2024 Research Workshops

The ASHE Research Workshops are intended as spaces for ASHE members to engage with and explore cutting-edge research methodologies and research management in ways that center critical methods and inquiry in research. Each workshop will be led by leading scholars in the field. Originally designed for additional methods training for graduate students, the workshops have evolved to cater to a diverse range of participants including early-career scholars, mid-career scholars, and/or senior scholars.


  • 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: 1 week before each workshop at 11 am Central.
  • 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.
  • Workshops will be hosted through Zoom and will not be recorded.


Radically (Re)Imagining Qualitative Methodologies

Friday, February 2, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

“The master’s tools will never dismantle the master’s house” (Lorde, 1983, p. 27): Dominant logics, which created higher education’s twisted roots (Stewart, 2020), can/will not engender liberatory futures. This session engages (1) Black feminist autoethnography and (2) radical imagination / critical creativity praxis as methodologies for embodied qualitative research.


Nicole R. Harris, PhD

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Nicole R. Harris, PhD (she/they) is a Black feminist autoethnographer exploring the intersection of race, gender, and leadership in general and the lived experiences of Black women specifically. She is passionate about bringing a liberatory leadership praxis to life.

Brittney Plascencia, MS
Director of Student Success & Belonging, Whittier College

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Brittney Plascencia-Saldana, MS, is the Director of Student Success & Belonging in the Office of Student Engagement (OSE) at Whittier College. She has dedicated her career to serving first-generation Latina students from low-income backgrounds and hopes to advance knowledge on Hispanic Serving Institutions as a doctoral student. Brittney earned her Master’s degree in College Counseling and Student Development from Azusa Pacific University. Brittney is a proud alum of Mount Saint Mary’s University, Los Angeles where she earned her Bachelor’s degree in Psychology and Spanish and James A. Garfield High School in East Los Angeles.

Jes Takla, PhD
Associate Dean for Campus Life, Co-Curricular Learning, and Assessment, Pacific Lutheran University

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Jes Takla (she/her) is an artist (BFA from School of the Art Institute of Chicago), student affairs educator (MA from Bowling Green State University), and qualitative researcher (PhD from Azusa Pacific University) who explores and engages radical imagination and critical creativity praxis for liberatory transformation. She invites you to "scholar outside the lines" and join her in becoming CRITICAL CREATIVES (Collective Radical Imaginaries Transforming Interdisciplinary Creativity [to] Advance Liberation [by] Co-constructing Reflexive Ecologies [for] Abolitionist, Trans*/queering, [&] Indigenizing Vocation Engaged Sustainably).

Blackness as Otherwise: Black Studies in Performance, Visual and Digital Scholarship

Friday, February 9, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This workshop will offer participants an opportunity to explore the generative possibilities afforded through performance, film, and photographic methods grounded in diverse Black Studies traditions. We will engage topics such as: Black studies perspectives on humanizing uses of digital tools; collaborative production partnerships for technical expertise; and publicly engaged scholarship.


Charles H.F. Davis III
Assistant Professor of Higher Education, University of Michigan

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Dr. Charle H.F. Davis III is a third-generation educator, organizer, and artist committed to the lives, love, and liberation of everyday Black people. He is currently an assistant professor in the Center for the Study of Higher and Postsecondary Education and director of the Campus Abolition Research Lab at the University of Michigan. Dr. Davis’ work employs digital ethnographic methods in conjunction with frameworks from decolonial studies and the Black radical tradition to examine the ways campus and community organizers work collaboratively to reimagine public safety and world without police.

Candace N. Hall, EdD
Assistant Professor, Southern Illinois University Edwardsville

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Candace N. Hall, EdD (she/her/hers) is a creative academic in Higher Education and Student Affairs. Her research interests include the recruitment, retention, and support of Black faculty at historically white institutions. Hall aims to show the possibility of Black joy in the academy in hopes that more people will invest in spaces where Black faculty can authentically experience joy, hope, and community. Her recent project clusterluck, a documentary short, highlights the experiences of a group of Black faculty within a department at a historically white institution. This short film unpacks what community means and what it looks like for Black scholars to have supportive communities within their departments at their institutions.

Keon M. McGuire, PhD
Associate Professor, Higher Education Opportunity, Equity, and Justice, North Carolina State University

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Dr. McGuire is an interdisciplinary scholar who draws on Africana studies frameworks to examine how race, gender and religion shape minoritized college students' identities and their everyday experiences. Additionally, Dr. McGuire investigates the ways racism, sexism, and heteronormativity undermine the experiences of minoritized college students as well as they ways students resist and respond to such marginalization. He received a joint PhD in Higher Education and Africana Studies from the University of Pennsylvania and in 2019, he was named a National Academy of Education (NAEd)/Spencer Postdoctoral Fellow and ACPA Emerging Scholar.

Wilson K. Okello, PhD
Assistant Professor, The Pennsylvania State University

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Wilson Kwamogi Okello, PhD, is a transdisciplinary artist scholar who draws on Black critical theories to think about knowledge production and student/early adult development. Most immediately, he is concerned with how Blackness makes visible the epistemic foundations that structure what it means to be human and imagining otherwise possibilities for Black being therein. His work is published in venues such as the Journal of College Student Development; Race, Ethnicity and Education; and the Journal of Diversity in Higher Education. Among his national recognitions, he received the Association for the Study of Higher Education (ASHE) Mildred Garcia Junior Scholar Award.

Trauma Informed Qualitative Research Methods: Promoting Well-Being and Social Learning through Research

Friday, February 16, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This interdisciplinary session provides an overview and venue to discuss integrating trauma-informed approaches into research. With a focus on qualitative research on sensitive topics (e.g. sexual assault exposure, direct & vicarious experiences of violence, carceral system involvement), participants will learn and reflect on strategies from research conceptualization to dissemination.


Kamaria B. Porter, PhD
Assistant Professor of Education Policy Studies, Pennsylvania State University

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Kamaria B. Porter, PhD, is an Assistant Professor of Education Policy Studies at Pennsylvania State University. Porter’s research examines gender and racial inequities in higher education, particularly university response to sexual assault, graduate education, and faculty experiences. Her primary research examines Black women’s perspectives of the legal system in weighing whether to report sexual violence to their university. The data come from 60 trauma informed narrative interviews with survivors. Dr. Porter trained to be a rape survivor crisis counselor (during Masters degree at Loyola University Chicago) and injects trauma informed practice into her research methods, teaching, and facilitation.

Understanding the What, How, and Why of Participatory Action Research

Friday, February 23, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This interactive workshop will provide the knowledge base necessary to understand: (a) the foundational principles of participatory action research (PAR); (b) how to design PAR studies that center the expertise of community/inside researchers; and (c) why it is imperative for higher education scholars to use PAR to advance critical scholarship.


Cinthya Salazar, PhD
Assistant Professor, Texas A&M University

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Dr. Cinthya Salazar is an Assistant Professor of Higher Education Administration at Texas A∓M University. Dr. Salazar’s research focuses on the mechanisms used by undocumented students to access, persist, and succeed in higher education. She uses participatory action research (PAR) and engages undocumented students as co-researchers to generate localized student success models that can promote their college retention. Because of her innovative PAR dissertation, she received the prestigious Ford Foundation Dissertation Fellowship in 2019 and the Bobby Wright Dissertation of the Year award in 2020. Her PAR scholarship has been published in the International Journal of Qualitative Studies in Education and Journal of Qualitative Research, among others.

Identifying Students’ Social Networks through Online Surveys: An Introduction to Traditional and Emerging Methods of Name Generators and Interpreters

Friday, March 1, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This workshop introduces traditional methods and emerging alternatives of social network survey methods (name generators and interpreters) and discusses how the methods can be utilized for identifying college students’ social networks. It will also provide a step-by-step guide to implementing the name generator and interpreters in online surveys.


Nidia Bañuelos, PhD
Assistant Professor of Adult, Continuing, and Higher Education, Center for Research on College-Workforce Transitions, University of Wisconsin-Madison

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Dr. Nidia Bañuelos is an Assistant Professor in Liberal Arts & Applied Studies in the Division of Continuing Studies at the University of Wisconsin-Madison and the Principal Investigator at the Networks and Cultural Assets Project (NCA). A sociologist by training, she studies the design and implementation of new postsecondary programs for working adults – including the community college baccalaureate. She has a special interest in the history of older, working undergraduates with dependents and the institutions that serve them. In her research and teaching, she uses asset-based approaches to highlight the strengths students bring to their schooling.

Ross J. Benbow, PhD
Researcher, Center for Research on College-Workforce Transitions, University of Wisconsin-Madison

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Dr. Ross Benbow is also a Researcher with the Center for Research on College-Workforce Transitions and the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Ross also co-leads the Networks and Cultural Assets Project (NCA). His current research focuses on relationships among teaching and learning, student support services, and sociocultural transitions in colleges and universities, with a particular interest in the career paths of marginalized undergraduates. He is the Principal Investigator of the Veteran Education to Workforce Affinity and Success Study (VETWAYS), a National Science Foundation-funded project centered on the support networks and professional trajectories of student military service members and veterans.

Kyoungjin Jang-Tucci, MA
Project Assistant, Center for Research on College-Workforce Transitions, University of Wisconsin-Madison

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Kyoungjin Jang-Tucci serves as a Project Assistant at the Networks and Cultural Assets Project (NCA) and is currently pursuing her Ph.D. in Educational Policy Studies at the University of Wisconsin-Madison. Her research centers on the career development and college-to-work transitions of historically underserved college students, employing critical quantitative and mixed methods. Her recent projects delve into the critical examination of emerging research methods and explore how these can be utilized for social justice-oriented research, especially in the realms of social network analysis and text analytics.

Advanced Quantitative Methods for Policy Research in Higher Education

Friday, March 8 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This workshop reviews the foundation of difference-in-differences and synthetic control methods applied to policy analysis in higher education and provides real-world examples and applications (with data and code) of modern advances, including tools for addressing variation in treatment timing, treatment effect heterogeneity, and treatment dosage.


Taylor K. Odle, PhD
Assistant Professor, University of Wisconsin-Madison

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Taylor Odle is an assistant professor of educational policy studies and affiliate in data science at the University of Wisconsin-Madison. As an applied quantitative policy scholar, Taylor’s research seeks to identify strategies that “work” at reducing racial and socioeconomic inequality in college access and success—most commonly done in close partnership with state agencies and non-profit organizations. This includes the use of experimental and quasi-experimental strategies to identify the impacts of college admissions practices, advising/coaching interventions, financial aid, and other structured supports. He teaches classes in the economics of education, higher education policy, and program evaluation.

Transformative/Emancipatory Research in Higher Education

Friday, March 15, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

The purpose of this research methods workshop is to increase awareness and knowledge about the role of Transformative/Emancipatory research in higher education. This type of research promotes justice-oriented research methods that foster systemic change, particularly because it centers the voices of historically and currently marginalized communities in the research process.


Evelyn Vázquez, PhD
Assistant Researcher, University of California, Riverside

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Evelyn Vázquez, Ph.D., M.S., (pronouns she/ella) is the first in her family to attend college. Dr. Vázquez is an Assistant Researcher in the Department of Social Medicine, Population, and Public Health at the School of Medicine, University of California, Riverside. Her scholarship focuses on mental health and well-being in higher education settings, social determinants of health, and health disparities during the COVID-19 pandemic. Her methodological expertise is in Transformative research; Rapid qualitative research; and Mixed methods.

Dr. Vázquez leads an engagement award project titled “Engaging the Academy to Address Underrepresented Graduate Students’ Mental Health Needs”, funded by The Patient-Centered Outcomes Research Institute.

Exploring Social Justice through Mixed Methods Research: An Interactive Workshop

Friday, March 22, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

The "Exploring Social Justice through Mixed Methods Research" workshop aims to equip participants with the skills necessary to investigate social justice problems using a mixed methods approach. This interactive workshop encourages collaboration, critical thinking, and engagement to foster a deeper understanding of complex social issues and develop effective research strategies.


Jerrel Moore, PhD
Assistant Professor, Prairie View A&M University

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Jerrel Moore is an Assistant Professor of Educational Leadership and a Research Assistant Professor in the College of Nursing at Prairie View A&M University. His research foci include non-cognitive issues that affect academic achievement and the application of regression models in the fields of health science and education. Dr. Moore’s skills as a methodologist and statistician allow him to conduct research in other fields of study including engineering and agriculture. Currently, Dr. Moore is completing a second doctoral degree at Texas A&M University in Educational Psychology with an emphasis in research, measurement, and statistics.

Stella L. Smith, PhD
Assistant Professor, Prairie View A&M University

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Stella Smith is an Assistant Professor for Educational Leadership in the Department of Educational Leadership and Counseling at Prairie View A&M University. A qualitative methodologist, Dr. Smith’s scholarly interests focus on the experiences of faculty and administrators of color in higher education; African American females in leadership; access and inclusion of underserved populations in higher education, and P–20 educational pipeline alignment. Dr. Smith earned her PhD in Educational Administration with a portfolio in Women and Gender Studies and BS in Microbiology from The University of Texas at Austin and an MA in Organizational Management from the University of Phoenix.

Introduction to Phenomenology and using Post-Intentional Phenomenology Methods in Higher Education

Friday, March 29, 2024 | 11:00am-2:00pm Central/Minneapolis Time
Virtual via Zoom

This workshop will give participants an overview of phenomenology and examples of using Post-Intentional Phenomenology (PIP) methodology in higher education. Participants will receive forthcoming materials on Vagle’s five principles of PIP and will have time to workshop their own phenomenological exploration with higher education practitioners.


Ben Marcy, MPP
Doctoral Candidate, University of Minnesota

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Ben Marcy is a PhD Candidate in the University of Minnesota’s Higher Education track in Organizational Leadership, Policy, and Development. His dissertation is tentatively titled "A Post-Intentional Phenomenological Exploration of Undergraduate White Men’s Sense of Belonging at a Changing Predominantly White Institution." His academic passions include student development as it relates to topics of leadership, career development, masculinity, and whiteness. He has previously worked as a graduate assistant in the University of Minnesota’s Leadership Minor and in the University of Minnesota’s Information Technology Infrastructure major.

Mark Vagle, PhD

Evan Witt, PhD

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Evan currently serves as the Director of Global Executive Programs in the University of Minnesota’s Carlson School of Management. In his role he has responsibilities for four global executive MBA programs including programs in Austria and China. He recently completed his PhD in the Higher Education track of Organizational Leadership, Policy, and Development (OLPD). His dissertation explored undergraduate students’ understanding of global leadership through short-term study abroad leadership courses. He holds teaching appointments with the Leadership Minor at the University of Minnesota. His current courses are LEAD4961: Leadership for Global Citizenship and LEAD4481: Leadership and Social Change in Ireland.

Caolfionn (Keelin) Yenney, PhD
Associate Director of Student Learning & Success, University of Minnesota Twin Cities &
Co-founder, Coach, and Consultant with Yellow Umbrella Coaching & Consulting

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Keelin (she/her) is an educator, facilitator, researcher, and ice cream enthusiast. Dr. Yenney received her PhD in Organizational Leadership & Policy Development from the University of Minnesota Twin Cities in 2019. Her research interests include sense of belonging, the experiences of rural students in higher education, as well as exploring her role in dismantling systems of oppression as a White educator. Dr. Yenney currently serves as the Associate Director of Student Learning & Success at the University of Minnesota Twin Cities as well as co-founder, coach, and consultant with Yellow Umbrella Coaching & Consulting.