Jessica Buckley

Jessica Buckly

Assistant Department Chair | Assistant Professor (Tenure track)
Department of Educational Leadership, Evaluation and Organizational Development
Room 330 - College of Education
502-852-0641
jessica.buckley @ louisville.edu

Dr. Buckley's curriculum vitae [PDF]

Educational Background

  • Ph.D., College Student Personnel, University of Maryland - May 2014
  • M.Ed., Higher Education and Student Affairs Administration, University of Vermont - May 2007
  • B.A., American Studies, with Distinction. Minor in English. University of Virginia - May 2004

Bio

Dr. Jessica Belue Buckley has been a faculty member in the LEAD Department since 2015, where she currently serves as Assistant Chair for the LEAD Department.

Since 2015, her leadership roles have included serving as the Assistant Project Director for the Master Educator Course (a partnership between the HEA program and the U.S. Army Cadet Command), the Curriculum Director for Military Initiatives for the LEAD Department, the co-creator and Director of the Advanced Instructor Course (a partnership between the HROD program and the U.S. Army Recruiting and Retention Command), the Program Director for the Organizational Leadership and Learning Program, and the Program Director for the Higher Education Administration program. Her research concerns campus climates that support student learning and belonging as well as postsecondary approaches to teaching environmental sustainability.

Before arriving at UofL, Dr. Buckley served as a Fellow for Civic Learning and Democratic Engagement Initiatives at the National Association of Student Personnel Administrators. She has a PhD in College Student Personnel from the University of Maryland.

Teaching

  • Professional Project in Higher Education
  • Organization & Administration of Higher Education
  • Program Development & Assessment in Higher Education
  • Special Problems in Education Leadership
  • College Teaching and Learning
  • Diversity and Higher Education

Research

Dr. Buckley's research interests include examining student experiences across campus diversity as well as the intersection of sustainability and higher education, especially in the undergraduate curriculum.

  • Campus climate and sense of belonging for diverse students (e.g., across race/ethnicity, social class, gender, discipline, military status)
  • Postsecondary teaching/learning
  • Pedagogy of postsecondary education for sustainability

Methodology

  • Qualitative
  • Grounded theory
  • Case Study

Grants and Awards

  • Funder: College of Education and Human Development Research and Professional Development Grant. Funding: $4,500. Buckley, J.B.: Principal Investigator. Period: Summer and Fall 2023. Project Name: Exploring Belonging for Graduate Students.
  • Funder: National Science Foundation. Funding: $118,000. Buckley, J.B., Tretter, T., and Robinson, B.: Co-Principal Investigators. Period: August 2020-July 2023 Project Name: RAPID: Mitigating the Potential Negative Impacts of Involuntary Online Engineering Courses to Diverse Students’ Sense of Belonging
  • Funder: U.S. Department of Defense/ U.S. Army Training and Doctrine Command. Principal Investigator: Jeffrey C. Sun, J.D., Ph.D. Period: 10/01/15 - 09/30/16 Funding: $2,880,405. Project Name: Cadre and Faculty Development Course: Pilot Study - Curriculum, Learning, and Assessment. Buckley, J. B. B: Co-Principal Investigator & Assistant Project Director (Year 1: 25%; Year 2: 50%)
  • Funder: ACPA Foundation Research Grant. Funding: $2,000; Buckley, J.B.: Principal Investigator. Period: Fall 2017. Project Name: Cross-Class Interaction and Social Class Expectations in the Transition to College
  • Funder: UofL College of Education and Human Development Research and Faculty Development Grant. Funding: $1,000. Buckley, J. B.: Principal investigator. Period: Fall 2017. Project Name: Cross-Class Interaction and Social Class Expectations in the Transition to College,”

Selected Professional Service and Memberships

  • Journal of Diversity in Higher Education, Reviewer, 2018-present
  • Journal of Student Affairs Research & Practice, Editorial Board, 2018-present
  • Selection Committee Member, Grawemeyer Award in Education, Award year 2023
  • Celebration of Teaching (University teaching and learning conference) Proposal Reviewer, 2023
  • Co-Chair, Search Committee, Chief of Staff, Dean of College of Education and Human Development, Summer 2022
  • Digital Media Academy, Applied, Spring 2023, University of Louisville.
  • Association for the Study of Higher Education
    -Program Reviewer, 2018, 2019, 2020, 2021, 2022
  • Dean's Forum Teaching Academy for Mid-Career Faculty, Nominated, Spring 2022. University of Louisville.
  • Delphi U Intensive Course Design Workshop, Summer 2018, University of Louisville

Selected Publications

  • Buckley J. B., Robinson B. S., Tretter, T. R., Biesecker, C.*, Hammond, A. H.*, &amp Thompson, A. K. (2023). Belonging as a gateway for learning: First year engineering students’ characterizations of factors that promote and detract from sense of belonging in a pandemic. Advance online publication. Journal of Engineering Education. https://doi.org/10.1002/jee.20529
  • Buckley, J. B., Rivers, I., George, C., Pratt, T.*, & Pifer, M. P. (2023). “Not camouflaging anything”: The influence of ROTC affiliation on campus climate and sense of belonging. Advance online publication. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000469
  • Buckley, J. B. (2023). From “cliques” to “common ground”: Social class and the perceptions of symbolic boundaries in the transition from high school to a regional university. Journal of Higher Education, 94(1), 8-33. https://doi.org/10.1080/00221546.2022.2131963
  • Buckley, J. B., George, C., Colston, J*., & Burrell, A*. (2023). Campus climate and sense of belonging for women in Reserve Officer Training Corps programs. Journal of Student Affairs Research and Practice, 60(2), 194-208. https://doi.org/10.1080/19496591.2022.2041425
  • Buckley J. B., Robinson B. S., Tretter, T. R., & Hammond, A. H.* (2021) Work-in-Progress: Impacts of COVID-19 on diverse engineering students’ sense of belonging. ASEE 128thAnnual Conference & Exposition, Virtual, July 26-29, 2021. Accepted April 2021.
  • Buckley, J. B., & Park, J. J. (2021). “Hard to tell”: Students making assumptions about compositional socioeconomic diversity on campus. Journal of Diversity in Higher Education, 14(1), 110–122. https://doi.org/10.1037/dhe0000159
  • Buckley, J. B., & Michel, J. O. (2020). An examination of higher education institutional level learning outcomes for sustainability. Innovative Higher Education. Advance online publication. https://doi.org/10.1007/s10755-019-09493-7
  • Buckley, J. B., & Park, J. (2019). “When you don’t really focus on it”: Campus climate for social class diversity and identity awareness. Journal of College Student Development, 60(3), p. 271-289. doi:10.1353/csd.2019.0026
  • Buckley, J. B. (2019). A grounded theory of education for sustainability in the postsecondary classroom. The Review of Higher Education, 42(3), 965-989. doi:10.1353/rhe.2019.0026
  • Park, J., Buckley, J. B., & Koo, K. (2017). “How do I quantify this?" Students reflect on survey items related to diversity and cross-racial interaction. Journal of College Student Development, 58(5), p. 733-749. doi:10.1353/csd.2017.0057