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Academic Voices

aims to build the ACW community by sharing the experiences of academic writers.

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Academic Voices
Academic Coaching & Writing
 

The ACW Coaches

 

 

Sally Jensen

Sally Jensen
ACW Principal and Founder
Dissertation Doctor® Principal and Founder

Dr. Sally launched dissertationdoctor.com in 1997 to help doctoral students achieve their goals. Since then she has coached over 200 dissertation writers to complete their degrees and advance their careers. In 2009, she founded ACW to support graduate students, postdoctoral fellows, faculty members, and administrators to advance their academic dreams; to create a community to help these academics overcome isolation; and to empower them with the tools they need to succeed. Dr. Sally listens to academics to co-create with them a vision of their academic dream. Then she assists them determine the steps needed to successfully reach their goals, and supports them on the lonely academic journey. Dr. Sally is a Master Certified Coach (MCC) and encourages ACW writing and research consultants to combine their consulting expertise with a coaching approach to working with academic writers. Dr. Sally’s graduate training is in educational psychology with specializations in research design, cognitive psychology, and developmental psychology. She is experienced in the use of both qualitative and quantitative methodologies. Dr. Sally’s dissertation research was interdisciplinary, drawing on research in education, psychology, anthropology, computer science, and geography. Before launching her academic coaching enterprises, Dr. Sally held research appointments at the Salk Institute and at the University of California-Santa Barbara. She also worked as an Associate Professor in a graduate program in Education at Alliant International University San Diego. Dr. Sally received her BA from Middlebury College and both her MA and PhD from the University of California-Santa Barbara.

 

Caroline L. Eisner

Caroline L. Eisner
ACW Executive Director
Academic Writing Coach and Consultant

Caroline is a certified professional co-active coach with extensive experience working with faculty, administrators, graduate students, and undergraduates to discuss and deliver composition pedagogy theory and practice and to teach critical reading and writing seminars. Her previous experience includes positions as the Associate Director of the Sweetland Writing Center at the University of Michigan and as the Director of the Writing Center at Georgetown University. Caroline co-edited a collection of essays, Originality, Imitation, and Plagiarism: Teaching Writing in the Digital Age (UM Press 2008) and authored a recent article on plagiarism entitled, “Plagiarism: A Crime, Misstep, or Neither? Depends Who You Ask, and Is It Getting Worse?” Caroline also works on developing pedagogy for the successful integration of technology into academic courses. She worked on the Visible Knowledge Project at Georgetown, a five-year, four-million dollar project aimed at improving the quality of university teaching by focusing on both student learning and faculty development in technology-enhanced, intensive writing, learning environments. At Middlebury College’s Bread Loaf School of English, Caroline is the Director of BreadNet, a telecommunications network that connects students, teachers, and faculty year round. As the director, she facilitates and maintains electronic, humanities-based projects among teachers in rural communities and urban centers across the country. Caroline received a BA in English from the University of Pennsylvania, an MA in English from Middlebury College, and a PhD in British Literature from George Washington University.

 

Moira Killoran

Moira Killoran
ACW Director of Coaching
Academic Coach and Consultant

Moira is a certified professional co-active coach with experience in leadership, academic career and dissertation coaching, as well as in qualitative research consulting. As a consultant, she has worked extensively with faculty members, university administrators, and graduate students, assisting them to complete manuscripts, dissertations, and grant proposals. She also has worked with academics to transition out of academia and into new industries. Moira leverages her certification as a leadership coach and her training as a cultural anthropologist, highly attuned to the nuances of impression management in organizations to assist academics to see past the unspoken rules, and to courageously engage in exceptional performance and leadership. As a qualitative methodological consultant, Moira assists clients to understand the intrinsic nature of doing qualitative research and helps them with key components of the work, such as deciding upon a qualitative data management and analysis software program or system, thematic analysis, and the write-up of findings. She has been principal investigator (PI) or co-PI for a variety of studies, and has been funded by the NIH, DOD, and SSRC. Moira’s publications focus on gender and identity construction, organizational culture, substance use, and doctor-patient communication. Her faculty appointments have included positions at George Washington University and Whittier College. She received her PhD in cultural anthropology from The University of Texas at Austin, and has post-doctoral training from the University of California-Berkeley and the University of California-San Francisco in medical anthropology.

 

Amy Benson Brown

Amy Benson Brown
ACW Director of Academic Writing
Academic Writing Consultant

Amy is a writer and developmental editor, with over a decade of experience working with academic authors to help them develop book and article manuscripts for publication. As Director of the Author Development Program at Emory University from 2002—2012, she worked with faculty in disciplines that range from Political Science to History, Medicine, Sociology, Theology, Public Health, Nursing, Music, and Law. As a contract writer and editor for the Centers for Disease Control and Prevention, she has worked with scientists investigating asthma prevention, pedestrian safety, and systematic reviews of research on skin cancer, cardiovascular disease and other public health topics. She brings to ACW particular experience in book proposal development and enjoys working both with first-time authors and senior scholars who seek to reach broader or “cross-over” audiences. Her essays about the challenges of academic writing have appeared in The Chronicle of Higher Education and The Journal of Scholarly Publishing. Her approach to developmental editing is informed by both her own background as a teacher of writing and her own continuing practice as a writer. Her publications include a book of literary criticism that grew out of her dissertation, two edited collections, academic articles, science journalism, and, most recently, a book of poetry. She received her BA at the University of South Carolina, an MA in English Literature from Rutgers University, and a PhD in English Literature from Emory University.

 

Chris Deason

Chris Deason
ACW Director of Instructional Development
Dissertation Coach and Consultant

As a dissertation coach, Chris is passionate about helping writers complete their dissertations. Since 2010 Chris has guided dissertation writers with quantitative, qualitative, and mixed methods research designs. For the past 7 years, Chris has been a faculty member (Course Director) at Full Sail University in their online Instructional Design and Technology Master of Science program where he has taught various courses including Educational Design and Evaluation, Digital Media and Learning Applications, and Music and Audio for Instructional Design. Chris is a member of the Society for Information Technology and Teacher Education and sits on the advisory board for the online Global Education Conference (GEC) organized by Steve Hargadon and Lucy Grey. Chris peer referees for the following journals: Education Technology Research and Development (ETR&D), Journal of Educational Psychology, and the Journal of Information Technology and Application in Education (JITAE). Chris’ research interests include culturally relevant pedagogy in the digital age, and applications of digital tools for teaching. Chris’ most recent research and publications efforts have focused on culturally relevant (i.e., hip-hop pedagogy) applications of digital audio workstations in K-12 classroom environments. His recent conference presentations address leveraging Skype to promote world peace, applications of Gestalt design principles to guide curriculum development, and historical role-play for high school history teachers in Second Life. Early in his career, Chris spent 11 years as a high school Algebra and History teacher. During that time he completed an MEd and an EdD in Educational Instructional Technology at Texas Tech University. 

 

Claire Renaud
Academic Writing Consultant

As an Academic Writing Consultant and Faculty Development Coach, Claire strives to help her clients reach their writing goals and their full potential as scholars. Claire worked as the Assistant to the Editor for the journal, Studies in Second Language Acquisition for three years. Prior to coming to ACW, Claire was an Assistant Professor of Linguistics, Applied Linguistics, and Teaching English to Speakers of Other Languages (TESOL) at Arizona State University for seven years. During that time, she also served as the Director of the Master’s degree in TESOL for a year and a half. Claire is an active scholar in the field of second language acquisition and has published in various venues including Linguistic Approaches to Bilingualism and Second Language Research. Her research focuses on lexical representations in second language grammars. In order to document learners’ treatment and analysis of morphological forms in grammatical development, she relies on psycholinguistic research methods, such as reading-time measures. Claire also has an interest in pedagogy and recently completed training focused on the delivery of quality online teaching. She received an MA in Applied foreign languages from the Université de Caen, France. From the University of Delaware, she received an MA in Foreign Languages and Pedagogy (French) and an MA in Foreign Languages (German). She subsequently received a PhD in French Linguistics from Indiana University Bloomington.

 

Anita Kite
Dissertation and Academic Writing Consultant

As a dissertation and academic writing coach, Anita works with both dissertation writers and faculty writers. She provides coaching and consultation on all phases of the dissertation process from topic selection, to research design, to data collection and analysis, to preparing for the defense. She helps postdocs and faculty writers develop fundable research projects and publications. Previously, Anita has worked with for- and non-profit organizations, K-12 schools, state departments of education, and universities. In these settings, she has served as an instructor, a facilitator and a coach, has designed and conducted evaluations, analyzed data (both quantitative and qualitative), written countless reports, and presented her findings to a wide range of stakeholders.  Her own work draws on her passion for adult learning, organizational learning, and evaluation. Anita worked as a Research Specialist on federal, state, and privately-funded grants at The Education Alliance at Brown University and taught undergraduate and graduate courses on topics such as measurement, evaluation, organizational learning, and statistics at the University of Connecticut, the University of Illinois, the University of Maryland, and Northeastern University. Her prior experience includes positions as an academic counselor in community colleges and as an administrator at a private, four-year institution. In addition to her work at ACW, Anita serves as a coach to emerging and seasoned executives at leading companies to help facilitate their leadership skills, and help them navigate organizational challenges and find meaning and fulfillment at work. Anita has a BA in Psychology from the University of Wisconsin, an MA in Counseling Psychology from the University of California, and a PhD in Educational Psychology from the University of Connecticut.

 

Stephanie Dunson
Academic Writing Coach

Stephanie is an American Studies scholar and writing specialist with over twenty years of experience working with academic writers. She has worked with faculty, postdocs, and grad students at Yale, Columbia, and NYU and is currently the Director of Writing Programs at Williams College. As an Academic Writing Coach at ACW, Stephanie works with faculty from across disciplines to ensure they meet their departmental publishing demands. Although well-versed in a range of writing strategies, Stephanie is particularly interested in her clients’ writing process. Her focus is on helping writers gain a deeper understanding of their unique relationship with writing and on helping them develop sustainable and reliable routines and practices that stand up against the competing demands of academic life. In addition to her past experience as an American Studies professor, Stephanie has held posts as Director of the Writing Center at Mount Holyoke College, guest lecturer in writing in the Graduate Liberal Studies Program at Wesleyan University, and Assistant Director of the Graduate Program in English at the University of Rhode Island. She is a long-standing faculty consultant for the Institute for Writing and Thinking at Bard College. Her own scholarship on race representation in nineteenth-century American popular culture has garnered support for the Mellon Foundation and a Ford Foundation Fellowship. Stephanie received a BA and MA in English from Ohio University and a PhD in English and American Studies from the University of Massachusetts.

 

Paula Thompson

Paula Thompson
Academic Coach

As a professional coach and adjunct faculty member, Paula works collaboratively with faculty and graduate students to help them develop the skills they need to achieve their academic goals. Her areas of expertise include pre-tenure career management, mid-career navigation, leadership development, mentoring, job searching, academic branding, and non-tenure track careers. She has supported faculty development and career success as an Assistant Dean for Faculty Affairs at the University of Southern California and the Program Director for Faculty Development at the Duke University School of Medicine. She specializes in coaching high-performing individuals as they strive toward achieving their next level of personal and professional success. She takes a strength-based approach to coaching, emphasizing what naturally works best for individuals and helping them align their career path with their core values. Paula’s graduate training is in organizational change with a focus on internal cognitive, communicative, and neurobiological processes as a contributing factor in organizational relationship management and job performance. Her research explores the phenomenon of mentally imagining oneself in conversation with real-life coworkers. She also studies the application of positive psychology and prospective psychology to self-leadership. Paula has her BA in biology from Washington University in St. Louis, MPH from UCLA, and EdD in Organizational Change from Pepperdine University.

 

Peter Coogan

 

Peter Coogan
Dissertation Copyeditor and APA Editor

Peter has read approximately 10,000 pieces of student writing as a college teacher, writing center coach, and writing consultant, and he has worked for Academic Coaching and Writing as an editor since 2008. He specializes in helping students enter and succeed in the academic discourse community and has a particular expertise in the American Psychological Association’s formatting and referencing style. He served as a member of the APA’s electronic references advisory committee and provided feedback on the 2008 revision of the APA electronic references style guide. He specializes in working with faculty and students on assignment literacy—writing, reading, and understanding assignments and the assignment process—and has given talks and conducted workshops on assignment literacy at colleges in the Midwest. Peter originated two pedagogical techniques that have markedly improved student performance when applied—assignment templating and color-coded commenting. In addition to working with ACW clients, Peter is the Communication Lab Coordinator for the Brown School of Social Work at Washington University in St. Louis. He earned his MA in popular culture at Bowling Green State University and his PhD in American Studies at Michigan State University. He is a nationally known expert on comics and superheroes.

 

Jeff Hume-Pratuch
APA Copyeditor

Jeff Hume-Pratuch is a professional editor with extensive experience in scholarly publishing, technical editing, and association communications. The common thread running through her work has been a desire to help writers communicate their ideas to readers in the best possible way. For the past 8 years she supervised the copyeditors for the flagship research journals of the American Psychological Association. She also managed the APA Style Expert service, which answers questions from authors, students, and instructors about APA Style. Daily immersion in the APA Publication Manual and the real-life problems experienced by its end-users impelled her to develop creative ways of explaining complex issues and to propose new ways of addressing challenges not covered by the manual. As part of APA’s outreach mission, she wrote for the APA Style Blog, helped launch APA Style’s social media presence on Twitter and Facebook, and presented workshops on getting published and using APA Style. Prior to her time at APA, Jeff was Director of Publications for the National Association of Independent Colleges and Universities, where several of her publications won national recognition. She received a BA in Liberal Arts from St. John’s College in Annapolis, MD.

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