student success – Page 3

Redesigning teaching evaluations to support professional development for faculty at Harper College

Delphi Award Winner, 2018 Daniel Scott, Adrianna Kezar, Michael Bates Pullias Center for Higher Education (2019) This new publication highlights the recent successful efforts Harper College made to significantly improve their faculty policies and culture. Harper College is one of winners of the inaugural Delphi Award, an annual $15,000 cash award given to individuals or organizations who have worked to support adjunct, […]

How Student Affairs Departments Can Support and Engage Non-Tenure-Track Faculty

Daniel Scott, Adrianna Kezar (2019) This guide, created by The Delphi Project on the Changing Faculty and Student Success in collaboration with NASPA, highlights the many opportunities student affairs departments have to work with non-tenure-track faculty in furthering its student services mission—and, in turn, to support these faculty in their efforts to foster student learning and success. Categories: Delphi Project, […]

College-Going Culture in a Digital Era: Strategies for Schools

Pullias Center for Higher Education (2018) High schools today have a unique challenge: to equip students with the knowledge and tools they need to prepare for, apply to and enroll in college—all while proving them with digital resources and skills essential for the 21st century. This guide by the Pullias Center’s Digital Equity in Education team provides a general overview of what a […]

Speaking Truth and Acting with Integrity: Confronting Challenges of Campus Racial Climate

Adrianna Kezar and Sharon Fries-Britt (2018) Confronting Challenges of Campus Racial Climate is a multi-year study focused on responses to campus racial crises and building institutional capacity for racial equity. The study is a collaboration between the Pullias Center, the American Council on Education (ACE), and the University of Missouri. This report explores what led to the University of Missouri’s […]

Report of the Task Force to Recommend Best Practices for Non-Tenure-Track Instructional Faculty

California State University, Dominguez Hills (2018) This report presents a strong example of a policy-guiding document for campuses considering making changes to support non-tenure-track faculty, or campuses that have already begun. It presents the purpose, methods, process, and results of the task force’s evaluation process. Categories: Delphi Project, Student Success, Policymaking, Guides

A Model of Consensus Features for New Faculty Roles

Adrianna Kezar, Daniel Scott, Hannah Yang (2017) This infographic shows a model that can guide institutions in guaranteeing that new faculty roles are oriented around the goals of the higher education enterprise while they flesh out the details of what the new faculty will look like in their particular contexts. The 4 themes of influence that must be considered and integrated into […]

Adapting by Design Toolkit

Daniel Maxey, Adrianna Kezar (2017) Created to support the redesign of higher education models, this toolkit helps campus leaders identify and create an impetus for achieving the changes that are necessary to address changing faculty trends, including the rising numbers of non-tenure-track faculty, at colleges and universities. The goal of this toolkit is to ensure a successful future for our institutions, our […]

From Pre to Post: Putting the Data Pieces Together

Pullias Center for Higher Education (2016) The Pullias Center presents a summary of the findings from a 2015 pre-Challenge survey. Categories: Digital Equity, College Access, Student Success

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. Categories: Delphi Project, Student Success

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 future faculty models. Their research results are summarized and shared herein. Categories: Delphi Project, […]