Jessica Stewart Kelly

Jessica Stewart Kelly serves as Associate Professor in the Department of Mathematics at Christopher Newport University and holds the leadership role of Associate Director at the Center for Effective Teaching. Her academic office is located in Luter Hall 371 with contact details including phone (757) 594-7261 and email jessica.kelly@cnu.edu.

Her academic foundation includes:

• Ph.D. in Mathematics from Baylor University
• B.S. in Mathematics from Elon University

Dr. Kelly's research program uniquely bridges pure mathematical analysis and educational innovation. Her theoretical work focuses on Spectral Theory of differential operators, Exceptional Orthogonal Polynomial Systems, and Lyapunov Inequalities, while her pedagogical research pioneers Mastery-based Testing in undergraduate mathematics education. This dual expertise enables her to connect advanced mathematical concepts with practical classroom applications, particularly in calculus sequences and differential equations instruction.

Analysis of her publication trajectory reveals sustained contributions to spectral theory (2015-2023) with a strategic expansion into mathematics education starting in 2018. Her work appears in high-impact journals including Journal of Spectral Theory and Proceedings of the American Mathematical Society for theoretical research, alongside PRIMUS and similar outlets for educational scholarship, demonstrating interdisciplinary rigor.

As Associate Director of the Center for Effective Teaching, she spearheads university-wide faculty development initiatives focused on evidence-based pedagogy. Her leadership involves designing workshops, consulting on course redesign, and promoting innovative assessment strategies—particularly her expertise in Mastery-based Testing—which directly enhances teaching quality across campus disciplines despite no explicitly listed grant funding or student advising details.

The Center for Effective Teaching serves as her primary platform for educational scholarship, facilitating cross-disciplinary collaboration to implement transformative teaching practices and improve student learning outcomes through research-informed methods.