Room: 3112-C Benjamin Building
Phone: (301) 405-5579
KerryAnn O'Meara (Ph.D., University of Maryland)
Professor, Higher Education; HESI
Counseling, Higher Education, and Special Education (CHSE)
Research Labs, Centers, Affiliations and Special Appointments:
Director, University of Maryland ADVANCE Program Affiliate Faculty in Women's Studies
_______________________________________________Research Interests | Bio | Honors & Awards | Publications |
Dr. O'Meara conducts research on organizational practices that facilitate the full participation of diverse faculty and the legitimacy of diverse scholarship in the academy. She studies organizational policies, practices and cultures with an eye toward changing them to be more inclusive, equitable, and agency-enhancing for all faculty. Her recent work examines how work environments and reward systems enhance faculty agency and influence departure, the role of peer networks in advancing equity and inclusion, and gender equity in workload and distribution of campus service. Her work has been published in the Journal of Higher Education, Review of Higher Education, Research in Higher Education and Gender and Education, among other venues. Her research has been supported by the National Science Foundation, Atlantic Philanthropies, 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 Board of the Journal of Higher Education and as Associate Editor of the Michigan Journal of Community Service Learning. 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.
Dr. KerryAnn O'Meara is Professor of Higher Education, Director of the ADVANCE Program for Inclusive Excellence, and Affiliate Faculty in Womens Studies at the University of Maryland, College Park. Dr. 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. She studies how faculty are retained and advanced within academic reward systems with the goal of improving higher education to be more equitable and inclusive of diverse faculty, and more supportive of newer forms of scholarship. She teaches courses on the Academic Profession, Organizational Change in Higher Education, Women in Higher Education, Ranking Systems in Higher Education and Doctoral Proseminar. KerryAnn's research, teaching and service are highly integrated and engaged. KerryAnn directs the University of Maryland ADVANCE program which aims to improve faculty work environments and advance gender equity. She collaborates with colleagues nationally and internationally to shape academic reward system reform to support newer forms of scholarship and equity minded reform in faculty roles and rewards.
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., Chalk Bennett, J. & Niehaus, E. (in press). Left unsaid: The role of work expectations and psychological contracts in faculty careers and departure. Review of Higher Education.
O'Meara, K. (in press). Whose problem is it? Gender differences in faculty thinking about campus service. Teachers College Record.
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., 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
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). http://www.aacu.org/liberaleducation/2015/summer/o'meara