Jessica Buckley

Jessica Buckly

Dr. Buckley's curriculum vitae [PDF]

Educational Background

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

Bio

Dr. Buckley has served for over a decade in student affairs and higher education, with experience in working in residence life, academic advising, and national higher education associations.

Teaching

  • College Students in the U.S.
  • Special Problems in Education Leadership
  • Organization and Administration of Higher Education
  • 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.

Selected Professional Service and Memberships

  • Journal of Student Affairs Research & Practice, Editorial Board & Reviewer
  • ournal of Diversity in Higher Education, Reviewer
  • American College Personnel Association, Student Educators International
    -Sustainability Advisory Committee, Fall 2012 - Present
    -Coordinating Leader of 2014 and 2015 Sustainability Institute Planning Team, Fall 2012 - 2017
    -Co-Chair of Assessment for the 2015 Next Gen Conference
  • Association for the Study of Higher Education
  • Division 34, Division of Population and Environment Psychology, American Psychological Association
  • National Association of Student Personnel Administrators

Selected Publications

  • Buckley, J. B., Turner, H. A., Cook, R. A., & Pifer, M. J. (2019) “It’s (not) in the syllabus!” Self-authorship and transitions for military connected students. In J. C. Garvey, J. C. Harris, D. R. Means, R. J. Perez, & C. J. Porter (Eds.), Case studies for student development theory: Advancing social justice & inclusion in higher education. Routledge.
  • 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.
  • Buckley, J. B. (2019). A grounded theory of education for sustainability in the postsecondary classroom. The Review of Higher Education.
  • 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.
  • Wells, A. M., Buckley, J. B., & Kimmel, D. (Winter, 2016). Perspectives on environmental justice. ACPA Developments, 14(1), p. 18-26.
  • Buckley, J. B. (2015). “Constantly in the making:” Pedagogical characteristics of education for sustainability in postsecondary classrooms. Journal of College and Character, 16(1), p. 9-21.
  • Buckley, J. B., & Quaye, S. J. (2014). A vision of social justice in intergroup dialogue. Race Ethnicity and Education. DOI: 10.1080/13613324.2014.969221.
  • Buckley, J. B. (2013). Re-storing the earth: A phenomenological study of living sustainably. Phenomenology & Practice 7(2), 19-40.