Dr. Jessica Kubiak

Degrees and Credentials

Ph.D., English, Old Dominion University 2023
Graduate Certificate, Composition Studies, Indiana University East 2016
M.S., Adult Education, SUNY Buffalo State 2010
B.A., English, University of Pittsburgh at Bradford 2006
Undergraduate Certificate, Africana Studies, University of Pittsburgh 2006

Short Bio

As Vice President and Dean of Academic Affairs, Jessica's work focuses on ensuring students have a positive and transformative academic experience at the University of Pittsburgh at Bradford and at Titusville.

She joined the University in this role in 2026, but her time at the Bradford campus spans most of her life. From arts engagement while in elementary school to summer camps during high school, and from undergraduate degree completion as a new parent to part-time teaching as a new professional, Pitt-Bradford has played a major part in her growth and development.

A proud adult learner and Pitt-Bradford alumna, Jessica has worked throughout her career at the intersection of literacy studies and cultural rhetorics. Before returning to Pitt, she spent over 15 years coordinating experiential learning, supporting undergraduate research, teaching as a tenured faculty member, and then supporting faculty as an academic administrator at the State University of New York's Jamestown Community College. Additional roles have included working as a mental health case manager, fundraising for Pitt-Bradford, and managing both retail and restaurant settings.

Research, Accomplishments, and Publications

Awards:

Conference on College Composition & Communication Outstanding Teaching Award: 2021
State University of New York Chancellor’s Award for Excellence in Teaching: 2020

Scholarship and Publications:

Jessica's scholarship focuses on teaching and learning, specifically within the context of literacy instruction in first-year higher education spaces. Her current book project, Silently Correcting Your Grammar, is under contract with Bloomsbury Academic, and focuses on adult learners' experiences of having their language use corrected by first-year writing instructors.