Master of Arts in Curriculum and Instruction: English as a Second Language, Arizona State University
Master of Liberal Studies in Narrative Nonfiction Writing, Arizona State University
Bachelor of Arts in English, Arizona State University
TESL/TEFL Graduate Certificate, San Diego State University
Kelly Metz-Matthews teaches the WRITE Course for the Hahn School of Nursing and Health Sciences at the University of San Diego, providing academic writing coaching and mentorship to incoming and current graduate students. She is also affiliate faculty with the Liberal Studies Program in the College of Arts and Sciences where she teaches students in the process of writing their senior capstones. Kelly holds a bachelor’s degree in English, a master’s degree in liberal studies (narrative nonfiction writing), a master’s degree in curriculum and instruction, and a TESL/TEFL certificate. She is currently completing her doctoral dissertation on the ways in which English functions as a form of gendered symbolic power in post-colonial and patriarchal contexts.
In addition to teaching academic writing and liberal studies at the University of San Diego, Kelly teaches both English and English language acquisition at San Diego City College. She has taught across the disciplines of English, English as a second language, and teacher education for nearly a decade, including at San Diego State University’s American Language Institute and Palomar College. Prior to teaching, she spent a number of years as a professional writer and editor. During that period, she published a book of narrative nonfiction essays, a number of personal essays, and poetry.
Kelly is the Intercultural Communication Interest Group Coordinator for CATESOL and an active member of a number of other professional organizations. In 2018, she was awarded the David E. Eskey Award for Second-Language Literacy Instruction. She has done extensive professional development work in the area of culturally and linguistically responsive literacy pedagogies, critical applied linguistics, and international English-medium educational models. She frequently presents on topics related to decolonizing the literacy classroom, emancipatory writing practices, and the intersections of gender, symbolic power, and English language acquisition. Kelly approaches her research from a feminist standpoint epistemology and has been heavily influenced by critical feminist ethnography.