Leslie Jo (LJ) Shelton, PhD (she/her/hers) is an assistant professor of higher education and program coordinator of the Higher Education M.Ed. program. She has worked in various student affairs functional areas at multiple institutions, and holds a bachelor’s in sociology/criminology and a women’s studies certificate from Ohio University, a master’s degree in college student personnel from Ohio University, and a doctoral degree in higher, adult, and lifelong education from Michigan State University. She is an active member of professional organizations ACPA, ASHE, and NASPA, including representing region IV-W in the 2017 NASPA Emerging Faculty Leaders Academy cohort, serving on the ACPA Commission for Professional Preparation execitive board, as an editorial board member for NASPA's Journal of Women and Gender in HIED journal, and as a reviewer for multiple HIED journal outlets. Her areas of teaching and scholarship focus on college student learning and development within a social justice and inclusion lens.
Dr. Shelton's scholarship focuses on the experiences of college student learning and development, including understanding the expeirences of college students with minoritized social identities as an avenue for higher education/student affairs (HESA) educators to support these student populations. She also examines the learning outcomes of (HESA) graduate preparation programs, especially related to the ACPA/NASPA competency of social justice and inclusion (SJI) and internationalizing graduate preparation programs.
Dr. Shelton has college teaching experience at multiple institutions in both face to face and online formats, including teaching undergraduate, masters, and doctoral students. While at the University of Arkansas, she has enjoyed teaching and developing courses that include Introduction to Student Affairs in HIED, Overview of American HIED, Student Develompent in HIED, Reflective Practice Internships, Research in HESA, College Students in the U.S., Diversity in HIED, Reserach Techniques in HIED, Governance and Policy Making in HIED, HIED in an Internatinoal Context, and University Perspectives.
- Ph.D., Michigan State University, Higher, Adult, and Lifelong Education, 2014
- M.Ed., Ohio University, College Student Personnel, 2007
- B.A., Ohio University, Sociology/Criminology, Women's Studies Certificate, 2004
Selected publictions include the following:
*Asterisk denotes student collaborator
Shelton, L. J., & Yao, C. (2019). Early career professionals’ perceptions of international preparation in higher education/student affairs graduate programs. Journal of College Student Development, 60(2).
Shelton, L. J. (2019). Undocumented Latinx college students’ perceptions of campus climate. Journal of Student Affairs Research and Practice, 56(1), 92-104. DOI: 10.1080/19496591.2018.1519438.
Shelton, L. J. (2017). Undocumented Latinx college students: A critical race theory and Latino critical theory analysis. The Journal of Critical Thought and Praxis, 7(1), 123-147. DOI: 10.31274/jctp-180810-95
Invited Book Chapters
Shelton, L. J., Bronkema, R. (2018). Navigating the complexities of sexual identity development. In Young, N. D., Michael, C. N., & Citro, T. A. (Eds.). The Turbulent Times: Confronting Challenges in Emerging Adulthood. Madison, WI: Atwood Publishing.
Shelton, L. J., Ardoin, S. (2019). Contingent Faculty and Adjuncts in Higher Education. In M. J. Amey, & M. E. David (Eds.). The SAGE Encyclopedia of Higher Education. Thousand Oaks, CA: SAGE Publishing.
*Thompson, C., Shelton, L. J. (2018). Review of the publication We Demand: The University and Student Protest, by Roderick A. Ferguson. Journal of Student Affairs Research and Practice – Media Features and Review section, DOI: 10.1080/19496591.2018.1506796.
Renn, K. A., & Shelton, L. J. (2013). Review of the publication Stonewall's Legacy: Bisexual, Gay, Lesbian, and Transgender Students in Higher Education, by Susan B. Marine. NASPA Journal About Women in Higher Education, 6(2), p. 251-254.
Shelton, L. J. (August 31, 2018). New year, new professional development opportunities: Emerging Faculty Leader Academy. NASPA Faculty Blog.
Shelton, L. J. (2013). Social Identities of Current Student Populations. ACUI Bulletin, July/August.
Shelton, L. J. (2013). College Student Leadership Identity Development in Student Unions. ACUI Bulletin, September/October.
Shelton, L. J. (2010). Queering the Maple Leaf: Campus Climate Abroad from the Perspective a Student Affairs Educator. NASPA GLBT Knowledge Community.
- ACUHIO-I Research Grant; $1,250 (2019)
- NODA Catalyst Research Grant; $1,000 (2019)
- UARK Provost’s Collaborative Research Grant: $2,005 (2017)
- UARK Provost’s Instructional Enhancement Grant: $1,000 (2017)
- UARK COEHP RHRC Faculty Research Grant: $1,800 (2016-2017)
- UARK Teaching Academy Faculty Commendation for Teaching Development (2019)
- UARK COEHP Outstanding Advising & Mentoring Award (2018)
- UARK COEHP Outstanding in Service Award (2016)
- UARK Department of RHRC Outstanding in Service Award (2016)
- UARK Department of RHRC Outstanding Teacher of the Year Award (2015)
- UARK New Faculty Certificate in Teaching Excellence (2015)