ADRIANNA KEZAR, Professor for Higher Education, University of Southern California and co-director of the Pullias Center for Higher Education. Kezar holds a Ph.D. 1996 and M.A. 1992 in higher education administration from the University of Michigan and a B.A. 1989 from the University of California, Los Angeles. She joined the faculty at USC in 2003. She has several years administrative experience in higher education as well both in academic and student aff airs.
Dr. Kezar is a national expert of change, governance and leadership in higher education and her research agenda explores the change process in higher education institutions and the role of leadership in creating change. She is an international expert on the changing faculty and directs the Delphi Project on the Changing faculty and Student Success – www.thechangingfaculty.org. Additionally, she is principal investigator for Th e TSLC Scholars Program: A mixed methods study of a comprehensive college transition and success program for low income students funded by Th e Buff ett foundation. Kezar also regularly consults for campuses and national organizations related to her work on non-tenure track faculty, STEM reform, change, collaboration, leadership development, and change.
She is an AERA fellow and has received national awards for her editorial leadership of the ASHE-ERIC report series from ASHE, for developing a leadership development program for women in higher education from ACE, and for her commitment to service learning from the National Society for Experiential Learning.
SEAN GEHRKE is the director of Institutional Planning, Research, and Assessment at Lewis-Clark State
College in Lewiston, ID. His research focuses on organizational issues in higher education relating to social networks,
leadership, organizational change, and educational reform, as well as how the college environment and student
experiences infl uence learning and development. He utilizes quantitative methods and is primarily a survey
researcher with experience designing and administering surveys for a variety of populations in higher education,
including college students, faculty, academic and student aff airs administrators, and alumni. He also has training
in and experience with social network analysis, case study, and mixed methods research. He received his PhD
in urban education policy from the University of Southern California, his M.Ed. in counseling and personnel
services from the University of Maryland College Park, and his B.A. in psychology from Lewis & Clark College
in Portland, OR.