KC Culver, Adrianna Kezar, and Jennifer Yeh Pullias Center for Higher Education (2022) This toolkit is meant to accompany our report “Designing Accessible and Inclusive Professional Development for NTTF,” which was created as part of the Delphi Project on the Changing Faculty and Student Success. In this report, we found that a variety of professional development opportunities are often necessary […]
Delphi Award Winner, 2021 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 numerous at and more critical to […]
Delphi Award Winner, 2021 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 non-tenure-track full-time faculty, which DU refers […]
Delphi Award Finalist, 2021 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 Diversity, Equity, and Inclusion (DEI) strategic […]
University of Denver and Worcester Polytechnic Institute detail their programs designed to improve pathways to tenure for adjunct faculty on their campuses. New publications that detail the Delphi Award-winning programs created and implemented by University of Denver and Worcester Polytechnic Institute are now available for free download on the Pullias Center’s website. Titled “Institutionalizing a Culture of Respect for Teaching […]
Professional Development, 2021 Jennifer Yeh, KC Culver, and Adrianna Kezar Pullias Center for Higher Education (2021) Of the nearly 5,000 faculty employed at Indiana University–Purdue University Indianapolis (IUPUI), 74% are non-tenure-track-faculty (NTTF). Among these NTTF, 45% are full-time and 55% are part-time (adjuncts). IUPUI offers a promotion track for full-time NTTF, providing access (during the spring semester) to the eDossier system […]
Professional Development, 2021 Adrianna Kezar and KC Culver Pullias Center for Higher Education (2021) UNC Charlotte’s professional development is offered through the Center for Teaching and Learning. Since its inception in 1998, the Center for Teaching and Learning has offered a wealth of professional development opportunities for all instructors at UNC Charlotte. Those opportunities are wide-ranging in topic, scope, and […]
University of Denver and Worcester Polytechnic Institute Selected for Prestigious Award for Their Work Transforming Support for Contingent Faculty The Pullias Center for Higher Education at the University of Southern California’s Rossier School of Education, in partnership with the Association for American Colleges & Universities (AAC&U) has selected two winners of the Delphi Award for 2021. The University of Denver […]
Designing Accessible and Inclusive Professional Development for NTTF is a new report from the Pullias Center for Higher Education that takes a close look at how universities support non-tenure-track faculty (NTTF) in professional development. This includes examining emerging and best practices—such as providing faculty with orientations, workshops and symposiums, learning communities, scholarly conferences, newsletters and resource websites, or awards. Adrianna […]
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 STEM education, including that professional development has not been […]