2021 Research Institute Faculty

Sarah Champlin-Scharff

Sarah Champlin-Scharff
Director of Academic Policy, Office of Undergraduate Education
Harvard University

Sarah Champlin-Scharff (she/her) earned her undergraduate degree in philosophy and women studies from the University of New Hampshire, an M.A. in philosophy from Boston College, an M.Ed. from the Harvard Graduate School of Education, and is currently finishing a Ph.D. in Higher Education at Boston College.  She has worked in higher education for over 20 years. She has been a member of Harvard’s Board of Freshman Advisors since 2004 and an active member of NACADA since 2005.  She has published on such topics as Hermeneutics and academic advising and the foundational importance of philosophy and epistemology to advising scholarship.

Shantalea Johns

Shantalea Johns
Director, Office of Continuing and Interprofessional Education and Lecturer
Wayne State University 

Shantalea Johns (she/her), Ed.D, LMSW, is a licensed social worker, mental health prevention educator, and certified child and adolescent trauma professional.

As a community-engaged researcher, Dr. Johns' work includes understanding the neurobiology of trauma and the social determinants of poor mental health among urban African American youth from adolescence to early adulthood.  In addition to this work, Dr. Johns uses mixed methods to study the use of risk reduction interventions in education settings. A significant focus of Johns' work has been to understand the risk and protective factors for developing a mental illness en route to intervening before a student leaves their planned program without a degree because of an emerging mental health concern.

Keith Proctor

Keith Proctor
Associate Director, University Advisement Center
Brigham Young University

Dr. Keith Proctor (he/him) has worked in higher education since 2004 filling roles related to admissions, academic advisement, finance, strategic planning, technology, and research & assessment. He pursued his PhD in Instructional Psychology and Technology with a focus on understanding how college students experience failure and how we can help them work through those failures. He has experience with assessment, research and evaluation methods, both quantitative and qualitative, including survey design, focus groups, semi-structured interviewing, multiple case study analysis, ground theory, phenomenology, and inferential statistical analysis. He’s currently developing his academic writing skills via a set of publishable articles for venues in academic advising and higher education related to student success and advising competencies.

Kiana Shiroma

Kiana Shiroma
Director, Pre-Health/Pre-Law Advising Center
University of Hawaiʻi at Mānoa

Dr. Kiana Shiroma (she/her/hers) is the Director of the Pre-Health/Pre-Law Advising Center and the interim Director of the Student Success Center at the University of Hawaiʻi at Mānoa (UHM). She earned a PhD in Educational Administration with a focus on Higher Education in 2014. She has been an active NACADA member since 2010. She is Chair of the NACADA Research Committee and serves on the Editorial Board of the NACADA Journal. Her research focuses on the motivation of diverse student populations.

Wendy Troxel

Wendy G. Troxel
Director, NACADA Center For Research at Kansas State University

Dr. Wendy Troxel (she/her) is the Director of the NACADA Center for Research at Kansas State University, which opened officially in the Fall of 2017. The Center provides opportunities for research and professional development to a diverse global membership and the academic advising profession. As an Associate Professor in the Department of Special Education, Counseling, and Student Affairs (SECSA) at K-State she teaches graduate-level classes in research methods, assessment of academic advising, supports the scholarly work of students, and serves as Coordinator of the PhD in Leadership in Academic Advising program. Her research interests are in the area of teaching, learning, and academic advising throughout the critical transitions of higher education, formative assessment techniques in the classroom, the program assessment process, and strategies for success for first-generation students. She earned her doctorate in educational leadership at the University of Alabama at Birmingham (UAB), with special emphases in both educational research and education law.