ASSOCIATION FOR THE STUDY OF HIGHER EDUCATION PROPOSAL DEADLINE: MAY 1, 2015 AT 5:00 PM EASTERN PRE-CONFERENCES: NOVEMBER 4-5, 2015

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1 ASSOCIATION FOR THE STUDY OF HIGHER EDUCATION PROPOSAL DEADLINE: MAY 1, 2015 AT 5:00 PM EASTERN PRE-CONFERENCES: NOVEMBER 4-5, 2015 GENERAL CONFERENCE: NOVEMBER 5-7, P a g e

2 WELCOME AND OVERVIEW 40 th Annual Conference 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. INEQUALITY AND HIGHER EDUCATION Commentary on the 2015 conference theme, Inequality and Higher Education, from Laura W. Perna, President, Association for the Study of Higher Education, One of the most pressing issues facing the United States and nations around the world is growing inequality. During the 20 th century, higher education played an important role in reducing inequality and promoting upward economic and social mobility. Today many indicators suggest that higher education s role in reducing inequality is declining. A more critical analysis indicates that higher education is actually reinforcing inequality. Although higher education participation rates are high, myriad structural forces are generating large inequalities in higher education and its outcomes. State appropriations to public higher education institutions are falling and tuition is rising. The availability of academically rigorous coursework varies across K-12 schools and the academic requirements of K-12 education continue to be different from the academic expectations of college. New higher education providers are enrolling large numbers of students from historically underrepresented and nontraditional groups, but the quality and benefits of these offerings are unclear. Information about higher education options and financing mechanisms is critical to making appropriate postsecondary decisions, but the ratio of students to counselors remains exceedingly high in too many high schools. Course requirements and expectations across higher education institutions remain largely unaligned, causing many students to lose academic credit in the process of transferring from one institution to another. The list of structural forces influencing student experiences and outcomes could go on and on. In short, while higher education has never been more accessible to so many people, experiences and outcomes have never been more varied. To reduce inequality, higher education must also recognize the implications of broader societal changes. The U.S. population is increasingly diverse in terms of race/ethnicity, language, and other characteristics. Technology has become a common component of many aspects of daily 2 P a g e

3 life. More employers are seeking workers with some postsecondary education, although not necessarily a degree. Through globalization, national economies have become intertwined. To understand how higher education can effectively address structural barriers to inequality in the context of current contextual characteristics and societal changes, higher education policymakers and leaders need high-quality research. Per its mission, the Association for the Study of Higher Education (ASHE) is a scholarly association dedicated to advancing discourse and debate about important issues and ideas, questions, problems, and possibilities in the study of higher education. Recognizing this mission, the theme of the 2015 conference is Inequality and Higher Education. Conference proposals will not be evaluated based on their relevance to the conference theme. Nonetheless, the 2015 program will highlight proposals that the program committee deems to be especially relevant to the theme. Proposals from multiple perspectives are welcome. Of particular interest are those that examine one of the following topics: The role of federal, state, and institutional policy and practice in making higher education more affordable; The role of K-12 and higher education policy and practice in promoting academic readiness for college; The role of technology in improving higher education attainment and student learning outcomes; and The role of partnerships (e.g., among federal and state policymakers, K12 and higher education institutions, employers, local governments, community based organizations, etc.) in promoting higher education attainment. Producing high-quality research is necessary but not sufficient. Effectively reducing inequality also requires connecting research and policy/practice. With support from the William T. Grant Foundation, the 2015 conference will include five Presidential sessions that share insights from five yearlong research and policy/practice collaborations. Each collaboration is a partnership between members of ASHE and members of an organization that seeks to help higher education policymakers and/or practitioners identify, understand, and apply research-based evidence. These collaborations are designed to: 1) advance the production of high-quality research related to inequality in higher education; and 2) improve linkages between the creators and users of higher education research. The 2015 conference will also feature a new interactive Emergent Issues (plenary) session that will allow conference attendees to work in small groups to brainstorm about new areas for higher education research. 3 P a g e

4 2015 KEYNOTE SPEAKER CHERYL CRAZY BULL, PRESIDENT & CEO THE AMERICAN INDIAN COLLEGE FUND Dr. Crazy Bull (Lakota) is the former President of Northwest Indian College in Bellingham, Washington. Dr. Crazy Bull has more than 30 years of experience in tribal education. Her extensive experience with the tribal college movement includes initiatives that support Native student success, expansion of academic and workforce programming, community-based research, and intellectual capacity-building focused on leadership and tribal sovereignty. She has advanced the efforts of the tribal colleges to be more responsive to community opportunities and student needs. Dr. Crazy Bull has broad experience with building networks of supporters of tribal students and tribal education and with all aspects of fundraising. She also served as Chair of the Board of Directors of American Indian Higher Education Consortium. 4 P a g e

5 GENERAL INFORMATION ABOUT PROPOSAL SUBMISSIONS All proposal submissions will be made through the ASHE conference website, The website will provide the option to submit to the general conference or one of the four pre-conference forums: i) the Council on Public Policy in Higher Education forum; ii) the Council for International Higher Education forum; iii) the Council for the Advancement of Higher Education Programs forum; and iv) the Council on Ethnic Participation forum. Individuals submitting proposals to the general conference must choose from among the sections listed below. Please read carefully the descriptions for each section before submitting your proposal. A proposal can be submitted to only one conference section or pre-conference forum. Do not submit the same proposal to more than one division. Should this occur, both proposals will be rejected. Each proposal must designate the preferred presentation type. Presentation types are described below. If the first choice is a research paper or scholarly paper, please indicate if you are willing to present the paper in a roundtable or a poster if the first choice is not available. Proposals must not exceed 2,500 words (approximately four single-spaced pages). References, tables, and figures are not included in the word limit. Proposals exceeding 2,500 words will be rejected without review. Abstracts no longer than 50 words are required. The program committee relies on abstracts to assign appropriate reviewers. All proposals except topical paper sessions and interactive symposia will be reviewed anonymously. Names of authors and participants should not appear within the proposal text or attachments, except for topical paper sessions and interactive symposia. Please ensure that author information is expunged from the file record if the proposal is submitted as an attachment in Word or pdf. Speakers for topical paper sessions and interactive symposia should be named in the proposal. In order to keep the conference inclusive, participants may appear as an author in no more than three sessions and may appear in no more than four sessions in total (across all roles and formats). Please keep this principle in mind as you submit proposals and agree to participate in collaborative submissions. All Proposals are due May 1, 2015 at 5:00pm Eastern Time. No exceptions will be made. Please ensure that your proposal is locked or it will not be considered submitted. All proposals must be submitted online (including preconference forums) at 5 P a g e

6 ABOUT THE ONLINE SUBMISSION SYSTEM The first time that you use the 2015 conference system, you must use New Log In even if you have submitted proposals in years past. Enter your address and specify a password. Click New User. Enter a password. If you subsequently forget your password, you can retrieve it by clicking Forgot Password. The system will you your password. You will be prompted to submit the following components of your proposal separately: ethical practices statements; proposal authors contact information; title, keywords, and brief abstract; division and presentation format; content; attachments (Attach only graphs, charts, etc. Do not attach entire paper); references; and final review. Before finalizing your proposal you will be asked to acknowledge that: You have not published or presented this same work elsewhere; You have informed all authors listed on the proposal that a proposal with their name is being submitted; You will attend the ASHE conference and present the work at the designated time, if accepted; and Your name does not appear anywhere on the proposal (unless the proposal is for a themed paper session or interactive symposium). If you need to interrupt the proposal submission process, you may save your work, log in at a later time, and continue any proposals you have started as long as the proposal is not yet locked. You may edit an unlocked proposal at any time before the May 1 st due date. 6 P a g e

7 You must lock your proposal in order to submit it. No additional changes can be made once the proposal has been locked. Only proposals locked and submitted by the May 1 st deadline will be reviewed. If you encounter any problems during the submission process, contact the ASHE office: ASHE@unlv.edu or Phone: (702) You will receive notification of acceptance or rejection via no later than July 15, The ASHE Conference acceptance rate is typically around 40%. IF YOUR PROPOSAL IS ACCEPTED: You have a professional and ethical obligation to register for the conference and present your paper at the time and place specified by the program committee. The lead author of any accepted research (empirical) or scholarly (non-empirical) paper proposal must submit a copy of the final paper to the session discussant no later than Wednesday, October 14, The acceptance notice will identify the discussant. The program committee reserves the right to rescind the acceptance of any paper not delivered to the designated discussant by October 14. Roundtables and posters need not submit materials in advance of the conference. The conference includes five components: the General Conference and four preconferences: the Council for International Higher Education Forum, the Council on Public Policy Forum, the Council on Ethnic Participation Forum, and the Council for the Advancement of Higher Education Programs. The descriptions within this document clarify the options for presentations at these five components of the conference. 7 P a g e

8 PRE-CONFERENCE FORUM INFORMATION CEP PRE-CONFERENCE FORUM The Council on Ethnic Participation (CEP) invites proposals for the 2015 ASHE-CEP Pre- Conference Forum on November 4-5, The primary purpose of CEP, as stated in its bylaws, is to facilitate the participation of scholars from ethnically minoritized groups in the affairs of the Association. The CEP Pre-Conference Forum consists of two components: the presentation of research/scholarly papers, roundtables, posters, and symposia, as well as mentoring/professional development sessions as part of the CEP Mentor-Protégé Program. The ASHE General Conference program will and should include sessions focused on race and ethnicity, as well as other aspects of diversity. The CEP Pre-Conference Forum is distinct from the General Conference in that it exists to offer an opportunity for attendees to focus both intensively and extensively specifically on issues of race, ethnicity, and racism in higher education and the intersections of these factors with other social identities and hierarchies of privilege. Selection for presentation during the CEP Pre-Conference Forum is competitive; every submitted proposal is not accepted. The evaluation process reflects the same level of rigor and high expectations for quality that are applied to submissions for the general conference program. In collaboration with this year s General Conference theme on inequality, the CEP Pre-Conference Forum especially seeks proposals of research and scholarly papers, roundtables, symposia, or posters that take a critical look at the ways that racial and ethnic inequality in higher education affects the experiences and outcomes for students, faculty, and staff in higher education. Proposals which engage a critical analysis of the effects of racism and ethnocentrism, through the lenses of systematic and internalized dominance and/or internalized oppression would be especially provocative. Proposals which entertain the intersections of racism with other hierarchies of marginalization and privilege (e.g., social class, ability, assigned sex, gender identity and expression, sexuality, religion/spirituality/faith, and global/transnational) also are encouraged. All proposals for the CEP Pre-conference Forum should be submitted by selecting the COUNCIL ON ETHNIC PARTICIPATION PRE-CONFERENCE FORUM. Options and descriptions for CEP proposal formats are the same as for the general conference and those instructions as printed elsewhere in this Call for Proposals should be followed. Please direct questions to the CEP Chair, Dr. Dafina-Lazarus Stewart or the 2015 CEP Pre-Conference Program Co-Chair, Dr. Kandace Hinton (kandace.hinton@indstate.edu). 8 P a g e

9 PRE-CONFERENCE FORUM INFORMATION CAHEP PRE-CONFERENCE FORUM The Council for the Advancement of Higher Education Programs (CAHEP) invites proposals for the 2015 ASHE-CAHEP Pre-Conference which will be held on Thursday morning November 5, The mission of CAHEP is to enrich the teaching and learning experiences of students and faculty in the Association's constituent Higher Education Programs within North America and around the world. The mission is also to facilitate the exchange among program coordinators/directors, faculty, students, and other interested members of the Association. The CAHEP seeks proposals to present research and scholarly papers or facilitate roundtables and symposia. We welcome conference proposals that particularly address the values of CAHEP, Research that informs program delivery; High standards of quality in the various forms in which programs are structured and delivered; The critical role of coordinator/director leadership in the achievement of our mission and vision; The unique and varied needs essential to the preparation of administrative leaders, public policy leaders, and teacher-scholar leaders; The centrality of the teaching and learning enterprise within our programs for the advancement of postsecondary education; and The graduate student voice in our work and efforts. All proposals for the CAHEP pre-conference should be submitted through the online conference proposal submission process, selecting the COUNCIL FOR THE ADVANCEMENT OF HIGHER EDUCATION PROGRAMS PRE-CONFERENCE. Please direct questions to the Pre- Conference Chair, CIHE PRE-CONFERENCE FORUM The ASHE Council for International Higher Education (CIHE) will convene its 24 th Annual Forum beginning Wednesday, November 4 th, through noon on Thursday, November 5 th. The International Forum aims to engage participants from a wide range of countries and disciplines in active discussions to address higher education issues from a global perspective. The theme of the 2015 CIHE Forum is The Growing Stratification of Higher Education in a Global Perspective: Building a Pathway to Better Societies? Focusing on one of the key issues which affect higher education systems and societies around world, the theme of the Forum contributes to the theme of the 2015 ASHE General Conference (Inequality and Higher Education). In order to build greater connections between CIHE and the General Conference, a 9 P a g e

10 PRE-CONFERENCE FORUM INFORMATION selected number of CIHE Forum sessions will be scheduled to run concurrently with the General Conference. The Forum, interactive by nature, invites proposals for research and scholarly papers, symposia and roundtable discussions, which fall both within and outside the Forum theme. All proposals for the International Forum should be submitted through the online conference proposal submission process, selecting the COUNCIL FOR INTERNATIONAL HIGHER EDUCATION PRE-CONFERENCE. All ASHE members, as well as faculty, researchers, practitioners, and students across the world are invited to participate. Direct questions can be addressed to the CIHE Forum Chair Anna Smolentseva. For a more detailed call for proposals for the CIHE Forum, including an in-depth description of the theme, please visit the CIHE website. CPPHE PRE-CONFERENCE FORUM The ASHE Council on Public Policy in Higher Education (CPPHE) will hold its 15 th Annual Forum from Wednesday, November 4 th through noon on Thursday, November 5 th. In order to build greater connections between the Council on Public Policy in Higher Education and the General Conference, a select number of proposals to the CPPHE Forum will be scheduled to run concurrently with the General Conference. Recognizing the theme of the 2015 ASHE Conference, the Council especially encourages the submission of proposals addressing the role of public policy in reducing inequality in higher education. The Forum provides ASHE conference participants the opportunity to explore and discuss significant public policy issues that affect higher education in the U.S. at the local, state, and federal levels. This year, we hope to focus the pre-conference on issues related to state policymaking and emphasize federal policymaking in the general conference. The Forum examines the role of higher education research in informing decision-making in the public policy arena, while simultaneously exploring how key actors shape public policy. The Council invites proposals from researchers, policymakers, and public policy analysts for policy relevant research and scholarly papers, roundtables, and symposia. Proposals that emphasize active dialogue and audience participation are particularly welcome. The CPPHE Forum generally features more applied work than is found on the general conference program. All proposals for the CPPHE Forum should be submitted through the online conference proposal submission process, selecting the COUNCIL FOR PUBLIC POLICY IN HIGHER EDUCATION PRE-CONFERENCE. Please direct questions to the 2015 CPPHE Vice Chair, Nick Hillman. 10 P a g e

11 GENERAL CONFERENCE DIVISIONS ASHE encourages proposals from a variety of disciplinary and interdisciplinary perspectives (including historical, legal, and philosophical traditions) and has a strong tradition of embracing research that utilizes quantitative, qualitative, and mixed methods approaches. The online submission system requires authors to submit proposals to sections based on the topic of the proposal. These sections are: 1. Students 2. Organization, administration, and leadership 3. Teaching, learning, and assessment 4. Faculty 5. Contexts, methods, and foundations 6. Policy, finance, and economics 7. International These seven sections encompass the range of higher education research typically presented at the annual conference. Authors should be able to identify a section related to their topic, even if that topic is not explicitly mentioned in the descriptors for a particular division. The section descriptions (below) necessarily overlap. Authors are encouraged to use their best judgment to determine the most appropriate section. The Program Committee may redirect a proposal to another section as they deem appropriate. Please note: proposals may not exceed 2,500 words. ALL PROPOSALS ARE DUE MAY 1, 2015 at 5:00 PM Eastern. 11 P a g e

12 GENERAL CONFERENCE SECTIONS 1. STUDENTS Co-chairs: Nicholas A. Bowman (Bowling Green State University) Regina J. Deil-Amen (University of Arizona) Mark E. Engberg (Loyola University Chicago) Kimberly A. Griffin (University of Maryland, College Park) Jeffrey F. Milem (University of Arizona) Ernest T. Pascarella (University of Iowa) Kristen A. Renn (Michigan State University) Alyssa N. Rockenbach (North Carolina State University) Victor B. Sáenz (University of Texas at Austin) Proposals for this section focus on research related to some aspect of students including students college access (e.g., college choice and effectiveness of access programs), high schoolto-college transition, experiences while in college, success, and outcomes. Studies that examine student experiences within different groups or subcultures, disciplinary settings, or institutional types are appropriate for this division. Studies focused on the assessment of student outcomes, rather than the outcomes themselves, should be submitted to the section on Teaching, Learning, and Assessment. Studies focusing on student financial aid programs should be submitted to the Policy, Finance, & Economics division. 2. ORGANIZATION, ADMINISTRATION, AND LEADERSHIP Co-chairs: Michael N. Bastedo (University of Michigan) and Ozan Jaquette (University of Arizona) Proposals for this section focus on research related to governance, leadership, strategy, community-university partnerships, change and innovation, organizational culture, and planning. This section includes research on deans, department chairs, presidents, and governing 12 P a g e

13 boards, studies of specific administrative experiences (e.g., historically underrepresented leaders), studies of leadership within specific functional areas of higher education (e.g., LGBTQ student services and IT), and research that applies organizational theory to the study of higher education institutions. 3. TEACHING, LEARNING, AND ASSESSMENT Co-chairs: Karen Kurotsuchi Inkelas (University of Virginia) and Robert D. Reason (Iowa State University) Proposals for this section examine processes, outcomes, and reforms for promoting student learning as well as institutional efforts to assess student learning and development. This section includes research that examines pedagogy and instruction; curriculum development; learning theory; use of instructional technology; faculty attitudes and behaviors related to teaching, learning, and assessment; learning contexts (e.g., the influence of institutions and disciplines); and accreditation policies and assessment efforts relevant to teaching. Research that examines the utility of a particular quantitative, qualitative, or mixed methods approach to assessment is also relevant to this section. 4. FACULTY Co-chairs: Audrey J. Jaeger (North Carolina State University) and Luis Ponjuán (Texas A & M University) Proposals for this section address a wide range of issues related to the preparation, employment, productivity, work, and careers of postsecondary faculty. Research on faculty motivation, work roles, the faculty labor market, tenure and promotion, preparing future faculty, growth and development, performance evaluation, and disciplinary and professional cultures is relevant to this section. Proposals may also focus on specific appointment types (e.g., part-time, non-tenure track), institutional settings (e.g., community colleges, for-profit institutions), or experiences (e.g., job satisfaction among faculty of color). 13 P a g e

14 5. CONTEXTS, FOUNDATIONS, & METHODS Co-chairs: Shaun R. Harper (University of Pennsylvania), Shouping Hu (Florida State University), and Peter M. Magolda (Miami University of Ohio) Proposals for this section examine sociological, legal, philosophical, cultural, or historical contexts of higher education. Research in this section may be grounded in the experiences and traditions of particular groups in higher education or focused on contemporary issues, debates, and challenges that affect higher education. Research on methodological issues within quantitative, qualitative, or mixed methods traditions is also relevant to this section. 6. POLICY, FINANCE, AND ECONOMICS Co-chairs: Angela Boatman (Vanderbilt University), William R. Doyle (Vanderbilt University), and Leticia Oseguera (Pennsylvania State University) Proposals for this section examine state and federal higher education policies, higher education finance, and the economics of higher education. Relevant research may examine affordability, finance, financial aid, demographic trends, P-16 transition issues, government regulation, privatization, government relations, and the politics of higher education. Papers that use policy analysis, political science, and/or economic theory to study any topic should be submitted to this section (e.g., economic analysis of faculty salaries or college choice). Please note that this division is part of the general conference and distinct from the Policy Pre-Conference, which has a separate proposal submission process. 7. INTERNATIONAL Co-chairs: Tricia A. Seifert (Montana State University) and Katalin Szelényi (University of Massachusetts, Boston) Proposals for this section examine international and comparative issues in higher education. Research in this section may focus on a wide range of topics including policy, organization, governance, faculty, students, and others. Please note that this division is part of the general conference and distinct from the International Pre-Conference, which has a separate proposal submission process. 14 P a g e

15 PROPOSAL TYPES FOR THE GENERAL CONFERENCE There are SIX types of proposals FOR ALL SECTIONS: research papers; scholarly papers; topical paper sessions; interactive symposia; roundtables; and posters. NEW THIS YEAR: The former symposium proposal type is now disaggregated into two types: topical paper session and interactive symposium. For more information, read the descriptions below. RESEARCH PAPERS Research (or empirical) papers present the results of quantitative, qualitative, or mixed methods studies or report the findings of studies that use historical or philosophical methods. These studies are based on original data collection or secondary data analysis. Final research papers should not be longer than 30 double-spaced pages (excluding references, tables, and appendices). Research paper proposals should describe studies that are fairly mature both conceptually and methodologically, ideally with some preliminary data analysis and findings that are suggestive of the impact and significance of the research. Research paper proposals should describe as many of the following as are applicable, preferably in this order: Study objectives or purpose; Theoretical or conceptual framework; Study methods or modes of inquiry; Data sources or evidence; Preliminary results or conclusions; and Study significance. Research paper proposals will be evaluated on: Contributions to knowledge (that is, the extent to which the study addresses an important problem and gap in current knowledge); 15 P a g e

16 Originality of the work; Quality of theoretical or conceptual frameworks and data sources, if applicable; Soundness of the research design, analysis, and/or interpretation; Reasonableness of the conclusions and implications; Overall clarity of the proposal (e.g., quality of writing, organization of ideas, clarity of assumptions, logic of arguments, etc.); and Evidence that the research is near completion and that the paper will be completed by October 14, SCHOLARLY PAPERS Scholarly (or non-empirical) papers are essays that present well-developed arguments on philosophical, theoretical, or practical problems in the study of higher education. They are not required to adhere to an empirical research design (e.g., methods, data collection, and data analysis). Instead, scholarly papers pose critical questions, synthesize divergent bodies of literature, or elaborate new theoretical or conceptual frameworks. Scholarly paper proposals should describe as many of the following as are applicable, preferably in this order: Objectives or purposes of the inquiry; The philosophical, theoretical, or practical argument and its bases; Literature, sources, or evidence to support the argument/analysis; Conclusions and implications of the argument; and Importance of the argument for higher education. Scholarly paper proposals will be evaluated based on: Contribution to knowledge (that is, the extent to which the paper addresses an important problem and gap in current knowledge); Originality of the work; Quality of the analytical argument, including how well the argument fits or challenges the extant literature; 16 P a g e

17 Persuasiveness of the conclusions; Overall clarity of the proposal (e.g., quality of writing, organization of ideas, clarity of assumptions, logic of arguments, etc.); and Evidence that the paper will be completed by October 14, TOPICAL PAPER SESSIONS In a topical paper session, the session organizers are proposing a complete research-paper session that consists of three to four research papers that address a particular topic. Unlike a submission for an individual research paper, the names and backgrounds of presenters, session chair and discussant should be included in a topical paper proposal submission. Proposals for topical paper sessions should describe as many of the following as applicable, preferably in this order: Objectives of the session; Importance of the session to ASHE members; Backgrounds of the presenters as related to the session topic; Brief description of each research paper that will be presented; Structure and format of the session, including the designation of a session chair/moderator and discussant. Topical paper session proposals will be evaluated on the following criteria: Contribution to knowledge (that is, the extent to which the session addresses an important problem and gap in current knowledge); Originality; Clarity of focus; Theoretical and methodological rigor of the research papers included in the session; Integration and coherence of panel s presentations as a group; and The overall clarity of the proposal (e.g., quality of writing, organization of ideas, clarity of assumptions, logic of arguments, etc.). 17 P a g e

18 INTERACTIVE SYMPOSIUM An interactive symposium is an integrated session that features interaction between and among a panel of presenters and the audience to advance knowledge of a particular research problem. Rather than present the results of a series of discrete research studies (as in a topical paper session), participants in an interactive symposium session should draw from their researchbased expertise to engage in interactive dialogue that advances session attendees knowledge of: How to best address a particular research problem; An emerging issue in a specific area of research, policy, or practice; or An emerging educational theory or research methodology. The names and backgrounds of presenters should be included in the proposal. A typical interactive symposium session might begin with brief presentations from the panelists (or interactive Q&A between the moderator and panelists) about the session s research problem, followed by ample time for discussion among the panelists and between the panelists and other session attendees. The proposal should identify and designate a session moderator. Proposals for interactive symposium sessions should describe as many of the following as are applicable, preferably in this order: Objectives of the session; Importance of the theme or topic to ASHE members; Backgrounds of the presenters as related to the session s research problem; Expertise or perspective that each presenter will contribute; and Structure and format of the session, including the designation of a moderator and strategies to facilitate audience discussion. Interactive symposium session proposals will be evaluated on the following criteria: Contribution to knowledge (that is, the extent to which the session addresses an important problem and gap in current knowledge); Originality; Clarity of focus; 18 P a g e

19 Integration and coherence of panelists perspectives as a group; Range of knowledge and/or points of view represented by panelists; Strategies for involving audience in the discussion and promoting interactive; and Intentional facilitation of learning among participants. ROUNDTABLE Roundtables provide an opportunity for authors to share information regarding their research in an informal, conversational style with interested persons. Roundtable authors are assigned to numbered tables in a large meeting room. In the roundtable session (typically 40 minutes total), authors should allocate roughly equal time between discussion of their research and opportunities for questions from all session attendees. Roundtable sessions do not include a discussant. Given the informal structure of the roundtable presentation, no audiovisual equipment will be provided. Roundtable proposals should describe as many of the following as are applicable, preferably in this order: Objectives or purposes of the proposed discussion; Perspectives or theoretical/conceptual frameworks that will guide the discussion; Data, evidence, or resources related to the discussion topic; Conclusions and implications; Strategies to facilitate participation in the discussion; and Importance of the topic. Roundtable proposals will be evaluated on: Importance of the topic, issue, or problem to the field of higher education; Clarity of objectives and intended outcomes of the session; Potential for stimulating scholarly discussion; Originality; and Methods planned to engage participants. 19 P a g e

20 POSTERS Posters are a mechanism for scholars to engage in interactive discussion with other conference participants about a research project that has been completed or is in developing stages. The poster venue allows scholars with similar research interests to interact by using the poster as a focal point. Poster presenters will display their research on a large bulletin board (provided at the conference). Presenters will attend the poster session to discuss the project with conference attendees. Proposals should provide: A clear statement of the purpose or goals of the research (i.e., the primary research questions or issues being addressed); A brief summary of the theoretical or conceptual foundation for the work; A description of the methodology being used and the project findings (if applicable); and The theoretical and/or practical significance and implications of the research. Poster proposals will be evaluated on: Importance of the topic, issue, or problem to the field of higher education; Quality of the theoretical or conceptual framework; and Clarity of objectives and intended outcomes of the research. 20 P a g e

21 CALL FOR VOLUNTEERS: REVIEWERS, CHAIRS, AND DISCUSSANTS REVIEWERS Reviewers are needed to evaluate proposals in one or more of the conference sections. Reviewers ensure the quality and integrity of the conference program. The program committee will make every effort to ensure that reviewers receive proposals related to their area(s) of expertise. For each proposal, reviewers are required to provide quantitative scores as well as qualitative comments that allow the author to understand the strengths and limitations of the proposal. Reviewers comments will be shared anonymously with proposers. Reviewing proposals is a serious responsibility. Reviewers are expected to conduct their reviews with respect, professionalism, and thoughtfulness for those who have submitted their work, regardless of the paradigm, method of inquiry, or topical area. SESSION CHAIRS AND DISCUSSANTS The program committee will assign chairs and discussants to each research paper and scholarly paper session. Chairs facilitate the session by introducing speakers, keeping time, and moderating post-presentation discussion. Prior to the conference, chairs should coordinate communication among the presenters and help get session papers to the discussant in a timely fashion. Discussants play an integral role in the quality of the annual conference. They read the papers in advance of the conference, provide feedback (orally and, ideally, also in written form) to authors at the session, and offer comments that inform the larger session. The discussant s comments should last about ten minutes. Critiques of individual papers should be framed constructively to assist the author(s) with revisions for publication. Discussant comments are most helpful when they integrate and emphasize how the paper topics, theories, study designs, and methods reveal or obscure important knowledge or ways of understanding key issues in the field. HOW TO VOLUNTEER Please visit for additional information on these roles and to volunteer to serve as a reviewer, chair, and/or discussant. You may also contact the ASHE Office or any of the section chairs listed above to volunteer. 21 P a g e

22 SEE YOU IN DENVER, COLORADO! 2015 ASHE PRESIDENT Laura Perna, University of Pennsylvania 2015 CONFERENCE CHAIR Matthew Mayhew, New York University ASHE OFFICE Kim Nehls, ASHE Executive Director Holly Schneider, Conference Coordinator Association for the Study of Higher Education BOX S. Maryland Pkwy. Las Vegas, NV Phone: Web: 22 P a g e