Scholarship
I focus on three primary areas of research/scholarship:
- The first area has to do with various aspects equity, diversity, and inclusion in the context of higher education. This line of inquiry spans across rolls of students, faculty, and staff.
- A second area of interest is community colleges and the various ways that these institutions impact the larger context of higher education. These settings are greatly ignored by researchers despite the vast number of US college students attending them.
- The third area is related to assessment in higher education. This was the focus of my first co-edited book.
- The first area has to do with various aspects equity, diversity, and inclusion in the context of higher education. This line of inquiry spans across rolls of students, faculty, and staff.
- A second area of interest is community colleges and the various ways that these institutions impact the larger context of higher education. These settings are greatly ignored by researchers despite the vast number of US college students attending them.
- The third area is related to assessment in higher education. This was the focus of my first co-edited book.
Curriculum Vita
My full curriculum vita can be found here.
Many of my publications can be found on my Academia.edu page here.
My full curriculum vita can be found here.
Many of my publications can be found on my Academia.edu page here.
Selected Book Chapters
Gulley, N. Y. (invited – in review). “Post-Traditional College Students” entry in The SAGE Encyclopedia of African American Education (2nd Ed). SAGE.
Gulley, N. Y., Powell, G., & Johnson, C. W. (in press). Learning through tragedy: Student deaths, learning communities, and faculty support. In A. Atay, & M. Congdon (Eds.), Crisis Communication in the Classroom and Higher Education. Lexington Books.
Gulley, N. Y. (2023). The ropes course activity might not be the metaphor you think it is: A case study. In Outdoor Leisure: Experiencing and Overcoming Exclusion and Inequity. CABIs Tourism Cases.
Gulley, N. Y. (2022). Queer Theory / LGBTQ Theory. In C. W. Johnson & D. C. Parry (Eds.), Fostering Social Justice Through Qualitative Inquiry (2nd Ed.). Routledge.
Whitehead, M. A., & Gulley, N. Y. (2020). LGBTQ topics in the Community College: Students, faculty/staff, and programs/policies. In E. M. Zamani-Gallaher, D. D. Choudhuri, & J. L. Taylor (Eds.), Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate. Routledge.
Gulley, N. Y., Patterson, A., & Johnson, C. W. (2018). What are the experiences of White faculty at historically Black colleges and universities? In C. W. Johnson (Ed.), Collective Memory Work: A Methodology for Learning With and From ‘Others.’ Routledge.
Coes, J., Gulley, N. Y., & Johnson, C. W. (2018). How do we sustain activism?: LGBTQ and Black people share their positive and negative experiences. In C. W. Johnson (Ed.), Collective Memory Work: A Methodology for Learning With and From ‘Others.’ Routledge.
Gulley, N. Y., & Angelo, C. B. (2017). The DSDM in the community college setting. In M. Frederick, P. A. Sasso, & J. M. Maldonado (Eds.), The Dynamic Student Development Meta-Theory: A New Model for Student Success. Peter Lang.Gulley, N. Y. (invited – in review). “Post-Traditional College Students” entry in The SAGE Encyclopedia of African American Education (2nd Ed). SAGE.
Gulley, N. Y. (invited – in review). “Post-Traditional College Students” entry in The SAGE Encyclopedia of African American Education (2nd Ed). SAGE.
Gulley, N. Y., Powell, G., & Johnson, C. W. (in press). Learning through tragedy: Student deaths, learning communities, and faculty support. In A. Atay, & M. Congdon (Eds.), Crisis Communication in the Classroom and Higher Education. Lexington Books.
Gulley, N. Y. (2023). The ropes course activity might not be the metaphor you think it is: A case study. In Outdoor Leisure: Experiencing and Overcoming Exclusion and Inequity. CABIs Tourism Cases.
Gulley, N. Y. (2022). Queer Theory / LGBTQ Theory. In C. W. Johnson & D. C. Parry (Eds.), Fostering Social Justice Through Qualitative Inquiry (2nd Ed.). Routledge.
Whitehead, M. A., & Gulley, N. Y. (2020). LGBTQ topics in the Community College: Students, faculty/staff, and programs/policies. In E. M. Zamani-Gallaher, D. D. Choudhuri, & J. L. Taylor (Eds.), Rethinking LGBTQIA Students and Collegiate Contexts: Identity, Policies, and Campus Climate. Routledge.
Gulley, N. Y., Patterson, A., & Johnson, C. W. (2018). What are the experiences of White faculty at historically Black colleges and universities? In C. W. Johnson (Ed.), Collective Memory Work: A Methodology for Learning With and From ‘Others.’ Routledge.
Coes, J., Gulley, N. Y., & Johnson, C. W. (2018). How do we sustain activism?: LGBTQ and Black people share their positive and negative experiences. In C. W. Johnson (Ed.), Collective Memory Work: A Methodology for Learning With and From ‘Others.’ Routledge.
Gulley, N. Y., & Angelo, C. B. (2017). The DSDM in the community college setting. In M. Frederick, P. A. Sasso, & J. M. Maldonado (Eds.), The Dynamic Student Development Meta-Theory: A New Model for Student Success. Peter Lang.Gulley, N. Y. (invited – in review). “Post-Traditional College Students” entry in The SAGE Encyclopedia of African American Education (2nd Ed). SAGE.
Selected Journal Articles
Gulley, N. Y. (2021). Challenging assumptions: ‘Contemporary students’, ‘non-traditional students’, adult learners’, post-traditional’, ‘new traditional’. Schole: A Journal of Leisure Studies and Recreation Education, 36(1-2), 4-10.
Rankin, P. R., & Gulley, N. Y. (2018). Boundary integration and work/life balance when you live where you work. The Journal of College and University Student Housing, 44(2), 64-81.
Gulley, N. Y. (2017). Mission-Driven collaboration between academic and student affairs in community colleges. Journal of College Student Development, 58(3), 463-468.
Gulley, N. Y. (2016). A discourse analysis of collaboration between academic and student affairs in community college settings. Community College Journal of Research & Practice, 40(6), 496-507. Doi: 10.1080/10668926.2015.1070774
Gulley, N. Y. (2015). A matter of institutional size: A comparative case study of collaborations between academic and student affairs in community college settings. Journal of Applied Research in the Community College, 22(1), 35-42.
Gulley, N. Y., & Mullendore, R. H. (2014). Student affairs and academic affairs collaborations in the community college setting. Community College Journal of Research and Practice, 38(7), 661-673.
Gulley, N. Y. (2021). Challenging assumptions: ‘Contemporary students’, ‘non-traditional students’, adult learners’, post-traditional’, ‘new traditional’. Schole: A Journal of Leisure Studies and Recreation Education, 36(1-2), 4-10.
Rankin, P. R., & Gulley, N. Y. (2018). Boundary integration and work/life balance when you live where you work. The Journal of College and University Student Housing, 44(2), 64-81.
Gulley, N. Y. (2017). Mission-Driven collaboration between academic and student affairs in community colleges. Journal of College Student Development, 58(3), 463-468.
Gulley, N. Y. (2016). A discourse analysis of collaboration between academic and student affairs in community college settings. Community College Journal of Research & Practice, 40(6), 496-507. Doi: 10.1080/10668926.2015.1070774
Gulley, N. Y. (2015). A matter of institutional size: A comparative case study of collaborations between academic and student affairs in community college settings. Journal of Applied Research in the Community College, 22(1), 35-42.
Gulley, N. Y., & Mullendore, R. H. (2014). Student affairs and academic affairs collaborations in the community college setting. Community College Journal of Research and Practice, 38(7), 661-673.
Media Appearances & Knowledge Translation
Information about media appearances, education reports, webinars, and more can be found here.
Information about media appearances, education reports, webinars, and more can be found here.