2024 Conference Committee

Conference Committee Leadership Team

The Conference Committee Leadership Team will meet monthly to facilitate dialogue and communication amongst the Conference sub-committees. The Conference Committee Leadership Team includes:

Conference Committee Chair

• Hironao “Hiro” Okahana, PhD (he/him), American Council on Education

Attendee Engagement Committee Co-Chairs

• Gina Garcia, PhD (she/her), University of California, Berkeley
• Amanda Carr, MS (she/her), University of Missouri

Local and Community Engagement Committee Co-Chairs

• Tania Mitchell, EdD (she/her), University of Minnesota
• TBA

Program Committee Co-Chairs

• Rosemary “Rosie” Perez, PhD (she/her), University of Michigan
• Jonathan Pryor, PhD (he/him), California State University, Fresno

ASHE Assistant Director for Conference and Events

• Alicia Castillo Shrestha

Open Call for Applications

Timeline & Process:

• Applications must be received no later than September 8 at Noon Pacific
• Decisions will be sent out in early October.

Apply

Attendee Engagement Committee

Committee Members:

• Committee Co-Chairs (2)
• Committee Members (12-16)
• Accessibility Advocate/Advisor (1)
• Indigenous Advocate/Advisor (1)

Time Commitment:

• 1-hour monthly meeting with Attendee Engagement Committee
• 1-2 hours of work outside of meetings per month

The Attendee Engagement Committee will focus on providing an engaging experience for attendees and committee members will be able to work on projects and/or sub-committees focused on:

• Welcome Reception: Setting the vision for an inclusive and accessible Welcome Reception and serving as hosts during the event.
   
• Plenary Speakers: Work with the ASHE President, Conference Committee Chair, and ASHE Staff to identify Plenary Speaker.
   
• Presidential Sessions: Work with the ASHE President, Conference Committee Chair, and ASHE Staff to craft and facilitate Presidential Sessions.
   
• Newcomers Workshops and Reception: Setting the vision and leading inclusive and accessible events and programming for the first-time attendees.
   
• Member Celebrations: Setting the vision for and leading inclusive and accessible events for career milestones and celebrations, such as graduation, tenure/promotion, retirement, etc.
   
• Wellness: Setting the vision for and leading inclusive and accessible events and programming for wellness, including wellness tips and wellness events, specifically the ASHE Dash and at least one other wellness event.
   
• Collaboration: Collaborating with other ASHE groups, such as the Graduate Student Committee and Entity Groups, on joint programming.

Local and Community Engagement Committee

Committee Members:

• Committee Co-Chairs (2)
• Committee Members (7-10 is recommended)
• Accessibility Advocate/Advisor (1)
• Indigenous Advocate/Advisor (1)

Time Commitment:

• 1-hour monthly meeting with Local and Community Engagement Committee
• 1-2 hours of work outside of meetings per month

The Local and Community Engagement Committee will engage attendees with the local community committee members will be able to work on projects and/or sub-committees focused on:

• Building Relationships with Indigenous Communities: Setting the vision for how conference attendees can engage with local Indigenous communities and developing relationships with groups and individuals.
   
• Building Relationships with BIPOC Communities: Setting the vision for how conference attendees can engage with local BIPOC communities and developing relationships with groups and individuals.
   
• Building Relationships with Higher Education Institutions: Setting the vision for how conference attendees can engage with local higher education institutions and developing relationships with groups and individuals.
   
• Developing Resources for Attendee Learning about Indigenous Communities: Setting the vision for and developing inclusive and accessible resources and learning opportunities for members leading up to the conference, specifically a land acknowledgement and a syllabus
   
• Hosting Indigenous Community Members and Facilitating a Presidential Session: Setting the vision for, creating, and facilitating a Presidential Session centering Indigeneity, space, place, and people by engaging with local Indigenous communities, local BIPOC communities, and higher education institutions in the location of the annual conference.
   
• Collaboration: Collaborating with other ASHE groups to elevate the necessity of being responsible visitors to Minneapolis.

Program Committee

Committee Members:

• Committee Co-Chairs (2)
• Section Chairs (Approx. 28 or 2 per most Sections)
• Works in Progress and Posters Chair (2)
• PVDS Format Resource Chair (1)
• Pre-Conference Chairs  (Approx. 4 or 1-2 per Pre-Conference Forum)
• Accessibility Advocate/Advisor (1)
  Indigenous Advocate/Advisor (1)

Time Commitment:

• 1-hour monthly meeting with Program Committee
• 2-3 hours of work outside of meetings per month; more time will be needed in the lead-up to deadlines and events specifically the last two weeks of April (reviewer assignments), the last two weeks of May (initial decisions), and the first two weeks of June (final decisions)

The Program Committee will include topical sections, with chairs leading each section:

• Community-University Partnerships & Praxis: Proposals for this section use community-centric and community-engaged approaches to create authentic and empowering spaces from which to conduct research and advance praxis.
   
• Faculty, Administrators, and Staff: Proposals for this section should relate to the experiences of contingent, clinical, and tenure-stream faculty, or academic and student affairs administrators and staff across various institutional settings, roles and responsibilities, and constellations of identities.
   
• Graduate/Professional Students and Post-doctoral Fellows: Proposals for this section should relate to graduate/professional students and/or post-doctoral fellows. This section includes attending to the wide range of structures, experiences, outcomes, and/or related issues that influence graduate/professional education processes and post-doctoral training.
   
• International Higher Education: Proposals for this section examine international, internationalization, and comparative issues in higher education. Research in this section may focus on a wide range of topics including policy, programs and experiences, organization, and governance within an international/comparative context.
   
• Organization and Administration: Proposals for this section should examine the processes, functions, and challenges of higher education organizations, institutions, and administration.
   
• Leadership in Higher Education: Proposals for this section may focus on leadership practice, theories, conceptual frameworks, and varied approaches to leadership. This section includes examinations of the leadership roles of formal and informal institutional leaders.
   
• Philosophy & Foundations: Proposals for this section should examine broader philosophical and historical underpinnings of higher education and arguments regarding the foundational issues/debates in higher education.
   
• Research Methods: Proposals for this section should focus on the study of research methods. This includes the application of new or emerging methods in social science research.
   
• Policy, Finance, and Economics: Proposals for this section should examine the decisions, interventions, implications, and effects of higher education policy and finance. This may include papers related to the politics of financing higher education at state and federal levels, including the effects of financial aid policy, as well as policy efforts across institutional, state, or federal/national levels.
   
• Teaching and Learning: Proposals for this section should examine teaching and/or learning processes across higher education. Proposals may also focus on student learning outcomes assessment, teaching evaluations, or institutional assessment of teaching and learning.
   
• Undergraduate Students: Access: Proposals for this section should relate to undergraduate student access and pathways to higher education.
   
• Undergraduate Students: Contexts: Proposals for this section should examine the various contexts, settings, or environments in which undergraduate students experience higher education.
   
• Undergraduate Students: Developmental Theory: Proposals for this section should relate to undergraduate student identity, identity formation, or student development/al theory. This may include the critique, extension, or integration of developmental theories to enhance the understanding of undergraduate students.
   
• Undergraduate Students: Persistence, Resilience, Retention, and Outcomes: Proposals for this section should examine undergraduate student persistence, resilience, retention, and outcomes of various student populations, as well as interventions (institution and/or system-wide).
   

• Performance, Visual, and Digital Scholarship Chair: The Chair will support the Section Chairs during the review and selection process of PVDS proposals and support the promotion and planning of PVDS sessions. Note: For 2023, PVDS presentations will be grouped with other presentations by topic (e.g., faculty) rather than by presentation type (e.g., paper, PVDS)
   
• Posters and Works in Progress Co-Chairs: Co-Chairs will support the Section Chairs during the review and selection process, create Poster and Roundtable Sessions from across all sections, and support the promotion and planning of these sessions.