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.
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…
Systemic Improvement for Teaching Faculty and Expansion of Tenure for Teaching at Worcester Polytechnic Institute (WPI)
Jordan Harper, Adrianna Kezar
Dephi Award Winner, 2021
In 2012, Worcester Polytechnic Institute (WPI), a private research university in Massachusetts, made systemic change to better respect, recognize and support faculty off the tenure…
Understanding the Narratives of Safe Space
Cecile Sam, USC '12
Pullias Center for Higher Education (2021)
This project examines the idea of “safe spaces” in higher education by drawing on over 400 news articles from 2004-2018 to formulate a critical discourse…
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…
Advocacy and Equal Access Opportunities for Non-Tenure Track Faculty at Middlesex Community College
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2020
Middlesex Community College (MCC) recognizes that student achievement is intertwined with faculty success, which of course includes adjunct faculty. MCC has a history of including…
Steady Lines of Communication, Representation and Support for Non-Tenure-Track Faculty at Washington University in St. Louis
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2020
The Association for Teaching Research and Practice (ATRaP) at Washington University in St. Louis was created to support full-time non-tenure-track faculty (FTNTTF) and encourage the…
Inclusive Faculty Development at Louisiana State University
Jordan Harper, Adrianna Kezar (2020)
Delphi Award Winner, 2020
This publication highlights the successful efforts of Louisiana University to significantly improve their support for non-tenure-track faculty through the implementation of a high-impact program. Louisiana…
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…
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…
Systemic Improvement for Teaching Faculty and Expansion of Tenure for Teaching at Worcester Polytechnic Institute (WPI)
Jordan Harper, Adrianna Kezar
Dephi Award Winner, 2021
In 2012, Worcester Polytechnic Institute (WPI), a private research university in Massachusetts, made systemic change to better respect, recognize and support faculty off the tenure track. Motivated by the realization that teaching faculty and other contingent faculty were becoming more…
Understanding the Narratives of Safe Space
Cecile Sam, USC '12
Pullias Center for Higher Education (2021)
This project examines the idea of “safe spaces” in higher education by drawing on over 400 news articles from 2004-2018 to formulate a critical discourse analysis of how the term “safe space” has been reported in higher education news.
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…
Advocacy and Equal Access Opportunities for Non-Tenure Track Faculty at Middlesex Community College
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2020
Middlesex Community College (MCC) recognizes that student achievement is intertwined with faculty success, which of course includes adjunct faculty. MCC has a history of including non-tenure-track faculty (NTTF) in consideration of past initiatives, such as opening the availability of some…
Steady Lines of Communication, Representation and Support for Non-Tenure-Track Faculty at Washington University in St. Louis
Jennifer Yeh, Jordan Harper
Applicant for the Delphi Award, 2020
The Association for Teaching Research and Practice (ATRaP) at Washington University in St. Louis was created to support full-time non-tenure-track faculty (FTNTTF) and encourage the institution’s administration to establish a steady line of communication with NTTF. The achievements and institutionalization…
Inclusive Faculty Development at Louisiana State University
Jordan Harper, Adrianna Kezar (2020)
Delphi Award Winner, 2020
This publication highlights the successful efforts of Louisiana University to significantly improve their support for non-tenure-track faculty through the implementation of a high-impact program. Louisiana University is one of the winners of the 2020 Delphi Award, an annual $15,000 cash…
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…
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