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Biography:
Kathleen Vacek holds a PhD in English Composition & Teaching English to Speakers of Other Languages (TESOL) from Indiana University of Pennsylvania. She has taught first-year composition, qualitative research methods, and courses for teachers of English language learners. She also led a university writing center for four years, where she coached students and faculty writers, mentored a staff of writing consultants, and provided university-wide writing development programs. Through her private consulting practice, Dr. Vacek offers coaching, editing, and personalized instruction to graduate students, faculty, and independent scholars. Her research on academic literacy practices explores experiences of doctoral students and of academic women.
Recent publications:
Vacek, K. (2024). “Women serve”: Discourses, identities, and scholarly publishing decisions. In P. Habibie, A. K. Hultgren & G. Rezai-Rashti (Eds.) Women in Scholarly Publishing. Routledge.
Lee, A. S.-J., Donohue, W. J., Simpson, S., & Vacek, K. (2022). Doctoral writers’ resiliency in the COVID-19 pandemic. International Journal of Doctoral Studies, 17, 161-180. https://doi.org/https://doi.org/10.28945/4956
Donohue, W., Lee, A.S.-J., Simpson, S., & Vacek, K. (2021). Impacts of the COVID-19 pandemic on doctoral students’ thesis/dissertation progress. International Journal of Doctoral Studies, 16, 533-552. https://doi.org/10.28945/4818
Vacek, K., Donohue, W., Gates, A., Lee, A.S.-J., & Simpson, S. (2019). Seeking balance within personal writing ecologies: A collaborative autoethnography of a doctoral student writing group. Studies in Continuing Education. doi: 10.1080/0158037X.2019.1703670
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