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.
Change Leadership Toolkit: University of Georgia Case Study
Elizabeth Holcombe, Ángel de Jesus Gonzalez and Adrianna Kezar
Pullias Center for Higher Education (2024)
This Case Study describes efforts to change the culture around teaching and learning at the University of Georgia (UGA) through the Engineering Education Transformations Institute…
Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California
Susan Bickerstaff, Tatiana Melguizo
Pullias Center for Higher Education (2024)
Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students’ post…
What is the Employee Value Proposition for Contingent/VITAL Faculty?
The Delphi Project on the Changing Faculty and Student Success, TIAA Institute, 2024
This brief, authored by Adrianna Kezar and KC Culver, considers extending TIAA Institute's Employee Value Proposition (EVP) from professional staff in higher education to contingent…
State of the Faculty
Daniel Scott, Jude Paul Matias Dizon, Adrianna Kezar (2019)
Pullias Center for Higher Education
The report explores the issues and trends that have affected faculty in the United States to provide a snapshot from varied sources about the state…
Promoting At-promise College Students Success through Peer Mentoring
Corwin, Z., Kitchen, J., Harvey, J., & Love, H., Culver, K., Rivera, G. (2024)
Peer mentoring is a popular tool utilized by postsecondary institutions to support at-promise students as they navigate the transition to college. Peer mentoring pairs student…
Higher Education Leadership: Challenging Tradition and Forging Possibilities
Rozana Carducci, Jordan Harper, Adrianna Kezar
Johns Hopkins University Press
Higher Education Leadership offers a groundbreaking exploration of leadership in higher education. Rozana Carducci, Jordan Harper, and Adrianna Kezar challenge traditional paradigms and ideologies that…
Faculty, Academic Careers, and Environments (FACE) Institutional Data Providers Focus Groups Report
Emily R. Koren, John W. Curtis, Adrianna Kezar and KC Culver
Pullias Center for Higher Education (2024)
The purpose of the Faculty, Academic Careers and Environments (FACE) project is to understand who faculty are, what their academic careers look like, and how…
Creating a Culture of Ecological Validation to Improve At-promise Student Experiences and Outcomes
Corwin, Z., Kitchen, J., Harvey, J., & Love, H., Culver, K., Rivera, G. (2024)
This brief explores ecological validation, a research-based approach that emerged from the Promoting At-promise Student Success (PASS) Project, which was conducted in partnership with educators at…
Designing Comprehensive College Transition Programs to Support Students’ Long-Term Success
This brief explores how a comprehensive college transition program (CCTP), which provides social and academic support to students during their transition into and through their first…
The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes
Natsumi Ueda, Adrianna Kezar
Delphi Award Finalist, 2023
The University of Massachusetts Amherst (UMA), a public research university, has demonstrated a long-standing commitment to improving working conditions for non-tenure track faculty (NTTF) with…
Change Leadership Toolkit: University of Georgia Case Study
Elizabeth Holcombe, Ángel de Jesus Gonzalez and Adrianna Kezar
Pullias Center for Higher Education (2024)
This Case Study describes efforts to change the culture around teaching and learning at the University of Georgia (UGA) through the Engineering Education Transformations Institute (EETI). EETI works across the three schools within UGA’s College of Engineering. John Morelock, Associate…
Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California
Susan Bickerstaff, Tatiana Melguizo
Pullias Center for Higher Education (2024)
Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students’ post enrollment. In this paper, we explore one facet of postsecondary education that has served as…
What is the Employee Value Proposition for Contingent/VITAL Faculty?
The Delphi Project on the Changing Faculty and Student Success, TIAA Institute, 2024
This brief, authored by Adrianna Kezar and KC Culver, considers extending TIAA Institute's Employee Value Proposition (EVP) from professional staff in higher education to contingent or non-tenure-track faculty, also called VITAL faculty. Based on qualitative and quantitative research, the EVP…
State of the Faculty
Daniel Scott, Jude Paul Matias Dizon, Adrianna Kezar (2019)
Pullias Center for Higher Education
The report explores the issues and trends that have affected faculty in the United States to provide a snapshot from varied sources about the state of the profession. Topics covered include the future job market, faculty accountability policies, shared governance,…
Promoting At-promise College Students Success through Peer Mentoring
Corwin, Z., Kitchen, J., Harvey, J., & Love, H., Culver, K., Rivera, G. (2024)
Peer mentoring is a popular tool utilized by postsecondary institutions to support at-promise students as they navigate the transition to college. Peer mentoring pairs student mentors with similarly aged mentees during their transition to college for the purpose of information…
Higher Education Leadership: Challenging Tradition and Forging Possibilities
Rozana Carducci, Jordan Harper, Adrianna Kezar
Johns Hopkins University Press
Higher Education Leadership offers a groundbreaking exploration of leadership in higher education. Rozana Carducci, Jordan Harper, and Adrianna Kezar challenge traditional paradigms and ideologies that hinder progress―advocating instead for liberatory systemic change. The authors highlight new and evolving interdisciplinary leadership…
Faculty, Academic Careers, and Environments (FACE) Institutional Data Providers Focus Groups Report
Emily R. Koren, John W. Curtis, Adrianna Kezar and KC Culver
Pullias Center for Higher Education (2024)
The purpose of the Faculty, Academic Careers and Environments (FACE) project is to understand who faculty are, what their academic careers look like, and how the environments in which they work shape their ability to thrive as instructors, researchers and…
Creating a Culture of Ecological Validation to Improve At-promise Student Experiences and Outcomes
Corwin, Z., Kitchen, J., Harvey, J., & Love, H., Culver, K., Rivera, G. (2024)
This brief explores ecological validation, a research-based approach that emerged from the Promoting At-promise Student Success (PASS) Project, which was conducted in partnership with educators at three of the University of Nebraska campuses.
Designing Comprehensive College Transition Programs to Support Students’ Long-Term Success
This brief explores how a comprehensive college transition program (CCTP), which provides social and academic support to students during their transition into and through their first years in higher education. These programs can be particularly valuable for at-promise (e.g., low-income, first-generation,…
The University of Massachusetts Amherst Model: A Comprehensive Strategy for Enhancing Non-Tenure-Track Faculty Work Environments and Student Outcomes
Natsumi Ueda, Adrianna Kezar
Delphi Award Finalist, 2023
The University of Massachusetts Amherst (UMA), a public research university, has demonstrated a long-standing commitment to improving working conditions for non-tenure track faculty (NTTF) with a 20-year track record of progressive policies to improve the support for them. This commitment…
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