Publications
Since 1995, the Pullias Center has engaged in action-oriented projects and research to improve college access and student success, promote equity and diversity, and enhance the performance of postsecondary institutions. The Pullias Center publishes a range of reports, guides, briefs, tool kits and more informed by this higher education research. We have created more than 150 publications and all are free to download here.
For journal articles and book chapters authored by our faculty, please visit their individual pages.
Institutionalizing a Culture of Respect for Teaching and Professional Faculty at the University of Denver
Jordan Harper, Adrianna Kezar
Delphi Award Winner, 2021
In 2015, the Board of Trustees at the University of Denver approved a new Advancement, Promotion and Tenure document developed by the Faculty Senate and…
Creating and Sustaining the Inclusive Teaching Program for Lecturers at the University of Michigan
Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2021
The University of Michigan (UM), a unionized, public four-year university, quickly realized that most lecturers teach entry- level and foundational courses at both the undergraduate…
Building a Sense of Belonging for Non-Tenure-Track Faculty Across Campuses in the Lehigh Valley Consortium
Jordan Harper
Delphi Award Finalist, 2020
The Lehigh Valley Association for Independent Colleges (LVAIC), the oldest of its kind in the nation, is comprised of over 900 non-tenure-track faculty across six…
Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Jordan Harper, Adrianna Kezar
Delphi Award Winner, 2020
Northcentral University (NCU), a 100% online, nonprofit institution, declared part-time adjunct faculty as vital actors in carrying out their mission for student success. This realization…
Nurturing the ‘SOUL’ of Adjuncts at The American Womens’ College at Bay Path University
Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2020
In 2013, Bay Path University launched The American Women’s College (TAWC) to deploy the Social Online Universal Learning (SOUL) model for delivering accelerated online baccalaureate…
Supporting and Creating Space for Part-time Faculty at Montgomery College
Jordan Harper, Daniel Scott
Delphi Award Finalist, 2019
Retelling the story of part-time faculty is of paramount importance to Antonio ‘Tango’ Thomas, the Director of the Institute for Part-Time Faculty Engagement & Support…
Addressing the Unique Needs and Challenges for Contingent Faculty at UNC Charlotte
Jordan Harper, Daniel Scott
Delphi Award Finalist, 2019
The University of North Carolina at Charlotte (UNC Charlotte) Center for Teaching and Learning spearheaded a longitudinal, data-driven project to better understand and respond to…
Promoting a Greater Sense of Inclusion and Stability for NTTF at Loyola Marymount University
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
Loyola Marymount University (LMU), a private, four-year comprehensive institution in Los Angeles, has been committed to improving working conditions for its non-tenure-track faculty (NTTF) over…
The Career-Track Faculty Model: Best Practices in Appointment, Advancement and Retention of NTTF at University of Arizona
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
The University of Arizona (UArizona), a public land-grant research one institution located in Tucson, Arizona, has made considerable efforts to enhance working conditions of career-track…
The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes
Natsumi Ueda, Adrianna Kezar
Delphi Award Finalist, 2023
The University of Massachusetts Amherst (UMA), a public research university, has demonstrated a long-standing commitment to improving working conditions for non-tenure track faculty (NTTF) with…
Institutionalizing a Culture of Respect for Teaching and Professional Faculty at the University of Denver
Jordan Harper, Adrianna Kezar
Delphi Award Winner, 2021
In 2015, the Board of Trustees at the University of Denver approved a new Advancement, Promotion and Tenure document developed by the Faculty Senate and approved by the Board of Trustees. This document created a new line of full time…
Creating and Sustaining the Inclusive Teaching Program for Lecturers at the University of Michigan
Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2021
The University of Michigan (UM), a unionized, public four-year university, quickly realized that most lecturers teach entry- level and foundational courses at both the undergraduate and graduate levels in their disciplines. This realization, along with the launch of a multi-year…
Building a Sense of Belonging for Non-Tenure-Track Faculty Across Campuses in the Lehigh Valley Consortium
Jordan Harper
Delphi Award Finalist, 2020
The Lehigh Valley Association for Independent Colleges (LVAIC), the oldest of its kind in the nation, is comprised of over 900 non-tenure-track faculty across six different institutions. Lehigh Valley works with other institutions with different missions, goals, and priorities to…
Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Jordan Harper, Adrianna Kezar
Delphi Award Winner, 2020
Northcentral University (NCU), a 100% online, nonprofit institution, declared part-time adjunct faculty as vital actors in carrying out their mission for student success. This realization and subsequent declaration prompted NCU to initiate a task force to explore the working conditions…
Nurturing the ‘SOUL’ of Adjuncts at The American Womens’ College at Bay Path University
Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2020
In 2013, Bay Path University launched The American Women’s College (TAWC) to deploy the Social Online Universal Learning (SOUL) model for delivering accelerated online baccalaureate degree programs exclusively for women, the first of its kind in the nation. The SOUL…
Supporting and Creating Space for Part-time Faculty at Montgomery College
Jordan Harper, Daniel Scott
Delphi Award Finalist, 2019
Retelling the story of part-time faculty is of paramount importance to Antonio ‘Tango’ Thomas, the Director of the Institute for Part-Time Faculty Engagement & Support at Montgomery College. Seen as an integral part of the college fabric, there is an…
Addressing the Unique Needs and Challenges for Contingent Faculty at UNC Charlotte
Jordan Harper, Daniel Scott
Delphi Award Finalist, 2019
The University of North Carolina at Charlotte (UNC Charlotte) Center for Teaching and Learning spearheaded a longitudinal, data-driven project to better understand and respond to the needs of non-tenure-track faculty. When the project began in 2014, the study consisted of…
Promoting a Greater Sense of Inclusion and Stability for NTTF at Loyola Marymount University
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
Loyola Marymount University (LMU), a private, four-year comprehensive institution in Los Angeles, has been committed to improving working conditions for its non-tenure-track faculty (NTTF) over the past decade. Out of a total of 1,391 faculty members at LMU, 989 are…
The Career-Track Faculty Model: Best Practices in Appointment, Advancement and Retention of NTTF at University of Arizona
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
The University of Arizona (UArizona), a public land-grant research one institution located in Tucson, Arizona, has made considerable efforts to enhance working conditions of career-track faculty (CT faculty) over the past decade. Their initiatives are guided by the Career-Track Faculty…
The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes
Natsumi Ueda, Adrianna Kezar
Delphi Award Finalist, 2023
The University of Massachusetts Amherst (UMA), a public research university, has demonstrated a long-standing commitment to improving working conditions for non-tenure track faculty (NTTF) with a 20-year track record of progressive policies to improve the support for them. This commitment…
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Email: pullias@usc.edu
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