Education

University of Southern California
Ph.D. (2013), Urban Education Policy

University of New Hampshire
M.Ed. (1994), Secondary English Education

Northwestern University
B.A. (1991), English Literature, Integrated Arts

Experience

Relles is an Associate Professor at UNLV. She holds a joint apppointment in the College of Education as a higher education faculty member and as a qualitative methodologist in the educational psychology program. She is also a research affiliate with the Pullias Center for Higher Education at USC where she earned her doctorate.

Vita

Relles conducts higher education policy research that explores how posecondary institutions, systems, and structures reproduce systemic inequities. Her area of expertise is college access with an empirical focus on academic remediation and dual-credit policies.

Duncheon, J. C. & Relles, S. R. (2019) “Brokering college opportunity for first generation youth: The role of the urban high school,” American Educational Research Journal. 56(1) 146–177.

Relles, S. R. & Clemens, R. (2018). “‘Do it yourself’ scholarship: From punk rock to qualitative research,” International Journal of Qualitative Studies in Education. 31(4), 312–327.

Relles, S. R., & Tierney, W. G. (2013). “The challenge of writing remediation: Can composition research inform higher education policy?” Teachers College Record, 115(3), 1-45.

Duncheon, J. C. & Relles, S. R. (2020) “‘We’re caught in between two systems’: Exploring the complexity of dual credit implementation.” The Review of Higher Education. Vol. 43 no. 4, 2020, p. 989-1016.

Relles, S. R., & Tierney, W. G. (2013) “Understanding the writing habits of tomorrow’s students: Technology and college readiness,” Journal of Higher Education. 84(4), 477-505.

Relles, S. R. & Rincón, B. (2019) “Beyond the cut-point: College writing readiness for linguistically diverse students,” Teachers College Record. ID Number: 22952.