茄子视频

Teaching Fields: Educational Psychology; Learning and Assessment; Culturally Responsive Teaching; Self-Efficacy and Academic Achievement; At-Risk Students and Underperforming Groups

Dr. Heather M. Kelley serves as the Department Head of Human Services in the College of Education and Human Services at 茄子视频. She earned her Doctor of Philosophy in Educational Psychology from Texas Tech University in 2011, with an emphasis in learning and cognition. Her teaching portfolio encompasses undergraduate and graduate instruction in educational psychology, learning and assessment, classroom management, and adult learning across multiple delivery modalities such as face-to-face, hybrid, online, and study abroad. Her research agenda examines the intersections of teaching, learning, and motivation with a particular emphasis on self-efficacy, culturally responsive pedagogy, and strategies that enhance the academic performance of at-risk and underrepresented student populations. Dr. Kelley’s scholarly contributions include peer-reviewed publications, national and international conference presentations, and funded grants, reflecting her ongoing commitment to advancing the field of educational psychology and improving student outcomes in both K–12 and higher education contexts.

Recent Publications and Presentations:

Arrastia-Chisholm, M. C., Nguyen, H., Pippin, A., & Kelley, H. M. (2025). "I probably wouldn't be as happy": childhood parental separation and posttraumatic growth narratives from eight college students. Journal of Higher Education and Student Affairs, 41(1), 37-64.

Kelley, H. M., Arrastia-Chisholm, M., Paine, D., Warner, K., Laughlin, M., & Monetti D. (2024, January). The impact of culturally responsive readings: Hispanic and Latinx academic performance and self-efficacy beliefs. Paper presented at the 6th IAFOR International Conference on Arts and Humanities, Honolulu, HI.

Kelley, H. M. (2023). PI. South Georgia Regional Commission’s Area Agency on Aging: Adult Day Care Services and Caregiver Education Services. Annual Grant Award: $228,014.

Arrastía-Chisholm, M. C., Grimes, L. E., & Kelley, H. M. (2022). Consequences of COVID-19 realities and misconceptions for rural PK-12 students: Implications from rural education research. COVID-19 and childhood inequality. Routledge.

Kelley, H. M., Siwatu, K. O., Tost, J. R., & Martinez, J. (2015). Culturally familiar tasks on reading performance and self-efficacy of culturally and linguistically diverse students. Educational Psychology in Practice, 31(3), 293-313. Retrieved from

Lesley, M., & Kelley, H. M. (2015). "A boy told me I was ugly:" Voices of at risk adolescent girls on gender identity and dating roles. Middle Level Education in Texas, 2(1), 1-33. Retrieved from: