Publications

Kelley, J., & Cruz, L. (in press). Worth a thousand words: Gaining insight into intercultural learning through photo narration. New Directions for Teaching and Learning.

Haynes, A., Kelley, J., Arce-Trigatti, A. (2024). Gaining ground: Toward the development of critical thinking skills in a social problems course. International Journal for the Scholarship of Teaching & Learning, 18(1), 1–9. https://doi.org/10.20429/ijsotl.2024.180110

Garza, K. B., Davis, B., Kelley, J., Richardson, A., Seals, C., Hawkins, G., McGuckin, L., Rose, C., & Grabowsky, A. (2024). Assessing the effectiveness of virtual reality to promote empathy for patients through a mixed-methods study. American Journal of Pharmaceutical Education, 88(6), 100702. https://doi.org/10.1016/j.ajpe.2024.100702

Cruz, L., Kelley, J., Major, C., & Braxton, J. M. (2024). Surfing the fourth wave: An examination of faculty motivation(s) to participate in SoTL. New Directions for Teaching and Learning, 2024(177), 65–75. https://doi.org/10.1002/tl.20579

Kelley, J., Watson, A., & Bindamnan, A. (2023). More than meets the eye: Community cultural wealth as a theory for mentoring international students. New Directions for Teaching and Learning, 2023(175), 83–92. https://doi.org/10.1002/tl.20561

Kelley, J., Arce-Trigatti, A., & Haynes, A. (2023). A road less traveled: Possible selves as a theory for mentoring first-generation students. Journal of First-Generation Student Success, 3(3), 193–206. https://doi.org/10.1080/26906015.2023.2210774

Kelley, J., & Garner, B. (2023). Reimagining a sociology course for improved student engagement: Lessons on design and delivery. Transformative Dialogues: Teaching and Learning Journal, 15(3), 95–110. https://doi.org/10.26209/td2023vol15iss31754

Aydarova, E., Kelley, J., & Daugherty, K. (2023). “Teaching in a war zone”: A collective reflection on learning from a diversity course in contentious times. Journal of Educational Controversy, 15(1), 1–27. https://cedar.wwu.edu/jec/vol15/iss1/3/

Arce-Trigatti, A., Kelley, J., & Haynes, A. (2022). On new ground: Assessment strategies for critical thinking skills as the learning outcome in a social problems course. New Directions for Teaching and Learning, 2022(169), 83–97. https://doi.org/10.1002/tl.20484

Kelley, J. (2022). Voices of difference: A case study on the experiences of international students at a university in the southeastern United States. Journal of Interdisciplinary Studies in Education, 11(1), 28–42. https://www.ojed.org/index.php/jise/article/view/2974/1846

Haynes, A., Kelley, J., & Arce-Trigatti, A. (2021). From digital gap to digital canyon: Insights gained from pedagogical pivots in a pandemic. Journal of Research and Practice in College Teaching, 6(2), 1–3. https://journals.uc.edu/index.php/jrpct/article/view/4372/3593

Kelley, J. (2021). The transforming citizen: A conceptual framework for civic education in challenging times. Journal of Educational Thought, 54(1), 63–76. https://doi.org/10.55016/ojs/jet.v54i1.72894

Miller, C., Cruz, L., & Kelley, J. (2021). Outside the box: Promoting creative problem-solving from the classroom to the boardroom. Journal of Effective Teaching in Higher Education, 4(1), 76­–93. https://doi.org/10.36021/jethe.v4i1.204

Kelley, J., Arce-Trigatti, A., & Garner, B. (2020). Marching to a different beat: Reflections from a community of practice on diversity and equity. Transformative Dialogues: Teaching and Learning Journal, 13(3), 110–119. https://doi.org/10.26209/td.v13i3.505

Hales, A., Cruz, L., & Kelley, J. (2019). The power of interest: Connecting the real world to the finance classroom. Journal of Economics and Finance Education, 18(1), 81–93. https://www.economics-finance.org/jefe/issues/JEFE-Vol-18-Num-1-Summer-2019.pdf

Kelley, J., Garza, K. B., Noll, K., & Chung, A. (under review). From chalkboards to chatbots: Tracing the evolution of technologies used in health professions education. Teaching & Learning Inquiry.

Kelley, J., McLain, K., & Cruz, L. (under review). Between worlds: Navigating the liminal space of graduate students as partners in educational development. New Directions for Teaching and Learning.

Kelley, J., Mayson, S., Mount, G., Nasrollahian, S., Santucci, A., & Staudinger, A. (under review). Traversing the borderlands of SoTL as a transdisciplinary and transnational practice. Teaching & Learning Inquiry.

Arce-Trigatti, A., Kelley, J., & Haynes, A. (under review). On shaky ground: Understanding the interconnections between learning and parenting at a community college. Community College Journal of Research and Practice.

Dai, Y., & Kelley, J. (in progress). Through the storm: Exploring the lived experiences of resilience among Asian international students during COVID-19. Journal of Diversity in Higher Education.

Kelley, J., & Cruz, L. (in progress). Picture this: Examining beliefs about equity and justice in teacher education using photo narration. Journal of Multicultural Education.

Watson, A., & Kelley, J. (in progress). All too human: Revealing humanness in an intercultural learning program using collaborative autoethnography. Journal of Student Affairs Research and Practice.

Kelley, J., Arce-Trigatti, A., & Haynes, A. (in progress). Transformed or reinforced? Interrogating the attitudinal outcomes of service learning among pre-service teachers. Multicultural Education Review.

Kelley, J. (in progress). Beyond the mic: Fostering critical consciousness through podcasting in a social foundations of education course. Multicultural Perspectives.

Kelley, J. (in progress). Roads to change: Exploring the lived experiences of be(com)ing among faculty who participated in educational development. To Improve the Academy: A Journal of Educational Development.

Kelley, J., Nelson, K., Wiley, D., Bowers, S., & Doukopoulos, L. (in progress). Wonder, worry, and woe: Uncovering students’ emotional responses to the emergence of generative AI in higher education. New Directions for Teaching and Learning.