2018 Call for Proposals



Welcome & Overview

The Association for the Study of Higher Education (ASHE) convenes annually as a community of scholars dedicated to the study of higher education.  ASHE encourages proposals that advance knowledge and understanding of a wide range of issues pertaining to higher education as a field of study.  We welcome proposals from faculty, scholars, administrators, and students who work in higher education, public policy, or a related field; those who work within and across such disciplines as education, public policy, economics, history, philosophy, political science, psychology, and sociology; and those in state and federal agencies, philanthropic organizations, higher education associations, and other entities that use research to inform policy and practice.

To navigate to the different components of the call for proposals, please click the links listed to the right side of the screen (desktop version) or at the bottom of the page (mobile version). 



By Lori Patton Davis, ASHE President 


Envisioning The “Woke” Academy is the theme for the 2018 ASHE Conference in Tampa, FL.  Although a fairly recent colloquialism, the term “woke” has become synonymous with the Black Lives Matter Movement and other activist efforts, as well as social media campaigns and hashtags (#staywoke; #getwoke; #bewoke).  Being “woke” is meant to encourage a heightened level of consciousness both locally and transnationally regarding societal ills and the need to unabashedly name and dismantle inequitable power structures and their disproportionately negative effects on minoritized peoples.  Being “woke” engages us in the envisioning of futures characterized by freedom and emancipatory struggle.
More than a theme, Envisioning the “Woke” Academy is a critique.  Colleges and universities are often touted as spaces of enlightenment.  As higher education researchers and scholars, we have access to information and the power to determine what knowledge is and which knowledges are valuable.  We oftentimes enact that power in ways that dictate who can access our institutions; promote elitism to suggest which people belong and which do not; deny particular types of scholarship from appearing in our closely guarded academic publishing spaces; and, that refuse to grapple with how our research, the types of questions we ask and the methodologies we use, make us complicit in academic sleepwalking.  As a community of scholars, we comfortably enact oppression disguised in a beautifully crafted quilt of patches we call diversity, equity, and social justice. We may sound “woke” through our rhetoric, but perhaps we are sound asleep.  We function under a false security that allows us to close our eyes to those most vulnerable and invisible in higher education and the larger transnational context.  Even beyond this critique, Envisioning The “Woke” Academy is a charge to all of us as higher education scholars, to get woke and stay woke.
The Woke Academy is critically conscious and thoughtful about the ways in which postsecondary institutions, and we as researchers in these institutions facilitate spaces that are experienced as violent and inaccessible.  Critically conscious scholars are those who envision and actively contribute to the academy as a space for immeasurable possibilities, particularly for those who have been repeatedly disenfranchised. 
The Woke Academy values history as a process of remembering that the societal ills we face today are the direct result of settler colonialism and its manifestation through deeply entrenched acts, laws, and policies enacted over time.  We are first called to remember that our colleges and universities are on stolen land built by stolen and exploited bodies.  The process of recognizing who we remember, what we remember, and how we remember either implicates us in the creation of healing spaces that openly acknowledge past wrongs or relegates us to a continued pattern of ahistoricism and epistemological erasure of people and communities about whom we claim to care. 
The Woke Academy is purposefully intersectional and concerned with how multiple axes of power operate and shape retrenchment of opportunity for the masses while increasing these same opportunities for a select few. 
The Woke Academy is transdisciplinary, indicating that multiple knowledges can be intertwined to promote more diverse perspectives and ideas and that such knowledges are not only contained in postsecondary institutional spaces, but also in our surrounding and transnational communities. 
The Woke Academy values communities, identities, and the need for representation through a polyvocality that is accessible to a range of audiences. 
The Woke Academy is activist and cognizant about “doing” as knowledge-building, resource-sharing, and action-driven. Doing all this requires our attention to some fundamental questions about our work, our relationships, and our lives.
Questions that preoccupy The Woke Academy include:

  • How does higher education research act as a form of violence to populations that are the subjects of study, but rarely the recipients of our resources?
  • How does higher education research operate in ways that promotes imperialism, colonialism, and elitism?
  • How does higher education research promote and sustain white supremacy and cisheteropatriarchy?
  • How often do higher education scholars engage in pseudo-intellectualism in pursuit of funding and other resources that are self-serving?
  • How does higher education research (and the research process overall) promote a disconnection between the researchers’ identities and the types of questions and methodologies they engage?
  • How are higher education researchers demonstrating a commitment to activism beyond studying it?
  • How are higher education researchers trained to maintain the status quo in the institutions and foci we study?
  • How might higher education research address society’s most vexing issues (e.g. mass incarceration, gun violence, cisheteropatriarchy, immigration)?
  • How might higher education scholars move beyond fear or repercussion for speaking truth to power in an era of extreme suppression?
  • How might higher education scholars generate research that traverses the boundaries of the academy and that positively influences the lives of people in their communities, locally, nationally, and globally?
  • Who gets to determine when and if one is “woke,” and what metrics are useful to ascertaining one’s wokeness?

Grappling with these types of questions and several others allows us the space to envision The Woke Academy.
To employ Envisioning the “Woke” Academy as a conference theme, critique, and charge, the 2018 ASHE Annual Meeting will provide opportunities for members to engage with ideas and activities that promote critical consciousness, history and memory, intersectionality, transdisciplinarity, representation, and activism.  All are invited to submit proposals that connect to these ideas and others that promote an awakening of ourselves and the academy.  

New or Re-envisioned Sections for 2018

This year’s call for proposals reflects a different organization of the topics traditionally represented at ASHE. This reorganization also reflects a different way of thinking about our research and scholarship, its interconnections, and its capacity to inform policy and practice. The revised sections are summarized below.
We have crafted the three sections on students to better reflect the students’ pathways into, through, and after college. We will focus particularly on postsecondary college access, both how colleges and universities provide, withhold, and restrain access to certain groups and populations and in accordance or defiance of legislative policy and institutional espoused values. The second section will engage college transition and experiences – how students transition to and through college, how they experience college, and its effects on identity and other aspects of development. The final section considers college success and outcomes, noting that student success in college is just one outcome among others.
We then move further outward from the student center, to consider teaching, learning, and assessment as the processes through which students are socialized to higher education and by which their experience is academically measured. Approaches to pedagogy, assumptions about how students learn, and how we choose to assess learning and development outcomes, have material effects on students and faculty through institutional policy and practice.
Faculty, administrators, and classified staff all contribute to students’ experiences of college. Although past ASHE conferences have not made a clear space for research and scholarship focused on administrative professionals and classified staff, the 2018 program committee is being intentional about making visible the presence and contributions of employees who are not faculty.
The organization, administration, and leadership of higher education govern and structure the experience of the campus constituencies discussed above. As institutions are confronted with more demands to be critically conscious and “woke,” institutional structures must be (re)considered and interrogated.
There is a new section as part of the 2018 Call for Proposals. Higher education scholars are recognizing that community engaged research is not only appropriate but necessary. The relationship between higher education institutions, its scholars, and the communities with which they interact need consideration and interrogation. Consideration of the communities themselves is also important.
The sections on policy, finance, and economics, as well as international higher education are also still represented. This year, we hope to form tighter linkages between the councils' pre-conference programs and the general conference. These two sections are working closely with the leadership of CIHE and CPPHE.

Important Dates



Annual Meeting Program Committee

Name and Affiliation

Program Area

Email Address

Dafina-Lazarus (D-L) Stewart, Colorado State University 2018 ASHE Program Chair d-l.stewart@colostate.edu
Nina Daoud, University of Maryland Students: College Access ndaoud@umd.edu
Maria Ledesma, University of Utah Students: College Access maria.ledesma@utah.edu
Darris Means, University of Georgia Students: College Access dmeans@uga.edu
Christa Porter, Kent State University Students: College Access cporte24@kent.edu
Kathleen Gillon, University of Maine Students: Transitions and College Experiences kathleen.gillon@maine.edu
Tabatha Jones Jolivet, Azusa Pacific University Students: Transitions and College Experiences tjonesjolivet@apu.edu
Amanda Tachine, Arizona State University Students: Transitions and College Experiences amanda.tachine@asu.edu
Dan Tillapaugh, California Lutheran University Students: Transitions and College Experiences dtillapaugh@callutheran.edu
Tracy Arambula Ballysingh Students: College Success and Outcomes tracy.ballysingh@uvm.edu
Cameron Beatty, Salem State University Students: College Success and Outcomes cameron.beatty@salemstate.edu
Jessica Harris, University of California, Los Angeles Students: College Success and Outcomes jharris@gseis.ucla.edu
Steve Mobley, Jr., University of Alabama Students: College Success and Outcomes sdmobley@ua.edu
Eddie Cole, College of William and Mary Teaching, Learning, Assessment ercole@wm.edu
Chayla Haynes Davison, Texas A&M University Teaching, Learning, Assessment chayla.haynes@tamu.edu
Lucy LePeau, Indiana University Teaching, Learning, Assessment llepeau@indiana.edu
Felecia Commodore, Old Dominion University Organization, Administration, Leadership fcommodo@odu.edu
Gina Garcia, University of Pittsburgh Organization, Administration, Leadership ggarcia@pitt.edu
Dian Squire, Iowa State University Organization, Administration, Leadership dian.squire@gmail.com
Natasha Croom, Clemson University Faculty, Administrative and Classified Staff nncroom@clemson.edu
Susan Marine, Merrimack College Faculty, Administrative and Classified Staff marines@merrimack.edu
V. Thandi Sule, Oakland University Faculty, Administrative and Classified Staff sule@oakland.edu
Jay Garvey, University of Vermont Contexts, Foundations, Methods jcgarvey@uvm.edu
Z Nicolazzo, University of Arizona Contexts, Foundations, Methods znicolazzo@niu.edu
Heather Shotton, University of Oklahoma Contexts, Foundations, Methods hshotton@ou.edu
LaWanda Ward, Ohio University Policy, Finance, Economics wardl1@ohio.edu
Desiree Zerquera, University of San Francisco Policy, Finance, Economics ddzerquera@usfca.edu
Awilda Rodriguez, University of Michigan Policy, Finance, Economics awilda@umich.edu
Chrystal George Mwangi, University of Massachusetts International Higher Education chrystal@educ.umass.edu
Saran Stewart, University of the West Indies International Higher Education saranstewart@gmail.com
Raquel Wright-Mair, University of Northern Colorado International Higher Education raquel.wright-mair@unco.edu
Jasmine Haywood, Lumina Foundation Community-Engaged Research jhaywood@luminafoundation.org
T.J. Jourian, Oakland University Community-Engaged Research tjjourian@oakland.edu
Chris Nelson, University of Denver Community-Engaged Research christine.nelson@du.edu
Claire Robbins, Virginia Tech Community-Engaged Research robbinsc@vt.edu

Pre-Conference Chairs

Name and Affliation


Email Address

Crystal Chambers, Eastern Carolina University Council for the Advancement of Higher Education Programs (CAHEP) ChambersC@ecu.edu 
Christopher Newman, Azusa Pacific University Council on Ethnic Participation (CEP) cnewman@apu.edu
Jennifer Johnson, Temple University Council on Ethnic Participation (CEP) jennifer.m.johnson@temple.edu
Hugo García, Texas Tech University Council for International Higher Education (CIHE) hugo.garcia@ttu.edu
Jon McNaughtan, Texas Tech University Council for International Higher Education (CIHE) jon.mcnaughtan@ttu.edu
Emily Calderón Galdeano, Elevate Consulting Group Council on Public Policy In Higher Education (CPPHE) ecgaldeano@gmail.com
Wendell Hall, The College Board Graduate Student Public Policy Seminar (GSPPS) wendelldhall@gmail.com
Jason Lee, Tennessee Higher Education Commission Graduate Student Public Policy Seminar (GSPPS) jason.lee@tn.gov

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