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.
Off the Track: The rising number of non-tenure-track faculty and what it means for students in our colleges and universities
Pullias Center for Higher Education (2016)
This infographic shows the increase of non-tenure-track faculty and their effects on both the faculty and students.
Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (Updated 2020)
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…
The Imperative for Change: Fostering Understanding of the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices
Adrianna Kezar, Daniel Maxey, Lara Badke (2014)
This summary outlines the necessity for addressing the changing faculty and its implications for student learning outcomes, equity, and institutional risk management. It aims to…
The Professoriate Reconsidered: A Study of New Faculty Models
Adrianna Kezar, Daniel Maxey, Elizabeth Holcombe (2015)
This survey study examines key higher education stakeholders views of new faculty roles/work.
Rethinking Faculty Models/Roles: An Emerging Consensus about Future Directions for the Professoriate
Adrianna Kezar, Elizabeth Holcombe, Daniel Maxey (2016)
To help campus leaders envision a way forward, the TIAA Institute commissioned research by Adrianna Kezar, Elizabeth Holcombe, and Daniel Maxey, who surveyed a broad…
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for CCAS Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty…
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for ACAD Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty…
Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority
Adrianna Kezar, Daniel Maxey (2014)
This occasional paper published by the National Institution on Learning Outcomes Assessment (NILOA) explores the potential for non-tenure-track faculty to meaningfully contribute to student learning…
The Path to Change: How Campus Communities Worked to Change Non-Tenure-Track Policies and Practices
The Delphi Project on the Changing Faculty and Student Success (2013)
A collection of documents describing how several campuses have already initiated a dialogue about non-tenure-track faculty practices and how different groups on each campus worked…
Designing Accessible and Inclusive Professional Development for NTTF
KC Culver and Adrianna Kezar
Pullias Center for Higher Education (2021)
One of the main lessons from the recent pandemic is the importance of professional development for all faculty. With a post-pandemic context, we are provided…
Off the Track: The rising number of non-tenure-track faculty and what it means for students in our colleges and universities
Pullias Center for Higher Education (2016)
This infographic shows the increase of non-tenure-track faculty and their effects on both the faculty and students.
Selected Research on Connections between Non-Tenure-Track Faculty and Student Learning (Updated 2020)
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.
The Imperative for Change: Fostering Understanding of the Necessity of Changing Non-Tenure-Track Faculty Policies and Practices
Adrianna Kezar, Daniel Maxey, Lara Badke (2014)
This summary outlines the necessity for addressing the changing faculty and its implications for student learning outcomes, equity, and institutional risk management. It aims to build an understanding of the implications of the current faculty model and policies and practices…
The Professoriate Reconsidered: A Study of New Faculty Models
Adrianna Kezar, Daniel Maxey, Elizabeth Holcombe (2015)
This survey study examines key higher education stakeholders views of new faculty roles/work.
Rethinking Faculty Models/Roles: An Emerging Consensus about Future Directions for the Professoriate
Adrianna Kezar, Elizabeth Holcombe, Daniel Maxey (2016)
To help campus leaders envision a way forward, the TIAA Institute commissioned research by Adrianna Kezar, Elizabeth Holcombe, and Daniel Maxey, who surveyed a broad range of hundreds of higher education stakeholders about their views of numerous potential attributes of…
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for CCAS Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty hiring, policies regarding non-tenure-track faculty, institutional demographics, and individual demographics. Within each section Kezar and…
Report of Findings from Values, Practices, and Faculty Hiring Decisions of Academic Leaders Study for ACAD Leadership
Adrianna Kezar, Sean Gehrke (2012)
The findings of this study are based on the following topical areas of the survey: faculty composition, faculty hiring practices, gathering data related to faculty hiring, policies regarding non-tenure-track faculty, institutional demographics, and individual demographics. Within each section Kezar and…
Student Outcomes Assessment Among the New Non-Tenure-Track Faculty Majority
Adrianna Kezar, Daniel Maxey (2014)
This occasional paper published by the National Institution on Learning Outcomes Assessment (NILOA) explores the potential for non-tenure-track faculty to meaningfully contribute to student learning outcomes assessment and outlines policies and practices that can facilitate such contributions.
The Path to Change: How Campus Communities Worked to Change Non-Tenure-Track Policies and Practices
The Delphi Project on the Changing Faculty and Student Success (2013)
A collection of documents describing how several campuses have already initiated a dialogue about non-tenure-track faculty practices and how different groups on each campus worked together to implement changes. This collection includes: California State University, Pomona; Madison Area Technical College;…
Designing Accessible and Inclusive Professional Development for NTTF
KC Culver and Adrianna Kezar
Pullias Center for Higher Education (2021)
One of the main lessons from the recent pandemic is the importance of professional development for all faculty. With a post-pandemic context, we are provided an opportunity to address long-standing problems in higher education, problems that are particularly prevalent within…
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Email: pullias@usc.edu
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