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.
Getting the Boards Involved: Challenges and Opportunities for Equity at the Highest Level of University Governance
Raquel M. Rall
Pullias Center for Higher Education (2021)
This report provides research and practical advice on how boards of trustees can influence diversity, equity, and inclusion practices and policies. The report argues that…
Identifying Institutional Needs for Student Parents in Community Colleges: Recommendation for Successful Policy and Practice
Adrian H. Huerta, Maritza E. Salazar, Edgar F. Lopez, Gabriela Torres, Lauren M. Badajos, Norma A. Lopez Matias
Pullias Center for Higher Education (2022)
Community colleges serve as the primary entry point for many nontraditional student populations. Over 3.8 million students in higher education are student parents (e.g., college…
Increasing Student Success: Understanding the Impact of a Comprehensive College Transition Program
Tatiana Melguizo, Francisco (Paco) Martorell, Elise Swanson, & Adrianna Kezar (2020)
This report summarizes the main findings of the Promoting At-Promise Student Success Project (PASS), formerly known as the Thompson Scholars Learning Communities (TSLC) Study. The…
Campus Policing: A Guide for Higher Education Leaders
Jude Paul Matias Dizon, Maritza E. Salazar, Elif Yucel, Edgar Fidel Lopez (2020)
A new report written by Pullias Center researchers tackles the institutionalization of policing in higher education campus safety and management. By providing administrators with important…
The Equity Cost of Inter-Sector Math Misalignment: Racial and Ethnic Disparities in Community College Student Outcomes
Federick Ngo and Tatiana Melguizo (2020)
A new study explores the equity cost of math misalignment by examining whether it is especially detrimental for these college-ready students to begin college in developmental…
High-Impact Practices (HIPs) Tool for Admins
Adrianna Kezar, Elizabeth Holcombe
This tool is a reflective guide for administrators who are interested in supporting high-impact practices on their campuses. Administrators can help champion and create supportive…
Professional Development for Non-Tenure-Track Faculty at Texas State University
Jennifer Yeh, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
Texas State University (TXST) has earned a “R2: Doctoral Universities- High research activities” Carnegie Classification and continues to follow a committed path towards becoming a…
Professional Development for Non-Tenure-Track Faculty at Kennesaw State University
KC Culver, Maeve Lee, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Center for Excellence in Teaching and Learning (CETL) at Kennesaw State University (KSU) supports the success of faculty and graduate teaching assistants through institution-wide…
The Career-Track Faculty Model: Best Practices in Appointment, Advancement and Retention of NTTF at University of Arizona
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
The University of Arizona (UArizona), a public land-grant research one institution located in Tucson, Arizona, has made considerable efforts to enhance working conditions of career-track…
Promoting a Greater Sense of Inclusion and Stability for NTTF at Loyola Marymount University
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
Loyola Marymount University (LMU), a private, four-year comprehensive institution in Los Angeles, has been committed to improving working conditions for its non-tenure-track faculty (NTTF) over…
Getting the Boards Involved: Challenges and Opportunities for Equity at the Highest Level of University Governance
Raquel M. Rall
Pullias Center for Higher Education (2021)
This report provides research and practical advice on how boards of trustees can influence diversity, equity, and inclusion practices and policies. The report argues that boards must be strategically woven into the conversation in order to guide intentional changes to…
Identifying Institutional Needs for Student Parents in Community Colleges: Recommendation for Successful Policy and Practice
Adrian H. Huerta, Maritza E. Salazar, Edgar F. Lopez, Gabriela Torres, Lauren M. Badajos, Norma A. Lopez Matias
Pullias Center for Higher Education (2022)
Community colleges serve as the primary entry point for many nontraditional student populations. Over 3.8 million students in higher education are student parents (e.g., college students with dependents), and 42% of student parents are enrolled in community colleges across the…
Increasing Student Success: Understanding the Impact of a Comprehensive College Transition Program
Tatiana Melguizo, Francisco (Paco) Martorell, Elise Swanson, & Adrianna Kezar (2020)
This report summarizes the main findings of the Promoting At-Promise Student Success Project (PASS), formerly known as the Thompson Scholars Learning Communities (TSLC) Study. The project seeks to explore, document, and better understand whether the PASS program, a comprehensive college…
Campus Policing: A Guide for Higher Education Leaders
Jude Paul Matias Dizon, Maritza E. Salazar, Elif Yucel, Edgar Fidel Lopez (2020)
A new report written by Pullias Center researchers tackles the institutionalization of policing in higher education campus safety and management. By providing administrators with important perspectives, key takeaways, reflective questions, and specific recommendations, Campus Policing: A Guide for Higher Education…
The Equity Cost of Inter-Sector Math Misalignment: Racial and Ethnic Disparities in Community College Student Outcomes
Federick Ngo and Tatiana Melguizo (2020)
A new study explores the equity cost of math misalignment by examining whether it is especially detrimental for these college-ready students to begin college in developmental math courses. Researchers summarize results from a study on the experience of inter-sector math misalignment…
High-Impact Practices (HIPs) Tool for Admins
Adrianna Kezar, Elizabeth Holcombe
This tool is a reflective guide for administrators who are interested in supporting high-impact practices on their campuses. Administrators can help champion and create supportive infrastructure, policies and rewards that are necessary for implementation, sustainability and scaling of high-impact practices…
Professional Development for Non-Tenure-Track Faculty at Texas State University
Jennifer Yeh, KC Culver, and Adrianna Kezar
Pullias Center for Higher Education (2021)
Texas State University (TXST) has earned a “R2: Doctoral Universities- High research activities” Carnegie Classification and continues to follow a committed path towards becoming a premiere research institution. As a result of the school’s shifting focus, the Office of the…
Professional Development for Non-Tenure-Track Faculty at Kennesaw State University
KC Culver, Maeve Lee, and Adrianna Kezar
Pullias Center for Higher Education (2021)
The Center for Excellence in Teaching and Learning (CETL) at Kennesaw State University (KSU) supports the success of faculty and graduate teaching assistants through institution-wide initiatives focused on career success as well as on instructional development; these opportunities include workshops,…
The Career-Track Faculty Model: Best Practices in Appointment, Advancement and Retention of NTTF at University of Arizona
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
The University of Arizona (UArizona), a public land-grant research one institution located in Tucson, Arizona, has made considerable efforts to enhance working conditions of career-track faculty (CT faculty) over the past decade. Their initiatives are guided by the Career-Track Faculty…
Promoting a Greater Sense of Inclusion and Stability for NTTF at Loyola Marymount University
Natsumi Ueda, Adrianna Kezar
Delphi Award Winner, 2023
Loyola Marymount University (LMU), a private, four-year comprehensive institution in Los Angeles, has been committed to improving working conditions for its non-tenure-track faculty (NTTF) over the past decade. Out of a total of 1,391 faculty members at LMU, 989 are…
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Phone: 213-740-7218
Email: pullias@usc.edu
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