We are excited to announce the Reimagining Research Workshops for ASHE 2019. These workshops are intended as a space for ASHE members to engage with and explore cutting-edge quantitative and qualitative research methodologies in ways that center critical methods and inquiry in research. A total of four workshops will be offered in back-to-back sessions on Thursday, November 14th. Each workshop will be led by leading scholars in the field and will challenge participants to expand their methodological imagination.
To support workshop leaders’ planning processes and ensure that the workshops can be delivered at the highest quality, we are asking that people nominate or seek a nomination to attend these workshops. Graduate students currently preparing for the dissertation (e.g., dissertation proposal stage) or who do not have access to such methodological opportunities at their home campuses will be prioritized. Adjunct, clinical, and post-doctoral scholars will also be given high priority.
The 2019 Reimagining Research Workshops are sponsored in part by Stata
- Many thanks to Dr. Rosie Perez of Iowa State University and Dr. Margaret Sallee of University of Buffalo for leading and organizing this event.
- If you have any questions, please reach out to Dr. Leslie D. Gonzales, ASHE Program Chair at email@example.com
Event Date and Time
- Thursday, November 14, 2019
- 12:00pm – 5:00pm
Registration Costs and Research Workshop Selection
- There is no registration cost associated with the research workshops, but the nomination form (included below) must be completed. If your nomination application is accepted for the research workshop you will need to register for the 2019 ASHE Conference by October 31, or your opportunity to attend the research workshops will be provided to someone else.
- Students interested in attending the research workshops can select any of the research workshops in the nomination application, but each nominee will only be selected for a maximum of 2 workshops due to scheduling constraints.
- Qualitative Track
- Qualitative Session I: Introductory Guide to Visual Methods in Qualitative Research
- Carrie Kortegast, Assistant Professor, Northern Illinois University
- Amanda O. Latz, Ball State University
- Bridget Turner Kelly, Associate Professor, University of Maryland
- In an era during which visual literacy is seen as essential to learning, there has been a proliferation of visual artifacts that can serve as rich informational sources. This workshop brings together higher education researchers who have explored how participant-produced images can serve as data antecedents. The purpose is to share knowledge and generate discussion about ways that visual methods are being used today in higher education research. In addition, participants will practice at least two different visual methods: Drawing and Photo Elicitation and discuss issues, challenges and opportunities.
- Qualitative Session II: Re-Imagining & Actualizing Congruent Data Analysis In Qualitative Research
- Penny A. Pasque, Professor, Higher Education and Student Affairs (HESA)
Associate Director of Qualitative Methods in the Data Access and Analysis Core (DAAC)
EHE’s Office of Research, Innovation and Collaboration (ORIC)
The Ohio State University
- In this session participants will re-imagine and practice methodologically congruent data analysis techniques within and outside of the field of higher education. Specifically, we will discuss different tools for data analysis that follow a researcher's paradigmatic perspective / approach / worldview and methodological perspective. This session is for you if you have questions such as: What are the tools for analysis if the researcher is an existential (or transcendental, or hermeneutic) phenomenologist? A constructivist vs. a post-positivist grounded theorist? Utilizes critical discourse analysis? How can I use theory in data analysis? What is bricolage? Do you want a refresher or space to discuss these Ideas with colleagues? Dr. Penny Pasque "uses" qualitative inquiry but also "studies" qualitative inquiry and her scholarship informs this session, which will take a creative and interactive turn toward data analysis techniques that are congruent with - and do not abandon - one's paradigmatic approach, theory, and/or methodology.
- Quantitative Track
- Quantitative Session I: Reimagining Survey Design for Underrepresented Communities
- Jameson Lopez, Assistant Professor, University of Arizona
- This course explores topics to improve the quality of survey data in underrepresented populations. Topics covered include limitations to existing datasets according to research validities, reimagining outcome variables, sampling techniques, item development, and survey delivery.
- Quantitative Session II: Using Quantitative Analysis to Focus on Racial Equity
- Dominique Baker, Assistant Professor of Education Policy, Southern Methodist University
- In this session, we will discuss the ways that racial/ethnic data are collected and coded in the United States and the implications those decisions have on quantitative analyses. We will conclude the session brainstorming ways to focus on racial equity using an example of a regression discontinuity design research study. There is no expectation of prior knowledge of regression discontinuity design or coding for data analysis.
- Nominations Open: July 1
- Note: Students can self-nominate or be nominated by their Program Director/Chair or Major Professor.
- Nominations Close: September 15, Noon Pacific
- Notifications: September 25
- Registration Deadline: October 31
**Note: Individual can self-nominate or be nominated by their Program Director/Chair or Major Professor.
To complete the nomination form, you will need the following:
- Nominator Information: Name, Organization, Role, Email, Phone Number
- Nominee/Applicant Information: Name, Organization, Role, Email, Phone Number, CV/Resume
- Answers to the following question:
- Please provide a brief description (max 100 words) of the student's research interests and why they/their work will benefit from the workshop (e.g., do not have access to such training at home institution; are preparing or currently writing dissertation and using featured methodologies).