OUR TEAM

Our academic coaches and editors 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!


 

Alan Acosta, PhD
Academic Coach and Editor

Dr. Alan Acosta is a higher education professional with 14 years of experience as an associate dean of students, assistant director for residence life, and residence coordinator, all roles he held at Florida State University. While at Florida State, he earned his PhD in higher education administration part time while working full time. He earned his bachelor’s degree in business management and master’s degree in student personnel in higher education from the University of Florida.

Alan was a co-editor of the ACUHO-I and ASCA book focused on student conduct in the on-campus residential setting and has published articles in refereed and non-refereed journals on a variety of higher education topics. He has served as a reviewer for the Journal of College and Character and has an ongoing column in the NASPA Connexions Newsletter called “Fostering Moral Development,” which focuses on giving practical advice to higher education professionals about moral and ethical issues facing the field. Alan has also been an active member of ACPA – College Student Educators International and the Association for Student Conduct Administration, serving in various leadership roles and facilitating informative presentations with both organizations. During his personal time, Alan spends time with his partner Danielle, their cats, Ninja and Buster, and dog, Stella. He also enjoys reading, writing, traveling, watching sports, and watching pro wrestling.

 

Alexis Jones, PhD
Dissertation Coach and Editor

Dr. Alexis Jones is an assistant professor of teacher education at Eastern Illinois University. She is a former elementary teacher who strongly believes that humanity and relationships in classrooms are just as important as academic instruction. She earned all three of her degrees from the University of Illinois at Urbana-Champaign and is now teaching at Eastern Illinois University. She teaches a research methods course for graduate students, most of whom are actively teaching in K-12 classrooms. In this class, she gets to teach effective research methods, as well as academic writing and APA style.

Alexis has published in a number of journals, such as Teachers College Record, Issues in Teacher Education, and the Journal of Culture and Values in Education. She is also a collaborator on a book chapter in the recently released text, Preparing the Next Generation of Teacher Educators for Clinically Intensive Teacher Preparation. When not focused on teaching, learning, and publishing, Alexis enjoys running on the flat roads of central Illinois and listening to comedy radio.

 

Ally Hartzell, PhD
Director of Academic Coaching and Editing

Dr. Ally Hartzell earned all of her degrees at The University of Texas at Austin. She earned her bachelor’s degree in human ecology, while also competing as a collegiate diver, graduating with honors, and receiving an award for having the highest cumulative GPA of any graduating student-athlete. After being recruited into her first graduate program because of her writing ability, she earned her master’s degree in human development and family sciences. During that time, her research focused on marital relationships, and she wrote her thesis on sexuality in relation to the emotional climate of marriage, using longitudinal data and quantitative methods. She eventually went back to school to pursue her interdisciplinary PhD in sport management, women’s and gender studies, and educational psychology/counseling, while working full time for the athletics department of her alma mater. For her dissertation research, she conducted a qualitative study examining women’s careers in intercollegiate athletics administration from the life course perspective. She has since published journal articles pertaining to women’s experiences and challenges participating and working in sport and has earned a credential as a Global Career Development Facilitator (GCDF). In addition, she serves as an invited reviewer for various journals in the sport management field and is an adjunct instructor, facilitating undergraduate internship and practicum courses in the Preston Robert Tisch Institute for Global Sport at New York University.

Ally spent the majority of her career (11.5 years) working with Longhorn student-athletes as an academic mentor, tutor, academic counselor, academic coordinator, and senior academic coordinator prior to joining Heartful Editor. She was also heavily involved with the Texas Athletics Diversity and Inclusion Council, serving as co-chair of the Gender Equity Committee. She is passionate about diversity, equity, and inclusion, and she feels fulfilled when she is helping others grow, develop, and work toward their goals.

After living in Texas for her entire life until Summer 2020, Ally now resides in Colorado Springs with her professor husband, Tommy; daughter, Alyvia; and two dogs, Nellie and Luna.

 

Annabelle Estera, PhD
Academic Coach and Editor

Dr. Annabelle Estera completed her PhD in higher, adult, and lifelong education from Michigan State University, where her dissertation explored how Filipinx higher education staff have made meaning of decolonization in their personal and professional lives. She completed her MA in higher education and student affairs from The Ohio State University, and her BA in interdisciplinary studies (music in contemporary American society) from the University of Rochester. She has also worked professionally in multicultural student affairs. Her scholarly and professional journeys have been centered in her commitment to social justice. Annabelle recently moved to the Boston area with her husband and two toddlers, where she enjoys playing piano, watching arts performances, and spending time with her family.

As an academic coach and editor, Annabelle draws upon her experiences as a teacher and administrator to support students in reaching their goals and developing their written voice.

 

Ashley Staples, PhD
Dissertation Coach and Editor

Dr. Ashley Staples is a U.S. Fulbright Scholar at Durham University in England with a concurrent visiting faculty post at The Ohio State University for the 2021-2022 academic year. She completed her doctorate in educational studies with a focus in higher education and student affairs at Ohio State and transitioned into a postdoctoral scholar position first with the Interfaith Diversity Experiences and Attitudes Longitudinal Study (IDEALS) and then the Interfaith, Spiritual, Religious, and Secular Campus Climate Index (INSPIRES Index) project. Dr. Staples’s dissertation used critical sense making to examine how students at public universities processed their experiences with religious diversity on campus and personal encounters across belief systems, and her research interests center around organizational innovations of practice and policy to support college students, specifically those holding underrepresented social identities. Ashley received her master’s in higher education from North Carolina State University and earned bachelor’s degrees in logistics and international business from the University of Maryland – College Park.

 

Caleb Keith, PhD
Academic Coach and Editor

Dr. Caleb J. Keith serves as the director of institutional effectiveness and survey research at Indiana University-Purdue University Indianapolis (IUPUI). In this role, he leads and manages the Office of Institutional Effectiveness and Survey Research within the Institutional Research and Decision Support (IRDS) unit to meet the informational needs of both internal and external constituencies. Caleb works closely with institutional leadership responsible for diversity, equity, and inclusion; faculty diversity and inclusion; academic affairs; and planning and institutional improvement. Prior to joining IRDS at IUPUI, he served in positions at Millikin University, the Qatar Foundation/Hamad bin Khalifa University, Virginia Polytechnic Institute and State University (Virginia Tech), University of Georgia, and University of the Ozarks.

Caleb’s research and writing interests include faculty issues, student success initiatives, academic and student affairs partnerships, technology in higher education, assessment practice, the scholarship of teaching and learning, and learner-centered pedagogical practices. He is a member of the Association for Institutional Research (AIR), serves as a reviewer for the Journal of Student Affairs Inquiry, and has been accepted as a member of the Higher Learning Commission Peer Review Corps. Caleb earned a Bachelor of Music in commercial music and music business and a BA in communication from Millikin University. He received an MEd in college student affairs administration from the University of Georgia and a PhD in higher education from the Institute of Higher Education at the University of Georgia.

For fun, Caleb enjoys running, reading, listening to podcasts and music, and spending time with family and friends. He also writes songs for and plays in several bands.

 

Dajanae Palmer, PhD
Academic Coach and Editor

Dajanae Palmer is currently a postdoctoral research associate for the Wisconsin Center for Education Research at the University of Wisconsin-Madison. She earned her PhD in higher education at Indiana University Bloomington. She earned her Bachelor of Arts in psychology from San Diego State University and her Master of Education in postsecondary administration and student affairs from the University of Southern California. Her research interests are in examining and uplifting the experiences of graduate students, feminist ​methodologies, and the use of critical race theory to analyze systems of domination in higher education. Her dissertation focused on the use of sista circles as a counterspace for Black women doctoral students as they navigate gendered racial microaggressions in the academy. In her dissertation, she used Black feminist thought, critical race feminism, and critical qualitative inquiry to craft a study that centered and uplifted the voices and experiences of Black women doctoral students. While at Indiana University, she served for 2 years as a co-editor of the Journal of the Student Personnel Association at Indiana University, a student-run journal for students and alumni of the higher education and student affairs program.

In her free time, she enjoys traveling, watching anime, playing her Switch, checking out a local brewery, or hanging with family and friends. She makes an intentional effort to create work-life balance with the academy to stay grounded as a person first.

 

DeAris Hoard, PhD
Dissertation Coach and Editor

Dr. DeAris Vontae Hoard is an assistant professor of criminal justice at Eastern New Mexico University. He also serves as an affiliated research scientist with the Integrative Behavioral Health Research Institute. DeAris earned his BS in criminal justice from the University of Louisville, his MS in criminal justice from Xavier University, and his PhD in criminal justice from Walden University. His dissertation focused on the impact of wearable video system implementation on the presence and experience of police misconduct in law enforcement.

DeAris’ research interests include race, class, and crime; criminal justice policy and administration; policing; and marginalized groups in the criminal justice system. He holds professional memberships in the National Association of Blacks in Criminal Justice, the Southern Criminal Justice Association, the American Criminal Justice Association, and the Academy of Criminal Justice Sciences.

DeAris is the first in his family to obtain any education beyond community college. He is dedicated to excellence in education and takes great pride in helping other students make their academic goals become realities. When he is not working, DeAris enjoys hiking, hanging with friends, and escaping to the Caribbean to relax on the beaches.

 

Dennis Sheridan, EdD, PhD
Dissertation Coach and Editor

Dr. Dennis Sheridan is a professor of higher education leadership at Azusa Pacific University (APU) in California. He currently is the program director for the EdD program in higher education leadership and was previously the Program Director for the master’s degree program in college counseling and student development. He joined the faculty of APU 25 years ago after a 15-year career as a student affairs professional, first in the residential living program at Texas Christian University and then as Vice President for Student Affairs at California Baptist University. His first career was as a high school teacher of English and social studies in his home state of Louisiana.

Dennis holds degrees from Louisiana Tech University (BA), Louisiana State University (MEd), Southwestern Baptist Theological Seminary (MRE and EdD), and the University of California, Los Angeles (PhD). He has also completed a certificate in Anglican Studies at the Episcopal Theological School at Claremont (CA) and is an ordained minister in the Episcopal Church.

His areas of expertise include college student development, leadership theory, theology and spirituality, survey research design, statistical analysis, and action research. His personal research in recent years has focused on the development of compassion in leaders who serve in higher education institutions. He has extensive experience in serving on and chairing dissertation committees.

As Dennis begins a transition into retirement from his formal role in the academy, he is eager to continue the important work of supporting graduate students as they complete their dissertations, theses, and culminating projects.

 

Dora Elías McAllister, PhD
Dissertation Coach and Editor

Dr. Dora Elías McAllister has primarily been doing higher education consulting work for the past 6 years, specializing in leading, managing, and supporting qualitative and quantitative research, assessment, and evaluation projects. She uses her personal background as a first-generation, low-income college student with immigrant parents, her work experience, and her education to contribute to projects that advance educational equity for all students. She began her career in student affairs and has held administrative positions in higher education institutions and nonprofits.

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. She received her PhD in higher education policy from the University of Maryland, College Park. For her dissertation, she used a qualitative case study methodology to describe and analyze the process through which a group of Mexican American first-generation college students made decisions about whether and where to go to college.

Shortly after defending her own dissertation, Dora began working with doctoral students who were completing their dissertations because she wanted to make the process faster and easier than it was for her. She has been an academic coach and editor with Heartful Editor since March 2019. Based in Chicago, when she is not working through her to-do list, she can be found (re)learning to play the acoustic guitar, practicing yoga, meditating, or listening to podcasts or nonfiction books.

 

Elizabeth Currin, PhD
Academic Coach and Editor

Dr. Elizabeth Currin is a teacher educator at the University of South Carolina. A former high school English teacher, she holds a BA in English from Wake Forest University, an MA in English from the University of North Carolina at Greensboro, and a PhD in curriculum and instruction from the University of Florida. A lifelong learner and avid reader, Elizabeth credits her middle school English teacher for her keen appreciation for the logic of grammar.

Elizabeth’s dissertation employed oral history to explore the so-called inquiry stance of long-term teacher researchers, and she applies the insights she gleaned in her current work with EdD students in an online curriculum studies program. Her students write their dissertations about problems of practice they face as teachers, administrators, and other education stakeholders, and she enjoys helping them find and polish their academic voices. Compatibly, her scholarly interests encompass how teachers’ stories both intersect with and challenge historical and popular culture narratives about education.

Outside of teaching and research, Elizabeth enjoys baking, knitting, and book club, as well as serving in the League of Women Voters to support active and engaged citizenship.

 

Emily Guetzoian, EdD
Dissertation Coach and Editor

Dr. Emily Guetzoian works at the University of California, Los Angeles (UCLA) Anderson School of Management supporting MBA students with global field study projects. She enjoys working with students during their academic journey and providing individualized strategies to support each unique learner.

Emily is a proud first-generation college graduate. She holds a BA in sociology and a BA in communication from California State University Channel Islands, an MS in counseling and guidance (college student personnel) from California Lutheran University, and an EdD in higher education leadership from Fresno State University. Her dissertation was a mixed-methods, multi-institutional study examining the academic success, feelings of belonging, and commitment to service of first-generation sorority members. 

Emily has experience in a variety of higher education areas at public and private institutions, including housing and residential life, summer conferencing, academic advising, writing centers, tutoring services, student employment and development, clubs and organizations, and new student orientation. She enjoys staying actively involved in professional organizations, particularly in the learning center community, to continually discover new ideas and strategies to support students. 

Outside of her professional life, Emily enjoys spending time with family and friends, exercising and strength training, and playing the piano and violin.

 

Emmanuela Stanislaus, PhD
Dissertation Coach and Editor

Dr. Emmanuela Stanislaus is a multi-passionate higher education administrator and entrepreneur. Her over 15 years of experience in higher education has included residence life and career services. In her current role as director for employer and community engagement at Florida Atlantic University, she works intimately with Fortune 500 companies to help them find the best ways to recruit qualified and diverse talent. She is also the host of the Writing on My Mind podcast, where she discusses the ups and downs of pursuing a doctoral degree through personal stories and revealing conversations with other women of color.

When Emmanuela is not trying to change the world, she enjoys traveling the world and making memories with her family and friends. Emmanuela earned her PhD in higher education administration at Florida International University, and her dissertation explored the experiences of second-generation, Afro Caribbean women and how they make meaning of their race, gender, and ethnicity. She continues to produce scholarship focused on first-generation college students, experiences of Black women, and minority-serving higher education institutions.

 

Erika Pichardo, PhD
Dissertation Coach and Editor

Dr. Erika Pichardo works in higher education within student affairs. The college is located in New York and serves a diverse group of undergraduate and graduate students. In her role, she focuses on prevention, education, and awareness on sexual assault, dating violence, domestic violence, and stalking. She coordinates various workshops and events related to these topics while also training student leaders, faculty, and staff. Her goal is to improve the education and awareness around these issues to normalize the topics of consent and healthy relationships and to disrupt gender stereotypes. As such, she takes an informative but exciting approach when discussing these issues with her campus community and those around her. When she is not educating students on these topics, Erika is teaching undergraduates writing and research skills. As an adjunct instructor, Erika works with students on developing their writing skills and defining their research and data collection skills. Regardless of what role she is in, her focus is always on the student and ensuring they are paving their way to success.

Erika earned her BA in sociology and English from the College of Mount Saint Vincent, her MA in criminology and justice from St. John’s University, and her PhD in criminal justice with a specialization in law and public policy from Walden University. Her dissertation focused on understanding community members’ perceptions of opioid abuse treatment programs for women in Westchester County. Her research interests include criminal justice policy and administration, SDDVS policies and education, the intersection of gender and criminal justice, and drug abuse through a social labeling lens. Erika is a proud member of Alpha Phi Sigma Phi Nu and the National Society of Leadership and Success. She is also a notary public in the state of New York.

In her free time, Erika enjoys reading psychological thrillers, dancing Zumba, and writing poems. She enjoys traveling, collecting coffee mugs from each place she visits, and traveling at least three times a year.

 

Gillian Foss, PhD
Director of  Academic Coaching and Editing

Dr. Gillian Foss is a recent graduate of the PhD program in educational leadership and research at Louisiana State University, where she specialized in higher education administration. Her major research interests include higher education law, finance, and policy, and her dissertation explored how those systems intersect and operationalize on a modern university campus. While at LSU, Gillian worked as the graduate assistant for assessment in Residential Life and as a graduate research assistant for the School of Education. In her spare time, Gillian also served as both a writing coach for the Baton Rouge Youth Coalition and an advocacy advisor for students at LSU who needed assistance navigating the campus disciplinary process.

Although her doctoral studies brought her to the Deep South—and, with it, an enduring love for Mardi Gras and crawfish—most of Gillian’s life was spent in a small town on the coast of Maine before moving to New York to earn her Bachelor of Arts degree from Marist College. As an undergrad in Marist’s Honors Program, Gillian studied journalism and public relations while also competing as a collegiate rugby player and studying abroad for a semester in Florence, Italy. She later received her Master of Arts degree in public relations from Iona College, during which she held a transformative internship at The Fresh Air Fund that steered her irrevocably toward using empirical research and continued service to advocate for the betterment of our nation’s educational systems.

Gillian’s journey has now landed her in the beautiful state of Colorado, where she spends countless hours hiking with her partner, reading in the sun, and attempting to convert her baked goods recipes into ones suitable for high altitude.

 

Ginny Boss, PhD
Dissertation Coach and Editor

Dr. Ginny Boss is an assistant professor of college student affairs administration and leadership at the University of Georgia. She completed her graduate degrees in college student affairs (PhD) and mental health counseling (MA) as well as an undergraduate degree in communication studies (BA). She has been working professionally in higher education since 2007, and she has been a faculty member since 2014. She is currently teaching across two doctoral programs and a master’s program. Her research and practice are aimed at amplifying the ways scholars of color, particularly women and students, are interfacing with and transforming higher education through their active engagement on their campuses.

Ginny specializes in the areas of teaching and learning; theory-to-practice; and equity, diversity, and inclusion in student affairs and higher education. She has published in a number of journals, such as the Journal of Student Affairs Research and Practice, Journal of Higher Education, Journal of the Professoriate, Journal of Women and Gender in Higher Education, International Journal of Teaching and Learning in Higher Education, and Urban Review.

 

Jason Chan, PhD
Academic Coach and Editor

Dr. Jason Chan has been a scholar-practitioner in the field of higher education for nearly 15 years. He earned his BA in psychology and biological basis of behavior from the University of Pennsylvania, his MEd in college student personnel from the University of Maryland-College Park, and his PhD in higher education and organizational change from UCLA.

Jason’s research interests center around the impact of geographic, environmental, and contextual influences on college students’ identity development. His dissertation, which won three Dissertation of the Year awards, explored how the distinct social, cultural, and political context of the U.S. Midwest region influence the ways in which Asian American college students make meaning of race and racial identity. Jason’s past work has been published in a number of academic journals and monographs, and he also serves as managing editor for the Journal of Higher Education.

Jason is currently the Fellowship and Career Advisor and Assistant Director of the Center for Career and Professional Advising at Haverford College. Much of his professional background has been grounded in diversity, equity, and inclusion work, specifically around efforts to promote the success of students of color, first-generation students, and low-income students. Prior to entering the higher education field, Jason worked at City Year, a national community service organization affiliated with AmeriCorps. When not working, Jason enjoys travel, photography, bouldering, playing pub trivia, and discovering new craft beers and breweries.

 

Jason Fitzer, PhD
Dissertation Coach and Editor

Dr. Jason Fitzer has spent the last decade as a student affairs educator focused on helping students become involved and engaged with their institution and college experience. A California native, Jason currently serves as the associate director for the Center for Student Involvement at Santa Clara University.

Jason graduated with a BS in business administration from California State University, Chico, as well as an MEd in college student affairs and a PhD in counseling and student personnel services, both from the University of Georgia. In his qualitative dissertation, he used narrative inquiry to understand the experiences of student affairs professionals of color and how they navigate working with and supporting students of color.

Jason is currently also a member of Phi Delta Theta International Fraternity. He has volunteered with chapter advisory boards and currently serves as a faculty for the Kleberg Emerging Leaders Institute. Jason has also served as a volunteer for other fraternities and sororities, including Alpha Delta Pi, Kappa Kappa Gamma, and Phi Gamma Delta. Professionally, Jason is an active member of NASPA (Student Affairs Administrators in Higher Education), where he has served in leadership roles with the Sustainability Knowledge Community, Gender and Sexuality (formerly GLBT) Knowledge Community, and Region III Advisory Board. He is currently serving as a member of the Undergraduate Student Conference Planning Committee.

 

Karina Viaud, EdD
Academic Coach and Editor

Dr. Karina Viaud is the associate director for the Engaged Teaching Hub with Teaching + Learning Commons at the University of California, San Diego. In this role, she provides teaching development to faculty and graduate teaching students. 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 and their families. She has also served as an instructor for both undergraduate and graduate students. Karina is active with NASPA 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 this 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 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 to 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
Academic Coach and Editor

Dr. Katie Sorokas has spent her career empowering students and professionals to feel strong and resilient in their pursuits. 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 she researched 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 professional and a social justice educator and advocate. She is also a Certified Health Education Specialist.

Katie lives on her mini homestead in Ohio raising chickens, bees, and her two little boys. She is an active volunteer and activist in her community as well as a freelance writer.

 

Kelly Haskard-Zolnierek, PhD
Academic Coach and Editor

Dr. Kelly Haskard-Zolnierek is associate professor in the Department of Psychology at Texas State University, where she has taught since 2007. She received her BA in psychology from Claremont McKenna College and her MA and PhD in psychology from the University of California, Riverside. She teaches undergraduate and graduate courses, including Health Psychology, Research Seminar, Teaching of Psychology, and Health Issues in Diverse Populations.

Kelly has been the MA in Psychological Research program director for the Department of Psychology since June 2017; her favorite part of this role has been advising and mentoring graduate students. Kelly has been a thesis supervisor for nine completed master’s theses and a committee member for an additional 19 thesis students. She has always loved editing and is committed to supporting students in their educational endeavors. She has multiple coauthored publications and conference presentations with both undergraduate and graduate students. In her research, she applies social psychological principles to the understanding of interpersonal factors in health and the process of medical care. She has coauthored a book, 22 journal articles, and 16 chapters in edited books on the topics of patient adherence and provider-patient communication.

When not working, Kelly can be found spending time with her husband and three children, playing with her two dogs, running/walking, traveling, baking, and enjoying the outdoors.

 

Kim Burdett, PhD
Dissertation Coach and Editor

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
Dissertation Coach and Editor

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.

 

Kristina Perrelli, PhD
Director of Academic Coaching and Editing

Dr. Kristina Perrelli has over a decade of experience as a scholar-practitioner in higher education. She has a PhD in education from the joint doctoral program of Rhode Island College and the University of Rhode Island. Central to her higher education journey has been her identity as a first-generation college student. Her professional experiences have provided her with expertise in new student and family orientation, first-year programs, academic advising, enrollment management, early alert and academic support, research and assessment, leadership development, project management, and supervising student affairs professionals and graduate students. She also has experience teaching in student affairs graduate preparatory programs, including courses on college student development theory, assessment design and implementation, and infusing technology and quantitative skill development in professional preparation. Every day, she commits to centering social justice in her work as a scholar and educator.

Dr. Perrelli’s research and published works focus on exploring the experiences of pregnant and parenting college students, college student development, student affairs assessment, experiences of commuter college students, intersectional feminism as a critical framework, and qualitative methodologies.

Outside of work, Kristina enjoys spending time with her family and friends, sewing, practicing yoga, and reading the latest acclaimed fiction novels.

 

Laura Maldonado, PhD
Dissertation Coach and Editor

Dr. Laura Maldonado has been a scholar-practitioner for over 15 years. Her higher education experience includes work at research universities, liberal arts colleges, community colleges, and independent college consortia. She spent more than a decade working in career services reporting under student affairs, academic affairs, and advancement units. Laura has also served in the areas of campus climate survey research, academic advising, alumni engagement, orientation, and government.

Laura earned a PhD in educational leadership, policy, and human development from North Carolina State University (NC State), an MEd in counselor education from Clemson University, and a BA in economics from Muhlenberg College. She is a national certified counselor committed to career development, postsecondary career and technical education, and community colleges. Her qualitative dissertation focused on the experiences of community college students participating in SkillsUSA, a career and technical student organization.

Laura currently serves as a senior research associate at the Belk Center for Community College Leadership and Research at NC State, where she provides writing and data coaching to doctoral students in the community college leadership program and manages research projects. She is passionate about supporting graduate students as they showcase their writing projects to multiple outlets and apply their training to various industries.

Outside of work, Laura can be found organizing closets, walking in her neighborhood, and practicing yoga.

 

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
Director of Academic Coaching and Editing

Prior to joining Heartful Editor full time as an academic coach and editor, Dr. Lindsey Katherine Dippold was 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.

 

Lindsey Williams, PhD
Dissertation Coach and Editor

Dr. Lindsey Williams has spent the last decade working in higher education, dedicating a majority of her time to supporting undergraduate students in the University of South Florida’s College of Education. She received her BS in journalism from Ohio University’s Scripps School of Journalism and both her master’s and doctoral degrees in education from the University of South Florida. Throughout her time in the College of Education, she has worked as an academic advisor; a coordinator for the college’s living-learning community; instructor for first-year transition and leadership courses; and an assistant director for recruitment, retention, and engagement efforts. She also serves as a member of a faculty team supporting students and their success on educator certification exams. In this role, she provides instruction on syntax, grammar, and essay writing.

Lindsey has grown increasingly interested in exploring the variables that contribute to students’ academic and personal successes, specifically as they relate to noncognitive factors, such as grit, growth mindset, and resiliency. She is grateful each day for the opportunity to work with a cadre of aspiring educators who demonstrate empathy, courage, and tenacity.

Lindsey is based out of Tampa but is a native Ohioan who is proud of her Midwestern roots! Outside of work, she enjoys spending time with her family, reading one of the books from the ever-growing stack on her nightstand, or taking a spin class!

 

Mari Luna De La Rosa, PhD
Academic Coach and Editor

Dr. Mari Luna De La Rosa has been a scholar-practitioner in the field of higher education for over 20 years. She earned her BA in liberal studies at the University of California, Santa Barbara (UCSB). She earned her Master of Public Administration from Arizona State University (ASU), where she studied higher education policy. Her PhD is in education (with an emphasis in higher education) from Claremont Graduate University. Her professional start in higher education came from experience working in the area of financial aid for 10 years both at UCSB and ASU.

Mari’s research interest centers on social justice, equity, diversity, and inclusion in U.S. higher education. She has published think pieces on social justice in Christian higher education and cultural humility in building multicultural competence in U.S. higher education. She continues to work with and do research on first-generation, low-income students. She focuses on their access to college opportunity, affordability, and successful transitions. She has published research articles on the influence of financial aid for this student population.

Mari is currently an associate professor in higher education at Azusa Pacific University. She teaches courses in adult development, diversity, quantitative methods, and foundations of higher education. Mari has held committee positions in NASPA (Student Affairs Administrators in Higher Education) and is an active member of ACPA (College Student Educators International).

Outside of work, Mari enjoys spending time with family, playing the piano and going to the beach.

 

Matthew Van Jura, PhD
Dissertation Coach and Editor

Dr. Matthew Van Jura is a two-time graduate of The Ohio State University, where he earned a BA in political science and history and a PhD in educational studies. Dr. Van Jura earned an MEd from the University of Vermont in higher education and student affairs administration. He has over 12 years of professional experience in higher education and student affairs, including work in the college union, leadership and service programs, and student affairs assessment. Matt’s dissertation leveraged critical perspectives to describe how midlevel professionals navigate the personal, professional, educational, and political tensions associated with campus free speech events. His broader research interests include democratic engagement, leadership development, service learning, and student success. Matt’s work has been published in numerous peer-reviewed journals and as policy briefs.

Matt lives in North Carolina with his family, where he enjoys running, hiking, community organizing, and sampling local craft beers.

 

Megan Bell, PhD
Dissertation Coach and Editor

Megan has over 20 years of experience leading teams and change in higher education. Megan most recently was a senior-level administrator in student affairs at the University of Colorado, Colorado Springs. Throughout her career, Megan has facilitated learning for teams and organizations on the topics of social justice, leadership development, appreciative inquiry, assessment and evaluation, communication, and team engagement.  She believes in the power of using individual and organizational strengths to build teams, identify opportunities for growth, and effect change. She has extensive experience with supervision, as well as overseeing financial and capital resources.

Megan earned a PhD in higher education leadership from Colorado State University. She also has served as an assistant professor in the College of Education at the University of Colorado, Colorado Springs. She has taught and developed in-person and virtual courses in organizational leadership, diversity and inclusiveness, higher education administration, assessment, and educational policy and governance. Using a critical intersectional lens, her research interests include college student development, identity, and mentoring. Her mixed methods dissertation focused on 1st-year college students who identify as multiracial and their preferences within a mentoring relationship.

Megan currently resides in Culver City, California with her daughter, husband, and two high-maintenance cats. She enjoys traveling, reading, and dancing, but, more than anything, loves conversation with interesting people while eating good food.

 

Megan Segoshi, PhD
Academic Coach and Editor

Dr. Megan Segoshi is the scholar and community engagement program lead at the National Center for Institutional Diversity at the University of Michigan. She holds a BA in sociology from the University of Massachusetts, Amherst, an MSW from the University of Georgia, and a PhD in higher education from Loyola University Chicago. Megan’s research has focused on Asian American racial identity consciousness and engagement in racial justice work, as well as college access and affirmative action policy. Her research and professional journey are guided by her strong passion for social justice and racial equity. She continues to serve as a reviewer for several academic journals, and in the past has served as editor-in-chief of the Journal of Critical Scholarship on Higher Education and Student Affairs. Megan also has experience working as a student affairs administrator in multicultural affairs and in the education technology sector.

In her free time, Megan enjoys spending time with friends and family, baking, and playing video games. She resides in Ann Arbor, Michigan, with her two cats, Nova and Fiona.

 

Mishelle Oaks, EdD
Dissertation Coach and Editor

Dr. Mishelle Oaks has spent 24 years in higher education before pivoting to the healthcare industry, currently serving as an organizational development professional focusing on the growth and development of leaders and organizations. While earning her EdD from the University of Missouri-Columbia, her dissertation focus was on mentoring professionals due to her passion for helping others succeed. Previous experience in higher education included areas of residence life, academic support services, teaching in graduate-level higher education programs, and advising. Dr. Oaks also has an independent business as a career coach, helping individuals learn about new career paths and supporting accountability in their job search. Mishelle grew up in the suburbs of Chicago and moved around the Midwest before settling on a farm in rural Illinois with her husband and son.

Mishelle has a Bachelor of Science degree in psychology from Western Illinois University and a Master of Science in Education degree in educational administration from Missouri State University. Mishelle enjoys traveling, watching baseball live (with a goal to travel to all major league baseball stadiums), reading, binge watching shows and movies, and spending time with family and friends.

 

Misti Jeffers, PhD
Academic Coach and Editor

Misti Jeffers completed her PhD in social policy at the Heller School for Social Policy and Management at Brandeis University. Misti is passionate about conducting applied research with the objective to identify policies and programs that increase equitable advancement along education and career pathways. Her dissertation, a case study of the McNair Program, explores the institutional factors at play in educational experiences of first-generation students at rural colleges.

Misti earned her BS in psychology and human services from East Tennessee State University, where she was a McNair Scholar, her MA in child study and human development from Tufts University, and her MA in social policy from Brandeis University. Misti has presented at numerous national conferences on rural, first-generation college student experiences, career pathways research methodology, Appalachian identity, and equity in juvenile justice reform initiatives. Before her doctoral studies, she worked in program evaluation at Jumpstart for Young Children and in direct care at a trauma-based youth behavioral health facility. Outside of academia, Misti loves walking dogs and reading YA dystopian fiction.

 

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 Journaland 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.

 

Roshan Parikh, PhD
Dissertation Coach and Editor

Dr. Roshan Parikh is a higher education professional with 11 years of experience. His experience includes international work in Australia, Qatar, and South Korea. Dr. Parikh received his bachelor’s degree in psychology from the University of Connecticut, a master’s degree in college student affairs from Rutgers University, and a PhD in higher education, student affairs, and international education policy from the University of Maryland, College Park.

Dr. Parikh is a coauthor of multiple peer-reviewed journal articles, most of which pertain to the topic of diversity, equity, and inclusion of underrepresented students and professionals of color and women in the STEM fields. Dr. Parikh has also coauthored a book chapter on the use of meditation in higher education. He draws from his extensive academic writing experience to enhance his work as a dissertation coach and editor.

For fun, Roshan loves to meditate, work out, read, eat, write, travel, and spend time with friends and family.

 

Sabrena O’Keefe, PhD
Executive Director of Academic Coaching and Editing

Dr. Sabrena O’Keefe is driven by a passion to help students become the best version of themselves. After holding various administrative positions in student affairs, she transitioned to full time with Heartful Editor as Director of Academic Coaching and Editing in 2020. Dr. O’Keefe was also formerly 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, paddle boarding, country music, and spending time outdoors in the sunshine.

 

Sara Hinkle, PhD
Academic Coach and Editor

Dr. Sara Hinkle has over 20 years of progressively responsible experience in student affairs and higher education, including work as an administrator, instructor, and researcher. A true student affairs generalist, she has directed or supervised almost every functional area within the student affairs field. Since 2013, she has served as Assistant Vice President within the Division of Student Affairs at West Chester University (WCU). Her current portfolio includes overseeing communications and marketing, fundraising/development, staff development, family engagement, and spirit and traditions, in addition to liaising with WCU’s higher education policy and student affairs program.

Sara earned a BA in psychology from Gettysburg College, an MS in counseling from Georgia State University, and a PhD in higher education from Indiana University Bloomington. She has been an active leader in the higher education/student affairs field-at-large, having served and held several leadership roles within ACPA (College Student Educators International) and the Center for the First-Year Experience and Students in Transition. Additionally, she has contributed over 50 national presentations and publications to the higher education knowledge base on such topics as student transitions, student success/engagement, leadership, and feminist issues. Most notably, she has served as a research associate on Student Success in College: Creating Conditions That Matter (Kuh, Kinzie, Schuh, Whitt, & Associates, 2005, 2010).

Sara has lived in many different regions of the country, but currently calls West Chester, PA home. She enjoys being a mom to her son and an aunt to her awesome niece and nephew.

 

Shelley Price-Williams, PhD
Academic Coach and Editor

Shelley Price-Williams, PhD has two decades of experience in student and academic affairs. Her experience spans program development and management as well as academic advising, career counseling, and assessment in both 2- and 4-year environments across public and private sectors of higher education. Shelley received her PhD in higher education administration from Saint Louis University and completed an MS in counseling/student personnel services and a BA in sociology from the University of Memphis. She teaches graduate courses specific to legal aspects of higher education administration, college student learning and development, the U.S. college student, and the American community college, as well as research, assessment, and evaluation of higher education. Shelley is experienced in the use of mixed methods with a proclivity for qualitative research.

Shelley’s research interests originate from the social sciences and center on human development and advancement within the college environment. She approaches research through a psychosocial lens, observing not only the individual or a group of individuals, but also the impact of the social environment on the individual or group. More specifically, Shelley’s research interests center on noncognitive factors of college student development and persistence, inclusion of nondominant groups in the college environment, and multicultural organizational development. Her dissertation focused on the self-efficacy, a noncognitive construct, of college sophomore students and their intent to persist in higher education. In mentoring other scholars, Shelley believes cultivating one’s voice through scholarship is paramount.

Shelley is a scholar-practitioner with a sound commitment to equity, inclusion, and social justice. Outside of her love for teaching, writing, and editing, Shelley loves traveling to new places to learn about diverse higher education structures as well as expansive cultures and food in our global community. This, of course, is not when she is with her family and friends or attending St. Louis Cardinals baseball games.

 

Staci Weber, PhD
Academic Coach and Editor

Dr. Staci Weber completed her doctorate in postsecondary education administration at Syracuse University in New York, where her dissertation focused on first-generation college students who used college access and support programs throughout their college-going journey. Dr. Weber’s dissertation received accolades from NASPA and Syracuse University. She received her MEd in student affairs practice in higher education from the University of Delaware and her BA in psychology from Franklin & Marshall College. Weber has worked as the special assistant to the president and dean of student affairs at Pine Manor College. Before that, she worked in student activities, academic services, and enrollment management. Staci is passionate about strategic planning, college access, and retention with a focus on first-generation, low-income college students. She currently resides in Washington, DC with her partner and foster dog.

 

Stacy Holguin, EdD
Director of Academic Coaching and Editing

Dr. Stacy Holguin is an advocate for educational access and student success, devoting her education, volunteer time, and career to furthering the educational opportunities and success of youth and young adults. In addition to her 30-year career as a student affairs administrator at UC Berkeley and Sonoma State University, Dr. Holguin has also served as an adjunct professor at both the University of the Pacific School of Education and UC Berkeley Extension where she was part of the inaugural faculty for the Student Affairs Certificate program. She believes strongly in community service and has served on many industry and association boards as well as the PTA, the education foundation, and as an elected trustee for a school district.

Dr. Holguin was raised in the Los Angeles area. She graduated from UC Berkeley with a BA in political science. As a first-generation college student, this was a great achievement. She relocated permanently to Northern California and started her career in student affairs shortly after graduation. Dr. Holguin earned her MS in counseling with an emphasis in higher education at California State University, East Bay. She jokes that she took night classes and had 40 hours a week of lab to test out her learning. Dr. Holguin pursued her dream and earned an EdD in educational administration and leadership and began her teaching career at the University of the Pacific. She found a passion for coaching students through their thesis or dissertation process and continues to support colleagues and friends as they pursue terminal degrees.

When not working or volunteering, Dr. Holguin enjoys time with her family and friends, traveling, swimming, playing with her dog, and scrapbooking all the photos she took while enjoying life.

 

Suzan Lantz, PhD
Dissertation Coach and Editor

Dr. Susan Lantz is a faculty member in Penn State University’s graduate program in higher education and student affairs. In addition to her teaching role, Susan is a student affairs professional with 30 years of administrative experience. Most recently, Susan served as vice president of student life at Susquehanna University, a small private liberal arts institution in central Pennsylvania.  Her earlier administrative experience includes 4 years as Bucknell University’s dean of students and 15 years as associate dean of students at Lehigh University. She has a strong interest in student retention and persistence. She also served as a sexual assault advocate for 20 years and earned three awards from student groups for her work supporting underrepresented students on campus.

Susan received her bachelor’s degree in English from Dickinson College, her master’s in higher education and student affairs from Bowling Green State University, and a doctorate in educational leadership from the University of Delaware. Her dissertation studied strategies to create parent interactions on college campuses that assist with the development of resilience and independent problem solving in undergraduate students.

Susan is a proud mother of two adult sons. She and her luthier husband are renovating an 1885 farmhouse in Lewisburg, PA.

 

Suzanne Baker, EdD
Dissertation Coach and Editor

Dr. Suzanne Baker has worked in higher education administration and student affairs since 2008 in a variety of functional areas, including residence life, international education, study abroad, admissions, academic advising, university conduct, and leadership development. She currently serves as the curriculum and records manager at Fairhaven College of Interdisciplinary Studies at Western Washington University, where she works closely with both students and faculty to provide academic advising and curriculum planning.

Suzanne studied at California State University, Chico, where she earned a BA in human geography and a BA in German. She continued on to complete her MA in postsecondary educational leadership with an emphasis in student affairs from San Diego State University. In 2019, she completed her EdD in educational leadership from Northeastern University, with a focus on higher education administration and leadership development. Her dissertation focused on understanding how undergraduate students returning from study abroad make meaning of their experiences to facilitate transformative learning experiences. In addition to her research interests in international education and adult learning, she also enjoys exploring leadership development theory in an effort to create social change within our communities, both locally and abroad.
Suzanne also enjoys getting outdoors to explore all the world has to offer (hiking trails, skiing mountains, and photographing sunsets), as well as adding to the never-ending pile of books on her bookshelf with the hope of reading them all someday!

 

Tiffany Steele, PhD
Dissertation Coach and Editor

Dr. Tiffany Steele is an assistant professor of education in the Department of Organizational Leadership at Oakland University. Her research interest broadly focuses on access and retention of minoritized students and staff members at predominantly White institutions. Specifically, Dr. Steele analyzes the lived experiences of both Black girls and women during their educational journeys to draw connections between inequitable factors that influence their daily living and educational trajectories. Her work has been published in journals such as College Student Affairs Journal and AERA Open. She also served as an associate editor for the second edition of the book, Intersectionality and Higher Education.

Tiffany’s dissertation research, Disciplinary Disruption: Exploring the Connection between High School Sanctioning and Black Collegiate Women’s Experiences, focused on understanding how Black women’s experiences with disciplinary action during their K-12 educational experiences influenced their collegiate journeys. Dr. Steele’s research will continue to focus on the experiences of Black girls and women in education and the methodological approaches that authentically honor their stories.

 

Tina Rajmaira, EdD
Director of Academic Coaching and Editing

Dr. Christina (Tina) Rajmaira is a seasoned higher education senior executive with a broad record of accomplished leadership over 25 years in higher education institutions of various sizes across the U.S. and Canada. Most recently, Dr. Rajmaira was responsible for developing, communicating, executing, and sustaining institution-wide strategic initiatives at Marymount University while also assisting senior leaders in cultivating and developing ideas for new innovative ventures. Prior to her work at Marymount, Dr. Rajmaira served as vice president and dean of student life at Westminster College and Associate Dean of Students at the University of California, Berkeley. Throughout her career, Dr. Rajmaira has worked in a variety of roles in student affairs, including leadership development, program planning, and assessment in addition to advising hundreds of student organizations and fraternity/sorority chapters. She is deeply committed to the intentional and holistic of development of students and demonstrated this passion throughout her career through the creation of diverse learning environments where all can thrive.

Dr. Rajmaira holds a doctorate in higher education management from the University of Pennsylvania, a Master of Education from the University of San Diego, and a Bachelor of Science in pre-medicine from the University of California, Irvine. She lives in Vancouver, British Columbia with her husband Neal, her son Hanson, and two Giant Schnauzers, Fritz and Ava.

 

T.J. Jourian, PhD
Academic Coach and Editor

Dr. T.J. Jourian is an independent scholar and consultant with Trans*Formational Change. Previously he served as an assistant professor in higher education leadership at Oakland University, and his student affairs experience spans LGBTQ life, residential life, women’s center work, multicultural affairs, orientation, and leadership. T.J. earned his BA in general management and MA in student affairs administration with a multicultural education cognate, both at Michigan State University. He earned his PhD in higher education at Loyola University Chicago, where he studied how diverse trans masculine college students conceptualize masculinity.

Centering trans and queer people of color’s experiences and epistemologies, T.J.’s scholarship examines race, gender, and sexuality in higher education, with particular attention to masculinity, transness, and racialization; campus gender and sexuality centers and practitioners; and trans*ing constructs and methodologies. His work has been published in several academic journals and monographs across a variety of disciplines, and he currently serves on the editorial board of the Journal of Diversity in Higher Education. As a doctoral student, T.J. also co-founded the Journal of Critical Scholarship on Higher Education and Student Affairs, the only journal in its field to require the application of critical frameworks and/or methodologies.

Residing on land originally attended to by the Lenni Lenape people – currently known as Philadelphia, PA – T.J. appreciates quiet times with his cat, good food and good drinks, all the travel, and cross-country visits with his sister and two adorable nieces.

 

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.

 

Zach Hooten, PhD
Dissertation Coach and Editor

Dr. Zach Hooten is a recent graduate of the PhD program in higher education and student affairs at Ohio State University. During his time at Ohio State, Zach worked as the co-director of research for the Assessment of Collegiate Residential Environments and Outcomes (ACREO) and a research associate for the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS). Additionally, as an administrative associate, he supported the higher education and student affairs EdD program through program development and student support and advising.

Dr. Hooten’s true passions are learning design, teaching, and student support. Over the last 4 years, he taught courses related to college environments, core issues in higher education, organizational leadership, and service learning and social justice. Before his time at Ohio State, Zach received a master’s degree in college student personnel, a master’s degree in theological studies, and a bachelor’s degree in philosophy from the University of Dayton.

Outside of work, Zach enjoys sports, officiating college football, running, traveling, and watching the West Wing for the (approximately) 50th time.

 

Learn more about WHAT WE DO.