18th Annual
Qualitative Research
Summer Intensive

July 26 - 30 and August 5 - 6, 2021
Courses offered exclusively in online format

Scholar Bios

Elijah Anderson is an American sociologist. He holds the Sterling Professorship in Sociology at Yale University, where he teaches and directs the Urban Ethnography Project. Anderson is one of the nation’s leading urban ethnographers and cultural theorists. He received his B.A. from Indiana University, his M.A. from the University of Chicago and his Ph.D. from Northwestern University, where he was mentored by Howard S. Becker.

Before he joined the Yale faculty in July 2007, Anderson served for many years as the Charles and William L. Day Distinguished Professor of the Social Sciences and Professor of Sociology at the University of Pennsylvania, with a secondary appointment in the Wharton School; in 2008, he was accorded the Charles and William L. Day Distinguished Professor Emeritus of the Social Sciences at the University of Pennsylvania.

Previously, he worked as an assistant professor of Sociology at Swarthmore College (1973–1975). In 1975, he joined the University of Pennsylvania faculty where he rose to associate professor in 1981, and to full professor in 1988. He was appointed to the Max and Heidi Berry Term Chair in the Social Sciences in 1989, to the Charles and William L. Day Professorship in 1991, and then to Distinguished Professor in 2001. He has also served as Visiting Professor at Swarthmore College, Princeton University, and Ecole des Etudes Hautes en Science Sociales in Paris, France.

In addition, Anderson has won the Lindback Award for Distinguished Teaching] at the University of Pennsylvania, and he was named the Robin M. Williams, Jr., Distinguished Lecturer for 1999-2000 by the Eastern Sociological Society. In 2006, he was awarded an honorary Doctor of Science degree from Northwestern University. Anderson has served on the Board of Directors of the American Academy of Political and Social Science and as vice-president of the American Sociological Association. He has served in an editorial capacity for a wide range of professional journals and special publications in his field, including Qualitative Sociology (Springer), Ethnography (Sage), American Journal of Sociology (University of Chicago), American Sociological Review (Sage), City & Community (Wiley), Annals of the Society of Political and Social Science (Sage), and the International Journal of Urban and Regional Research (Wiley). He has also served as a consultant to a variety of government agencies, including the White House, the United States Congress, the National Academy of Science, and the National Science Foundation. Additionally, he was a member of the National Research Council’s Panel on the Understanding and Control of Violent Behavior.

Anderson has written and edited numerous books, book chapters, articles, and scholarly reports on race in American cities. His most prominent works include Code of the Street: Decency, Violence, and the Moral Life of the Inner City (1999, W. W. Norton), winner of the 2000 Komarovsky Award from the Eastern Sociological Society, Streetwise: Race, Class, and Change in an Urban Community (1990, University of Chicago), winner of the American Sociological Association’s Robert E. Park Award for the best published book in the area of Urban Sociology, and the classic sociological work, A Place on the Corner: A Study of Black Street Corner Men (1978, University of Chicago). In 2008, he edited Against the Wall: Poor, Young, Black, and Male (University of Pennsylvania), which is based on a national conference, “Poor, Young, Black, and Male: A Case for National Action?” which he organized at the University of Pennsylvania in 2006. His most recent work is The Cosmopolitan Canopy: Race and Civility in Everyday Life (2011, W.W. Norton).

Professor Anderson is also the recipient of two prestigious awards from the American Sociological Association, the 2013 Cox-Johnson-Frazier Award and the 2018 W.E.B. DuBois Career of Distinguished Scholarship Award, as well as the 2017 Merit Award from the Eastern Sociological Society.

Leslie Curry is Professor of Public Health (Health Policy and Management) at the Yale School of Public Health, Professor of Management at the Yale School of Management (secondary), Associate Director of the Yale Scholars in Implementation Science at the Yale School of Medicine (NHLBI-funded), Core Faculty at the Yale Global Health Leadership Initiative and Lecturer at Yale College. She has over 20 years of experience in implementation science and evaluation of complex interventions, and her research focuses on leadership, management, culture and organizational performance. Together with colleagues Bradley and Krumholz, she developed a ‘positive deviance’ approach to study hospital care (highly accessed in Implementation Science, Annals of Internal Medicine), and have also applied this method in studies on medical and social care integration.

Her work has been published in JAMA, American Journal of Public Health, Health Affairs, Annals of Internal Medicine and the BMJ, and featured in The New York Times, Wall Street Journal, NPR and ABC News. She is a recognized expert in qualitative and mixed methods and has served as co-PI on grants to enhance the rigor of these methods in public health research. Together with colleagues from Brown, she conceived, developed and implemented two national training conferences on this topic, and was lead editor of a reference text published in 2006 by the American Public Health Association and Gerontological Society of America: Curry L, Shield R, Wetle T. (Eds.) Improving Aging and Public Health Research: Qualitative and Mixed Methods. She is the author of a mixed methods in health sciences text commissioned by Sage Publications in 2014. She teaches and mentors students at the undergraduate, graduate and postgraduate levels. Dr. Curry has extensive experience teaching qualitative research methods at the graduate and postgraduate levels and mentoring RWJ Clinical Scholars conducting qualitative and mixed methods studies.

Sharron L. Docherty, Ph.D., PNP, is an Associate Professor in the School of Nursing and in the Department of Pediatrics in the School of Medicine at Duke University. Her program of research centers on examining how chronic illness and associated life-sustaining treatments impact the short- and long-term functioning of children, adolescents and young adults, and their families, and the development, testing, and translation of interventions to address these impacts. She has methodological expertise in qualitative and mixed-methods, trajectory science and visualization methods for complex data exploration.

Dr. Docherty is currently Co-PI on two federally funded research studies, Peer i-Coaching for Activated Self-Management Optimization (PICASO) in Adolescents and Young Adults with Chronic Conditions (NIH-NINR; R01 NR018379-01) and, PCplanner: Operationalizing Needs-focused Palliative Care for Older Adults in Intensive Care (NIH-NIA; R01 AG058915-01A1). She has served on numerous federal grant review panels, including NIH NINR-NRRC, NCI, NIMHHD, and special review panels for RFAs/PAs/FOAs (e.g., The Influence of the Microbiome on Preterm Labor and Delivery; Palliative Care Research Cooperative: Enhancing Sustainability Building, Science of Palliative Care; Improving Outcomes for Pediatric, Adolescent and Young Adult Cancer Survivors (U01); Centers of Excellence in Self-Management), as well as foundation and private review panels. She is the Assistant Dean for the PhD Program at the Duke University School of Nursing and has taught graduate level courses in qualitative and mixed methods. She has also served as co-faculty in the Summer Institutes in Qualitative Research offered through the Center for Lifelong Learning at the University of North Carolina at Chapel Hill.

Keon L. Gilbert, Dr.PH, MA, MPA is an Associate Professor in the Department of Behavioral Science and Health Education at Saint Louis University’s College for Public Health and Social Justice. His research focuses on social capital, health disparities, African American men’s health and health promotion and disease prevention interventions for chronic diseases. His work combines mixed methods with community based participatory research approaches to work in healthcare, faith-based, barbershop, and educational settings. He is one of the co-founders of the Institute for Healing Justice and Equity at Saint Louis University. The Institute includes a multidisciplinary group of faculty focused on eliminating health disparities caused by systemic oppression, through research, training, community engagement, and policy change.

Alison B. Hamilton, Ph.D., M.P.H., a Research Anthropologist in the UCLA Department of Psychiatry and Biobehavioral Sciences, received her Ph.D. in medical and psychological anthropology from UCLA in 2002, and her M.P.H. in Community Health Sciences from UCLA in 2009. Dr. Hamilton is the Director of the VA-funded EMPOWER (Enhancing Mental and Physical Health of Women through Engagement and Retention) Quality Enhancement Research Initiative (QUERI), focused on improving women Veterans’ health and health care through implementation science. She is the Chief Officer of Implementation & Policy at the VA Health Services Research and Development (HSR&D) Center for the Study of Healthcare Innovation, Implementation and Policy at the VA Greater Los Angeles Healthcare System, specializing in women Veterans’ health, mental health services research, and implementation science. She is also PI of a large-scale NIH study of enhancing organizational and individual readiness to address cardiovascular risk among individuals living with HIV. She was a fellow in the inaugural cohort of the NIMH/VA Implementation Research Institute and she serves on the editorial boards of Implementation Science (BMC), Women’s Health Issues (Elsevier), and the recently launched Implementation Research and Practice (Sage). Dr. Hamilton has been a consultant with ResearchTalk for over 20 years, providing direct support to clients as well as serving as faculty for several of the Qualitative Research Summer Intensives and mentor at ResearchTalk’s Qualitative Methods Camps. At recent Intensives, she has taught courses on qualitative methods in implementation research, rapid qualitative research methods, qualitative grant-writing, qualitative interviewing, integrated mixed methods research, and enhancing the usefulness of qualitative research. Dr. Hamilton is a co-author on Dr. Ray Maietta’s Sort and Sift, Think and Shift (forthcoming, Guilford).

Dr. Kelly F. Jackson is an Associate Professor in the School of Social Work at Arizona State University. Dr. Jackson earned her master’s degree from the University at Albany, and her doctorate in social welfare from the University at Buffalo, SUNY. As a social worker and multiracial person, Dr. Jackson is committed to expanding the current knowledge base of multiracial identity through the dissemination of empirical research to help social workers and other helping professionals work more inclusively and responsibly with individuals and families living multiracially. Dr. Jackson primarily utilizes qualitative methodology, including narrative and visual participatory methods to examine the identity development and overall wellbeing of persons of mixed racial/ethnic heritage.

Dr. Jackson is the co-creator and lead instructor of a required critical qualitative research methods course that teaches doctoral students how to develop meaningful qualitative research that matters in the lives of those who experience injustice. Dr. Jackson is the elected Vice President of the Critical Mixed Race Studies Association and co-author of the book Multiracial Cultural Attunement (NASW, 2019), which introduces a critical and ant-racist model of practice for helping professionals serving multiracial individuals and families. It is from the lens of cultural attunement that Dr. Jackson approaches teaching, learning, and applying qualitative methods. Dr. Jackson self-identifies as mixed Black and white and resides in Phoenix, Arizona with her partner, young daughter, and pup.

Personal website: https://kellyfjackson.wordpress.com/
The website includes a Publications section listing relevant articles and publications.

Raymond C. Maietta, Ph.D., is president of ResearchTalk Inc., a qualitative research consulting company based in Long Island, New York and Cary, North Carolina. A Ph.D. sociologist from the State University of New York at Stony Brook, with postdoctoral training at Indiana University, Ray’s interests in the art of qualitative research methods motivated him to start ResearchTalk in 1996. ResearchTalk Inc. provides project consultation and co-analysis services on all phases of qualitative analysis to university, government, not-for-profit, and corporate researchers. More than 20 years of consultation with qualitative researchers informs Dr. Maietta’s publications and a current methods book he is writing:
  • “Systematic Procedures of Inquiry and Computer Data Analysis Software for Qualitative Research,” co-authored with John Creswell, in Handbook of Research Design and Social Measurement (2002, Sage)
  • “State of the Art: Integrating Software with Qualitative Analysis” in Applying Qualitative and Mixed Methods in Aging and Public Health Research, edited by Leslie Curry, Renee Shield, and Terrie Wetle (2006, American Public Health Association and the Gerontological Society of America).
  • “The Use of Photography As a Qualitative Research Method” in Visualizing Social Science, edited by Judith Tanur (2008, Social Science Research Council).
  • “Qualitative Software” in the Sage Encyclopedia of Qualitative Research Methods, edited by Lisa Given (2008, Sage).
  • “Integrating Qualitative and Quantitative Analysis with MAXQDA” in Journal of Mixed Methods (April 2008, Sage).
  • “The Symbolic Value and Limitations of Racial Concordance in Minority Research Engagement”, co-authored with Craig S. Fryer, Susan R. Passmore, et al., in Qualitative Health Research (March 2015, Sage).
  • Sort and Sift, Think and Shift (forthcoming, Guilford).
Ray’s work invites interactions with researchers from a range of disciplinary backgrounds. He is an active participant at conferences around the country including invited presentations at American Evaluation Association, American Anthropological Association, and American Sociological Association.

David L. Morgan is a professor in the Department of Sociology at Portland State University. He is an inter-disciplinary research methodologist, who is widely known for his work on focus groups, including his books, Focus Groups as Qualitative Research, and Basic and Advanced Focus Groups with SAGE. He has also worked extensively on mixed methods, including a book for SAGE, Integrating Qualitative and Quantitative Methods. In addition, he has also published Essentials of Dyadic Interviewing for Routledge. He is currently the series editor for the Qualitative Research Methods Series (“little blue books”).

Cheryl Poth is a faculty member and award-winning instructor in the Centre for Research and Applied Measurement and Evaluation in the Department of Educational Psychology at the University of Alberta, Edmonton, Alberta, Canada. In this role, she has developed and teaches graduate courses in research methods and program evaluation. Dr. Poth has an adjunct appointment in the Faculty of Medicine and Dentistry and serves as the methodologist on several cross-disciplinary research teams. Her specific research interests include enhancing research quality and collaborative research teams in the fields of education and the health sciences. She served as fourth president of the Mixed Methods International Research Association and currently serves as associate editor of the Journal of Mixed Methods Research (Sage) as well as an editorial board member of several publications including the International Journal of Qualitative Methodology (Sage), Methods in Psychology (Elsevier), and Canadian Journal of Program Evaluation (Canadian Evaluation Society). She co-authored the 4th edition of Qualitative Inquiry & Research Design (2017, Sage) with John Creswell and was conferred the Sage Author Cornerstone Award and 2018 McGuffey Longevity Award from the Textbook & Academic Authors Association. Her books Innovation in Mixed Methods Research: Guiding Practices for Integrative Thinking with Complexity (2018, Sage) and Research Ethics (forthcoming in 2021, Sage) are inspired by the dilemmas she hears in the field by learners.

Rashawn Ray, Ph.D., is a David M. Rubenstein Fellow at The Brookings Institution, and Associate Professor of Sociology and Executive Director of the Lab for Applied Social Science Research (LASSR) at the University of Maryland, College Park. He is also one of the co-editors of Contexts Magazine: Sociology for the Public (Sage). Formerly, Ray was a Robert Wood Johnson Foundation Health Policy Research Scholar at the University of California, Berkeley. Ray’s research addresses the mechanisms that manufacture and maintain racial and social inequality with a particular focus on police-civilian relations and men’s treatment of women.

His work also speaks to ways that inequality may be attenuated through racial uplift activism and social policy. Ray has published over 50 books, articles, and book chapters, and 15 op-eds. Recently, Ray published the book How Families Matter: Simply Complicated Intersections of Race, Gender, and Work (with Pamela Braboy Jackson) (2018, Lexington) and another edition of Race and Ethnic Relations in the 21st Century: History, Theory, Institutions, and Policy (2017, Cognella), which has been adopted nearly 40 times in college courses. Ray has written for New York Times, Huffington Post, NBC News, The Conversation, and Public Radio International. Selected as 40 Under 40 Prince George’s County and awarded the 2016 UMD Research Communicator Award, Ray has appeared on C-Span, MSNBC, HLN, Al Jazeera, NPR, and Fox. His research is cited in CNN, Washington Post, Associated Press, MSN, The Root, and The Chronicle. Previously, Ray served on the 50th Anniversary of the March on Washington Planning Committee and the Commission on Racial Justice with Alpha Phi Alpha Fraternity, Inc.

Johnny Saldaña is Professor Emeritus from Arizona State University’s (ASU) School of Film, Dance, and Theatre in the Herberger Institute for Design and the Arts, where he taught from 1981 to 2014. He received his BFA in Drama and English Education in 1976, and MFA in Drama Education in 1979 from the University of Texas at Austin.

Saldaña is the author of Longitudinal Qualitative Research: Analyzing Change through Time (AltaMira Press, 2003); The Coding Manual for Qualitative Researchers (3rd ed., Sage Publications, 2016; translated into Korean, Turkish, and Chinese-Simplified); Fundamentals of Qualitative Research (Oxford University Press, 2011); Ethnotheatre: Research from Page to Stage (Left Coast Press, 2011); Thinking Qualitatively: Methods of Mind (Sage Publications, 2015); a commissioned title for Routledge’s World Library of Educationalists Series, Writing Qualitatively: The Selected Works of Johnny Saldaña (Routledge, 2018); co-author with the late Matthew B. Miles and A. Michael Huberman for Qualitative Data Analysis: A Methods Sourcebook (4th ed., Sage Publications, 2020); co-author with Matt Omasta for Qualitative Research: Analyzing Life (Sage Publications, 2018); and the editor of Ethnodrama: An Anthology of Reality Theatre (AltaMira Press, 2005).

Saldaña’s methods works have been cited and referenced in over 12,900 research studies conducted in over 130 countries, in disciplines such as K-12 and higher education, medicine and health care, technology and social media, business and economics, government and social services, the fine arts, the social sciences, human development, and communication.

Saldaña’s research in qualitative inquiry, data analysis, and performance ethnography has received awards from the American Alliance for Theatre & Education, the National Communication Association—Ethnography Division, the American Educational Research Association’s Qualitative Research Special Interest Group, New York University’s Program in Educational Theatre, and the ASU Herberger Institute for Design and the Arts. He has published a wide range of research articles in journals such as Research in Drama Education, The Qualitative Report, Multicultural Perspectives, Youth Theatre Journal, Journal of Curriculum and Pedagogy, Teaching Theatre, Research Studies in Music Education, Cultural Studies/Critical Methodologies, the International Journal of Qualitative Methods, and Qualitative Inquiry, and has contributed several chapters to research methods handbooks.

Sally Thorne, RN, PhD, FAAN, FCAHS, DSc(Hon) is a Professor of Nursing and Associate Dean of the Faculty of Applied Science at the University of British Columbia, Canada where she has maintained a longstanding program of substantive research in the fields of chronic illness, cancer experience, and end-of-life care as well as scholarship in the fields of philosophy of science, including the epistemological basis of disciplinary knowledge development in the health fields, and the nature of evidence claims in a complex health policy environment. She is the author of a body of applied qualitative methodological writing, including Interpretive Description (2008, Left Coast) and its second edition Interpretive Description: Qualitative Research for Applied Practice (2016, Routledge). She is also Editor-in-Chief for Nursing Inquiry (Wiley), a journal that deals with critical scholarship in nursing and health care. A longstanding member of the Advisory Board for the International Institute of Qualitative Methodology, Thorne also serves on several other editorial boards, as well as consulting and speaking on matters relating to qualitative methods nationally and internationally.

Link to Professor Thorne’s profile page, with research interests, publications and other information in the tabs: https://nursing.ubc.ca/our-people/sally-thorne

Mark D. Vagle is Professor of Curriculum and Instruction at the University of Minnesota, USA. He has written extensively on phenomenological and qualitative research in journals such as Qualitative Inquiry, The International Journal of Qualitative Studies in Education, The Journal of Curriculum Studies, Cultural Studies—Critical Methodologies, Field Methods, and Teaching Education, and regularly teaches university courses, leads professional workshops, and is invited to lecture nationally and internationally on the subject. Building off the success of his award-winning first edition, his second edition of Crafting Phenomenological Research (2018, Routledge) continues to be the leading resource for those interested in a concise introduction to phenomenological research in education and the social sciences. Currently, Vagle is using his conception of post-intentional phenomenology to critically examine various ways in which issues related to social class take concrete (lived) shape in the curriculum and pedagogies of elementary education. He is currently working on his next book, Post-Intentional Phenomenological Research for Social Change.