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.
Professional Development for Non-Tenure-Track Faculty at the University of Michigan’s College of Engineering
KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The University of Michigan's Center for Research on Learning and Teaching (CRLT) was the first teaching center in the United States, founded in 1962. Nearly…
Professional Development for Non-Tenure-Track Faculty at Sinclair Community College
Maeve Lee, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Sinclair Community College strives to maintain a ratio of 50% of courses taught by part-time NTTF (adjuncts; up to 12 credit hours per term)…
Professional Development for Non-Tenure-Track Faculty at University of North Carolina, Charlotte
Adrianna Kezar and KC Culver
Pullias Center for Higher Education (2021)
UNC Charlotte's professional development is offered through the Center for Teaching and Learning. Since its inception in 1998, the Center for Teaching and Learning has…
Professional Development for Non-Tenure-Track Faculty at Indiana University—Purdue University
Jennifer Yeh, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
Of the nearly 5,000 faculty employed at Indiana University–Purdue University Indianapolis (IUPUI), 74% are non-tenure-track-faculty (NTTF). Among these NTTF, 45% are full-time and 55% are…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Adrianna Kezar, Daniel Maxey (2013)
This focus guide is designed for use by specific campus constituencies to support a better understanding of how non-tenure-track faculty are supported by programs and…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adrianna Kezar, Daniel Maxey (2013)
This focus guide has been created for centers for teaching and learning and other offices that provide academic support and development opportunities for faculty on…
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adrianna Kezar, Daniel Maxey (2015)
This report is an attempt to create a vision for new, future faculty models both by promoting campus-level change efforts and by initiating a national…
Adapting by Design: Redesigning the Faculty Role Worksheet
The Delphi Project on the Changing Faculty and Student Success and Association of American Colleges & Universities (2016)
Based on the Delphi Project's Adapting by Design report (2015), this worksheet is designed to spark conversations among campus stakeholders about potential ways to intentionally…
How Student Affairs Departments Can Support and Engage Non-Tenure-Track Faculty
Daniel Scott, Adrianna Kezar (2019)
This guide, created by The Delphi Project on the Changing Faculty and Student Success in collaboration with NASPA, highlights the many opportunities student affairs departments…
Designing Accessible and Inclusive Professional Development for NTTF Toolkit
KC Culver, Adrianna Kezar, and Jennifer Yeh
Pullias Center for Higher Education (2022)
This toolkit is meant to accompany our report “Designing Accessible and Inclusive Professional Development for NTTF,” which was created as part of the Delphi Project…
Professional Development for Non-Tenure-Track Faculty at the University of Michigan’s College of Engineering
KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The University of Michigan's Center for Research on Learning and Teaching (CRLT) was the first teaching center in the United States, founded in 1962. Nearly 52% of the nearly 6,300 instructional staff on the Ann Arbor campus are non-tenure-track faculty,…
Professional Development for Non-Tenure-Track Faculty at Sinclair Community College
Maeve Lee, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Sinclair Community College strives to maintain a ratio of 50% of courses taught by part-time NTTF (adjuncts; up to 12 credit hours per term) and 50% taught by full-time faculty members, who include both full-time NTTF (instructors) and tenure-track/tenured…
Professional Development for Non-Tenure-Track Faculty at University of North Carolina, Charlotte
Adrianna Kezar and KC Culver
Pullias Center for Higher Education (2021)
UNC Charlotte's professional development is offered through the Center for Teaching and Learning. Since its inception in 1998, the Center for Teaching and Learning has offered a wealth of professional development opportunities for all instructors at UNC Charlotte. Those opportunities…
Professional Development for Non-Tenure-Track Faculty at Indiana University—Purdue University
Jennifer Yeh, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
Of the nearly 5,000 faculty employed at Indiana University–Purdue University Indianapolis (IUPUI), 74% are non-tenure-track-faculty (NTTF). Among these NTTF, 45% are full-time and 55% are part-time (adjuncts). IUPUI offers a promotion track for full-time NTTF, providing access (during the spring…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Adrianna Kezar, Daniel Maxey (2013)
This focus guide is designed for use by specific campus constituencies to support a better understanding of how non-tenure-track faculty are supported by programs and services on campus or included in institutional data that are collected and maintained.
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adrianna Kezar, Daniel Maxey (2013)
This focus guide has been created for centers for teaching and learning and other offices that provide academic support and development opportunities for faculty on campuses. These offices are an important resource for enhancing the quality of instruction and student…
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adrianna Kezar, Daniel Maxey (2015)
This report is an attempt to create a vision for new, future faculty models both by promoting campus-level change efforts and by initiating a national conversation about our direction as a profession. It follows meetings and discussions with numerous national…
Adapting by Design: Redesigning the Faculty Role Worksheet
The Delphi Project on the Changing Faculty and Student Success and Association of American Colleges & Universities (2016)
Based on the Delphi Project's Adapting by Design report (2015), this worksheet is designed to spark conversations among campus stakeholders about potential ways to intentionally and strategically redesign the faculty role on their campus.
How Student Affairs Departments Can Support and Engage Non-Tenure-Track Faculty
Daniel Scott, Adrianna Kezar (2019)
This guide, created by The Delphi Project on the Changing Faculty and Student Success in collaboration with NASPA, highlights the many opportunities student affairs departments have to work with non-tenure-track faculty in furthering its student services mission---and, in turn, to…
Designing Accessible and Inclusive Professional Development for NTTF Toolkit
KC Culver, Adrianna Kezar, and Jennifer Yeh
Pullias Center for Higher Education (2022)
This toolkit is meant to accompany our report “Designing Accessible and Inclusive Professional Development for NTTF,” which was created as part of the Delphi Project on the Changing Faculty and Student Success. In this report, we found that a variety…
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