Presented by:

March 5-6, 2021This event will be hosted virtually.

Doctor of Education in Leadership

Doctor of Business Administration

Doctor of Psychology

in Counseling Psychology

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FRIDAY, MARCH 5Remo Link: https://live.remo.co/e/smumn-symposium

5:30 p.m. Gathering and Cocktails Choose from a variety of engaging social sessions. There will also be a technical support table for those needing extra guidance on how to use Remo (in Remo).

6 p.m. Welcome Welcome remarks from the directors of the three doctoral programs at Saint Mary’s University, followed by an opening candle lighting ceremony led by Mary Bordeaux, Ed.D. student (in Remo).

6:15–6:45 p.m. Opening Speaker Eden Wales Freedman, Ph.D., vice provost for Faculties and Academic Affairs ‘Trust me, I’m a Doctor!’: The Power and Potential of a Doctoral Degree (in Remo)

6:45–7:15 p.m. Digital Poster Session View current research projects and engage with doctoral students (in Remo).

7:15–7:30 p.m. BREAK

7:30–7:33 p.m. Alumni Association Announcements There will be a brief visit from Lisa Sanderson, associate director of Alumni Relations,

about upcoming alumni events (in Remo).

7:33–8:30 p.m. Publication Panel Krista M. Soria, Ph.D., director for Student Affairs Assessment, University of Minnesota (presenter) Jennifer Schultz, Ph.D., associate professor in the DBA program (moderator) Publishing Your Research: Opportunities and Obstacles (in Remo)

8:30–8:35 p.m. Adjourn Come back tomorrow for the second day of the 2021 Doctoral Research Symposium.

OPENING SPEAKER — EDEN WALES FREEDMAN, PH.D.

‘Trust me, I’m a Doctor!’: The Power and Potential of a Doctoral Degree Eden Wales Freedman, Ph.D., vice provost for Faculties and Academic Affairs

This presentation will explore the value of doctoral study as “meaning creation,” particularly in an era of fake news and alternative facts.

Eden Wales Freedman, Ph.D., is the vice provost for Faculties and Academic Affairs at Saint Mary’s University of Minnesota. Previously, she was associate professor of English; director of Diversity Studies; and dean of Communication, Literature, and Arts at Mount Mercy University, where she also served as Dr. Thomas R. Feld Chair for Teaching Excellence and deputy Title IX coordinator. Wales Freedman specializes in American literature and culture and race, gender, trauma, and reception studies. She regularly publishes and presents on how one can respond both critically and compassionately to racial and gendered violence. Her book, “Reading Testimony, Witnessing Trauma: Confronting Race, Gender, and Violence in American Literature,” won the 2020 Eudora Welty Prize for its new approach to understanding literature, especially through the experiences of women of color. The book has also been shortlisted for the 2021 Modern Language Association Prize for a First Book.

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DIGITAL POSTER SESSION PRESENTERSPatrick Jacobson-Schulte, DBA student The Relationship of Program Cost Efficiency Management and Program Enrollment for Minnesota State Public Colleges and Universities from 2014-2019

Nancy Duong, DBA student Successful Ethnic Entrepreneurship: Southeast Asian Owned Restaurant Experiences in the Twin Cities

Joel Bartlett, Psy.D. student Traits and Characteristics of Master Supervisors

Samantha Kallberg, Psy.D. student The Consideration of Body Dysmorphic Disorder Among Eating Disorder Clients

Amy Woxland, Ed.D. student Lived Experiences of Novice Teachers Preparing Students for MCAs During a Pandemic

Quincy Guinadi, Psy.D. student Counseling Style Preferences of International Students: A Comparison to Domestic Students

Billie Gray, Psy.D. student How Do Psychologists Who Identify as Atheist Manage Self-disclosure of Their Atheism to Clients?

PUBLICATION PANELIn this presentation, Krista M. Soria, Ph.D., will review some of the common steps in the publishing process across a variety of outlets (e.g., peer-reviewed journals, edited volumes), provide tips to facilitate publication, and discuss common challenges experienced by new authors. Jennifer Schultz, Ph.D., will moderate a panel discussion with DBA student-authors Abisola Femi-Jegede, Anne Swearingen, and Wendy Stivers who recently published in the Journal of Leadership and Organizational Studies.

Krista M. Soria, Ph.D., (she/her) works as the director for Student Affairs Assessment at the University of Minnesota, Twin Cities and is the assistant director for research for the Student Experience in the Research University (SERU) Consortium (North America Division) at the University of California, Berkeley. Soria has published over 70 peer-reviewed journal articles and over 15 policy briefs, edited five books, and authored a volume on social class in higher education. She has edited a volume about campus climate at research universities (including a chapter about campus climate for students with disabilities), written a few policy briefs about the experiences of students during the COVID-19 pandemic, and published several articles about students’ mental health. She has been a principal investigator on several grants, and she also teaches graduate and undergraduate courses at the University of Wisconsin La Crosse, St. Cloud State University, Saint Mary’s University of Minnesota, Augsburg University, and the University of Minnesota.

Jennifer Schultz, Ph.D., is an associate professor in the DBA program at Saint Mary’s University of Minnesota. She teaches doctoral courses in research, strategic governance, and management. She earned a Ph.D. from the University of Minnesota-Twin Cities in Human Resource Development and serves on the editorial boards of the Journal of College Teaching & Learning and Organization Management Journal. Schultz has held leadership positions in human resources, sales, marketing, and executive management, including strategic corporate leadership and profit/loss responsibilities at the vice president level. She was president for the Midwest Academy of Management 2014-2015. She has more than 20 years of experience in collegiate teaching, higher education administration, and business. She is a Gallup certified strengths coach and was appointed by the Academy of Management (AoM) Board of Governors to the association’s Ethics Ombudsperson Committee.

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SATURDAY, MARCH 6Remo Link: https://live.remo.co/e/smumn-symposium-day-2

8:30–8:35 a.m. Re-welcome Join us in Remo to kick off the second day of the 2021 Doctoral Research Symposium followed

by a re-opening ceremony led by Belinda Gardner, DBA student (in Remo).

8:40–9:15 a.m. Ed.D. Comprehensive Exam Workshop Attendees will need to join separate Zoom meetings and completely exit out of Remo

then re-enter after.

8:35–9:15 a.m. Digital Poster Session View current research projects and engage with doctoral students (in Remo).

9:15–9:45 a.m. Breakout Session 1 Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

9:50–10:20 a.m. Breakout Session 2 Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

10:25–10:55 a.m. Faculty Breakout Session Attendees will need to join separate Zoom meetings and completely exit out of Remo then

re-enter after.

10:55–11:10 a.m. BREAK Use this time to return to Remo using this link: https://live.remo.co/e/smumn-symposium-day-2-

part-2. Meet us for the keynote speaker and rest of the day.

11:10 a.m.–Noon Keynote Speaker Krista Ratcliffe, Ph.D., professor and chair of English at Arizona State University

Rhetorical Listening to Cultural Logics of Race (in Remo)

Noon–12:30 p.m. Social and Networking Be sure to grab some lunch. Then, head over to discipline-specific tables in Remo to socialize and

network with others.

12:30–1:15 p.m. Tenure Tank Competition Watch students present their dissertation thesis in a 3-minute “commercial” presentation.

1:15–1:30 p.m. Prize Drawing The winners of the Tenure Tank Competition will be announced.

1:30–1:35 p.m. Closing Ceremony Led by Mary Bordeaux, Ed.D. student.

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Ed.D. COMPREHENSIVE EXAM WORKSHOP Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

Zoom meeting information: https://smumn.zoom.us/j/85659174095?pwd=NlhOeEZ1UEpxNGQwVkthV2JXb2t4Zz09 Password: 229023

This optional workshop is presented by Paul Kotz, Ph.D., professor in the Ed.D. in Leadership program, and Sarah Clinton-McCauslan, instructional design librarian, and is designed to familiarize students with the comprehensive examination process. Open to all Ed.D. in Leadership students.

DIGITAL POSTER SESSION PRESENTERSAbisola Femi-Jegede, DBA student Using geographic information system [GIS] technology to identify homeless shelters in Midwestern states, its effectiveness and appropriateness: Reducing any negative impact on residents

Colleen Dunne, Ed.D. student Identifying a Specific Call to Lasallian Leadership

Chris Staebell, Psy.D. student Betrayal Trauma and the Adaptive Internal Relational (AIR) Network Therapy

James Selmon-Vasser, Psy.D. student Recognizing the Graduate School and Professional Development Experiences Identified by Early Career African American Psychologists

Jake Borst, Psy.D. student DNA Surprises and Individual’s Family System Perceptions after Completing a Direct to Consumer Genetic Test Kit

Charles Hinz, Psy.D. student Content Analysis of Religion/Spirituality Coursework in APA-Accredited Doctoral Programs

Amy Serna, Psy.D. student Nurse Attitudes, Beliefs, and Perceptions About Elderly Suicide in Care Facilities

Susie Barker, Psy.D. student Experiences of Grief and Loss in Parents of Children with Autism Spectrum Disorder

Tricia Schilling, Ed.D. student Older Adult Volunteer Recruitment

Lori Lonergan Brennan, Ed.D. student GoFundMe

Joe Moss, Ed.D. student Embracing Masculinity: Lived Experiences of Men After Rites of Passage

Peter Kazeminejad, Ed.D. student Vulnerability in Leadership: Level of Trust & Quality of Leader Member Exchanges of Public Employees

Gretchen Heilman, Ed.D. student The Impacts of Act 10 and the Coronavirus Pandemic on Teaching and Teachers’ Well-Being

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BREAKOUT SESSION ONE Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

An Exploration of Women’s Experience of Advocacy Actions Throughout their Leadership Career within Academic Medical Centers Carrie Bowler Ed.D. dissertation defense

Zoom meeting information: https://smumn.zoom.us/j/82394135219?pwd=TjVmU0svYjcyR3pUeXM1NEt4RldjZz09 Password: 616421

This dissertation investigates the lived experiences of the advocacy actions experienced by 12 medical school deans throughout their leadership careers. It is a hermeneutical phenomenological study that explored the question, “What are the lived experiences of women medical school deans as they experienced advocacy actions (both self and from others) during their leadership career?” Semi-structured, individual interviews were conducted with 12 medical school deans who identified as being a woman. Participants described their experiences of advocacy actions as encountered across their leadership career. Thematic analysis was conducted to draw out the essence of the advocacy phenomenon. A total of six main themes emerged (1) There is no clear formula to a successful career, (2) Know thyself: The process of self-discovery, (3) You are your own best advocate: Self-advocacy actions to promote career development, (4) Capitalize on the advocacy actions of others for career development, (5) Organizational actions to promote career development, and (6) Leading career development advocacy efforts for women. Findings suggest that women need several sources of advocacy throughout her leadership career. The results confirmed the findings of previous research that women continue to encounter forms of bias within their leadership careers. The results add to the existing literature on which advocacy actions were critical to the development of women leaders.

Keywords: leadership, women, dean, academic medical center, medical school, gender, advocacy, bias

The Success of Boys and Single Gender Classrooms Kayleen Taffe, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/81380778388?pwd=Tk4zaDhoWmFDZXp6V3pzdDZ3aVExZz09 Password: 109369

This research examined the difference between reading and math achievement and the assignment of students in single gender vs. dual gender classrooms. Achievement data were collected from two Federal Setting IV special education buildings. These settings are for students who struggle to succeed in their home placement schools. The population in these schools are 86-90% male. In these buildings, the only single gender classrooms are male. The data collected were pre- and post-data in reading and math. The instruments used were the NWEA-Map and the FastBridge-aReading and aMath. The analysis of these sources of data will help determine if a difference exists between achievement and the gender makeup of classrooms. The findings of the study show there is no difference in the achievement of single and dual gender classrooms. It was found that these students served in a Federal Setting IV school made minimal gains in achievement.

Keywords: single gender, dual gender, Federal Setting IV, NWEA-Map, FastBridge, reading, math

Indigenous leadership experiences and practices of the Oromo immigrants in Minnesota Mathias T. Gudina, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/85168971183?pwd=K0kwR0gybEFkUHN3ZTZQZEk3R1dBdz09 Password: 333250

This study investigates indigenous leadership practices and experiences of the Oromo immigrants in Minnesota. Oromo immigrants’ cultural adaptation process started with a shift from racial majority in their homeland to racial minority in their host country. Various sources give a generous estimate of over 40,000 Oromo immigrants living and working in the state of Minnesota. Oromos have a unique system of sociopolitical administrative mechanisms they lived for centuries. They adopt leadership mechanisms hybrid with the Western style of leadership, board governance, and administration. They have unique life skills before they settle in their new homes. Using a grounded theory approach, conceptual framework is sought to explore theories of Oromo indigenous leadership.

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From Industry To The Classroom: A Phenomenological Study Kelli Sattler, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/87800578347?pwd=dWJlajNncGNqN0s1VkFmQjBpd2FYZz09 Password: 877602

The qualitative approach utilized for this study is phenomenology. The goal of this research is to better understand the essence of the experience of those individuals who transitioned from jobs in industry to full-time faculty positions at a private nonprofit career and technical education (CTE) college within the last five years. Many faculty at this type of institution are equipped with the technical skills/knowledge learned through positions in industry but possess limited to no previous teaching experience or training. Through the utilization of in-depth interviews and journaling, it became clear that the transition can be thwarted with challenges, however, if the appropriate level of support is provided and individuals can draw from their industry and previous teaching experience (if applicable) to inform pedagogy and student support/engagement, they will likely thrive in their new career. This breakout session will consist of a high-level overview of the dissertation defense and a few strategies found to be helpful along the way.

BREAKOUT SESSION TWO Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

The Impact of Attitudes Toward Mental Illness on Prospective Jurors’ Perceptions Alison Elavsky, Psy.D. student

Zoom meeting information: https://smumn.zoom.us/j/81374518833?pwd=aUVuNTJFVlBjUFVPZC9VbXQ3ZzRyZz09 Password: 663938

Approximately 1.5 million people serve on a jury each year (Chalabi, 2015). Jurors are asked to put their beliefs aside in order to provide a fair and unbiased opinion, however, research has shown that this is easier said than done. This becomes especially important in cases where a defendant has a mental illness, since stigma toward mental illness has continued to rise over the past 50 years (Blevins & Soderstrom, 2015). This study examines how attitudes toward mental illness affect juror decision-making. Participants read one of five short vignettes and completed subsequent questions about attitudes toward mental illness, guilt, sentence, dangerousness, role mental illness played in the crime, and a defendant’s control over their mental illness. Analyses have been run on the data and preliminary results will be presented.

The Lived Experience of Millennial Enrollment Management Leaders in Supporting and Developing Baby Boomer Direct Reports Sarah Wanger, Ed.D., alumna

Zoom meeting information: https://smumn.zoom.us/j/81887447846?pwd=eFJtT0dDai8vUlBnZUhRUUJvOVcyZz09 Password: 774989

This presentation will provide a basic summary of dissertation research conducted in 2020 to investigate the lived experience of millennial higher education enrollment management leaders in supporting and developing baby boomer direct reports. This hermeneutical phenomenological study utilized open-ended recorded interviews with 12 higher education enrollment management leaders and revealed five main themes and 18 subthemes. This presentation will provide a basic overview of the research methodology and findings.

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BREAKOUT SESSION TWO (CONT.)The Lived Experiences of Professors with Disabilities: A Phenomenological Study Chelsie Gaspar, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/82313691896?pwd=K2JHcUhMUFpyaFNFb01qYTB1NnJ2UT09 Password: 721356

This phenomenological study examines the lived experiences of professors with disabilities. Twelve instructors from public universities and community colleges in the Midwest were interviewed. A thematic analysis approach was used to identify themes that capture the experiences of being a professor with a disability. Results show that professors with disabilities use a variety of different strategies to overcome obstacles that they are experiencing in the classroom and to enhance their teaching effectiveness, this includes collaborating with colleagues; using meditation, therapy, and exercise to cope; reading; taking professional development opportunities to enhance one’s teaching effectiveness; and managing and being self-aware of one’s disability so that it doesn’t hinder one’s teaching effectiveness. In addition, the results also show that one’s disability is a true asset in the classroom, in that it creates empathy and mutual understandings and allows professors and their students to be able to develop positive relationships with one another.

The Lived Experiences of African American First-Generation College Student Single Parents: A Phenomenological Study Barbara Carter, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/83111631370?pwd=bUY0ditXMktzMHljWFdCRk1NZndxUT09 Password: 836684

This study is significant because it contributes to the limited base of current knowledge that records the lived experiences of African American first-generation college student single parents. Currently, there is a plethora of literature published about first-generation college students and single parents as individual topics. However, there is limited literature addressing how support systems impact the unique challenges African American first-generation college student single parents face as they pursue college matriculation. The results of this study benefit first-generation college student single parents, their children, and other institutions and organizations that provide support, other resources, and employment to this population.

The Lived Experiences of Hmong Women Leaders in the Hmong AG Churches Nhia Vu, Ed.D. student

Zoom meeting information: https://smumn.zoom.us/j/87481655077?pwd=Y2JLQUF3aXVmS3FtTEdTcVpITGVrQT09 Password: 306439

In this study, the lived experience of Hmong women in church leadership were explored. The findings of the study showed the experience of Hmong women leaders in the Hmong Assemblies of God churches is uniquely multi-dimensional. This study found that they must navigate the complexities of traditional Hmong cosmology, cultural norms, gender norms, and the inter-dynamics between the Hmong culture and the Christian faith. This study found that Hmong women in church leadership experienced inhibiting Hmong cultural impacts, transformative Christian theology impacts, difficult cultural expectations, unsupportive and supportive individuals, the importance of gaining trust, internal struggles, and generational differences.

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FACULTY BREAKOUT SESSION Attendees will need to join separate Zoom meetings and completely exit out of Remo then re-enter after.

A Session on Sessions! Facilitating Academic Conference and Professional Meeting Sessions Jennifer Schultz, Ph.D., associate professor in the DBA program; Danielle Campeau, DBA student; Nathaniel Siats, DBA student; and Belinda Gardner, ABD

Zoom meeting information: https://smumn.zoom.us/j/86081058677?pwd=ejQrN3puaXQzSlVJN0xwOUwrOTB4Zz09 Password: 496490

As doctoral students, facilitating academic conference sessions is a great way to get involved in professional organizations and provide service to your future profession. This role as session chair, discussant, host, moderator, or organizer is both art and science. This breakout session will be led by experienced session facilitators and provide proven tips and techniques for coordinating academic conference discussions. It will include an overview of academic conference processes, provide advice on volunteering, and offer countless tips, tricks, and ideas for successful facilitation of face-to-face and virtual sessions.

Are We There Yet?: Strategies for Finishing (and Even Enjoying) Doctoral Writing Projects Stacy Dean, Ph.D., director of University Writing Services

Zoom meeting information: https://smumn.zoom.us/j/85717763398?pwd=VHB3cE9QK01ycFlaL1Q2d3h0ZGNGQT09 Password: 781193

If you’ve ever found yourself staring at a blank page or feeling overwhelmed by a writing task, this session is for you! In this interactive breakout session, you will learn how to address writer’s block and other barriers, make a lengthy writing project more manageable, and utilize support systems and resources to help you reach the finish line. Whether you’re just starting your doctoral program or in the midst of dissertation writing, this session will help you better understand your own writing challenges and identify strategies for addressing them.

Stacy Dean, Ph.D., is director of University Writing Services at Saint Mary’s University of Minnesota, where she oversees student writing support and works with faculty and administration to strengthen the teaching of writing across the curriculum. Dean holds a Ph.D. in Rhetoric and Composition from Purdue University, with specializations in Writing Program Administration and Public Rhetorics.

Working with IRB Emma Erdahl, IRB administrative assistant and coordinator of Academic Administration, and Molly O’Connor, Ph.D., IRB vice chair and assistant professor of Psychology

Zoom meeting information: https://smumn.zoom.us/j/85812400180?pwd=V08waVZNODBFRzhCNGhuMnAzdFExUT09 Password: 738209

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KEYNOTE SPEAKER

Rhetorical Listening to Cultural Logics of Race Krista Ratcliffe, Ph.D. (in Remo)

This presentation will define rhetorical listening as a means of cross-cultural communication and discuss ways to analyze claims and cultural logics, exemplified by four cultural logics of race (white supremacy, colorblindness, multiculturalism, critical race studies).

Krista Ratcliffe, Ph.D., is professor and chair of English at Arizona State University (ASU) in Tempe, Ariz. She is a former English Department chair at Purdue University in West Lafayette, Ind., and at Marquette University in Milwaukee, Wis., where she also served as director of the First-Year Writing Program, which under her direction won a CCCC Certificate of Excellence Award for its emphasis on rhetoric, literacy, and diversity. She has served as president of the Rhetoric Society of America and of CCCC’s Coalition of Women Scholars in the History of Rhetoric and Composition. Her research focuses on listening cross-culturally. Her book “Rhetorical Listening: Identification, Gender, Whiteness” won a Rhetoric Society of America Book Award and a CCCC Outstanding Book Award; her co-edited collection, “Rhetorics of Whiteness: Post-racial Hauntings in Popular Culture, Social Media, and Education” also won a CCCC Outstanding Book Award. At ASU, she teaches writing, rhetoric, and literacy courses.

TENURE TANK COMPETITION Watch students present their dissertation thesis in a 3-minute “commercial” presentation. The “commercial” will focus on helping the audience understand the purpose of their study with an emphasis on how the research is making a difference in their community or the world. A panel of judges will review the commercials and provide awards for students from each department. Kathryn LaBore, Ph.D., assistant professor in the Psy.D. program, will be the host.

MEET THE JUDGES

Nancy L. Johnson, DBA, is a passionate educator and financial professional with 20 years in the financial services industry as an analyst and equity trader, and 15 years as a financial process transformation consultant. She has been teaching graduate and undergraduate accounting and finance courses for more than a decade in face-to-face, blended, and online platforms.

Kenneth Solberg, Ph.D., established the Psy.D. program at Saint Mary’s University of Minnesota, served as its director from 2009-2016, and was granted the title professor emeritus in 2021 following his retirement. His areas of expertise include data analysis for clinical trials, critical review of research in healthcare related fields, and cognitive processes such as memory, perception, and decision-making. His previous work experience includes 18 years in the undergraduate psychology department at Saint Mary’s University in Winona and 17 years as a core faculty member and department head at the Minnesota School of Professional Psychology in the Twin Cities.

Michael Lovorn, Ph.D., is professor and newly-appointed dean of the Saint Mary’s School of Education. He has over 30 years of experience in education, both as a classroom teacher and academician, and he has chaired over 15 doctoral dissertations. Lovorn’s areas of research expertise includes social studies education, historiographical analysis, and humor in the classroom.

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NOTES

This event is being recorded. By participating, you are giving your consent to be videotaped and photographed and for the use of your likeness, voice, and image (as applicable) for use by Saint Mary’s University of Minnesota in any form, format, manner, or media.

THANK YOU!

NOTES