Kelly Roberts in white suite and pink scarf

Kelly Roberts

Professor of English / Program Coordinator for 6-9 and 9-12 English licensure for prospective teachers

114C Lux Hall

(919) 760-8995


About Me

I am privileged to advise and teach students in a field that I love and at an institution whose values, mission, and goals embrace three of my professional passions: academic excellence in English and education, study abroad and service.  Whether it is through Socratic method, through experiential learning, through undergraduate research, or through innovative ways to support literacy, I hope to help students journey with me toward more connectedness, toward reciprocal acts of uplifting others and as a result being uplifted, and toward inquiry into what it means to be in this world instead of merely to do.

To that end, my current research projects—sometimes involving students and definitely open to offshoot projects for undergraduate research—involve three studies with IRB consent.  These are

  1. A continuing study examining how intentional incorporation of autobiographical tools into written reflection affects students’ ability to reflect on content, critical thinking and goal-setting
  2. A continuing study examining how incorporation of coding feedback on writing assignments with low tech spreadsheets and survey tools affects students’ ability to decipher written feedback and revise in subsequent writing assignments
  3. A beginning study on the lived experience of students with international backgrounds  as examined through written reflection and autobiographical lenses

Meredith is a vibrant community of teachers, students, and scholars; teaching and learning here provide a myriad of opportunities.  If you read something about which you have an interest, I hope you will contact me or stop into Lux Hall any time to chat.

My Teaching

In my teaching at Meredith, I have willing and capable students—students full of potential—who want to develop their strengths and who are just as intellectually curious as I am.  Through my love for reading great books that shape our humanity and my interest in social justice issues surrounding education, I teach for exploration, critical and creative thinking, and students’ involvement with their own world and in their own terms.

Although I consider myself a generalist in English, most of my preparation and experience involves American literature, the teaching of English, and young adult literature.  On a regular basis I teach courses in advanced grammar, young adult literature, and the methods of teaching English.  Occasionally I get to teach a class on banned books, and every other year or so I teach a principles of writing course—one of my favorites.

I am also privileged to direct study abroad programs in San Ignacio, Belize and in Sansepolcro, Italy where Meredith has a spectacular immersion program.  I have also taught in London and have enjoyed all things Harry Potter, Narnia, and Wonderland as a delightful if slightly more academic reward.

My research interests include

  • the scholarship of teaching and learning English,
  • social justice education,
  • experiential education,
  • academic and intellectually gifted education,
  • feminist epistemology and praxis in both education and English (particularly young adult literature),
  • autobiographical reflection, and
  • reflective practice.

Academic Credentials

Ph.D., Curriculum, Culture, and Change. Concentration in English

University of North Carolina at Chapel Hill

Dissertation: “Autobiography as a Scaffold to Teacher Reflection”

M.S., English Education. Master’s level certification in 9-12 English

North Carolina State University

Thesis: “Portfolio Assessment in the Paideia Classroom: A Curriculum Model”

B.A., English.  Honors Program, summa cum laude.  Teaching certification in 9-12 English

Meredith College

Honors Thesis: “F. Scott Fitzgerald: the Authority of Failure”


American Educational Research Association Conference, Toronto, Canada •spring 2019

“Low Tech, High Reward: Using Google Docs to Help Students Pattern Teacher Feedback”

NC Association of Elementary Educators, Raleigh-Durham, NC• spring 2018

“Let’s Start at the Very Beginning: Frames for Introducing Critical Thinking Instruction in the Elementary School”

NC English Teachers Association Spring Symposium, Rocky Mount, NC• spring 2014

“Up Close & Personal: Teaching Close Reading of Non-Fiction Texts through Critical Thinking”

NC English Teachers Association Annual Conference, Wilmington, NC •fall 2013

“Anything but Common: Literacy Strategies Designed to Get Right to the Core”

International Conference on Critical Thinking, Berkeley, CA  •summer 2012

“PRISM: Rays of Light from a Campus-Wide CT Infusion”

American Educational Research Association Conference, Vancouver, Canada •spring 2012

“Autobiographical Reflection and a Focus on Personal, Lived Experience in Teacher Reflection”


Faculty Development Grant, Meredith College

Are You There, God?  It’s Fifty Years Later:  A Celebration of the Literature of Judy Blume

       Resources and Research Infusion for Italian Life and Culture, Leadership

       Meredith in Italy program

       Infusion of Alternate Critical Thinking Paradigms

Sabbatical Award, Meredith College

       Longitudinal Study of Written Reflection, Critical Thinking, and Strengths

Finalist, Wake County First Year Teacher of the Year

Meredith College Freshman of the Year


Recent Peer-reviewed Publications

“An Analysis of Autobiographical Tools in Written Reflection:  Implications for Teaching Critical Thinking and Goal-Setting.” Reflective Practice: International and Multi-Disciplinary Perspectives, winter 2019.

“Low Tech, High Reward: Using Google Docs to Help Students Decipher and Pattern Teacher Feedback on Writing Assignments.” The Leaflet Issue 115 vol.2, winter 2019.

“The Case for Balance: Socioeconomic Diversity in Schooling.”  AASA Journal of Scholarship and Practice, winter 2019.

Book Review, So All Can Learn:  A Practical Guide to Differentiation, by John McCarthy. Educational Review, winter 2019.

“Reflection as Praxis and Practice: Self Understanding, Growth, and Gifted Education.” Teaching for High Potential, accepted 2017; anticipated 2019 publication.

“The Female Warrior Grows Up: Unlikely Heroines in Today’s Young Adult Fiction.” Meredith  Magazine, spring 2019.

Other Recent Publications and Media Interviews

Controversial Young Adult Novel Offers Insight into Kavanaugh Hearings, Sexual Assault.”  The Conversation. com, October 2018.

Controversial Young Adult Novel Offers Insight into Kavanaugh Hearings, Sexual Assault.” Chicago Tribune, October 4, 2018.

                          *Published originally in The Conversation. com

“How Heroines in Young Adult Fiction Have Changed and Stayed the Same.” The Conversation. com, June 2018.

                           Follow up interview, July 2018, KJZZ NPR affiliate, Phoenix, AZ.

                           Follow up interview, Oct 2018, BYU Radio (available on Sirius XM).

“To Fortify Schools, Build Teachers.” Raleigh News and Observer, March 3, 2018.

Need help locating someone?
Human Resources
1st Floor Park Center
(919) 760-8898
(919) 760-8164