePaul University, and a PhD in leadership studies with a focus in higher education at the University of San Diego. Megan’s dissertation examined mental health practices and the stigma of mental health on college campuses. Her academic writing focuses on caring campus communities, emergent leadership practices, and access to higher education, particularly for historically underrepresented populations.

Full time, Megan works in collegiate recreation and oversees club sports, special events, and the team challenge programs at DePaul University. As a collegiate recreation professional, Megan is highly engaged with Leaders in Collegiate Recreation (NIRSA) and focuses her professional service on social sustainability, organizational development, leadership theories and practice, social justice, professional development, and research and assessment. Megan also serves on the editorial board of the Recreation Sports Journal.

Megan has always loved reading, writing, and editing. As an undergraduate student, she took several creative writing courses, relishing editing her peers’ work as much as her own writing. Megan enjoys using her love of grammar, syntax, style, organization, and formatting to support writers’ goals (e.g., organizing a literature review, formatting a thesis or dissertation, completing an academic assignment, or submitting an article for publication). Megan strives to give feedback in a manner that maintains the writer as the owner and expert of their work. Having pursued a nontraditional academic path as an editor, Megan seeks to promote learning, independence, and authenticity.

Outside of work, Megan loves to try new things and keeps a blog about her adventures, which range from making homemade pasta to learning to surf to enrolling in a doctoral program. She enjoys traveling, trivia, and being active. Megan is also an avid sports fan and regularly carves out time in her schedule for college football and international soccer, especially the World Cup.

 

Molly Morin, PhD
Academic Coach and Editor

Dr. Molly Morin currently serves as a higher education administrator in Indiana. Molly earned a BA in sociology and elementary education from the University of La Verne (ULV) and is a proud two-time Terp. Upon completing her bachelor’s degree, she completed an MEd in counseling and personnel services with an emphasis in college student personnel from the University of Maryland, College Park (UMCP). After working full-time in Southern California, Molly returned to UMCP to pursue a PhD in higher education, student affairs, and international education policy. Her dissertation sought to better understand the career pathways and lived experiences of Latina/Chicana senior student affairs officers utilizing a testimonio methodology. Molly’s research interests focus on the experiences of underrepresented and underserved populations, especially Latina and women of color administrators and underrepresented minority students.

Dr. Morin is a scholar-practitioner who is committed to the success and retention of all students, especially graduate students from underrepresented minority backgrounds and first-generation college students. Her professional work experiences in higher education span the areas of academic advising, first-generation college student support services, STEM education, academic support programs, study abroad programs, and veteran student services. As a Latina first-generation college graduate from Southern California, Molly takes pride and responsibility in supporting the next generation of education scholars, practitioners, policymakers, and leaders. As a recent Ph.D. graduate, Molly is excited to serve future doctoral graduates through coaching and editing support tailored to their individual’s needs. During her undergraduate years at ULV, Molly served as a writing tutor and looks forward to formally delve back into her passion for offering feedback and APA guidance to graduate students and faculty.

During her free time, Molly enjoys traveling to new places, watching Netflix/Hulu, taking Zumba classes, and staying connected to her family and friends in California and Maryland.

 

Natalie Schonfeld, PhD
Academic Coach and Editor

Dr. Natalie Schonfeld is an academic editor with almost three decades of experience in higher education. Dr. Schonfeld earned her BA in French and government at Pomona College, her MA in public policy at California State University, Chico, and her PhD in education at Claremont Graduate University. Her dissertation examined how biculturalism and engagement in multiple cultural contexts benefit student success in higher education. Natalie has worked in both student affairs and academic affairs, and she is committed to working for institutional change that furthers student access, engagement, participation, and success. When not working, Natalie enjoys spending time with family and friends, traveling and exploring, and the company of a good book.

 

Nicole Ferry, PhD
Academic Coach and Editor

Dr. Nicole Ferry is Assistant Professor and Associate Program Director for the School of Applied Leadership at City University of Seattle. Nicole received both her BS in psychology and her PhD in cultural studies and social thought in education from Washington State University. Her research focuses on the areas of leadership, social justice, gender, and sexuality studies, with special interest in how the neoliberal context has shaped the purposes, practices, and discourses of leadership development in higher education. Nicole has presented aspects of her research at national and international conferences, and has been published in the journals of Leadership, Gender Issues, and the Journal of Curriculum Theorizing. She has also won three awards for her dissertation work, including the Jepson School of Leadership Studies’ 2018 Fredic M. Jablin Doctoral Dissertation Award. As an educator, Nicole has taught on social justice and leadership since 2013, including courses on global leadership, women’s studies, academic success, and youth cultures. In 2017, she won the Graduate and Professional Student Association’s Graduate Student Instructor of the Year Award, an award that goes to educators who were nominated for their effectiveness and creativity in the classroom.

Beyond Nicole’s commitments to teaching and research, she is also a dedicated practitioner and collaborator on several projects that engage local schools and communities directly. As a co-founding and contributing member of the educational collaborative, Allies to Advocates (A2A), she creates customized, interactive workshops for educators and administrators across the state of Washington who seek to examine diversity policy and practices within their schools, particularly for LGBTQIA+ populations. Outside of work, Nicole enjoys good food, travel, playing with her dogs, and rock climbing.

 

Paige Haber-Curran, PhD
Academic Coach and Editor

Dr. Paige Haber-Curran is Associate Professor in the Department of Counseling, Leadership, Adult Education, and School Psychology at Texas State University. Dr. Haber-Curran has been on the faculty at Texas State since 2011 and, since then, has also served as Program Coordinator for the Student Affairs in Higher Education master’s program. Paige earned her undergraduate degrees in business management and German studies from the University of Arizona, her MA in college student personnel from the University of Maryland, and her PhD in leadership studies from the University of San Diego.

Paige has been teaching at the college level for over 14 years, working with undergraduate, master’s, and doctoral students. As an educator, Paige is passionate about helping students develop holistically and academically. She has extensive experience coaching students and fellow colleagues on academic writing and research. Additionally, Paige is a prolific author. She has published three books, two edited books, and over 40 book chapters and journal articles on a wide range of topics within the fields of student affairs and leadership studies. She has been recognized for her teaching and scholarship through numerous university and national awards. In Spring 2018, Paige served as a Fulbright Scholar in Salzburg, Austria and greatly enjoyed teaching and conducting research at Salzburg University of Applied Sciences.

Paige is actively involved in professional associations within the fields of student affairs and leadership studies, and she serves in volunteer roles and presents her scholarly work annually at professional conferences. She lives in Austin, Texas with her family and two dogs. She enjoys traveling, the outdoors, skiing (not in Texas of course!), and spending time with friends and family.

 

Pamela Cohen, EdD
Academic Coach and Editor

Dr. Pamela Cohen has more than two decades of experience in the field of career development and currently serves as the Associate Director of STEM Career Advising at Princeton University, guiding science and engineering students through the exploration of a broad range of professional and academic career paths. Throughout her career, she has focused on meeting the needs of specialized populations, including international students, nontraditional learners, and first-generation college students.

A humanities fan at heart, Pamela earned a bachelor’s degree in social studies education and a master’s degree in counseling from West Chester University of Pennsylvania. In 2018, she earned her doctorate in educational leadership at Rowan University where she completed her dissertation titled, What Career Development Practitioners Share With First-Generation College Students: A Grounded Theory Study of Self-Disclosure in Career Counseling.She has published her findings in the NACE Journal and has presented on the topic to several audiences.

When she manages to tear herself away from her trusted APA manual, this born-and-bred Jersey Girl can be found either “down the shore” or traveling the world with her husband.

 

Sabrena O’Keefe, PhD
Academic Coach and Editor

Dr. Sabrena O’Keefe is driven by a passion to help students become the best version of themselves. She holds an administrative position focusing on leadership and service programs at Florida International University’s Biscayne Bay campus. Dr. O’Keefe is also an adjunct instructor for the First Year Experience course and an Exploring Leadership course for public administration. She earned an AAS in computer networking and a BS in human resource management from the Pennsylvania College of Technology, an MEd in student affairs and higher education from the University of South Carolina, a graduate certificate in conflict resolution and consensus building, and a PhD in higher education administration from Florida International University. Her dissertation was titled, “The Development and Initial Validation of a Self-Assessment for Global Leadership Competencies.” She is also a certified practitioner of the MBTI Step I & II instruments by the Center for Applications of Psychological Type and Strengths Based Education by Gallup.

Sabrena’s research interests include leadership competencies, student learning outcomes, global leadership, quantitative survey development, and quantifying student learning in co-curricular involvement. She has a few publications and has presented nationally several times on these topics. Outside of work, Sabrena enjoys rollerblading, cardio kickboxing, country music, and spending time outdoors in the sunshine.

 

Sara Headden, MA
Professional Development Coach and Editor

Sara is a passionate career development professional committed to helping individuals discover the skills and confidence necessary to pursue their goals. She holds a Master of Arts in higher education leadership from the University of San Diego, and a Bachelor of Arts in communication studies from Texas State University. She has worked with college leadership programs, women’s centers, student conduct, career services, teaching, and community college internship development. In her years working in higher education and private career coaching, Sara has enjoyed working with a wide range of individuals, focusing on nontraditional student populations and transitioning career professionals.

Sara provides coaching and editing support at all levels to students and career professionals who are working toward that next step. Her approach to coaching is collaborative and personal. Every individual brings a unique story, and that story often includes valuable skills and experiences that do not show up on paper. Sara helps bring those stories to life by offering alternative presentation options that capture the essence of what is intended. She takes the time to understand the specific needs of her students and clients, meeting them where they are and moving forward together.

Sara lives in Austin, Texas and spends as much time as she can hiking and exploring outside with her family. An outdoor enthusiast and a strong believer that education starts in the earliest years, Sara also teaches an outdoor nature-based class to toddlers and caregivers. Some of her most important life lessons have come from her students, both young and old.

 

Sara Kathleen Henry, PhD
Founder and Editor-in-Chief

Dr. Henry is the founder of Heartful Editor and serves as the Editor-in-Chief. She is an expert in the style guidelines outlined in the Publication Manual of the American Psychological Association (6th Edition). Sara has held administrative positions at the University of California, San Diego, California State University (Humboldt and Sacramento), City College of San Francisco, and Portland State University. She holds a BA in communication from Arizona State University, an MA in postsecondary educational leadership and student affairs from San Diego State University, and a PhD in leadership studies and higher education administration from the University of San Diego. Her dissertation focused on the relationship between students’ use of technology and social media and their psychosocial well-being and sense of community on campus. She has a strong academic background in student development and leadership theory and stays actively involved in professional associations to further her own learning on current trends and issues affecting student success and well-being.

Sara works closely with graduate students, doctoral candidates, and faculty members on course papers, theses and dissertations, and manuscripts or book chapters for publication. She also supports academic and career professionals on edits to websites, personal statements, resumes and cover letters, curriculum vitae, slide decks and conference presentations, marketing and outreach materials, blog posts and social media content, technical manuals, and more.

Sara resides in Portland, OR, and when she is not living her dream supporting Heartful Editor’s students and the editorial team, she is spending time with friends and family, traveling abroad, hiking or at a barre class, attending a concert or lecture, listening to a wide variety of music genres, reading a classic or completing The New York Times crossword puzzle, or playing with her sweet Havanese rescue dog, Cuba.

 

Shannon Gleason, PhD
Academic Coach and Editor

Dr. Shannon Gleason is an Assistant Professor of Critical Multicultural Education at Westfield State University. Prior to this, she was a Postdoctoral Fellow for the Collaborative to Advance Equity Through Research on Women and Girls of Color, which originated from a White House initiative to address gender and racial disparities in the United States. Originally from California, she earned her BA in English from Loyola Marymount University, her MA in Education, with a specialization in English Language Learners, and her PhD in Education, with a specialization in Cultural Studies and Social Thought from Washington State University. She was a graduate fellow of The Martinez Foundation, an organization working to increase teacher diversity in Washington State.

In addition to working in student affairs, Dr. Gleason also served as the Coordinator of the Graduate and Professional Writing Center at Washington State University. She has been teaching since 2012, and has received several teaching and research awards. Dr. Gleason’s research interests include science, technology, engineering, and math (STEM) equity policy, race and gender in education, and research methodologies. Her publications have focused on critical issues in STEM, and the politics and pedagogy of school lunch.

In her spare time, Dr. Gleason likes to garden, crochet, and hike.

 

Tanya Romaniuk, PhD
Academic Coach and Editor

Dr. Tanya Romaniuk is a dedicated, empathic professional educator with over 15 years of experience advising and coaching undergraduate and graduate students across multiple disciplines. She earned both her master’s and a doctorate in her home country of Canada: an MA in linguistics at McMaster University in Hamilton, Ontario and a PhD in linguistics at York University in Toronto, Ontario. Trained as a qualitative sociolinguist and discourse analyst, Tanya has always held a strong passion for the power of language and the study of human communication. Her master’s and doctoral research focused on political discourse and gendered ideologies in the context of Toronto’s 2002-2003 mayoral election and the 2007-2008 Democratic nomination for President of the United States, respectively.

She moved to Portland, Oregon in 2013 after accepting a tenure-track job as an Assistant Professor in the Department of Communication at Portland State University (PSU). In this role, she regularly reviewed and edited academic papers, grant and fellowship applications, master’s theses, research presentations, and publication drafts for both her students and colleagues. She has a demonstrated ability to write, edit, and publish across disciplines and domains, and she has a strong record of publication, including multiple solo-authored and collaborative peer-reviewed journal articles, book chapters, and book reviews. She has also presented her research at over 30 regional, national, and international conferences, where her work has been recognized by earning top paper awards. During her time on the tenure track, while the majority of her time was focused on teaching and research, she discovered that her true passion lay in the formal and informal opportunities she had to advise and mentor undergraduate and graduate students and to help them achieve their academic and personal goals. In December 2016, she relinquished her tenure role and accepted a full-time position as an academic and career advisor in the College of Liberal Arts & Sciences at PSU.

In her current role, Tanya works closely with undergraduate students, advising them on degree requirements, university processes and procedures, coursework, and career pathways, and helps them implement academic plans that match their unique needs and goals. She finds this work meaningful and rewarding, especially when she is able to motivate and inspire students to accomplish their goals in the direction of their hearts. Tanya is a member of the National Association of Academic Advisors, the global community for academic advising, and she is passionate about keeping up-to-date on current and emerging best practices for academic advising, retention, and career success. She is particularly interested in working to strengthen and foster strong relationships between advisors and faculty members, which she sees as essential to increased student retention and success.

When not working, she enjoys traveling to new places, exploring food and drink at home and in and around the Portland area, and staying as active as possible by swimming, hiking, biking, and golfing.

 

Vivienne Felix, PhD
Academic Coach and Editor

Dr. Vivienne Felix is a higher education administrator with experience in high school-to-college transitions, strategic planning, and experiential education. Additionally, she has taught English to speakers of other languages in both nonprofit and academic settings. Passionate about empowering students to define their own vision for success and set goals accordingly, her research interests include policies and practices related to postsecondary access and completion, diversity, and inclusion, with special attention applied to the experiences of immigrant, undocumented immigrant, refugee, and Indigenous students.

Vivienne holds a BA in international affairs from Lafayette College and an MA in education from the University of Connecticut. She earned her PhD in higher education administration with a specialization in comparative and international education from Bowling Green State University. Vivienne is an active member of several professional associations including NASPA, ACPA, NSEE, and CIES. Outside of work, Vivienne can be found working on a number of crochet, knitting, and photography projects.

 

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