KerryAnn O'Meara (she, her) is Professor of Higher Education and a Distinguished Scholar Teacher at the University of Maryland. She draws on insights from organizational behavior, higher education research, and behavioral economics to identify and test policies, practices, and interventions to recruit and retain a diverse faculty. KerryAnn served as Director of the University of Maryland’s ADVANCE program for ten years, leading evidence-based interventions in inclusive hiring, third space networks, workload reform, and faculty evaluation. She uses a range of methods to study equity in faculty careers and reward systems including longitudinal approaches, randomized control trials, ethnography, time-diary methods, survey, case study and interviews. Her research and practice have been continuously funded by NSF since 2010. KerryAnn is PI of a new NSF study to test nudges in faculty evaluation. She is a 2021-2022 American Council on Education (ACE) Fellow and serves as Special Assistant to the Provost for Strategic Initiatives at the University of Maryland. She has taught courses on the Academic Profession, Organizational Change in Higher Education, Women in Higher Education, Ranking Systems in Higher Education and Doctoral Proseminar.
ACE Leadership Fellow (2020-2022)
Select Honors and Awards
Distinguished Scholar Teacher, University of Maryland, 2021
President, Association for the Study of Higher Education, 2020
Outstanding Woman of the Year, University of Maryland, 2013
Graduate Mentor of the Year Award, University of Maryland, 2012
Early Career Research Award, International Association for Research on Service-Learning and Community Engagement, 2008
Emerging Leader Award, National Society for Experiential Education, 1998
Recent Reports and Essays
White-Lewis, D., O’Meara, K., Mathews, K., & Havey, N. (2022, August 16). Leaving the institution or leaving the academy? Analyzing the factors that faculty weigh in actual departure decisions. Research in Higher Education.
O'Meara, K., Templeteon, L., Culpepper, D. & White-Lewis, D. (2022). Translating equity-minded principles into faculty evaluation reform. American Council on Education.
O'Meara, K., Templeton, L. Culpepper, D. & White-Lewis. Equity-Minded Reform of Faculty Evaluation Policies: Audit Resource. American Council on Education.
O’Meara, K. (2022, March 22). Enabling Possibility through Faculty Roles and Rewards. TIAA Institute Report. Washington, D.C.
Culpepper, D. Misra, J., O’Meara, K. & Jaeger, A. (2022, Winter). Addressing Workload Equity: Seven Strategies for Department Chairs. The Department Chair. 32(3), p. 8-9.
Misra, J., Kuvaeva, A., Jaeger, A., Culpepper, D., & O’Meara, K. (2021). Female faculty of color do extra diversity work for no extra reward – here’s how to fix that. The Conversation.
Pines, D. & O’Meara, K. (2021, September 30). Seizing First Impressions. Inside Higher Education.
O'Meara, K., Culpepper, D., Misra, J. & Jaeger, A. (2020, January 8th). Equity-Minded Faculty Workloads: What we Can and Should do Now. Washington-DC. ACE Report. https://www.acenet.edu/Documents/Equity-Minded-Faculty-Workloads.pdf
Faculty Workload and Rewards Resources Booklet published by ACE
O’Meara, K. February 24, 2021. Seizing Discretion to Advance Full Participation. Inside Higher Education.
O’Meara, K., Beise, E., Culpepper, D., Misra, J. & Jaeger, A. (2020). Faculty Work Activity Dashboards: A Strategy to Increase Transparency. Change magazine. The Magazine of Higher Learning, 52:3, 34-42.
O’Meara, K. (2021). Leveraging, Checking, and Structuring Faculty Discretion to Advance Full Participation. The Review of Higher Education, 44 (4) pp. 555-585.
Misra, J. Kuvaeva, A., O’Meara, K., Culpepper, D., Jaeger, A. (2020). Gendered and Racialized Perceptions of Faculty Workloads. Gender and Society. 1-37.
Culpepper, D., Lennartz, C., O’Meara, K., & Kuvaeva, A. (2020). Who gets to have a life? Agency in work-life balance for single faculty. Equity & Excellence in Education.
O’Meara, K., Sayer, L., Nyunt, G. & Lennartz. (2020). Stressed, Interrupted, and Under-Estimated: Experiences of Women and URM Faculty During One Work Day. Journal of the Professoriate. P. 105-137.
Culpepper, D., O’Meara, K., Ramirez, A. (2020). Plugging in: How one graduate program shaped doctoral students’ scholarly identities as interdisciplinary scientists. International Journal of Doctoral Studies, 15, 1-28.
O’Meara, K. & Culpepper, D. (2020). Fostering collisions in interdisciplinary graduate education. Studies in Graduate and Postdoctoral Education. 1-18.
O’Meara, K., Culpepper, D., & Templeton, L. L. (2020, published online April 8). Nudging Toward Diversity: Applying Behavioral Design to Faculty Hiring. Review of Educational Research, 0034654320914742.
Culpepper, D., Kilmer, S., O’Meara, K., Misra, J., Jaeger, A.J. (2020, January 2). The Terrapin Time Initiative: A workshop to enhance alignment between faculty work priorities and time use. Innovative Higher Education.
O'Meara, K., Lennartz, C., Kuvaeva, A., Jaeger, A., Misra, J. (published online April 12, 2019). Department Conditions and Practices Associated with Faculty Workload Satisfaction Perceptions of Equity. The Journal of Higher Education.
O’Meara, K., Nyunt, G. & Templeton, L. (2019). Meeting to Transgress: The Role of Faculty Learning Communities in Shaping More Inclusive Organizational Cultures. Equality, Diversity and Inclusion: An International Journal.
O’Meara, K., Jaeger, A., Misra, J. Lennartz, C. & Kuvaeva, A. (2018, December 19). Undoing disparities in faculty workloads: A randomized trial experiment. PLoS ONE 13(12)
O’Meara, K., Griffin, K. A., Nyunt, G., & Lounder, A. (2018, October 11). Disrupting Ruling Relations: The Role of the PROMISE Program as a Third Space. Journal of Diversity in Higher Education. Advance online publication. http://dx.doi.org/10.1037/dhe0000095
O'Meara, K., Templeton, L. & Nyunt, G. (2018). Earning professional legitimacy: Challenges faced by women, underrepresented minority, and non-tenure-track faculty. Teachers College Record, 120(12).
Griffin, K., Baker, V., O’Meara, K., Nyunt, G., Robinson, T., & Staples, C. L. (2018). Supporting scientists from underrepresented minority backgrounds: Mapping developmental networks. Studies in Graduate and Postdoctoral Education, 9(1), 19-37.
Templeton, L. & O’Meara, K. (2018, Winter). Enhancing Agency through Leadership Development Programs for Faculty. Journal of Faculty Development. 32(1), pp. 31-36.
O’Meara, K., Griffin, K. A., Kuvaeva, A., Nyunt, G., & Robinson, T.(2017). Sense of belonging and its contributing factors in graduate education. International Journal of Doctoral Studies, 12, 251-263.
O’Meara, K. Kuvaeva, A., Nyunt, G., Jackson, R. & Waugaman, C. (2017). Asked More Often: Gender Differences in Faculty Workload in Research Universities and the Work Interactions that Shape Them. AERJ-SIA. Vol.XX, No. X, pp. 1–33.
O’Meara, K., Fink, J. & White-Lewis, D. (2017). Who's looking? Examining the role of gender and rank in faculty outside offers. NASPA Journal about Women in Higher Education.10(1), 64-79
O’Meara, K., Rivera, M. Kuvaeva, A. & Corrigan, K. (2017). Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning. Innovative Higher Education. 42 (4). 1-22.
O’Meara, K., Kuvaeva, A., & Nyunt, G. (2017). Constrained Choices: A View of Campus Service Inequality from Annual Faculty Reports. Journal of Higher Education. 1-29.
Jaeger, A., Mitchall, A., O’Meara, K., Grantham, A., Zhang, J., & Eliason, J., & Cowdery, K. (2016). Push and Pull: The Influence of Race/Ethnicity on Agency in Doctoral Student Career Advancement. Journal of Diversity in Higher Education. doi:10.1037/dhe0000018.
O'Meara, K. (2016). Whose Problem is It? Gender Differences in Faculty Thinking about Campus Service. Teachers College Record. 118, 080306. 1-38.
O'Meara, K., Bennett, J.C. & Niehaus, E. (2016). Left Unsaid: The Role of Work Expectations and Psychological Contracts in Faculty Careers and Departure. Review of Higher Education. 39(2), p. 269-297
O'Meara, K. & Stromquist, N. (2015). Faculty peer networks: Role and relevance in advancing agency and gender equity. Gender and Education. 27(3), 338-358.
O'Meara, K. (2015). A career with a view: Agentic perspectives of women faculty. Journal of Higher Education, 86(3), 331-359.
O'Meara, K., Lounder, A., & Campbell, C. (2014). To heaven or hell: Sensemaking about why faculty leave. The Journal of Higher Education, 85(5), 603-632.
O'Meara, K., Jaeger, A., Eliason, J., Grantham, A., Cowdery, K., Mitchall, A. & Zhang, J. (2014). By Design: How departments influence graduate student agency in career advancement. International Journal of Doctoral Studies, 10(3), 232-252.
O'Meara, K. (2014). Half-Way out: How requiring outside offers to raise salaries influences faculty retention and organizational commitment. Research in Higher Education. 56(3), 279-298.
Niehaus, E. & O'Meara, K. (2014). Invisible but essential: The role of professional networks in promoting faculty agency in career advancement. Innovative Higher Education, 40(2), 1-13.
Terosky, A., O'Meara, K. & Campbell, C. (2014). Enabling possibility: Women associate professors' sense of agency in career advancement. Journal of Diversity in Higher Education, 7(1), 58-76.
Campbell, C.M. & O'Meara, K. (2013, June 19th). Faculty agency: Departmental contexts that matter in faculty careers. Research in Higher Education, 54(4), 49-74
O'Meara, K., Lounder, A. & Hodges, A. (2013). University leaders' use of episodic power to support faculty community engagement. Michigan Journal of Community Service -Learning, 19(2), 5-20.
O'Meara, K., Knudsen, K. & Jones, J. (2013). The Role of emotional competencies in faculty-doctoral student relationships. Review of Higher Education, 36(3), 315-348.
Lundquist, J. H., Misra, J. & O'Meara, K. (2013). An analysis of parental leave usage by fathers and mothers at an American university. Fathering: A Journal of Research, Theory, and Practice about Men as Fathers, 10(3). 337-363.
O'Meara, K. & Campbell, C.M. (2011, Spring). Faculty sense of agency in decisions about work and family. Review of Higher Education, 34(3): 447-476.
O'Meara, K. Sandmann, L.R., Saltmarsh, J. & Giles, D.E. (2011). Studying the professional lives and work of faculty involved in community engagement. Innovative Higher Education, 36(2). 83-96.
O'Meara, K., & Bloomgarden, A. (2010). The pursuit of prestige: Examining the consequences of striving for faculty work-life, reward systems, and satisfaction. Journal of the Professoriate, 4(1). 40-74.
O'Meara, K. & Niehaus, E. (2009). Service-learning is... How faculty explain their practice. Michigan Journal of Community Service-Learning, 16(1). 1-16.
O'Meara, K. (2008). Motivation for faculty community engagement: Learning from exemplars. Journal of Higher Education Outreach and Engagement, 12(1), 7-29.
Sandmann, L., Saltmarsh, J. & O'Meara, K. (2008). An integrated model for advancing the scholarship of engagement: Creating academic homes for the engaged scholar. Journal of Higher Education Outreach and Engagement, 12(1), 47-63.
O'Meara, K. (2007). Stepping up: How one faculty learning community influenced faculty members' understanding and use of active learning methods and course design. Journal on Excellence in College Teaching, 18(2), 97-118.
Bloomgarden, A. & O'Meara, K. (2007). Harmony or cacophony? Faculty role integration and community engagement. Michigan Journal of Community Service Learning, 13(2), 5-18.
O'Meara, K., & Jaeger, A. (2007). Preparing future faculty for community engagement: History, barriers, facilitators, models and recommendations. Journal of Higher Education Outreach and Engagement, 11(4), 3-26.
O'Meara, K. & Braskamp, L. (2005). Aligning faculty reward systems and development to promote faculty and student growth. National Association of Student Personnel Administrators (NASPA) Journal, 42(2), 223-240.
O'Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems: Does it make a difference? Research in Higher Education, 46(5), 479-510.
O'Meara, K. (2005). Encouraging multiple forms of scholarship in faculty reward systems: Influence on faculty work-life. Planning for Higher Education, 34(2), 43-53.
Crosson, P., Douglas, K., O'Meara, K., & Sperling, C. A. (2005). A community college leadership academy: Developing leaders in Massachusetts. Community College Review, 33(2). 45-63.
O'Meara, K. (2005).The Courage to be Experimental: How one faculty learning community influenced faculty teaching careers, understanding of how students learn and assessment. Journal of Faculty Development. 20(3), 153-160.
O'Meara, K. (2004). Reframing incentives and rewards for community service-learning and academic outreach. Journal of Higher Education Outreach and Engagement, 8(2), 201-220.
O'Meara, K. (2004). Beliefs about post-tenure review: The influence of autonomy, collegiality, career stage, and institutional context. The Journal of Higher Education, 75(2), 178-202.
O'Meara, K. (2003). Believing is seeing: The influence of beliefs and expectations on post-tenure review in one state system. Review of Higher Education, 27(1), 17-44.
O'Meara, K. (2002). Uncovering the values in faculty evaluation of service as scholarship. Review of Higher Education, 26(1), 57-80.
O'Meara, K. (2001). Assessing and improving outreach through objectives. Journal of Higher Education Outreach and Engagement, 6(2), 45-56.
O'Meara, K. A., & Rice, R. E. (Eds.) (2005). Faculty priorities reconsidered: Encouraging multiple forms of scholarship. San Francisco: Jossey-Bass.
Chapters in Edited Books
O’Meara K., Culpepper D., Lennartz C., Braxton J. (2021) Leveraging Nudges to Improve the Academic Workplace: Challenges and Possibilities. In: Perna L.W. (eds) Higher Education: Handbook of Theory and Research. vol 37. Springer, Cham. https://doi.org/10.1007/978-3-030-66959-1_9-1
Lennartz, C. & O’Meara, K. (2018). Navigating a Foggy Climate: Women Associate Professors’ Sense of Agency and Work Environment Experiences. Editor Vicki L. Baker. Success After Tenure: Supporting Mid-Career Faculty. Pp. 285-310. Sterling, VA: Stylus.
Griffin, K.A., Baker, V., & O’Meara, K. (2020). Doing, caring, and being: “Good” mentoring and its role in the socialization of graduate students of color in STEM. Pp. 223-240 In L. DeAngelo & J. Weidman (Eds.), Socialization in higher education and the early career: Theory, research, and application. New York, NY: Springer International Publishing.
Martin, A. & O’Meara, K. (2017). Conditions Enabling Women’s Leadership in Community Colleges. Pamela Eddy & Kelly Ward (Eds). Critical Approaches to Women and Gender in Higher Education. Palgrave.
O’Meara, K. & DeCrosta, L. (2016). More Than a Zero-Sum Game: Shared Work Agreements. pp. 130-142. In A. Kezar & D. Maxey. The Faculty for the 21st Century. Rutgers University Press.
Orphan, C. M. & O’Meara, K. (2016). Next Generation Engagement Scholars in the Neoliberal University. pp. 214 to 231. In Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education. Eds. M.A. Post; E. Ward; N.V. Longo; and J. Saltmarsh. Sterling, VA: Stylus Publishing.
O'Meara, K. (2016). Legitimacy, Agency, and Inequality: Organizational Practices for Full Participation of Community-Engaged Faculty. pp. 96-109 In Publicly Engaged Scholars: Next Generation Engagement and the Future of Higher Education. Eds. M.A. Post; E. Ward; N.V. Longo; and J. Saltmarsh. Sterling, VA: Stylus Publishing.
O’Meara, K. (2015). How Scholarship Reconsidered Disrupted the Promotion and Tenure System. P. 41-47. In Scholarship Reconsidered: Priorities of the Professoriate. Updated and Expanded by Drew Moser, Todd C. Ream, John M. Braxton and Associates. San Francisco: Jossey Bass.
O’Meara, K. (2015). Dismantling Inequality Regarding Scholarship. Democracy’s Education. p. 126-130. Editor: Boyte, H. Vanderbilt University Press.
O'Meara, K. (2012). Research on faculty motivation for service learning. Chapter 3.2. In Clayton, P., Bringle, R. & Hatcher, J (Eds.), Research on Service-learning: Conceptual Frameworks and Assessment, p. 215-243. Stylus Publishing, LLC.
O'Meara, K. (2011). Inside the panopticon: Studying academic reward systems (p. 161-220) In J.C. Smart, M.B. Paulsen (eds.), Higher Education: Handbook of Theory and Research, 26. New York: Springer.
O'Meara, K. (2011). Faculty civic engagement: New training, assumptions, and markets needed for the engaged American scholar. (pp. 177-198). John Saltmarsh and Matt Hartley, (Eds). "To serve a larger purpose:" Engagement for Democracy and the Transformation of Higher Education. Philadelphia: Temple University Press.
O'Meara, K. (2010). Rewarding multiple forms of scholarship: Promotion and tenure (pp. 271-294). In Fitzgerald, H. Burack, C. & Seifer, S. (eds). Handbook of engaged scholarship, Volume I: Institutional Change. East Lansing: Michigan State University Press.
Saltmarsh, J., Giles D. E. Jr., O'Meara, K., Sandmann, L., Ward, E.& Buglione, S. M. (2009). Community engagement and instiutional culture in higher education: An investigation of reward policies at engaged campuses. P. 3-30. In B. E. Moely, Creating our identities in service learning and community engagement, Information Age Publishing.
O'Meara, K. (2008).Graduate education and community engagement. P. 27-43. In Colbeck, C.L., O’Meara, K. & Austin, A. (Eds), Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate: New Directions for Teaching and Learning 113, 27-42.
O'Meara, K. A. (2007). Striving for what? Exploring the pursuit of prestige. In J.D. Smart (Ed), Higher Education: Handbook of Theory and Research, 22 (pp. 121-179). New York: Springer.
O'Meara, K. (2006). Encouraging multiple forms of scholarship in faculty reward systems: Have academic cultures really changed? (pp. 77-96). In J. Braxton (Ed.), Analyzing faculty work and rewards: Using Boyer's four domains of scholarship. New Directions for Institutional Research, 129.
O'Meara, K. (2005). Principles of good practice: Encouraging multiple forms of scholarship in policy and practice. In K. A. O'Meara & R. E. Rice (Eds.), Faculty priorities reconsidered: Encouraging multiple forms of scholarship (pp. 290-302). San Francisco: Jossey-Bass.
O'Meara, K. (2005). Effects of encouraging multiple forms of scholarship nationwide and across institutional types. In K. A. O'Meara & R. E. Rice (Eds.), Faculty priorities reconsidered: Encouraging multiple forms of scholarship, (pp. 255-289). San Francisco: Jossey-Bass.
O'Meara, K. & Rice, R. E. (2005). Introduction. In K. A. O’Meara & R. E. Rice (Eds.), Faculty priorities reconsidered: Encouraging multiple forms of scholarship, (p. 1-16). San Francisco: Jossey-Bass.
O'Meara, K. (2000). Climbing the academic ladder: Promotion in rank. In K. Trower (Ed.), Policies on faculty appointment: Standard practices and unusual arrangements, (pp. 141-179). Bolton, MA: Anker.
O'Meara, K., Terosky, A.L. & Neumann, A. (2008). Faculty careers and work lives: A professional growth perspective. ASHE Higher Education Report, 34(3). San Francisco: Jossey-Bass.
Colbeck, C.L., O'Meara, K. & Austin, A. (eds). (2008). Educating integrated professionals: Theory and practice on preparation for the professoriate. New Directions for Teaching and Learning Volume, 113.
Scholarly Magazine, Quarterly, Essays and Reports
O’Meara, K., Renn, K., Stewart, D.L. (2020, June 4). Still a Space of Opportunity. Inside Higher Education.
O’Meara, K., Bawa, A., Garcia, H., Harkavy, I., Hodges, R., Van’t Land, H. (2021, May 4). The Fight for Diverse, Inclusive, Antiracist and Just Democracies. Inside Higher Education.
O’Meara, K., Misra, J., Jaeger, A. & Culpepper, D. (2019, July 25). Needed: Allies for Equitable Faculty Workloads. Inside Higher Education.
O'Meara, K. (January 24, 2019). Meeting to Transgress. Inside Higher Education.
O'Meara, K. (2018, August 22). Accurately Assessing Engaged Scholarship. Inside Higher Education.
O’Meara, K. (2018, June 27). Undoing the Can of Worms. Inside Higher Education.
O'Meara, K. (2018, May 10). The Hallway Ask. Inside Higher Education.
O'Meara, K. (December, 2015). Flexible Workplace Agreements: Enabling Higher Education's Strategic Advantage
O’Meara, K., Eatman, T. & Peterson, S. (2015). Advancing Engaged Scholarship in Promotion and Tenure: A Roadmap and Call for Reform. Liberal Education, 101(3).
O’Meara, K. (2014), January 13. Change the Tenure System. Inside Higher Education. Retrieved from http://www.insidehighered.com/advice/2014/01/13/essay-calls-reform-tenure-and-promotion-system
Thomas, S., O’Meara, K. & Espy-Wilson, C. (2014). ADVANCING Faculty Diversity: Building the Architecture for Inclusion. Faculty Voice. University of Maryland System. https://facultyvoiceumd.wordpress.com/tag/diversity/
Saltmarsh, J., O’Meara, K. Sandmann, L., Giles, D., Cowdery, K., & Liang, J. (2014). Becoming a steward of place: Lessons from AASCU Carnegie Community Engagement Applications. American Association of State Colleges and Universities. Washington, D.C. http://www.aascu.org/bookstore/lessonslearned/
O'Meara, K. (2013). Advancing Graduate Student Agency. Higher Education in Review, 10, 1-10.
Weiland, K.L., Guzman, A., & O'Meara, K. (2013). Politics, Identity, and College Protest: Then and Now. About Campus, 18(2), 2-9.
LaRiviere, K.,Snider, J. & Stromberg, A. & O'Meara, K. (2012, July/August). Protest: Critical lessons of using digital media for social change. About Campus, 17(3), 10-17.
Terosky, A. & O'Meara, K. (2011). Assuming agency: The power of strategy and networks in faculty professional lives. Liberal Education. 97(3/4) 54-59.
Meekins, M. & O'Meara, K. (2011, Winter). Ranking contributions to place: Developing an alternative model for competition in higher education. Public Purpose, p. 6-9. Washington, D.C.: AASCU.
Lounder, A. Waugaman, C., Kenyon, M., Levine, A. Meekins, R. & O'Meara, K. (2011). Following the cuts: Effects of the recession on faculty careers and work lives. Liberal Education. 97(1). 20-29.
O'Meara, K. & LaPointe Terosky, A. (2010, November/December) Engendering faculty professional growth. Change magazine. 42(6), 44-51.
O'Meara, K. Kaufman, R., & Kuntz, A. (2003). Faculty work in challenging times: Trends, consequences and implications. Liberal Education, 89(4), 16-23. https://www.aacu.org/publications-research/periodicals/faculty-work-challenging-times-trends-consequences-implications