2022 Research Methods Workshops

Sponsored by

The ASHE Research Methods 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. Each workshop will be led by leading scholars in the field and will challenge participants to expand their methodological imagination.
Who should attend:
While the workshops are open to anyone who is interested, the following groups may benefit the most from the content:

  • 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
  • Adjunct, clinical, and post-doctoral scholars

Workshop Series Chairs
  • Tenisha Tevis, Oregon State University
  • Zak Foste, University of Kansas​
Please feel free to reach out to the ASHE Staff at (202) 660-4106 or office@ashe.ws with any questions.


  • Registration fees are:
    • $25 per workshop for Graduate Student Members
    • $35 per workshop for all other current ASHE Member
    • $50 per workshop for Non-Members
  • Registration Close and Payment Deadline: One week prior to each event
  • We especially encourage graduate students to contact their program faculty to seek institutional support to attend these workshops. We strongly encourage programs to cover the registration fee for these events, as possible. If additional documentation is needed, please contact ASHE Executive Director Jason Guilbeau at jason@ashe.ws.
  • ​All ASHE Professional Development events encourage participants to engage throughout the event in various ways. To provide an environment that is conducive to learning and engagement and to provide a safe space (to the extent possible), Professional Development events are not recorded.

Humanizing Participants and Communities throughout the Higher Education Research Process

Thursday, November 17 | 1:00pm-4:00pm Pacific Standard/Las Vegas Time
In-Person during the ASHE General Conference

Reciprocity in research is an important component of equity-based inquiry, and one that requires deep attention and care from scholars. Traditional concepts of reciprocity often obscure the ways that whiteness, colonization, and coloniality influence research, dehumanizing communities and research participants. Drawing from Indigenous, critical race nepantlera, and anti-colonial knowledges and methods, this session will enable participants to expand their knowledge of expansive philosophies of what constitutes reciprocity, learn specific practices and approaches that advance it, and be better prepared to apply these approaches to humanize and consider potential benefits alongside the communities and individuals whose insights shape our thinking and practice.


Nancy Acevedo-Gil
California State University, San Bernardino
Susana Muñoz
Colorado State University, Fort Collins
Amanda Tachine
Arizona State University

Understanding the Power and Potential of Mixed Method Designs in Higher Education

Friday, November 18 | 9:00am-12:00pm Pacific Standard/Las Vegas Time
In-Person during the ASHE General Conference

This workshop will equip researchers and practitioners with a basic overview of mixed method design principles. Using a critical lens, the presenters will focus on mixed methods data collection, analysis, and integration as well as the interpretation and dissemination of findings within higher education research, assessment, and evaluation.


Jessica DeCuir-Gunby
University of Southern California
Tiffany J. Davis
University of Houston

Wrestling with and Establishing Congruence in Critical Qualitative Research

Friday, November 18 | 1:00pm-04:00pm Pacific Standard/Las Vegas Time
In-Person during the ASHE General Conference

In this workshop, the presenters will discuss the importance of establishing study congruence in the context of engaging critical frameworks in qualitative research. In particular, presenters will offer examples from their scholarship on how they have leaned into the messiness of employing critical frameworks at different stages of one’s study


Melvin Antoine Whitehead
Binghamton University (SUNY)
Christa Porter
Kent State University
Antonio Duran
Arizona State University