Room: 2115 Benjamin Building
Phone: (301) 405-5579
Associate Professor, Higher Education; HESI
Counseling, Higher Education, and Special Education (CHSE)
Research Labs, Centers, Affiliations and Special Appointments:
Co-PI & Co-Director of UMD Advance Program
Affiliate Faculty in Women's Studies
_______________________________________________Research Interests | Bio | Honors & Awards | Publications |
Higher education institutions are increasingly diverse, with more women and faculty of color than ever before. More faculty scholarship is engaged, interdisciplinary, collaborative and crafted for public, as opposed to disciplinary audiences. Greater diversity in our scholars and scholarship can be the greatest strength of a higher education system set in a diverse democracy. However, our academic institutions are not yet structured to fully include and embrace all scholars and their contributions.
Full participation, as conceptualized by Sturm (2007) includes equal opportunity to participate in the work of the university, realize one’s capabilities, and have voice in decision-making. This requires, “architecture for inclusion,” or organizational structures and conditions that support diverse faculty, and forms of scholarship (Sturm, 2007). My scholarship focuses on organizational practices that support full participation and, how faculty assume agency to achieve their professional goals amidst work environments, reward systems, and cultures that limit their full participation.
Grounded in social science and educational theory (primarily organizational behavior, sociology, psychology, and human development literature) my research has focused in three overlapping areas: (a) academic reward systems (b) faculty professional growth and careers and (c) faculty civic and community engagement. In each of these areas I have sought to understand how actors can put organizational policies, structures and cultures in place to support faculty professional growth, success, and inclusion.
KerryAnn O'Meara received her BA in English Literature from Loyola University in Maryland, her MA in Higher Education from the Ohio State University, and her Ph.D in Education Policy from the University of Maryland. KerryAnn spent two years working as a Research Associate at Harvard University's Project on Faculty Appointments, and six years on the faculty at the University of Massachusetts Amherst before joining the faculty at the University of Maryland College Park in Fall, 2007.
KerryAnn O'Meara is Co-PI and Co-Director of the University of Maryland's ADVANCE program for Inclusive Excellence and a faculty member in the Higher Education program at the University of Maryland. KerryAnn's research has been published in key higher education journals: Journal of Higher Education, Research in Higher Education, Review of Higher Education, Handbook of Higher Education Research as well as practitioner focused venues such as Change Magazine, Liberal Education, Inside Higher Education and About Campus. KerryAnn regularly consults with campuses on revision of reward system policies to support multiple forms of scholarship, gender equity reform, faculty development and engaged scholarship. KerryAnn's work has been supported by the National Science Foundation, the Kettering Foundation, Luce Foundation, College Board, former American Association of Higher Education (AAHE), American Association of State Colleges and Universities (AASCU), and Teagle Foundation. She serves on the editorial review boards of the Journal of Higher Education and Michigan Journal of Community Service Learning.
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.
O'Meara, K. (in press). Whose problem is it? Gender differences in faculty thinking about campus service. Teachers College Record.
O’Meara, K. & Stromquist, N. (in press). Faculty peer networks: Role and relevance in advancing agency and gender equity. Gender and Education.
O’Meara, K., Fink, J. & White-Lewis, D. (in press). Who's looking? Examining the role of gender and rank in faculty outside offers. NASPA Journal about Women in Higher Education.
O'Meara, K. (in press). A career with a view: Agentic perspectives of women faculty. Journal of Higher Education.
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, 9, 155-179.
O'Meara, K. (2014). Half-Way out: How requiring outside offers to raise salaries influences faculty retention and organizational commitment. Research in Higher Education. Published online July 2, 2014, (DOI) 10.1007/s11162-014-9341-z
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). DOI 10.1007/s10755-014-9302-7
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