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.
Creating and Sustaining the Inclusive Teaching Program for Lecturers at the University of Michigan
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (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
Pullias Center for Higher Education (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
Pullias Center for Higher Education (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…
Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California
Jordan Harper, Natsumi Ueda
Pullias Center for Higher Education (2022)
Dominican University of California (Dominican) has a significant number of non-tenure-track faculty with 32 full-time term faculty (FTTF) and 204 part-time adjunct faculty (PTTF). Faculty…
Investing in Part-time Faculty at Montgomery College
Jordan Harper
Pullias Center for Higher Education (2022)
Montgomery College (MC)'s The Institute for Part-Time Faculty Engagement and Support (IPTFES) was created in 2015 and pioneered by the late Dr. Antonio “Tango” Thomas.…
Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2022)
Northcentral University (NCU), a 100% online, nonprofit institution, declared part-time adjunct faculty as vital actors in carrying out their mission for student success. This realization…
Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California
Jordan Harper
Pullias Center for Higher Education (2022)
University Council-American Federation of Teachers (UC-AFT)/University of California (UC) Unit 18 faculty achieved a historic win with their new collective bargaining agreement effective for 2021-2026.…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Adrianna Kezar, Daniel Maxey (2013)
This focus guide is designed for use by specific campus constituencies to support a better understanding of how non-tenure-track faculty are supported by programs and…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adrianna Kezar, Daniel Maxey (2013)
This focus guide has been created for centers for teaching and learning and other offices that provide academic support and development opportunities for faculty on…
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adrianna Kezar, Daniel Maxey (2015)
This report is an attempt to create a vision for new, future faculty models both by promoting campus-level change efforts and by initiating a national…
Creating and Sustaining the Inclusive Teaching Program for Lecturers at the University of Michigan
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (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
Pullias Center for Higher Education (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
Pullias Center for Higher Education (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…
Greater Stability and Inclusion for Part-time and Full-time Faculty at Dominican University of California
Jordan Harper, Natsumi Ueda
Pullias Center for Higher Education (2022)
Dominican University of California (Dominican) has a significant number of non-tenure-track faculty with 32 full-time term faculty (FTTF) and 204 part-time adjunct faculty (PTTF). Faculty off the tenure-track contribute meaningfully to its more than 60 undergraduate and graduate degree programs.…
Investing in Part-time Faculty at Montgomery College
Jordan Harper
Pullias Center for Higher Education (2022)
Montgomery College (MC)'s The Institute for Part-Time Faculty Engagement and Support (IPTFES) was created in 2015 and pioneered by the late Dr. Antonio “Tango” Thomas. IPTFES was created to expand, improve and build upon policies and practices that support part-time…
Supporting Adjuncts from a Distance: Adjuncts as Subject Matter Experts & Valued Members of the Northcentral University Community
Jordan Harper, Adrianna Kezar
Pullias Center for Higher Education (2022)
Northcentral University (NCU), a 100% online, nonprofit institution, declared part-time adjunct faculty as vital actors in carrying out their mission for student success. This realization and subsequent declaration prompted NCU to initiate a task force to explore the working conditions…
Improving Job Stability and Career Pathways for Lecturers Through Collective Bargaining at the University of California
Jordan Harper
Pullias Center for Higher Education (2022)
University Council-American Federation of Teachers (UC-AFT)/University of California (UC) Unit 18 faculty achieved a historic win with their new collective bargaining agreement effective for 2021-2026. Their efforts focused on improving lecturers’ job stability and career pathway revisions. Their bargaining campaign…
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Institutional Researchers
Adrianna Kezar, Daniel Maxey (2013)
This focus guide is designed for use by specific campus constituencies to support a better understanding of how non-tenure-track faculty are supported by programs and services on campus or included in institutional data that are collected and maintained.
Non-Tenure-Track Faculty on our Campus: Supplemental Focus Guide for Centers for Teaching and Learning
Adrianna Kezar, Daniel Maxey (2013)
This focus guide has been created for centers for teaching and learning and other offices that provide academic support and development opportunities for faculty on campuses. These offices are an important resource for enhancing the quality of instruction and student…
Adapting by Design: Creating Faculty Roles and Defining Faculty Work to Ensure an Intentional Future for Colleges and Universities
Adrianna Kezar, Daniel Maxey (2015)
This report is an attempt to create a vision for new, future faculty models both by promoting campus-level change efforts and by initiating a national conversation about our direction as a profession. It follows meetings and discussions with numerous national…