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.
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…
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…
What is Shared Equity Leadership? A Primer
Pullias Center for Higher Education & American Council on Education (2021)
This primer shares an overview of the three main components of the shared equity leadership model—a personal journey toward a critical consciousness for those engaged…
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…
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…
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.
What is Shared Equity Leadership? A Primer
Pullias Center for Higher Education & American Council on Education (2021)
This primer shares an overview of the three main components of the shared equity leadership model—a personal journey toward a critical consciousness for those engaged in the work of shared equity leadership, as well as a set of values that…
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…
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