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.
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…
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…
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…
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…
Cincinnati & The State of Black Students and Higher Education
Antar Tichavakunda (USC ‘18)
Pullias Center for Higher Education, 2021
This project examines how anti-blackness manifests in higher education access and persistence for Black people in a region with a large Black population.
Centering Racial Justice in the Reauthorization of the Higher Education Act: A Roadmap for Policymakers
Elise Swanson, Genia Bettencourt, Zoë Corwin, Adrianna Kezar, Jenna Sablan, and James Ward
Pullias Center for Higher Education (2021)
This brief is intended as an evidence-based guide for policy analysts and decision makers to inform critical areas in the Higher Education Authorization Act related…
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…
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…
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…
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,…
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…
Cincinnati & The State of Black Students and Higher Education
Antar Tichavakunda (USC ‘18)
Pullias Center for Higher Education, 2021
This project examines how anti-blackness manifests in higher education access and persistence for Black people in a region with a large Black population.
Centering Racial Justice in the Reauthorization of the Higher Education Act: A Roadmap for Policymakers
Elise Swanson, Genia Bettencourt, Zoë Corwin, Adrianna Kezar, Jenna Sablan, and James Ward
Pullias Center for Higher Education (2021)
This brief is intended as an evidence-based guide for policy analysts and decision makers to inform critical areas in the Higher Education Authorization Act related to racial justice. Our recommendations prioritize combating systemic racism in higher education with a particular…
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…
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