Publications

Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice

KC Culver, Jordan Harper, and Adrianna Kezar

Pullias Center for Higher Education (2021)

This toolkit helps design teams engage in this process of implementing the Design for Equity in Higher Education model, For each phase of the model, this toolkit provides a short description and offers some questions and suggestions to guide practice.

Equity for Faculty (Delphi Project) Equity in STEM Education Racial Equity in Higher Education Reports Toolkits

Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (2013)

Created as part of the Delphi Project on the Changing Faculty and Student Success, the annotated bibliography is designed to highlight correlations between the working conditions of non-tenure-track faculty and the outcomes and experiences of their students.

Equity for Faculty (Delphi Project) Reports

Faculty Matter: Selected Research on Connections between Faculty-Student Interaction and Student Success

The Delphi Project on the Changing Faculty and Student Success (2013)

The Delphi Project on the Changing Faculty and Student Success (2013) This bibliography includes summaries of a sample of selected studies that describe the importance of faculty-student interactions for facilitating positive student outcomes.

Equity for Faculty (Delphi Project) Reports

Adapting By Design Toolkit

Daniel Maxey, Adrianna Kezar (2017)

Created to support the redesign of higher education models, this toolkit helps campus leaders identify and create an impetus for achieving the changes that are necessary to address changing faculty trends, including the rising numbers of non-tenure-track faculty, at colleges…

Equity for Faculty (Delphi Project) Toolkits

Departmental Cultures and Non-Tenure-Track Faculty: A Self-Assessment Tool for Departments

The Delphi Project on the Changing Faculty and Student Success (2015)

The Delphi Project on the Changing Faculty and Student Success (2015) This self-assessment tool is a detailed survey that can be used by colleges and universities to get direct, actionable feedback from non-tenure-track faculty. The survey, which can be administered…

Equity for Faculty (Delphi Project) Toolkits

Supporting Achievement: Basic Needs Assistance Program at a Community College

Soumya Mishra, Tatiana Melguizo, Gary Painter

Pullias Center for Higher Education, Sol Price Center for Social Innovation (2023)

The team at University of Southern California’s Pullias Center at the Rossier School of Education and Sol Price Center for Social Innovation designed a mixed-methods evaluation that includes document analysis, interviews with administrators and students, short text-based and online surveys,…

Equity for Community College Students Reports

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.…

Case Studies Equity for Faculty (Delphi Project)

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…

Case Studies Equity for Faculty (Delphi Project)

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…

Case Studies Equity for Faculty (Delphi Project)

“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…

Case Studies Equity for Faculty (Delphi Project)

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Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice

Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (2013)

Faculty Matter: Selected Research on Connections between Faculty-Student Interaction and Student Success

Adapting By Design Toolkit

Departmental Cultures and Non-Tenure-Track Faculty: A Self-Assessment Tool for Departments

Supporting Achievement: Basic Needs Assistance Program at a Community College

Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California

Investing in Part-time Faculty at Montgomery College

Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California

“Moving Toward One Faculty” at the University of Texas at San Antonio

Using Design for Equity in Higher Education for Liberatory Change: A Guide for Practice

Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (2013)

Faculty Matter: Selected Research on Connections between Faculty-Student Interaction and Student Success

Adapting By Design Toolkit

Departmental Cultures and Non-Tenure-Track Faculty: A Self-Assessment Tool for Departments

Supporting Achievement: Basic Needs Assistance Program at a Community College

Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California

Investing in Part-time Faculty at Montgomery College

Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California

“Moving Toward One Faculty” at the University of Texas at San Antonio