College of Education *
College of Education *
KerryAnn O'Meara (CHSE)
KerryAnn O'Meara
Contact Information:
Room: 2115 Benjamin Building
Phone: (301) 405-5579
E-mail: komeara@umd.edu

KerryAnn O'Meara
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


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Research Interests | Bio | Honors & Awards | Publications |

Research Interests

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.

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Professional Biography

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.

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Honors & Awards

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).

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Selected Publications

Edited Book

O'Meara, K. A., & Rice, R. E. (Eds.) (2005). Faculty priorities reconsidered: Encouraging multiple forms of scholarship. San Francisco: Jossey-Bass.

Journal Articles

O'Meara, K. (in press). A career with a view: Agentic perspectives of women faculty. Journal of 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.

O'Meara, K., Jaeger, A., Eliason, J., Grantham, A., Cowdery, K., Mitchall, A. & Zhang, J. (in press). By Design: How departments influence graduate student agency in career advancement. International Journal of Doctoral Studies.

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

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).

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.

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). 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). 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. 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.

Monograph

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.

Edited Monograph

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

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.

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