Publications

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

Kelley, J. (forthcoming). “A place to belong”: Understanding adult learners’ sense of belonging in higher education using poetic inquiry. Adult Education Quarterly.

Kelley, J. (forthcoming). “Too many tabs open”: Navigating academia, ADHD, and a world that never fully loads. Journal of Autoethnography.

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

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

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

Arce-Trigatti, A., Kelley, J., & Haynes, A. (2026). On shaky ground: Understanding the interconnections between learning and parenting at a community college. Community College Journal of Research and Practice, 50(6), 500–514. https://doi.org/10.1080/10668926.2025.2521822

Kelley, J., & Cruz, L. (2026). Worth a thousand words: Gaining insight into intercultural learning through photo narration. New Directions for Teaching and Learning. Advance online publication. https://doi.org/10.1002/tl.70029

Kelley, J., Garza, K. B., Noll, K., & Chung, A. (2026). Tracing the evolution of signature technologies in health professions education: Developments, challenges, and possibilities. Health Professions Education, 12(1), 112–127. https://doi.org/10.55890/2452-3011.1381

Kelley, J. (2025). Beyond the mic: Fostering critical consciousness through podcasting in a social foundations of education course. International Journal for the Scholarship of Teaching & Learning, 19(2), 1–12. https://doi.org/10.20429/ijsotl.2025.190211

Kelley, J. (2025). “Check it again": The cultural politics of mentoring in an engineering lab at a research university. Studies in Higher Education. Advance online publication. https://doi.org/10.1080/03075079.2025.2588278

Kelley, J. (2025). 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, 44(2), 35–63. https://doi.org/10.3998/tia.7488

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

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

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://doi.org/10.35099/ws3f-y391

Kelley, J. (under review). The obsolescence of the scholar: Günther Anders, generative AI, and the philosophical stakes of genuine inquiry. Educational Philosophy and Theory.

Kelley, J. (under review). Never finished: Ideological becoming as a scholar-activist in doctoral education. Multicultural Education Review.

Kelley, J. (under review). The remaking of adult education: Six decades of federal policy and the erosion of a radical tradition. Studies in the Education of Adults.

Kelley, J. (under review). Transformed or reinforced? Discursive trajectories in pre-service teachers' reflections on service learning. Action in Teacher Education.

Kelley, J. (under review). “I felt too scared to try”: The emotional worlds of older adult learners in a community college. Journal of Continuing Higher Education.

Kelley, J. (under review). Whose literacy counts? Disabled students, postdigital literacies, and the politics of assemblage in the university. Postdigital Science and Education.

Kelley, J. ( under review). “They told me it would be transformative”: Neurodivergent students’ perspectives on education abroad. Journal of Higher Education.

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

Kelley, J. (in progress). Out of time: ADHD, crip time, and the temporal demands of doctoral education. Studies in Graduate and Postdoctoral Education.

Kelley, J. (in progress). Pedagogies of suspicion: Trust and student-faculty relationships in the age of generative AI. Educational Studies.

Zhang, Y., Kelley, J., & Driskell, S. (in progress). More than a body in the room: Students’ perspectives on mattering in higher education. Innovative Higher Education.