Assistant Professor, Higher Education Student Affairs
Faculty Coordinator, LEAD Minor
Department of Human Services
Office Address: McKee G22C
May 2012 Doctor of Philosophy, College Student Affairs Administration
The University of Georgia, Athens, GA
Dissertation: The Nature of Collaboration Between Academic and Student Affairs Units
in Community College Settings
May 2006 Graduate Coursework in English (18 hours)
California State University, Long Beach, Long Beach, CA
May 2003 Masters of Education Higher Education Administration
North Carolina State University, Raleigh, NC
May 2000 Bachelor of Arts Communication Studies
University of North Carolina at Wilmington, Wilmington, NC
June 1998 Associate of Arts General Studies
Louisburg College, Louisburg, NC
Dr. Yancey Gulley (he, him, his – pronouns) spent 15 years as a college administrator (primarily in the two-year college settings) prior to moving into a faculty role. Most of his professional administrative career was in the area of student affairs. He has worked administratively at several institutions around the country, including: Louisburg College, North Carolina State University, Long Beach City College, University of Georgia, and Athens Technical College. While Dr. Gulley has taught courses at the University of Georgia in Student Affairs, his first full-time faculty appointment was at Morgan State University where he taught in the Community College Leadership doctoral program within the Department of Advanced Studies, Leadership, and Policy. He joined the faculty of the Higher Education Student Affairs program at Western Carolina University in August of 2016. In August of 2017, he was asked to be the coordinator of the Leadership Minor at Western Carolina University.
Dr. Gulley has a long history of advocating for social justice within the educational context through his scholarship, teaching, publications, presentations, trainings, and volunteer endeavors. Past research endeavors not only contributed the scholarly conversation in higher education and student affairs have led to changes in the academy, including the opening of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) Resource Center at North Carolina State University. In 2010, Dr. Gulley was named as a Grand Marshal of Atlanta Pride as part of the top 40 LGBTQ educators in Georgia. He most recently completed an edited volume for which he served as lead editor, entitled Using the CAS Professional Standards: Diverse Examples of Practice. This is the first book ever jointly published by NASP, ACPA, & CAS. His largest research project to date focused on the nature of collaboration between academic and student affairs units in the community college setting. Currently, he is researching the experiences of LGBTQ community college students, as well as the experiences of White faculty at Historically Black Colleges and Universities. Other current projects include writing several book chapters on methodological and theoretical topics within higher education. He has presented his scholarship locally, regionally, nationally, and internationally. He also enjoys spending time with his husband, Corey, and dog, Sedgwick.
Gulley, N. Y., Dean, S. R., & Dean, L. A. (2017). Using the CAS Professional Standards: Diverse Examples of Practice. Washington, DC: NASPA.
Rankin, P. R., & Gulley, N. Y. (in press). Boundary integration and work/life balance when you live where you work: A study of residence life professionals. Journal of College and University Student Housing.
Gulley, N. Y., & Angelo, C. B. (2017). The DSDM in the community college setting. In M. Frederick, P. A. Sasso, & J. M. Maldonado (Eds.), The Dynamic Student Development Meta-Theory: A New Model for Student Success. New York, NY: Peter Lang.
Gulley, N. Y. (2017). Mission-Driven collaboration between academic and student affairs in community colleges. Journal of College Student Development, 58(3), 463-468.
Gulley, N. Y. (2017). The CAS approach: Diverse examples, multiple lessons. In N. Y. Gulley, S. R. Dean, & L. A. Dean (Eds.), Using the CAS Professional Standards: Diverse Examples of Practice. Washington, DC: NASPA.
Gulley, N. Y. (2016, August 5). The myth of the nontraditional student. Inside Higher Ed. Retrieved from https://www.insidehighered.com/views/2016/08/05/defining-students-nontraditional-inaccurate-and-damaging-essay
Gulley, N. Y. (2015). A discourse analysis of collaboration between academic and student affairs in community college settings. Community College Journal of Research & Practice. Doi: 10.1080/10668926.2015.1070774
Gulley, N. Y. (2015). A matter of institutional size: A comparative case study of collaborations between academic and student affairs in community college settings. Journal of Applied Research in the Community College, 22(1), 30-37.
Gulley, N. Y., & Mullendore, R. H. (2014). Student affairs and academic affairs collaborations in the community college setting. Community College Journal of Research and Practice. 38(7). 661-673.
Gulley, N.Y. (2009, September). Lesbian, gay, bisexual, transgender campus climate assessments: Current trends and future considerations. In B. Hill & A. Grace (Eds.), Adult Education in Queer Contexts: Power, Politics, and Pedagogy. Chicago, IL: Discovery Association Publishing.
Gulley, N.Y. (2008, November). “Joe Keenan,” “Christopher Durang,” Mattachine Society,” “Lanford Wilson,” “Reynolds Price” entries in LGBTQ America Today. Westport, CT: Greenwood Publishing Group.
Gulley, N.Y. (2008, May). “Torch Song Trilogy” entry in The Eighties in America. Hackensack, NJ: Salem Press.
Gulley, N.Y. (2006, December). “The Violet Quill” entry in Great Events From History: Gay Lesbian, Bisexual, Transgender Events. Hackensack, NJ: Salem Press.
Media Appearances/Press Mentions
Gulley, N. Y., Dean, S. R., & Dean, L. A. (2017, April 11). The CAS Professional Standards: A timeless resource becomes a new book from NASPA, CAS, and ACPA. NASPA Blog. Washington, DC: NASPA. https://www.naspa.org/about/blog/the-cas-professional-standards-a-timeless-resource-becomes-a-naspa-book
Bump, B. (2017, February 21). Higher ed: Stop ignoring nontraditional students. Times Union. Albany, NY. Retrieved from http://www.timesunion.com/tuplus-local/article/Higher-ed-Stop-ignoring-nontraditional-students-11009563.php
Musto, P. (2016, December 3). Majority of US undergraduates are ‘nontraditional.’ Voice of America Learning English. Washington, DC: Voice of America. Retrieved from http://learningenglish.voanews.com/a/majority-of-us-undergraduates-are-nontraditional/3619097.html
Education Advisory Board (2016, September 28). Stop calling them ‘non-traditional’ students: Colleges need to better accommodate the growing numbers of adult learners. The EAB Daily Briefing. Washington, DC: Author. Retrieved from https://www.eab.com/daily-briefing/2016/09/28/stop-calling-them-non-traditional-students
Westervelt, E. (Producer). (2016, September 25). Shaken by economic change, ‘non-traditional’ students are becoming the new normal. Weekend Edition Sunday. Washington, DC: National Public Radio. Retrieved from http://www.npr.org/sections/ed/2016/09/25/495188445/shaken-by-economic-change-non-traditional-students-are-becoming-the-new-normal
Garcia, R. (2016, August 30). The “traditional” student. Adult Learning and Education Research and Trends. Chicago, IL: Council for Adult and Experiential Learning. Retreived from http://www.cael.org/alert-blog/the-traditional-student