About Gretchen

The scholars I partner with count on me to be meticulous in my work. I have a strong background in research, including academia, industry, nonprofits, and communities. Many graduate students have commented that I am like an anonymous member of their committee. We talk about research design, data analysis, and how to align graduate work with life goals. I am often able to suggest additional research literature and make sure manuscripts use timely statistics. And, yes, I know the APA manual by heart, all 428 pages of the 7th edition (as well as the other major style guides)

What makes me different from most editors is that I am a professionally-trained coach with nearly 20 years of experience in personal, professional , and organizational development. I often work with my clients to align their graduate work with their career aspirations. I edit resumes and coach folks for interviews. We brainstorm solutions to leadership challenges. We talk about life-work-school balance. I’ve supported clients through mid-dissertation divorces, illnesses, and deaths in the family. Why? Because, for me, we are integrated people. You can’t put your scholar-self in a box and think that life won’t get in the way.

I’ve lived in four countries, seven states, 14 cities, and countless homes. I’ve visited another 12 countries and 32 states. I am addicted to lifelong learning and read very widely. This has gifted me with broad perspectives, a soft spot for clients who are not native English speakers, and a strong commitment to social-justice work.

My clients know I am a multi-faceted person. I am a long-time Buddhist, so it’s not uncommon for me to offer some wisdom around stress management, meditation, and mindfulness. I am a comedy performer, so you can be sure that I will try to make you laugh when the going gets tough. It’s my belief that this diverse set of trainings, experiences, and perspectives are what allow me to work with the whole person, not just the academic who needs an APA expert.

Want to explore working with me?

Set up a complimentary, no-obligation, no sales pitch call today!

Academics and Training

• BA, Cornell University, Anthropology/Archaeology
• MA, The University of Michigan, Anthropology/Archaeology
• PhD, The University of Michigan, Higher and Adult Continuing Education (ABD)
• Organizational and Executive Coach Training, The Newfield Network
• Quantum Leap Platinum, Publicity and Marketing Program for Authors, Speakers, and Consultants

Academic References

• Martens, G. G., Stark, J. S., & Shaw, K. (1989, November). Do faculty plan introductory and advanced courses differently? Paper presented at the annual meeting of the Association for the Study of Higher Education, Atlanta, GA.
• Ryan, M. P., & Martens, G. G. (1989). Planning a college course: A guidebook for the graduate teaching assistant. Ann Arbor, MI: National Center for Research to Improve Post-Secondary Teaching and Learning.
• Stark, J. S., Lowther, M. A., Bentley, R. J., & Martens, G. G. (1990). Disciplinary differences in course planning. The Review of Higher Education, 31(6), 495-517. doi:10.1007/BF00992618
• Stark, J. S., Lowther, M. A., Bentley, R. J., Ryan, M. P., Genthon, M., Martens, G. G., & Wren, P. A. (1989) Synopsis of findings: Planning introductory college courses—The influence of college faculty. Ann Arbor, MI: National Center for Research to Improve Post-Secondary Teaching and Learning.
• Stark, J. S., Lowther, M. A., Bentley, R. J., Ryan, M. P., Martens, G. G., Genthon, M., . . . Shaw, K. M. (1990). Planning introductory college courses: Influences on faculty. Ann Arbor, MI: National Center for Research to Improve Post-Secondary Teaching and Learning.
• Stark, J. S., Lowther, M. A., Genthon, M., Bentley, R. J., Ryan, M. P., &, Martens, G. G. (1989). Planning introductory college courses: A technical report on the survey results. Ann Arbor, MI:  National Center for Research to Improve Post-Secondary Teaching and Learning.
• Stark, J. S., Lowther, M. A., & Martens, G. G. (1989).Preparing course syllabi for improved communication. Ann Arbor, MI: National Center for Research to Improve Post-Secondary Teaching and Learning.
• Stark, J. S., Lowther, M. A., Ryan, M. P., Smith-Bomotti, S., Genthon, M., Martens, G. G., & Haven, C. L. (1988). Reflections on course planning: Faculty and students consider influences and goals. Ann Arbor, MI: National Center for Research to Improve Post-Secondary Teaching and Learning.

Other References

• Martens, G. G. (2020). Dissertation hacks. Dallas, TX: Scholars Coach Press.
• Martens, G. G. (Editor). (2020). House of blessing. Dallas, TX: Village of Care Press.
• Martens, G. G. (Editor). (2019d). House of joy. Dallas, TX: Village of Care Press.
• Martens, G. G. (Editor). (2019c). House of compassion. Dallas, TX: Village of Care Press.
• Martens, G. G. (Editor). (2019b). House of hope. Dallas, TX: Village of Care Press.
• Martens, G. G. (Editor). (2019a). House of love. Dallas, TX: Village of Care Press.
• Martens, G. G. (2017). Happiness. Dallas, TX: Village of Care Press
• Martens, G. G., Johnston, R., & Davis, C. (2013, November). Texas Counties Meeting the Needs of Local Veterans. County Progress Magazine, 32-36.
• Martens, G. G. (2013). Veteran and military growth initiative. Tyler, TX: Mayor’s Veterans and Community Roundtable.
• Martens, G. G. (2013). Untying the yellow ribbon: Transforming how veterans and communities thrive. Washington, DC: Village of Care Press.
• Martens, G. G. (2012, November). Untying the yellow ribbon: Transforming how veterans and communities thrive. Presentation at the annual Congress of Cities of the National League of Cities, Boston, MA.
• Martens, G. G. (1989, November). The impact of European colonialism on the history and development of higher education in Mexico. Paper presented at the annual meeting of the Association for the Study of Higher Education, Atlanta, GA.
• Eadie, R., Friedman, B., Martens, G., Rau, D., Tsai, H., Weisbach, E., & Wight, K. (1987). From seedtime to harvest. Ann Arbor, MI: The University of Michigan Museum of Art.