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.
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…
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…
Improving and Dedicating Supports for Part-time Faculty at Central Piedmont Community College
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2018
In an effort to bolster support for part-time faculty, the division director for Central Piedmont Community College’s largest curriculum department connected and collaborated with full-time…
Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California
Jordan Harper, Natsumi Ueda
Delphi Award Winner, 2022
Dominican University of California (Dominican) has a significant number of non-tenure-track faculty with 32 full-time term faculty (FTTF) and 204 part-time adjunct faculty (PTTF). Faculty…
Investing in Part-time Faculty at Montgomery College
Jordan Harper (2022)
Delphi Award Winner, 2022
Montgomery College (MC)'s The Institute for Part-Time Faculty Engagement and Support (IPTFES) was created in 2015 and pioneered by the late Dr. Antonio “Tango” Thomas.…
Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California
Jordan Harper
Delphi Award Finalist, 2022
University Council-American Federation of Teachers (UC-AFT)/University of California (UC) Unit 18 faculty achieved a historic win with their new collective bargaining agreement effective for 2021-2026.…
“Moving Toward One Faculty” at the University of Texas at San Antonio
Natsumi Ueda, Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2022
As student enrollment increases, the University of Texas at San Antonio (UTSA)’s strategic plan calls for retaining more diverse faculty and improving work environments and…
Improving the Quality of Term Faculty Careers at George Mason University
Jordan Harper
Delphi Award Applicant, 2021
George Mason sought to create an institutional culture in which non-tenure-track faculty (known as “term faculty” at George Mason) are viewed as valuable and the…
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…
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…
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…
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…
Improving and Dedicating Supports for Part-time Faculty at Central Piedmont Community College
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2018
In an effort to bolster support for part-time faculty, the division director for Central Piedmont Community College’s largest curriculum department connected and collaborated with full-time faculty members. A research-based program proposal was subsequently submitted highlighting five no-to-low cost support priorities…
Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California
Jordan Harper, Natsumi Ueda
Delphi Award Winner, 2022
Dominican University of California (Dominican) has a significant number of non-tenure-track faculty with 32 full-time term faculty (FTTF) and 204 part-time adjunct faculty (PTTF). Faculty off the tenure-track contribute meaningfully to its more than 60 undergraduate and graduate degree programs.…
Investing in Part-time Faculty at Montgomery College
Jordan Harper (2022)
Delphi Award Winner, 2022
Montgomery College (MC)'s The Institute for Part-Time Faculty Engagement and Support (IPTFES) was created in 2015 and pioneered by the late Dr. Antonio “Tango” Thomas. IPTFES was created to expand, improve and build upon policies and practices that support part-time…
Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California
Jordan Harper
Delphi Award Finalist, 2022
University Council-American Federation of Teachers (UC-AFT)/University of California (UC) Unit 18 faculty achieved a historic win with their new collective bargaining agreement effective for 2021-2026. Their efforts focused on improving lecturers’ job stability and career pathway revisions. Their bargaining campaign…
“Moving Toward One Faculty” at the University of Texas at San Antonio
Natsumi Ueda, Jordan Harper, Adrianna Kezar
Delphi Award Finalist, 2022
As student enrollment increases, the University of Texas at San Antonio (UTSA)’s strategic plan calls for retaining more diverse faculty and improving work environments and experiences of fixed-term-track (FTT) faculty, the new name given to non-tenure-track faculty at UTSA, to…
Improving the Quality of Term Faculty Careers at George Mason University
Jordan Harper
Delphi Award Applicant, 2021
George Mason sought to create an institutional culture in which non-tenure-track faculty (known as “term faculty” at George Mason) are viewed as valuable and the term faculty career path as both productive and rewarding. Through a partnership between the University’s…
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…
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…
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Email: pullias@usc.edu
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