Associate Professor
Early, Elementary & Reading Education

Dr. Chelsey M. Bahlmann Bollinger teaches a variety of courses to support future and current educators. She works with undergraduate Elementary Education (ELED) students, undergraduate ELED BIS students, undergraduate Early Childhood Education BIS students, and graduate students in the Literacy MEd program.

Dr. Bollinger is deeply committed to qualitative research methods, with a focus on technology integration and early and elementary literacy practices. Her work centers on supporting both preservice and in-service teachers as they navigate the complexities of teaching in today's classrooms.

As a former elementary school teacher, her dedication to this field is rooted in her own classroom experiences. Her work is informed by cultural historical activity theory and sociocultural theory, offering a broad perspective on the dynamics of teaching and learning. Driven by her passion for purposeful technology integration, her teaching and research explore the unique needs of teachers and how creative solutions can emerge to reshape instructional practices.

Dr. Bollinger earned her bachelor's degree in Elementary Education from the University of North Carolina at Greensboro, her master's degree in Language and Literacy Education from the University of North Carolina Wilmington, and her doctorate in Language and Literacy Education from the University of Georgia.

Recent Scholarship

Bahlmann Bollinger, C. (2024, December 5). Concept books. Children's Literature and Reading SIG. https://www.clrsig.org/book-reviews/previous/2. 

Bahlmann Bollinger, C. (2024). JMU expert highlights importance of reading ahead of Dr. Seuss’s birthday [Press release]. James Madison University. https://www.newswise.com/articles/view/807739/?sc=dwhp&pio=26500. 

Karkar Esperat, T., & Bahlmann Bollinger, C. M. (2023). “We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers. E-Learning and Digital Media, 0(0). https://doi.org/10.1177/20427530231202958. 

Sadat Sharifian, M., Bollinger, C., Kang, S. J., Perlish, J., & Masters, M. (2023). The importance of community in a fully online program: Establishing equity, inclusion, and access with nontraditional students in an early childhood licensure program. International Journal of the Whole Child, 8(1), 22–38. https://libjournals.mtsu.edu/index.php/ijwc/article/view/2388/1416. 

Bahlmann Bollinger, C. M., Chenevey, J. C., Liu, J., Lantz, J., Henry, D., Bryson, B. J., & King, R. (2023). Universal design for learning access: Faculty-centered community design. In Reimagining education: Studies and stories for effective learning practices in an evolving digital society.

Bahlmann Bollinger, C. (2023, October 6). Video-based literacy coaching. In Creative teaching cases: A collection that inspires. https://pressbooks.lib.jmu.edu/jmuactteaching/chapter/video-based-literacy-coaching/. 

Bahlmann Bollinger, C. (2023). Reading is still fundamental [Radio interview]. KCBS Radio. https://omny.fm/shows/kcbsam-on-demand/reading-is-still-fundamental. 

Bahlmann Bollinger, C., Kavanagh, K., & Lieber, R. (2023). Wrestling with artificial intelligence: Using the 8KQ to chart a path [Audio podcast]. Ethical Reasoning in Action. https://www.jmu.edu/news/ethical-reasoning/2023/11/30-eria-fall-newsletter.shtml. 

Estes, M., Bahlmann Bollinger, C., & Quinn, A. (2023). A conversation about generative AI and education [Audio podcast]. JMU College of Education Podcast. https://open.spotify.com/episode/5RihGcJKLSnaqqg5yrz5yN?si=wNChczAOT5-16MPNISY-TA. 

Bahlmann Bollinger, C. M., & Myers, J. (2023). Early childhood writing in play-based classrooms: Two perspectives. Reading in Virginia.