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.
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…
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.
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…
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.
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Phone: 213-740-7218
Email: pullias@usc.edu
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