Editor-in-Chief: Amanda Armstrong
Amanda is a fourth-year Ph.D. student in the Higher Education Administration program at William & Mary and is also working toward her College Teaching Certificate. She obtained her M.A. in College Student Development from Appalachian State University in Boone, NC and her B.A. in Psychology from Mars Hill University, located outside Asheville, NC. As a previous Assistant Editor, Reviewer, and Copy Editor with the journal, Amanda is excited to work with such committed and dependable Editorial and Executive Boards this year. Her research interests include college student development and the scholarship of teaching and learning. Specifically, in her dissertation she will be exploring the worldview beliefs of nonreligious and nontheistic students and seek to understand how their college experiences influence their proclivities for pluralistic and interfaith engagement.
Managing Editor: Yi Hao
Yi Hao is a third-year Ph.D. student in the Educational Policy, Planning, and Leadership department with a concentration in Higher Education Administration. During the first two years of her program, Yi actively presented at, published with, and served as a program reviewer for the Association for the Study of Higher Education, American Educational Research Association, American Associations of Colleges for Teacher Education, the Council for the Study of Community Colleges, and the journal itself. Prior to her Ph.D. program, Yi graduated from the Honors Program of Sichuan University with B.A.s in Teaching Chinese as a Second Language and English Language and Literature. She then pursued her M.Ed. in Chinese Language Teaching from Beijing Normal University. Yi has also worked as a language teacher, curriculum developer, gifted program coordinator, and graduate student researcher at the Council of Graduate Schools in Washington, D.C. Driven by her interests in educational psychology, Yi’s research foci are in adult learning, graduate education, and faculty development. Aspiring to be a faculty member herself, Yi has been enjoying her academic journey and looks forward to serving as the Managing Editor for the journal this academic year.
Production Editor: Asia R. Randolph
Asia started her journey as a Ph.D. student in the Educational Policy, Planning, and Leadership program with a focus in Higher Education Administration in Fall 2016. Originally from San Diego, California, she holds a B.A. in Language Studies – Spanish from the University of California, San Diego and a M.A. in Postsecondary Educational Leadership with a Specialization in Student Affairs from San Diego State University. Asia currently serves as the graduate assistant for the Center for Student Diversity and oversees the SPAN Peer Mentoring Program. As the SPAN Program Coordinator, Asia upholds a welcoming and inclusive environment for students who feel their transition to college would benefit from connecting with peers based on a shared experience or identity. During her time at William & Mary, she plans to dedicate her research efforts towards understanding the pivotal role mentoring plays in the success of underrepresented students.
2017–2018 Editorial Board
Alana Davis—Educational Policy, Planning, and Leadership (Higher Education)
Leah Horrell—Educational Policy, Planning, and Leadership (Curriculum Leadership)
Chris Markiewicz—Educational Policy, Planning, and Leadership (Higher Education Administration)
Adam Sylvain—Educational Policy, Planning, and Leadership (Higher Education Administration)
Nate Wagner—Counselor Education and Supervision
Noël Williams—Educational Policy, Planning, and Leadership (Curriculum Leadership)
Jamie Blair-Walker—School Psychology
Johann Ducharme—Educational Policy, Planning, and Leadership
Jamon Flowers—Educational Policy, Planning, and Leadership
David Gosling—Counselor Education and Supervision
Mary Catherine Jessee—Clinical Mental Health Counseling
Sean Newhart—Counselor Education and Supervision
Tracey Schneider—Educational Policy, Planning, and Leadership
To our Editorial Board:
Thank you for your commitments and sacrifices. At professional conferences, Editors of other journals often ask us, “What do reviewers get in return for their participation?” Though you do not receive compensation, nor currently receive course credit for your work with the journal, our goal is that you continue to benefit from this unique learning opportunity within our ever growing community of scholars long after you graduate. Authors of the journal would not receive the supportive and critical feedback they do without the hours you spend offering them specific, encouraging, and, sometimes challenging, suggestions. We are lucky to have you as a part of The William & Mary Educational Review.
Jim Barber and Jamel K. Donnor