As 2016 quietly came to a close, the community of nursing education paused to bid a fond and loving farewell to one of its most talented and gifted authors, and Editorial Board member, Dr Kathleen T. Heinrich. As nurse educators, we are the privileged benefactors of Kathy's brilliance, scholarly generosity, and passionate pursuit of excellence. In one of her most thought-provoking works, "Dare to Share," she noted that as nurses, we are primarily educated in the delivery of nursing practice and far-less informed and mentored in the academic enterprise of presenting and publishing scholarly works.

In her gentle, instructive manner, Kathy coached us through the often messy disorder of presenting and publishing to fulfill our scholarly aspirations. Her exemplars, best practices, and action plans for passionate scholarship live on, reminding us of the importance of fostering "communities of scholarly caring" and emphasizing the vital role that nursing leaders, faculty, and students play in creating zestful workplaces and compassionate academic environments where diverse, and even risky, ideas and viewpoints are not only encouraged, but also allowed to flourish.

Kathy's decades-long quest to mentor passionate scholars, increase writing confidence and skills, and provide the support needed to meet the scholarly rigors of presenting and publishing are unquestionably some of her strongest and most enduring contributions. Kathy deeply believed that joyful academic workplaces are not only possible, but also essential-and that they can be achieved in part through faculty collaborations and scholarly writing experiences. She taught us the value of partnerships and the significance of meaningful conversations where colleagues openly and honestly discuss their individual and collective wishes, fears, hopes, and desires to ultimately negotiate a collaborative commitment to productive relationships and scholarly endeavors. One of Kathy's most provocative and intriguing scholarly contributions is her work on "joy-stealing"-a unique term to describe nurse educators' conflicted relationships with students, colleagues, and administrators that cause stress in the academic environment.1 Kathy asserted that joy-stealing games extinguish zestful partnerships, hinder the pursuit of scholarship, and poison interactions. Games such as exclusion, competitiveness, and envy can quickly impede the advancement of faculty scholarship and collaboration. Kathy urged novice authors to let go of their imposter syndromes, emphasizing that they have something of value to share and gradually boosting their confidence to write. At the same time, she encouraged faculty to reach out and ask for help from colleagues and friends-not to be afraid, but instead to be fearless in sharing our scholarly joy.

She taught us that cultivating civil relationships and creating a circle of passionate scholars require truth telling, transparency, and tending to relationships. Whether it be coteaching a course, committee work, or a scholarly collaboration, each experience provides an opportunity to enter into a partnership agreement-whereby nurse educators can mend and tend to professional relationships, declaring that all of us, regardless of position or experience, have the potential to transform nursing education, 1 collaboration, 1 faculty group, and 1 course of students as a at a time.

Through her simple decency, exquisite example, and prolific scholarship, Kathy challenged all of us to live better, love more deeply, and act courageously in our quest to bring our passion for teaching and learning to life. Taken from us far too soon, her legacy lives on-her contributions to nursing education and the profession are everlasting, enduring, and substantial-and her beautiful and affirming spirit will always be remembered. For many of us, Kathy was a colleague, teacher, and mentor, yet most of all a beloved and cherished friend. She will be dearly missed.

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