Penny Pasque

Penny A. Pasque is a professor in Educational Studies in the College of Education and Human Ecology. In addition, she is director of the QualLab research center and editor of The Review of Higher Education, one of the leading research journals in the field. She coordinates the Qualitative Inquiry in Education (QIE) certificate and ESQUAL courses for the department. Pasque is a Senior Scholar Diplomate (awarded in 2024) and Diamond Honoree (class of 2011) by the American College Personnel Association. 

Pasque is one of the leading qualitative researchers in the US focusing on research design congruence and quality. She uses qualitative methodologies & methods in her research designs, studies (post)qualitative methodologies & methods, and teaches scholars about the various qualitative approaches at their disposal for research that works toward social justice and equity. Her work on Critical Advocacy Inquiry (with Carducci) is becoming an important new contribution that connects both critical and transformative/participatory paradigmatic approaches.

Pasque and her QualLab research center were awarded a Department of Defense Grant with ophthalmology scholars across the US. In addition, she collaborates with Marjean Kulp (Wexner Medical Center) as co-PI on a national research project that benefited from the President’s Research Excellence (PRE) Accelerator Award, a Chronic Brain Injury (CBI) program grant, and internal grants from the College of Optometry at Ohio State. In addition, she and QualLab graduate student researchers received Drake Institute Research & Implementation Grants I & II. Further, Pasque serves/served as a qualitative expert on NSF and NIH grants, was invited to be a part of a visioning meeting with the Spencer Foundation and has consulted with US legislators and foundations on qualitative and actionable research.

Further, Pasque research focuses on “American Higher Education, Leadership and Policy: Critical Issues and the Public Good.” In other words, are public institutions as organizations actually doing the “public” any “good”; and the ways in which 1) minoritized people, 2) community partners, and/or 3) non-dominant perspectives are being silenced or relegated to the margins in national policy conversations. This grant-funded research has been used in US policy change in the United States (i.e., with DACA during the Obama Administration, national gathering of graduate school deans), Poland, and Indonesia.

• Ph.D., Center for the Study of Higher and Postsecondary Education, University of Michigan, Ann Arbor, MI. 2007.
• • Concentration: Organizational Behavior and Management
• Continuing Education, Cornell University, Ithaca, NY. 1997-1999.
• M.S., Communication, Syracuse University, Syracuse, NY. 1992.
• • Concentration: Interpersonal Communication
• B.S., Communication and Marketing, Eastern Michigan University, Ypsilanti, MI. 1990.

• Access and Equity
• Education Policy
• Equity
• Higher Education and Student Affairs (HESA)
  • Higher Education for the Public Good
  • Organizational Behavior in Higher Education
  • Qualitative Inquiry
• Social and Philosophical Foundations of Education (Philosophy of Education)
• Social Justice
• Sociology
• Women's Studies

Pasque’s research has appeared in over 100 journal articles and books, including in Review of Educational Research, The Journal of Higher Education, Qualitative Inquiry, The Review of Higher Education, Peabody Journal of Education, Diversity in Higher Education, Cultural Studies<->Critical Methodologies, among others. Her books include Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuca, Routledge), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (with Carducci, Kuntz & Gildersleeve, Jossey-Bass), Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez, Left Coast Press), American Higher Education Leadership and Policy: Critical Issues and the Public Good (Palgrave Macmillan), Empowering Women in Higher Education and Student Affairs (with Nicholson, Stylus), Transforming Understandings of Diversity in Higher Education (with Ortega, Burkhardt, & Ting, Stylus) and Engaged Research and Practice (with Overton & Burkhardt, Stylus). See her “Amazon Book Author Page” for more details. Some of her latest books and journal article links are on this publication website.

Qualitative Inquiry

Pasque’s research on qualitative inquiry toward social justice and educational equity examines complexities and congruency between theoretical perspectives, paradigmatic approaches, methodologies, data collection, data analysis and dissemination of research. She has collaborated on grants and contracts with faculty in education, sociology, psychology, medical research, physics, political science, and engineering, and beyond. Her books in this area include Advancing Qualitative Inquiry Toward  Methodological Inclusion (with McMillian), Advancing Culturally Responsive Research and Researchers: Qualitative, Quantitative, and Mixed Methods (with alexander), Qualitative Inquiry in Higher Education Organization and Policy Research (with Lechuga), Qualitative Inquiry for Equity in Higher Education: Methodological Innovations, Implications, and Interventions (with Carducci, Kuntz & Gildersleeve), and Critical Qualitative Inquiry: Foundations and Futures (with Cannella & Salazar Pérez). Her research in this area also appears in journals such as Qualitative Inquiry, Cultural Studies Critical Methodologies, and Qualitative Research in Education, to name a few.

As founding director of the QualLab research center, Pasque crafted the Advanced Methods Institute series and publications, collaborated with the dean (Pope-Davis) on the Patti Lather Distinguished Award and Lecture Series, collaborated with the former department chair (Patton) on the webinar series & CSCM publication “Unapologetic Educational Research: Addressing Anti-Blackness, Racism, and White Supremacy,” hosted monthly QualLab Lunches, offered consultations to faculty and graduate students (this effort has been suspended by the college), and developed a Dashboard of Resources all with the support of fabulous GRAs and undergraduate assistants. More information may be found on the QualLab website.  

The Review of Higher Education

Pasque is editor of the Review of Higher Education (RHE), which is considered one of the leading research journals in the field and is the official journal of the Association for the Study of Higher Education https://www.ashe.ws/ashe_rhe.

Researching Educational Diversity – Decolonizing Indigenous Research Team

She is PI of RED-DIRT, the Researching Educational Diversity – Decolonizing Indigenous Research Team, in collaboration with Monty Begaye (Navajo), Breanna Faris (Cheyenne and Arapaho), and Corey Still (Keetoowah). Focusing on TribalCrit and Indigenous methodologies, the project critically deconstructs the experiences of Indigenous students on college campuses and re-imagines campus spaces with Indigenous students in mind with tangible action strategies for policy and practice. The latest research in this area has been published and the team is up for a research award.

Higher Education for the Public Good

Her research on higher education for the public and private good has been utilized in policy circles in Poland and Indonesia as well as in Washington DC during the Obama Administration (focusing on undocumented students and the DREAM Act). Her research in this area may be found in American Higher Education Leadership and Policy: Critical Issues and the Public Good (Pasque), Readings on Equal Education (St. John, ed.), Critical Issues in Higher Education for the Public Good (Pasque, Bowman, Martinez, eds.), and Higher Education in Review, to name a few.

National Study on Women in Higher Education and Student Affairs

Pasque has served as PI for this longitudinal study since 2009. The study explores the experiences of women in higher education including pay inequity, formal and informal organizational structures, women-led leadership paradigms, and experiences of reduction and rejuvenation. Currently, she is working on a cross-disciplinary project with LaVonya Bennett, Counselor Education, on the impacts of insidious trauma on women and women-identified people. Research from this study may be found in journals including Oxford University’s Forum on Public Policy, the Journal About Women in Higher Education and Student Affairs, and in books such as Empowering Women in Higher Education and Student Affairs (Pasque & Nicholson, eds.), The Obama Administration and Educational Reform (Zamani-Gallaher, ed.), Managing Diversity (Dancy, ed.) and Women of Color in Higher Education: Turbulent Past, Promising Future (Jean-Marie & Lloyd Jones, eds.).

Epistemic In/justice in Graduate Education

In collaboration with Leslie D. Gonzales (University of Arizona) this study explores epistemic in/justice in graduate education across the social sciences, natural sciences and humanities. This research from this project is titled, “The Conditions of Knowledge Production and Legitimization across Doctoral Education in the U.S.: A Systematic Review of Literature” and published in the Review of Educational Research.

Pasque has received grants and contracts from organizations including the Department of Defense (via Drexel University), Kettering Foundation, Lumina Foundation (via University of Illinois, Urbana-Champagne), Spencer Foundation (via University of Michigan), National Center on Institutional Diversity, National Forum on Higher Education for the Public Good, ACPA Foundation, ACPA’s Coalition on Women’s Identities, ACPA’s Commission on Professional Preparation, Center for the Education of Women – University of Michigan, University of Oklahoma Vice President for Research Office, among others. A select list is below:

• Scheiman, M., Pesudovs, K., Kumaran, S., Pasque, P. A. et al. (Sept, ‘24-28). Development of PROM, Validation of Clinical Outcome Measures, Natural History, and Intervention for Mild Traumatic Brain Injury Related Vision Disorders (PROMENINT). Department of Defense. ($4 million for 3 Projects; Qualitative is Project 1 of 3). [The Ohio State University sub-award research team includes Ruth Lu (Postdoc), Mianmian Fei(GRA), & Sohan Daniel (GRA)].
• Bhattacharya, K. & Pasque, P. A. (under review, 2024-2026). Creating Equitable and Restorative Futures: Exploring De/colonial Community-Based Culturally Responsive Mentoring for Multiply-Minoritized Faculty. Spencer Foundation. ($375,000)
• Fogt, J., Pasque, P. A., & Lu, R. (2023-2024). Interdisciplinary Investigation of Contact Lens Modality Appropriateness in Patients Requiring Medically Necessary Contact Lenses Using Qualitative Research of Patient Reported Experiences. Presidential Accelerator Grant. The Ohio State University. ($50,000).
• Pasque, P. A., martin, s.,* & Kearney, A.* (2023-2024). The Campus Experience of Black Campus Change and Transfer Students – Centering the Student Voice in a Multi-Campus University Innovation Alliance Initiative. Research on grant David Graham, Assistant Vice Provost for Transition and Academic Growth and Khadijah Jones, Administrator. ($1,686.87).
• Pasque, P. A., Fei, M., & Spurlock, J. (2022 – 2023). The effects of Medical-Financial Partnerships in Family Medicine: A Mixed Methods Study. Research consultant on grant for Drs. Ayo Adesanya & Ramona Olvera. QualLab methodology center, Office of Research, Innovation, and Collaboration with the Wexner Medical Center. The Ohio State University, Columbus, OH. ($1125.89)
• Kulp, M., Pasque, P. A. & Duerson, D. (Jan-Dec, 2024). Interdisciplinary Investigation of the Quality-Of-Life (Qol) of Children with Concussion- and Non-Concussion-Related Binocular Vision, Accommodative, and Tracking Disorders (BVAT) and Development of Patient-Reported Outcome Measures (PROMs) using Qualitative Inquiry. President’s Research Excellence (PRE) Accelerator Award, The Ohio State University. ($32,864).
• Fogt, J. (PI), Pasque, P. A., Lu, R. (Awarded). Exploring the Appropriateness of Contact Lens Modality for Medically Necessary Contact Lens Patients: A Qualitative Study of Patient Experiences using Grounded Theory: Phase 1. College of Optometry Internal Grant. Internal Contract. (QualLab postdoctoral fellow, Ruth Lu, 2023-present).
• Kulp, M. & Pasque, P. A. (2023). Interdisciplinary Investigation of the Quality-Of-Life (Qol) of Children with Concussion- and Non-Concussion-Related Binocular Vision, Accommodative, and Tracking Disorders and Development of Patient-Reported Outcome Measures (PROMs) using Qualitative Inquiry. Chronic Brain Injury Program, The Ohio State University. ($20,189). [Funding Post-doc Ruth Lu, Ed Studies, QualLab postdoctoral fellow]
• Kulp, M. (2022). College of Optometry VSP Research innovation grant, The Ohio State University. [Kulp contracted with Pasque to include funding for Ruth Lu, QualLab Postdoctoral Fellow, Educational Studies]
• Pasque, P. A. & *Smith, T. A. (2022 – 2023). Spring Forward Research Grant Project. Contracted on grant with David Graham, Assistant Vice Provost for Transition and Academic Growth and Spring Forward Staff.
• Pasque, P. A., Kim, M. J.,* Dellarosa, M.,* & Pittman, A. G. J.* (2022-2023). Beyond developing a research apprenticeship course: Reflecting co-constructed qualitative research experience with EHE graduate students.  Michael V. Drake Institute for Teaching and Learning – Research and Implementation Level II Grant. The Ohio State University, Columbus, OH. ($7,500). [Submitted with QualLab Graduate Student Board members.]
• Kulp, M. (PI), Pasque, P. A., Lu, R.* (Awarded). Development of Patient-Reported Outcome Measures for Children with Concussion- Related and Non-Concussion-Related Non-Strabismic Binocular Vision, Accommodative and Visual Tracking Problems: Phase 1. Ophthalmology Wexner Medical Center internal Grant. Internal Contract. ($ is hourly cost for Lu, QualLab Postdoctoral Fellow).
• Pasque, P. A. & alexander, e. (Summer, 2021). 360º Feedback Consultation Project. Learning as Leadership. San Anselmo, CA. ($1,047.75).
• Pasque, P. A. & alexander, e. (Summer 2021). URSA and Mentoring Course Intervention Consultation Project. Polaris and The Ohio State University Department of Physics and Astronomy, Columbus, OH. ($674.04). 
• Pasque, P. A., Kim, M. J.* & Valley, S.* (2021-2022). EDUCST 8191 Research Apprenticeship: Co-constructing qualitative research space and research opportunities for EHE graduate students. Michael V. Drake Institute for Teaching and Learning – Research and Implementation Level I. The Ohio State University, Columbus, OH. ($2,500).  [Submitted with QualLab / Research Apprenticeship Students as co-PIs: Graduate students beneficiaries written into the grant: Combs, L., Dellarosa, M., Gilbert, C., Pittman, A., & Smith, S.]
• Lang, S., Ansari, A., Ford, D. & Pasque, P. A. (2019-2022). Creating culturally responsive and equitable early childhood programs: Investigating current practices, developing and piloting new professional development. Big Seed Grant, College of Education and Human Ecology, The Ohio State University, Columbus, OH.
• Pasque, P. A. (2019, October 23). Keynote: Understanding Implicit Bias and Identifying Action Strategies Toward Change. Lincoln Land Community College, Springfield, IL.
• Zamani-Gallaher, E. & Wilson, L.; Keynote Presenters, contracted – Pasque, P. A., Smith, W. & Quaye, S. (2019). Racial Justice Institutes. July 25-26 Chicago; August 7-8 Bronx, NY; September 5-6 San Diego, CA. Lumina Foundation. (Grant funded to University of Illinois, Urbana-Champagne with contract to Pasque).See videos at OCCRL. 

• Pasque, P. A., (in process). Critical Advocacy Research: Qualitative research designs from beginning to end. Thousand Oaks, CA: SAGE.
• Pasque, P. A. (Ed.). (in press). Critical Qualitative Research & Social Justice: Key Concepts. Routledge.
• McMillian, R. & Pasque, P. A. (Eds). Reyes, H.* (Managing Ed.). (2025). Advancing Qualitative Inquiry toward Innovation, Equity, Diversity, and Justice. Routledge.
• Gonzales, L. G., Pasque, P. A., Farris, K. D.,* & Hansen, J. M.* (2023). The Conditions of Knowledge Production and Legitimization across Doctoral Education in the U.S.: A Systematic Review of Literature. Review of Educational Research. DOI: 10.3102/00346543231187628.
• Pasque, P. A. & Carducci, R. (in press). Critical advocacy inquiry. In J. Salvo and J. Ulmer (Eds.), Routledge Encyclopedia of Qualitative Methods. Routledge.
•  Pasque, P. A. (2024). Section I Introduction – Why critical research? Why now? In M. D. Young & S. Diem (Eds.) Handbook of Critical Education Research Theory & Methodology. Routledge. [Invited to write and reviewer of chapters in section.]
• Pasque, P. A. (Section Editor, 2024). Section I Introduction: Why critical research? Why now? In M. D. Young & S. Diem (Eds.) Handbook of Critical Education Research: Qualitative, Quantitative, and Emerging Approaches (pp. 9-20).
• Pittman, A.,* Delarosa, M.,* Pasque, P. A., Kim, M. J.,* & Smith, S. J.* (2024). Teaching, Learning, and Praxis: A Critical Inquiry on Graduate Student Research Apprenticeship Opportunities in Qualitative Research. International Journal for the Scholarship of Teaching and Learning. 18(1). Article 7. https://digitalcommons.georgiasouthern.edu/ij-sotl/vol18/iss1/7/ [QualLab Grad Student Board; Drake Grant II for Research & Innovation]
• Still, C.,* Faris, B.,* Begaye, M.,* & Pasque, P. A. (2024). “Oh, it’s just them Indians”: Indigenous Case Study toward Interrupting the Manifestations of Native Student Oppression. International Journal of Qualitative Studies in Education. 1-22. DOI: 10.1080/09518398.2024.2318277 [RED-DIRT Research Team]
• Lang, S. N., Tebben, E.,* Luckey, S.,* Hurns, K.,* Fox, E.,* Ford, D. Y., Ansari, A., & Pasque, P. A. (2024). Early Childhood Educators’ Dispositions, Knowledge, and Skills Related to Diversity, Inclusion, Equity, and Justice. Early Childhood Research Quarterly, 67, 111–127.  
• Gilbert, C., & Pasque, P. A. (2023). Defining culturally responsive research: Learnings and tensions in minoritized researcher perspectives. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000522
• Gonzales, L. D., Pasque, P. A., Farris, K. D.,* & Hansen, J. M.* (2024). Epistemic Injustice and Legitimacy in U.S.
• Doctoral Education: A Systematic Review of Literature. Review of Educational Research, 94(3), 423-464.DOI: 10.3102/00346543231187628. 
• Gilbert, C.,* & Pasque, P. A. (2023). Introducing Poetic Immersion as Post-Qualitative Analysis: A Focus On Culturally Responsive Research. International Review of Qualitative Research, 16(2), 95-102.https://doi.org/10.1177/19408447221131026
• Pasque, P. A. & alexander, e.* (Eds). (2023). Advancing culturally responsive research and researchers: Qualitative, Quantitative, and Mixed Methods. New York, NY: Routledge. [In memorandum, my mom’s artwork is on the cover; special thanks to e alexander & the Routledge team for this special recognition.]
• Suspitsyna, T. & Pasque, P. A. (2023). Knowledge Production in Europe: Actors, Policies and Critiques. In Davies, P., Clinton, E. & Carolyn, G. (Eds.) International Encyclopedia of Education (4th Edition). Elsevier, Ltd, Major Reference Works, United Kingdom.
• Pasque, P. A. & Gilbert, C.* (2023). Theoretical and conceptual frameworks: Understanding the role of theory in congruent qualitative research. Terosky, A. L. & Gonzales, L. (Eds.). A Practical Guide to Teaching Research Methods in Education: Lesson Plans and Advice from Faculty. Routledge.
• St. John, E. P., Girmay, F., Pasque, P. A., Smith, G., & Turner, C. (2022). Supporting rising generations. In E. P. St. John (Ed.), Co-learning in higher education (pp. 162-186). Routledge.
• Gilbert, C.*, & Pasque, P. A. (2022). Introducing poetic immersion as post-qualitative analysis: A focus on culturally responsive research. International Review of Qualitative Research. Advance online publication. DOI: 10.1177/19408447221131026
• Pasque, P. A., Patton, L. D., Gayles, J. G., Gooden, M. A., Henfield, M. S., Milner IV, H. R., Peters, A., & Stewart, D-L. (2022). Unapologetic Educational Research: Addressing Anti-Blackness, Racism and White Supremacy. Cultural Studies<->Critical Methodologies. 21(1). 3-17. DOI: 10.1177/15327086211060451. [5-year impact factor 1.698].
• Gilbert, C.* & Pasque, P. A. (2022). Introducing Poetic Immersion as Post-Qualitative Analysis: A Focus On Culturally Responsive Research. International Review of Qualitative Research. 0(0). 1-8.  DOI: 10.1177/19408447221131026.
• Combs, L. D.,* Dellarosa, M.,* Kim, M.,* Pittman, A. G-J,* Gilbert, C.,* Smith, S. J.,* Smith, T.,* Valley, S. N.* & Pasque, P. A. (2021). Radical interrelated qualitative space in the midst of multi-pandemics: A collaborative scholarly personal narrative. Cultural Studies<->Critical Methodologies. 21(6). 509-520. DOI: 10.1177/15327086211044827 [QualLab Graduate Student Board Members].
• Ozias, M.* & Pasque, P. A. (2019). Critical geography as theory and praxis: The community-university imperative for social change. The Journal of Higher Education. 90(1). 85-110. DOI: 10.1080/00221546.2018.1449082.
• Jaeger, A. J., Hudson, T. D., Pasque, P. A., & Ampaw, F. (2017). Understanding how lifelong learning shapes the career trajectories of women with STEM doctorates: The life experiences and role negotiations (LEARN) model. The Review of Higher Education. 40(4). 477-507. DOI: 10.1353/rhe.2017.0019.
• Pasque, P. A. & Lechuga, V. M. (Eds.) (2017).Qualitative inquiry in higher education organization and policy research. New York, NY: Routledge.
• Overton, B., Pasque, P. A. & Burkhardt, J. C. (Eds.). (2017). Engaged research and practice: Higher education and the pursuit of the public good. Sterling, VA: Stylus.
• Pasque, P. A., Khader, L. M.* & Still, C.* (2017). Critical case study as an imperative for organizational activism and institutional change. In P. A. Pasque & V. M. Lechuga (Eds.) Qualitative inquiry in higher education organization and policy research (pp. 75-91; Core Concepts in Higher Education, E. P. St. John & M. Gasman, series editors). New York, NY: Routledge.
• Pasque, P. A., Ortega, N., Burkhardt, J. C. & Ting, M. P. (Eds.). (2016). Transforming understandings of diversity in higher education: Demography, democracy and discourse. Sterling, VA: Stylus.
• Pasque, P. A. & Carducci, R. (2015). Critical advocacy perspectives on organization in higher education. In M. B. Paulsen (Ed.). Higher Education: Handbook of Theory and Research. 29(30). (pp. 275-333). New York, NY: Springer.
• Cannella, G. S., Salazar Pérez, M. & Pasque, P. A. (Eds.) (2015). Critical qualitative inquiry: Foundations and futures. Walnut Creek, CA: Left Coast Press.
• Pasque, P. A. & Salazar Pérez, M. (2015). Centering critical inquiry: Methodologies that facilitate critical qualitative research. In G. S. Cannella, M. Salazar Pérez, & P. A. Pasque (Eds.), Critical qualitative inquiry: Foundations and futures (pp. 139-170). Walnut Creek, CA: Left Coast Press.
• Pasque, P. A & Gamez Vargas, J. (2014). Performances of student activism: Sound, silence, gender, and dis/ability. In C. Broadhurst & G. Martin. New Directions in Higher Education: Special Issue on “Radical Academia?” Understanding the Climates for Campus Activists. 167. 59-71. DOI: 10.1002/he.20105
• Davenport, A.* & Pasque, P. A. (2014). Adding breadth and depth to university residential communities: A phenomenological study of faculty in residence. The Journal of College and University Student Housing. 40(2). 46-65.
• Ozias, M.* & Pasque, P. A. (2019). Critical geography as theory and praxis: The community-university imperative for social change. The Journal of Higher Education. 90(1). 85-110. DOI: 10.1080/00221546.2018.1449082.
• Jaeger, A. J., Hudson, T. D., Pasque, P. A., & Ampaw, F. (2017). Understanding how lifelong learning shapes the career trajectories of women with STEM doctorates: The life experiences and role negotiations (LEARN) model. The Review of Higher Education. 40(4). 477-507. DOI: 10.1353/rhe.2017.0019.
• Pasque, P. A. & Lechuga, V. M. (Eds.) (2017).Qualitative inquiry in higher education organization and policy research. New York, NY: Routledge.
• Overton, B., Pasque, P. A. & Burkhardt, J. C. (Eds.). (2017). Engaged research and practice: Higher education and the pursuit of the public good. Sterling, VA: Stylus.
• Pasque, P. A., Khader, L. M.* & Still, C.* (2017). Critical case study as an imperative for organizational activism and institutional change. In P. A. Pasque & V. M. Lechuga (Eds.) Qualitative inquiry in higher education organization and policy research (pp. 75-91; Core Concepts in Higher Education, E. P. St. John & M. Gasman, series editors). New York, NY: Routledge.
• Pasque, P. A., Ortega, N., Burkhardt, J. C. & Ting, M. P. (Eds.). (2016). Transforming understandings of diversity in higher education: Demography, democracy and discourse. Sterling, VA: Stylus.
• Pasque, P. A. & Carducci, R. (2015). Critical advocacy perspectives on organization in higher education. In M. B. Paulsen (Ed.). Higher Education: Handbook of Theory and Research. 29(30). (pp. 275-333). New York, NY: Springer.
• Cannella, G. S., Salazar Pérez, M. & Pasque, P. A. (Eds.) (2015). Critical qualitative inquiry: Foundations and futures. Walnut Creek, CA: Left Coast Press.
• Pasque, P. A. & Salazar Pérez, M. (2015). Centering critical inquiry: Methodologies that facilitate critical qualitative research. In G. S. Cannella, M. Salazar Pérez, & P. A. Pasque (Eds.), Critical qualitative inquiry: Foundations and futures (pp. 139-170). Walnut Creek, CA: Left Coast Press.
• Pasque, P. A & Gamez Vargas, J. (2014). Performances of student activism: Sound, silence, gender, and dis/ability. In C. Broadhurst & G. Martin. New Directions in Higher Education: Special Issue on “Radical Academia?” Understanding the Climates for Campus Activists. 167. 59-71. DOI: 10.1002/he.20105
• Davenport, A.* & Pasque, P. A. (2014). Adding breadth and depth to university residential communities: A phenomenological study of faculty in residence. The Journal of College and University Student Housing. 40(2). 46-65.
• Salazar Pérez, M. & Pasque, P. A. (2013). Challenging the neoliberal climate in academia from mentoring perspectives: Critical reflections from our future selves. Cultural Studies ó Critical Methodologies: Special Issue on Confronting Neoliberalism: Toward a Militant Pedagogy of Empowered Citizenship. 13(6). 474-480. DOI: 10.1177/1532708613503774
• Pasque, P. A., Chesler, M., Charbeneau, J., & Carlson, C.* (2013). Pedagogical approaches to student racial conflict in the classroom. Journal of Diversity in Higher Education. 6(1). 1-16. DOI: 10.1037/a0031695
• Carducci, R., Pasque, P. A., Kuntz, A., & Contreras-McGavin, M. (2013). Disrupting façades of clarity in teaching and learning of qualitative research. Qualitative Research in Education. 2(1). 1-26. DOI: 10.4471/qre.2013.01
• Pasque, P. A. (2013). (Re)membering and (re)living: A methodological exploration of postmodern and constructivist feminist approaches to interviewing women leaders in higher education. Journal About Women in Higher Education. 6(1).99-126. DOI: 10.1515/njawhe-2013-0006
• Pasque, P. A., Chesler, M. A. & Young, A. A. (2013). Issues of research design and reflexivity. In M. A. Chelser & A. Young, Jr. (Eds.), Faculty identities and the challenge of diversity: Reflections on teaching in higher education (pp. 21-36). Boulder, CO: Paradigm Publishers.
• Pasque, P., Carducci, R., Kuntz, A. K., Gildersleeve, R. E. (2012). Qualitative inquiry for equity in higher education: Methodological innovations, implications, and interventions. ASHE Higher Education Report. 37(6). San Francisco, CA: Jossey-Bass.

• Kulp, M. T., Kumaran, S., Scheiman, M., Pasque, P. A., Raghuram, A., Morrison, A. M., Huang, K., Cotter, S., Roberts, T., Burgher, A., Lu, R.* & Bansal, S. (2024, November 7). Quality of Life in Concussed and Non-Concussed Children with Oculomotor Disorders [Hot Topics: Traumatic Brain Injury Paper Presentation]. American Academy of Optometry (AAO), Indianapolis, IN. https://aaopt.org/meetings/academy-2024-indianapolis/ 
• Kulp, M., Lu, R., & Pasque, P. A. (under review). Quality of Life in Concussed and Non-concussed Children with Symptomatic Binocular Vision, accommodative, and tracking disorders. American Association of Ophthalmology.
• Kulp, M., Pasque, P. A., & Lu, R.* (August 27, 2024). Interdisciplinary Investigation of the Quality-Of-Life (Qol) of Children with Concussion- and Non-Concussion-Related Binocular Vision, Accommodative, and Tracking Disorders and Development of Patient-Reported Outcome Measures (PROMs) using Qualitative Inquiry. Presented to the College of Optometry. The Ohio State University. Columbus, OH.
• Kulp, M., Pasque, P. A., & Lu, R.* (August 23, 2024). Interdisciplinary Investigation of the Quality-Of-Life (Qol) of Children with Concussion- and Non-Concussion-Related Binocular Vision, Accommodative, and Tracking Disorders and Development of Patient-Reported Outcome Measures (PROMs) using Qualitative Inquiry. To be presented at the Chronic Brain Injury Neurotrauma Research in Progress Seminars (NTRIPS). The Ohio State University. Columbus, OH. http://discovery.osu.edu/cbi
• Pasque, P. A. with Fei, M.* (September 12, 2024). The Complexities of Higher Education for the Public and Private Good. The Institute of Higher Education. Lanzhou University, China. (Virtual).
• Pasque, P. A. (May, 22 2024). Critical Qualitative Research: Navigating the Fundamentals through Critical Advocacy Inquiry. Paper to be presented at the International Congress of Qualitative Inquiry, Virtual, Urbana-Champagne, IL. Nelson Laird, T. & Pasque, P. A. (2023, November). Review of Higher Education: The Purposes, Politics, and Practices of ASHE’s Journal. Presented at the Association for the Study of Higher Education. Minneapolis, MN.
• Kulp, M., Pasque, P. A., & Lu, R.* (March 1, 2023). Development of a patient-reported outcome measure: Eye teaming and focusing ability with a quality-of-life study. Presented at the Traumatic Brain Injury (TBI) Collaborative. The Ohio State University. Columbus, OH.
• McMillian, R. & Pasque, P. A. (April 14, 2023). Professional Development Workshop: Qualitative Research from Literature Review to Large Dataset Analysis. American Educational Research Association. Chicago, IL.
• Pasque, P. A. & Nelson Laird, T. (November, 2022). Review of Higher Education: Humanizing ASHE’s Journal. Presented at the Association for the Study of Higher Education. Las Vegas, NV. [Available on website].
• Pasque, P. A. (October 3, 2022). Higher Education for the Public Good: National Policy, Discourse, and The Power of Qualitative Research. John Glenn College of Public Affairs Colloquium, The Ohio State University. Columbus, OH.
• Pasque, P. A. & Gilbert, C.* (2022, October 5). Educational Research Spotlight Session 2: Introduction to Grounded Theory. Wexner Medical Center, The Ohio State University, Columbus, OH.
• Pasque, P. A. (2021, October 13). Educational Research Spotlight Session: Focus Groups 101. Wexner Medical Center, The Ohio State University, Columbus, OH.
• Pasque, P. A. (Spring, 2021). What More Can I Do?: An Exploration of Critical Advocacy Research and Decision Points toward Culturally Responsive Research. SAGE and NVivo International Webinar Series on Culturally Responsive Research. [Over 400 registered; Available on website].
• Pasque, P. A., Nelson Laird, T.,* Esch, J., Olivo, V.,* Boatman, A., Castillo-Montoya, M., Cole, E., Gonzales, L., Rowan-Kenyon, H. (2020, November). Looking behind the publishing curtain: Understanding all the steps and dissecting reviewer comments. Presented at the Association for the Study of Higher Education. New Orleans, LA / Online Conference. [Available on ASHE’s RHE website for accessibility].

* denotes graduate research students