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Don Haviland

Department Chair: Educational Leadership

Executive Director: Center for Evaluation & Educational Effectiveness

Click here to schedule office hours, Wednesdays 3-5 pm


PhD, Syracuse University, Sociology of Education, 1999

MS, Syracuse University, Instructional Design, Development and Evaluation, 1993

BA, St. Lawrence University, Government, 1990

Research Interests

  • Faculty careers, collegiality, and faculty development

  • Innovation and change in higher education

  • Leadership in higher education

  • Assessment, program evaluation and institutional effectiveness

Representative Publications

Books and Chapters

Haviland, D., Jacobs, J., Alleman, N.F., & Cliburn Allen, C. (2020). The new faculty majority:  Strategies for shaping a more collegial environment. Sterling, VA:  Stylus.

Haviland, D., Ortiz, A.M., & Henriques, L. (2017). Shaping your faculty career:  A guide for new faculty. Sterling, VA:  Stylus. 

Alleman, N.F., Allen, C.C., & Haviland, D., (2017).  Collegiality in an era of faculty differentiation (ASHE Higher Education Monograph Series). San Francisco, CA:  Wiley.

Moore, S.D., Haviland, D., Whitmer, A., & Brady, J. (2014).  CoastLines:  Commitment, Comfort, Competence, Empowerment and Relevance in Professional Development. In J. MaKinster, N. Trautmann, & M. Barnett (Eds.). Teaching Science with Geospatial Technology:  Designing Effective Professional Development for Secondary Teachers (pp. 99-118). New York:  Springer Publishing Company. 


Haviland, D., Alleman, N., & Allen, C. C. (2017). “Separate but not quite equal:”  Collegiality experiences of full-time non-tenure track faculty members. The Journal of Higher Education

Moore, S.D., Haviland, D., Moore, W.S., Tran, M. (2016). Building confidence: The impact of a hybrid professional development program on teachers’ use of GIS. The Journal of Science Education and Technology. Advance online publication. doi: 10.1007/s10956-016-9641-5 

Alleman, N.F., & Haviland, D. (2016).  “I expect to be engaged as an equal:”  Collegiality expectations of full-time non-tenure track faculty members. Higher Education. Advance online publication. doi: 10.1007/s10734-016-0062-4 

Haviland, D. (2014).  Beyond compliance:  How organizational theory can help leaders unleash the potential of assessment. Community College Journal of Research and Practice, 38(9), 755-765. 

Tang, J., Kim, S., & Haviland, D. (2013). Role of family, culture and peers in the success of first-generation Cambodian American college students. Journal of Southeast Asian American Education and Advancement, 8(1). DOI: 10.7771/2153-8999.1057 

Haviland, D., Shin, S. & Turley, S. (2011). Changes over time in faculty attitudes, confidence, and understanding as related to program assessment. Issues in Teacher Education, 20(1), 69-84.

Haviland, D., Shin, S-H., & Turley, S. (2010). Now I’m ready:  The impact of a faculty development program on faculty concerns with program assessment.  Innovative Higher Education, 35(4), 261-275. DOI:  10.1007/s10755-010-9140-1 

Conference Presentations 

Haviland, D., Alleman, N., & Allen, C.C. (2015, November). Separate but Not Quite Equal:  Collegiality Experiences of Full-Time, Non-Tenure-Track Faculty Members. Paper presented at Association for the Study of Higher Education Annual Meeting:  Denver, CO. 

Ortiz, A.M., Haviland, D., & Amey, M. (2015, March). Strategies for (Re-) Launching Your Faculty Career. Workshop presented at National Association of Student Personnel Administrators:  New Orleans, LA 

Alleman, N. & Haviland, D. (2014, November). Collegiality Expectations of Full-Time, Non-Tenure-Track Faculty Members. Paper presented at Association for the Study of Higher Education Annual Meeting:  Washington, DC. 

Alleman, N. & Haviland, D. (2013, November). Collegiality Experiences and Expectations of Full-time-Non-Tenure Track Faculty Members at Four-Year Institutions. Roundtable at Association for the Study of Higher Education Annual Meeting:  St. Louis, MO. 

Haviland, D. (2012, November). Learning as teachers:  Faculty members’ evolution in their teaching and their interactions with students. Paper presented as part of Symposium (with Diane Rodgriguez-Kiino and Edlyn Penda) at Association for the Study of Higher Education Annual Meeting:  Las Vegas, NV. 

Campus Leadership

College of Education

Department Chair, Educational Leadership (2018-Present)

Executive Director, Center for Evaluation and Educational Effectiveness (2018-Present)

Director, Center for Evaluation and Educational Effectiveness (2015-2018)

Chair, Assessment Committee (2007-2011, 2012-2015)

Member, Administrative Leadership Team (2007-2015)

Professional Review Committee (2012-Present)


Chair, Highly Valued Degree Initiative Task Force 2 (Research and Evaluation) (2017-2019)

Member, NCAA Academic Integrity Self-Study Subcommittee (2010-present)

Member, WASC Core Committment II Team (2008-2010)

Current Projects


Colleagues at the Margins:  Full-time Non-tenure-track Faculty on University Campuses (2012-Present)

A qualitative study of full-time contingent faculty related to collegiality and governance at a public comprehensive university and a private research university.

A Longitudinal Study of “The Next Generation” of Faculty (Spring 2009-Present)

A qualitative longitudinal study to examine the experiences of new faculty at California State University, Long Beach as they adjust to their first full-time faculty position and advance through the early stages of their careers.

Impact of professional development on faculty attitudes, skills and practice related to assessment (Spring 2008 – 2012)

A mixed method investigation into the impact of a series of assessment workshops, together with ongoing support, on the attitudes, skills and practice of faculty related to program assessment. Research conducted collaboratively with Steve Turley and Seon-Hi Shin.


Evaluation of the Noyce II (Recruiting, Supporting and Retaining Mathematics and Science Teachers) Program at California State University, Long Beach (Funded by the Noyce II Program) (2008 – 2013)

Evaluation of the CoastLines Teacher Professional Development Program (Funded by Science Approach, Tucson, AZ) (2008 – 2012)