Jessica Buckley

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. Jessica Belue Buckley has been a Clinical Assistant Professor in the LEAD Department since 2015, where she currently serves as the Program Director (PD) for the Higher Education Administration (HEA) program and 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), and the Program Director for the Organizational Leadership and Learning 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

• 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.

• Campus climate
• Social class in higher education
• Postsecondary sustainability education
• Military students in higher education
• Dialogue across difference

Methodology

• Qualitative
• Grounded theory
• Case Study

Grants and Awards

• Funder: National Science Foundation. Funding: $118,000. Buckley, J.B., Tretter, T., and Robinson, B.: Co-Principal Investigators. Period: August 2020-July 2022 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.
• 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 Student Affairs Research & Practice, Editorial Board & Reviewer
• Journal of Diversity in Higher Education, Reviewer
• American College Personnel Association, Student Educators International
  -Sustainability Advisory Committee, Fall 2012 - 2018
  -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., George, C., Colston, J., & Burrell, A. (In press). Campus climate and sense of belonging for women in Reserve Officer Training Corps programs. Journal of Student Affairs Research and Practice.
• 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 128th Annual 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., 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.