Room: 2115 Benjamin Building
Phone: (301) 405-5579
Associate Professor, Higher Education; HESI
Counseling, Higher Education, and Special Education (CHSE)
Affiliation and Special Appointments:
Co-PI & Co-Director of UMD Advance Program
Affiliate Faculty in Women's Studies
_______________________________________________Research Interests | Bio | Honors & Awards | Publications |
Individual, organizational, field and societal influences on faculty ability to achieve personal and public goals in higher education.
In any faculty member's career there will be individual, organizational, field, and societal influences on their ability to succeed. My work advances knowledge and practice of the ways colleges and universities enable and constrain faculty agency as they brush up against various contexts - whether they be academic reward systems unfriendly to engaged scholarship, balance of work and life, discriminatory climates, or lack of access to resources and information. Likewise, my research has revealed how faculty themselves assume agency to overcome barriers and seize opportunities to achieve their goals. This research has emerged from and guided faculty development and organizational change efforts to make colleges and universities better incubators of professional growth.
At present, I am engaged in three overlapping areas of research and organizational change efforts. First, I am Co-PI and Co-Director of the UMD Advance Project, a five year, 3.2 million dollar collaborative effort between UMD and the National Science Foundation to make the University of Maryland and its colleges and departments better organizational environments for professional growth (learning, agency, professional relationships and networks, and recognized commitments). We are especially interested in changing structures and cultures that stand in the way of success for STEM women faculty, and women and faculty of color more generally. Through in-depth interviews, participant observation of program activities, survey and tracking of the advancement, retention, and satisfaction of faculty we are trying to understand the most promising practices for the advancement of agency in faculty careers. Second, I study faculty community engagement and the organizational environments that support civically engaged faculty. I have worked collaboratively with the Kettering Foundation in this work which is informed by my involvement in the civic and community engagement movement. Third, I study academic reward systems and the role that they play in the careers of faculty. I have been at the forefront of efforts to encourage the evaluation and reward of multiple forms of scholarship in academic reward systems and the study of those efforts. I have explored post-tenure review, stop-the tenure clock and parental leave, ranking systems, and helped many campuses reform their promotion and tenure processes to acknowledge engaged scholarship. Academic reward systems are the valuing of people's professional lives. It is important that they reflect institutional priorities and support faculty professional growth.
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).
Outstanding Teacher of the Year Award, School of Education, University of Massachusetts Amherst, (2003).
Emerging Leader Award, National Society for Experiential Education, (1998).
O'Meara, K. A., & Rice, R. E. (Eds.) (2005). Faculty priorities reconsidered: Encouraging multiple forms of scholarship. San Francisco: Jossey-Bass.
Terosky, A., O'Meara, K. & Campbell, C. (in press). Enabling possibility: Women associate professors' sense of agency in career advancement. Journal of Diversity in Higher Education.
O'Meara, K., Lounder, A., & Campbell, C. (in press). To heaven or hell: Sensemaking about why faculty leave. The Journal of Higher Education.
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., & 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.
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.
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).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.
Chapters in Edited Books
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). 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). The institutional home for faculty engagement: An investigation of reward policies at engaged campuses. P. 3-30. Advances in Service Learning Research, 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). (2008). Educating Integrated Professionals: Theory and Practice on Preparation for the Professoriate: New Directions for Teaching and Learning 113, 27-42.
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.
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 Magazines and Quarterly
Weiland, K.L., Guzman, A., & O'Meara, K. (2013). Politics, Identity, and College Protest: Then and Now. About Campus, 18(2), 2-9.