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!

Alexis Jones, PhD
Academic 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.


Amber Sechelski, EdD
Academic Coach and Editor

Dr. Amber Sechelski is a learning specialist for Sam Houston State University’s (SHSU) College of Osteopathic Medicine, where she helps students develop learning strategies and study skills that will benefit them in their medical educational journeys. She has spent more than half of her career in education providing academic support for SHSU’s students, operating under the belief that the provision of such support can be instrumental in turning mere access to higher education into true opportunity to succeed. Because of her belief in the importance of this work, she developed an interest in the higher education professionals who engage in it and focused her dissertation research on professional staff academic advisors’ experiences with the emotional labor they undertake in forming caring relationships with students.

Amber earned a bachelor’s degree in animal science from Texas A&M University, College Station and a teaching certificate in English, language arts, and reading from SHSU. While serving in roles of increasing responsibility in the field of academic support at SHSU, Amber earned a graduate certificate in academic advising and a master’s degree in higher education administration from the university. Most recently, she graduated with a doctoral degree in higher education leadership from SHSU, having earned two Dean’s Awards for Exceptional Graduate Student Research from the Southwest Educational Research Association during her time in the program.

When she’s not working, Amber likes to spend her time reading, writing, or trying to teach herself how to play the guitar. She also volunteers with Huntsville Pets Helping People, an affiliate of Intermountain Therapy Animals, working with her dog as a therapy team in medical and educational settings.


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.


Brian Edwards, EdD
Academic Coach and Editor

Dr. Brian Edwards (he/they) is an educator, scholar, and consultant with more than 15 years of experience as a professor and administrator in academia. A passionate first-generation student and social justice advocate, Brian’s efforts in both his faculty and administrative appointments have focused on developing curricula, programs, policies, people, and institutions to better understand and support marginalized students, faculty, and staff, specifically lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) communities.

Brian holds an EdD from New England College, an MSEd from the City University of New York’s Bernard M. Baruch College, and a BFA from Marymount Manhattan College. His doctoral research explored the lived experiences of LGBTQIA+ center practitioners at colleges and universities in the United States. For the last few years, Brian has been working with a team of colleagues to develop standards of practice and core competencies for LGBTQIA+ directors and professionals in higher education, which is scheduled to be published in the Journal of Diversity in Higher Education this year.

Brian currently resides in Las Vegas, Nevada. When not actively consulting nonprofit organizations, corporations, and educational institutions (i.e., K-12 and higher education) on LGBTQIA+ and diversity, equity, and inclusion topics, he is hiking or spending quality time with his husband, Tom, and two dogs, Olive and Henry.


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.


Cassie Kao, EdD
Academic Coach and Editor

Dr. Cassie Kao has worked in public higher education for over 10 years, with experience ranging from working with the president and supporting the board of trustees to advocating and furthering the work of student affairs. Prior to that, she worked in the real estate development and management sector. Her interests include exercising and being active, volunteering at her church, watching movies, helping people find and live out their purpose, and cheering for the local champions—New England Patriots! Dr. Kao has been active in several professional organizations—Asian Pacific Americans in Higher Education (APAHE), Student Affairs Administrators in Higher Education (NASPA), and the Association for Student Conduct Administration (ASCA). Furthermore, she was certified as a rape aggression defense (RAD) instructor in 2018.

Cassie’s research centered around Asian American student engagement on college campuses. As a first-generation, Christian, Asian American professional woman, Cassie has used her identities to advocate on behalf of students and to educate colleagues at national and local conferences and workshops. She completed her EdD in higher education administration at New England College, her MS in criminal justice at Salem State University, and her BS in business administration at Babson College.


Christine Oskar-Poisson, EdD
Academic Coach and Editor

Dr. Christine Oskar-Poisson is an Assistant Professor of Education, English & Literacy at New England College. With over 20 years of experience at the secondary and postsecondary levels, Christine develops and teaches courses that prepare students to become licensed as secondary English teachers. She reminds preservice English educators that the goal of teaching writing is to help people find their voice and to become active contributors of civic discourse. She infuses her teaching with Maria Montessori’s words: To stimulate life, leaving it free, however, to unfold itself–that is the first duty of the educator.

Christine holds a BA in English teaching and an MAT in secondary education from the University of New Hampshire. She earned her EdD in K-12 leadership from New England College, where her research explored the ways New Hampshire institutions of higher education prepare secondary English preservice educators to teach rhetorical analysis as a writing skill.

Passionate about how underrepresented voices are illuminated through literature, Christine’s scholarship meets at the intersection of composition studies and teacher preparation with a focus on media literacy and “new literacies” pedagogies. Her current research explores the ways in which New Hampshire high schools teach rhetorical analysis as a vehicle for social justice. Christine is a 2019 recipient of the Pericles Leadership Fellow for her course titled, Teaching Literature for Social Justice. She was selected to be the 2020-2021 Mellon Periclean Faculty Leader in the Humanities and continues her work authoring new courses that infuse themes of social justice.

When not working and writing, Christine and her partner enjoy life on the East Coast while, ironically, their adult children attend college on the West Coast.


DeAris Hoard, PhD
Academic Coach and Editor

Dr. DeAris Vontae Hoard is currently employed by the Louisville Metro Police Department in an active law enforcement capacity. He also serves as an affiliated research scientist with the Integrative Behavioral Health Research Institute and on the Board of Directors for Free2Hope, a sex trafficking and domestic violence victim support organization. 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 above an associate’s degree. 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
Academic Coach and Editor

Dr. Dennis Sheridan is 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
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.


Estee Hernández, PhD
Academic Coach and Editor

Dr. Estee Hernández (she/ella) is a proud first-generation college graduate. She and her family emigrated from Mexico when she was a little girl, and she learned English thanks to excellent grammar teachers who cared deeply about working with low-income language learners. Estee realizes now that these teachers were, in effect, working to protect students like her from racist and xenophobic presumptions regarding English language proficiency. For that, she is deeply grateful.

As a result, Estee cares deeply about writing as a tool for social justice liberation. One of her favorite quotes was written by Gloria Anzaldúa, and it reads, “A woman who writes has power, and a woman with power is feared.” Estee aims to help writers find and crystallize their voices while strengthening their grammar and APA skills. Her research focuses on academic socialization and the ways policies and practices continue to surreptitiously exclude minoritized communities. As an academic coach and editor, Estee acts as an information broker, helping writers work within the confines of higher education systems while still moving the proverbial needle forward.

Estee loves her cats, Baxter Magolda and Frida Kat-hlo, and their paw-ther, Jeremiah. She also enjoys visiting microbreweries, baking cupcakes, and engaging in restorative yoga as part of her spiritual practice.


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
Academic 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, Dr. Fitzer currently lives in Stockton, CA and serves as the Associate Director for Student Involvement at the University of the Pacific, overseeing fraternity and sorority life, student government, and student organizations.

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 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 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
Academic Coach and Editor

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 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.


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
Academic 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
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
Executive Director of Academic Coaching and Editing

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.


Lindsey Williams, PhD
Academic 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!


Megan Krone, PhD
Executive Director of Academic Coaching and Editing

After working collegiate recreation for 13 years in variety of program areas, Dr. Megan Krone has joined the Heartful Editor team full time as the Executive Director of Academic Coaching and Editing. Megan 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 illness on college campuses. Her writing focuses on creating caring communities, emergent leadership practices, and access to higher education, particularly for historically underrepresented populations.

Megan is highly engaged with Leaders in Collegiate Recreation (NIRSA) and focuses her professional service on support of doctoral students, organizational development, leadership theory and practice, social justice, professional development, sustainability, and research and assessment. Megan currently serves on the faculty for the NIRSA School, as the NIRSA representative for the Higher Education Associations Sustainability Consortium (HEASC), and on the editorial board of the Recreational Sports Journal.

Megan has always loved reading, writing, and editing. Megan enjoys using her love of grammar, syntax, style, organization, and formatting to support writers’ goals and strives to give feedback in a manner that maintains the writer as the owner and expert of their work. Having pursued a nontraditional path to being an editor, Megan seeks to promote learning, independence, and authenticity in her work with students.

Outside of work, Megan loves to try new things and keeps a blog about her adventures, which have ranged from making homemade pasta to learning to surf to a solo road trip up the California and Oregon coasts. 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.


Michael Denton, PhD
Academic Coach and Editor

Dr. Michael Denton is a faculty member in a higher education and student affairs program. He is also a housing and residence life educator with over 15 years of experience across five Southeastern postsecondary institutions. His research focuses on intersections of sexuality, gender, HIV/AIDS, chronic illness, queerness, affect, and embodiment in college students using poststructural theory. Relative to editing, he enjoys helping others find their voice in writing, but is especially passionate about helping those using critical frameworks and qualitative methods to communicate their ideas effectively.

Michael holds a BA in English and an MS in counselor education with an emphasis in student affairs, both from Mississippi State University. He received his PhD in student affairs and higher education from Miami University, Ohio. He is a member of the Association for the Study of Higher Education and ACPA (College Student Educators International). His hobbies and interests include aikido, art/designer toys, all things Godzilla and kaiju, podcasts, theme parks and movies with his partner, and, most recently, weightlifting.


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 E. 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.


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 and her partner, Dennis, are minimalist nomads. When not living her dream supporting Heartful Editor’s students and team members, she spends time with friends, hikes or takes barre classes, attends concerts or lectures, listens to a wide range of music genres, reads the classics or completes New York Times crossword puzzles, or plays with her Havanese rescue dog, Cuba.


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

Staci Weber, PhD is Dean of Student Affairs at Pine Manor College, Chestnut Hill, MA. Under Staci’s leadership, student affairs has focused on first-generation college students and has launched an initiative for student success. Staci completed her PhD in postsecondary education administration from Syracuse University where her dissertation focused on first-generation college students who used college access and support programs throughout their college-going journey. Staci received her MEd in student affairs practice in higher education from University of Delaware, Newark, DE and her BA in psychology from Franklin & Marshall College, Lancaster, PA. Along with experience in student affairs, Staci has worked in academic services and enrollment management.


Tricia Burke, PhD
Academic Coach and Editor

Dr. Tricia Burke is Associate Professor in the Department of Communication Studies at Texas State University, where she has taught since 2013. She received her BA in communication and psychology, and her MA and PhD in communication from the University of Arizona. Since coming to Texas State, Tricia has taught a variety of classes at the graduate and undergraduate levels, including interpersonal communication, health communication, family communication, and quantitative research methods.

Tricia is also an active social scientific researcher with experience using quantitative, qualitative, and mixed methods to examine topics at the intersection of health communication and close relationships. Her work has been published in some of the top journals in her field, presented at national and international conferences, and featured in The Wall Street Journal, Time, and The Today Show. Tricia’s research experience contributes to her passion for and dedication to mentoring students in the research and writing process. She has served on several thesis and dissertation committees, and has collaborated with and mentored students on a variety of research projects that have been published and presented at national and international conferences.

Tricia also enjoys spending time with family, friends, and her pup; hiking; traveling; and eating and drinking delicious treats.


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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