Kelly Bull

Kelly Bull is a Professor in the School of Education at Notre Dame of Maryland University, where she has been a faculty member since 2008. She teaches courses in research, literacy, language, and culture, and is actively involved in shared governance through roles in the Faculty Senate, University Promotion and Tenure, and Strategic Planning Task Forces. Additionally, she teaches part-time as an ESOL Specialist in the public school system, co-teaching and collaborating to integrate research and practice.

• Education:
  • Ph.D., University of Virginia
  • MATESOL, Notre Dame of Maryland University
  • M.A.Ed., University of Alabama at Birmingham
  • B.S., Towson University

Dr. Bull's research focuses on adolescent literacy, Emergent Multilingual Learners (EMLs), and the intersection of social justice and education. Her work emphasizes interdisciplinary teaching and the integration of young adult literature across subjects like biology and environmental studies. She advocates for multicultural education and equity in teacher training, with a particular interest in environmentalism and its connection to educational practices.

Her publications span journals such as English Journal, The ALAN Review, and Signal Journal, alongside edited book chapters. These works highlight the use of young adult literature to address social justice themes, multimodal learning, and cross-curricular curriculum development. Key trends include strategies for supporting English Language Learners, fostering cultural awareness, and promoting inclusive communities through literature.

Scientific Awards and Grants:

• Faculty Research and Development Award, NDMU (2020, 2019, 2015)
• Mission Advancement Grant, NDMU (2017)
• Research grant, Assembly on Literature for Adolescents Foundation (2009)
• Principal Investigator for projects on TESOL Teachers of the Year, World Literature, Syrian Refugees, and Young Adult Literature in the classroom (2009–2020)

Dr. Bull collaborates with colleagues on projects like the “Change” interdisciplinary theme and the “Drowning Cities” environmental research. Her work has been presented at major conferences including the National Council of Teachers of English (NCTE) and North American Association of Environmental Educators, reflecting her commitment to multicultural and equity-focused education.