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President
Andrea (Andy) Rehani, Curriculum Studies

Vice President
Nicole Osborne, Curriculum Studies

Secretary
Qazi Muhammad Faaizuddin Biabani, Educational Leadership

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Something for your portfolio!

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Re(shaping) Failure: The Lived Experience of Navigating Setbacks During the Doctoral Journey

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Re(shaping) Failure: The Lived Experience of Navigating Setbacks During the Doctoral Journey

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The concept of failure is gaining traction as a subject of critical attention. Our recent history has been defined by significant and far-reaching failures: from the failure of the U.S. and U.K. governments to find weapons of mass destruction in countries such as Iraq and Ukraine to the more recent collapse of global financial markets. Zooming out of the global lens, EDSA wonders about how we, as students, as educators, as humans, see failure within our doctoral community in relation to the education community.

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The doctoral student’s lived experience is both the product and process of navigating liminal spaces and places of learning, teaching, and investigating. The failure and the success of the researcher and of the doctoral student are two sides of the same coin, the same process. The teaching journey, too, shares the same rhythm in the learning process. All are inseparable pieces of the doctoral student journey in not just discovery, but in navigating failure.

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In wake of events and experiences such as these, the viability of old models of ‘success’ and ‘failure’ has been called into question. Can we resituate failure as not merely an absence, a lack of success, but rather as a genre of learning in its own right?

Whether figured as a fundamental aspect of modernity, a distinct aesthetic for artistic production, or, as the queer theorist Jack Halberstam has argued, a radical alternative to the restrictive, success-oriented norms of our society, we are faced with the possibility that failure might have a value of its own. How might an understanding of failure help us to better understand our present moment? To reinterpret our narratives of the past, of the present, and of the future? What does it mean to, in Samuel Beckett’s words, “Fail again. Fail better”?

​And so, EDSA wants to call attention to the number of ways in which failure has transformed stories as doctoral students/educators/humans navigate curricular spaces and places of learning and for learning in academia in relation to education and education research.

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EDSA would like to thank all participants for attending the 2022 EDSA Conference! Your presence supported not just EDSA, but all of our presenters in this conference!

EDSA would like to personally thank each of our presenters because this conference would not exist without their thoughtful participation. Thank you April Greer, Ariel Sylvester, Amy Weatherford,  Brian Maj, Camilla Penni, Courtney Griffin, Danny Costello, David Collins, Erik Parsons, Joel Bock, Melissa Feiger, Paul Pearson, and Sabrina Sanders for providing insight in different topics on the genre of learning!

EDSA would like to thank all of our presenters for their kindness and willingness to learn with us as we organized a conference together for the first time. We have appreciated you and all of your patience when organizing this conference. Thank you all for your generous support!

EDSA would like to thank personally thank our COE Doctoral Faculty for taking the time to be a part of the conference. Thank you Dr. Bradford, Dr. DeCesare, Dr. Noel, and Dr. Proweller for offering advice and stories for navigating uncertainty in relation to the doctoral journey. As doctoral students and as your students, we value your wisdom.
Thank you for being not just our teachers, but our role models in the curriculum of life.

EDSA would like to thank Dr. Bradford, our faculty advisor, for helping us with the flow of the conference and for teaching us how to time a conference. We couldn't have done this without you, Dr. Bradford!

EDSA would like to thank Dr. Proweller for helping us curate an experience for our doctoral community.

Last but not least, thank you to Camille Laxamana, the COE Doctoral Program Assistant, for helping us advertise the 2022 EDSA Conference!

Once again, we, Andy, Nicole, and Qazi--the Education Doctoral Student Association Board--, sincerely appreciate each of you and all of you because we couldn't have done any of this without our COE Doctoral Community.

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"Under certain circumstances failing, losing, forgetting, unmaking, undoing, unbecoming, not knowing may in fact offer more creative, more cooperative, more surprising ways of being in the world."

~Judith/Jack Halberstam, The Queer Art of Failure

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Presenter 2: Paul Pearson, Higher Education EdD

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Presenter 2: Paul Pearson, Higher Education EdD

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PBI Higher Education: The Cannabis Industry, Descendants of Chattel Slavery, and Reparations

Paper Presentation | 15 Minutes

Abstract
This case study examines how the introduction of cannabis related degree and certification programs onto HBCU’s and Primarily Black college and University campuses in the State of Illinois brings to light the systemic under-representation of descendants of chattel slaves within the recently decriminalized cannabis industry (Berke, 2021; John Schroyer & Schroyer, 2021; Guardian, 2021). This as cannabis continues to be used as the means to justify the ends of the disproportionately in arrest, prosecution, and incarceration of thousands of descendants of chattel slaves in the State of Illinois. Throughout our nation’s history 1) from cannabis once being a non-factor legislatively in early America to (Deitch, 2003) 2) cannabis becoming hyper criminalized and racialized in the early 19th century towards (Tikkanen, 2022) 3) the industry exercising/utilizing sovereign states rights doctrine in order to circumvent federal prohibitions on cannabis (Person et al., 2021) descendants of chattel slaves have been by enlarge marginalized and seen as either criminals or without capacity to lead in the cannabis industry. This may be impacted by the fact that current cannabis education is one of assimilation to that of the “White Male” perspective rather than inclusion of the descendant of chattel slaves perspectives. Social and emotional supports for descendant of chattel slaves student scholars (Buckner et al., 2018) appear to be lacking if taken into consideration at all when institutions stand up programs to meet the demands of the cannabis industry, PBI’s notwithstanding. Using a case study methodology, the purpose of this research is to examine how revenue from the cannabis industry can be utilized to assist under-resourced, under-educated, under-privileged Black colleges and universities by directing an equitable share of their profits as a form of reparations to the descendants of chattel slaves. This study contributes to the body of higher education literature by facilitating a conversation centered around an undesignated and often unrecognized category of Americans – descendants of chattel slaves.

Keywords: Descendants of chattel slaves, Primarily Black Institution PBI, Cannabis education, College campus, Social equity, Cultural competence

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Courtney Griffin, Education Leadership PhD

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Presenter 1: Courtney Griffin, Education Leadership PhD

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Presenter 1: Courtney Griffin, Education Leadership PhD

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Presenter Bio
Courtney Griffin is a proud Detroit, MI native turned Michigan State University Alumna and DePaul University Alumna, possessing a Bachelor of Arts in Professional Writing, a Bachelor of Arts in Media Arts and Technology and Master of Arts in Writing, Rhetoric and Discourse. Courtney also holds a Master of Education Instructional Technology. She is currently finishing her classwork for a Doctorate in Educational Leadership with a focus on Higher Education. With over 10 years of experience in higher education and instructional design and training and 3 years experience of teaching at the collegiate level, Courtney is passionate about creating a great student experience through curriculum design and instruction. In addition to her passion for higher education, Courtney is immensely passionate about the advancement of young girls of color, as the Co-Founder of Young, Ambitious and Beautiful, an organization dedicated to "lifting as they climb", Courtney works to bring like-minded successful and driven women together to further their careers, challenge themselves and to motivate the young women and girls around them.

Stories of Those Untold: Overcoming Obstacles of Black Women Pursuing a 4-Year College Degree

Paper Presentation | 15 Minutes

Abstract
Many students, not just Black women, arrive at college psychologically unprepared to tackle and navigate campus (Swail, 2004). While this is important to note, it is also important acknowledge that Black women have different experiences pursuing college degrees than their White peers. With this in mind, Black women need to be provided with greater support during their college career and assistance keeping them motivated. This can relieve feelings of self-doubt, frustration, and isolation, and lead to greater graduation rates for Black women.

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John Freeman on The Writing Process: A Poet's Lens on Reading, Writing, & Thinking

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John Freeman on The Writing Process: A Poet's Lens on Reading, Writing, & Thinking

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Listen to this episode from How Writers Write by HappyWriter on Spotify. Welcome to Episode 8 - How John Freeman Writes We are now just a week and a half away from the beginning of not just a new year, but a new decade. That means goal planning.

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Presenter 2: Dr. Sabrina Sanders, Education Leadership EdD

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Presenter 2: Dr. Sabrina Sanders, Education Leadership EdD

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It’s Not Easy Being Green: An Examination of First-Generation African American College Students Experiences at Predominantly White Institutions

Paper Presentation | 15 Minutes

Abstract
First-generation African American students often find it challenging transitioning from high school to college. Despite facing challenges, many of these students enroll in college. This qualitative, phenomenological study will utilize the marginality and mattering theory as a lens to examine the experiences of first-generation African American college students who persevered from predominantly Black high schools to predominantly White institutions (PWIs). Much of the research on first-generation college students tends to focus on quantifiable data such as GPAs and the rate at which students graduate. Although these statistics are important, far less is known about the lived experiences of African-American students on the campuses of PWIs. There are meaningful realities that can be learned from this group of students. Contexts such as a lack of a sense of belonging, microaggressions and racism are rooted in the experiences of these students. As such, institutions of higher education (IHEs), counselors, faculty, staff, and researchers of higher education stand to learn more about how to support African American students at higher education PWIs by allowing them to give voice to their own lived experiences. This type of comprehensive, qualitative research is necessary to explore the lives of these students as they transition to higher education. The purpose of this study is to explore the experiences of African American first-generation college students at PWIs.

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Presenters 1: Dr. Proweller  & Andy Rehani

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Presenters 1: Dr. Proweller  & Andy Rehani

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Reading Oneself: Habits of Mind

Dialogic Presentation | 15 Minutes

A Faculty & Student Dialogue on How to Navigate Uncertainty in the Doctoral Writing Process

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Dr. David Collins, Education Leadership EdD

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Presenter 3: Dr. David Collins, Education Leadership EdD

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Presenter 3: Dr. David Collins, Education Leadership EdD

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Eradicating the U.S. Education System’s Failure to Adequately Educate Male African American Students

Workshop Presentation | 20 Minutes

Abstract
African American male students are underserved by the U.S. education system. The U.S. Department of Education, National Center for Education Statistics reveals that African American male students have higher-than-average dropout rates, out of school suspension rates, truancy rates, and lower test scores in reading and math on the National Assessment of Educational Practice (Maynard et al., 2017; NCES, 2020; U.S. Department of Education, 2019.) This workshop was created to give educators practical solutions to serve their African American male student population through mentoring and related practices. Mentoring designed for African American male students is a solution that has been proven to help students improve academically, value school more, decrease truancy, develop post-high school aspirations, and feel as though they matter in school. (Bianco, Leech, & Mitchell, 2011; Biggs, Musewe, & Harvey, 2014; Ellis et al., 2018; Hanlon et al., 2009; Holcomb-McCoy, 2011; Orrock & Clark, 2018; Scott, Taylor, & Palmer, 2013; Tolbert & Maxson, 2015; Wyatt, 2009).

Keywords: mentorship, male African American students, academic improvement, mattering in school

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Dr. Ariel Sylvester, Early Childhood EdD

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Presenter 1: Dr. Ariel Sylvester, Early Childhood EdD

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Presenter 1: Dr. Ariel Sylvester, Early Childhood EdD

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Presenter Bio
Dr. Ariel Sylvester, Ed.D. is a Chicago native and doctoral candidate in the Early Childhood Education program. She is completing her dissertation focused on single-mother college students, who are CCAMPIS (Child Care Access Means Parents In School) recipients, and their views of how utilizing on-campus child care improves their social leveraging, social support, fall-to-spring academic persistence, and other challenges that they are facing. Ariel will be self-publishing twelve books in the genres of political science and women’s studies, women’s literature, mystery, memoir, children’s literature, graphic novels, and science fiction in September of 2022. Prior to becoming a doctoral candidate, Ariel received her bachelor's degree and Illinois professional educator license from North Park University in early childhood education. She also holds a master’s degree in early childhood administration from National Louis University. She’s worked as an apprentice teacher, substitute teacher, temporary assigned teacher, and full-time teacher for both public and private sectors in Chicago, Illinois in the area of early childhood education. Her most recent position was a 2nd grade teacher at a Title I school operated by Chicago Public Schools that she also attended as a child.

Failures in Education: What can we learn from teaching, learning, and conducting research during COVID?

Workshop Presentation | 20 Minutes

Abstract
In this workshop audience members will discuss some of the disparities, discrepancies, disadvantages, and dysfunctions that were prevalent in education due to the COVID19 pandemic. According to the Office of Civil Rights (2021), 11 observations were made in K-12 and postsecondary institutions pertaining to COVID19 disparities from March 2020 - April 2021. These disparities mainly impacted many students of color and students with disabilities. These students, who faced many disparities before the pandemic, were struggling with their education even more. The negative effects of the COVID19 pandemic are still lingering in education today. The U.S. Department of Education released a new resource in October of 2021, to support children and students’ social, emotional, behavioral, and mental health during the COVID19 era. As a presenter, I will also detail my experience as a doctoral candidate, doctoral student, and 2nd grade teacher during the pandemic. I will detail my experience with remote learning, remote teaching, resigning from my teaching position in April of 2021, and conducting my doctoral research all from home from August 2021 - February 2022 because of the pandemic. Ideas, solutions, and recommendations on how we can improve the field and combat these disparities, discrepancies, disadvantages, and dysfunctions will also be discussed amongst audience members.

Keywords: COVID19, education, K-12, higher education, doctoral research

Link to Presentation Slides: https://prezi.com/view/bnGy5T09pcgna0dgeSL2/

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Finding Beauty in Dissonance: Failure Reframed

Paper Presentation | 15 Minutes

Abstract
Dissonance is an element of many theories of development (Evans, 2010), the friction of ideas that pushes us out of our equilibrium and into unchartered territory.  This paper conceptualizes failure as an experience of dissonance and suggests this reframing as a means of pushing ourselves beyond the high-stakes, gatekeeping, Tayloristic paradigms that bind us.  Dissonance and consonance, tension and resolution, or equilibrium, as Dewey (2005) called it, has to do with the quality of relationship between multiple elements—notes, and timbres in music, and ideas, attitudes, and beliefs in education.  Consistent with the paradigm found throughout much of education that values product over process, in music and in education there is a tendency to think of dissonance as a means to an end, something to be endured to reach consonance or equilibrium.  This conceptualization of dissonance as necessary, yet inherently unpleasant is a mischaracterization – the moment of dissonance is itself beautiful.  It is the moment of increasing complexity, it adds luster to the moment.  Drawing from music and poetry, this paper hypothesizes that shifting our focus from the product to the process of learning enables us to develop an appreciation for dissonance on its own, and not just for the consonance or equilibrium it leads to, which in turn creates the space necessary to “steer for the deep waters only” (Whitman,1871/2004, p. 437).

Keywords: Failure, Dissonance, Aesthetics, Risk Taking

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Presenter 1: Brian Maj, Curriculum Studies PhD

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Presenter 1: Brian Maj, Curriculum Studies PhD

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Building Diverse Bridges in the First Year
Workshop Presentation | 20 Minutes

Abstract
Building Diverse Bridges in the First Year

As educators, we aim to create a transformative learning experience for new students. What does diversity in the classroom mean to students? How can professors bolster inclusive learning and enable student agency over their education? This session’s focus is on first-year college students but can also be surprisingly applicable to first-year doctoral students as we succeed, fail, learn, and succeed. We will hear directly from first-year students responding to these questions. We will also discuss sample class activities that transform the first year into an opportunity to build confidence, articulate knowledge, and share experiences.

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Presenter 2: April Greer, Educational Leadership PhD

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Presenter 2: April Greer, Educational Leadership PhD

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Catching the Mist of the Fail Lure

Poster Presentation | 10 Minutes

Abstract
This is an autoethnographic investigation of my use of othermothering to shape and inform my pedagogical and leadership practice. What lived experiences have made me into the teacher-leader that I am? How have my past fails lured me to the present and marked my quest to seek a future that brings calm to my mind, body, and spirit? I draw upon my memory, photos, and historical artifacts to address these questions. I am keen on building relationships rooted in respect, care, and love when practicing my teacher-leader craft. This investigation allows me to catch the mist of the fail lures and emboldens my ability to fulfill my quest to complete my doctoral studies.

Keywords: othermothering, memory, fail-lure, relationships

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Presenter 3: Erik Parsons, Curriculum Studies PhD 

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Presenter 3: Erik Parsons, Curriculum Studies PhD 

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Presenter Bio
Erik Parsons is a theatre artist turned educator who is currently a PhD student in Curriculum Studies focused on exploring ways to support teachers’ ability to adapt to meet the needs of their students. You can find him on social media via the @LetsTokEdResearch channel on TikTok. He lives in Evanston, Illinois, with his wife and two children (ages 4 and 7).

@LetsTokEdResearch’s Notes From the Field: Research as Outreach in a New Social Media Space

Workshop Presentation | 20 Minutes

Abstract
This workshop provides background and insight into the work and observations of @LetsTokEdResearch a TikTok channel started by DePaul Doctoral students as a community outreach project which set out to make educational research more accessible to the broader public. Forays into the fields of TikTok among fellow #TeachersofTikTok, have revealed fascinating instances of community connection, commiseration, discourse and debate during a time of unrivaled disruption. Common questions and concerns surrounding the role and relevance of TikTok in academic and public discourse around education will be addressed along with preliminary insights which form the foundation of a recently launched phenomenological study being conducted on TikTok by the workshop leader, Erik Parsons.  Additionally, a collaborative dialogue will be facilitated regarding the specific why, how, and in what manner educational researchers may wish to engage with this novel and dynamic social media platform.

Keywords: TikTok, Social Media, Community Engagement, Research, Teaching, informal learning spaces

CLICK HERE TO VISIT THE TIK TOK @LetsTokEdResearch

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Presenter 3: Melissa Feiger, Curriculum Studies PhD

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Presenter 3: Melissa Feiger, Curriculum Studies PhD

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Decline in Democracy on a Global Scale and the Possible Effects on Education

Poster Presentation | 10 Minutes

Abstract
According to The Economist (2022), democracy around the world has declined. Though the pandemic may have contributed to this, there has been a decline for over a decade in many countries. Not only is this a failure of government that affects younger and future generations, but it also impacts educators in their ability to teach these generations. While education programs might guide educators to incorporate democratic aspects into their classrooms and schools, this becomes more of  a challenge within a slowly decreasing democratic society. This poster will provide data in regards to the decline of democracy and possible impacts this has on education systems globally. These effects might include educator program curriculum, primary and secondary school decisions, and centralized/decentralized education system functions.

Keywords: democracy, education, global education, education systems

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Mentoring African American Male Students (2022 EDSA Conference) by Dr. David J. Collins

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Camilla Penni, Value-Creating Education for Global Citizenship PhD

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Presentation 2: Camilla Penni, Value-Creating Education for Global Citizenship PhD

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Presentation 2: Camilla Penni, Value-Creating Education for Global Citizenship PhD

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Fail, Grow, Succeed: Failure as a Breakthrough to Success in Life

Paper Presentation | 15 Minutes

Abstract

Failure is something that everyone has experienced as a phenomenon that arises whenever one have made some effort to achieve a goal or attain a standard, but have not done so. Failure is generally defined as a lack of success. To be able to overcome failure and experience success, often one must transform their view of what failure is. From the Buddhist principle of changing poison into medicine stems that failure can be considered as the required starting point to succeed better. This study will consider a different meaning of failure, taking into account the concepts of growth and success, and will inquire the relationship among them from the standpoint of the Buddhist leader Daisaku Ikeda; he doesn’t see failure as a sign of inadequacy or weakness but, rather, an opportunity for growth grounded on the awakening to the true nature of one’s life. Then, the study will explore the possibility to apply Ikeda’s perspective to address the issue of failure in three XX century personalities: Camus, Cioran and Beckett. Finally, this research will try to explore a new ethical scenario where no matter what failure we may experience, we can take it on with a positive attitude and pivot it in something great, giving a philosophical foundation to Ikeda’s quote “if you failed yesterday, strive to win today. If you were defeated today, strive to win tomorrow”.

Keywords: Failure, success, growth, Ikeda

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Fail, Grow, Succeed: Failure as a Breakthrough to Success in Life

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Fail, Grow, Succeed: Failure as a Breakthrough to Success in Life

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Cyclical Writing Habits as a Means to Promote Thinking and Recontextualize Past Failures

Paper Presentation | 15 Minutes

A presentation about shifting our perspectives on writing and failure.

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UCWbL Peer Writing Tutor & COE Doctoral Program Writing Group Co-Facilitator, & PhD Candidate in Philosophy at DePaul University

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Paper Presentation | 15 Minutes

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EDSA Welcome | 12:00 PM - 12:05 CST

Main Zoom Room with all Participants

For Presenters

Presenters are pre-assigned to their designated breakout room with their DePaul University email address for their presentation session.

For Non-Presenters

Non-Presenters the option to join any breakout room of their choice.

Session 1 | 12:05 PM - 1:00 PM CST
Breakout Rooms 1-3

Breakout Room 1: Faculty/Alum Panel – On Stories of Navigating Failures

Facilitator Nicole, EDSA VP

Dr. Melissa Bradford, Faculty

Dr. Tony DeCesare, Faculty

Dr. Thomas Noel, Faculty

Dr. Kimberly Lloyd, Alumni

Breakout Room 2: Mattering: Reshaping African American Student Experiences

Facilitator Andy, EDSA President

Courtney Griffin, EdL PhD

Sabrina Sanders, EdL EdD

David Collins, EdL EdD

Breakout Room 3: Local Responses to Global Entanglements

Facilitator Qazi, EDSA Secretary

Ariel Sylvester, Early Childhood, EdD

Paul Pearson, Higher Ed EdD

Melissa Feiger, CS PhD

Session 2 | 1:05 PM - 2:00 PM CST
Breakout Rooms 4-6

Breakout Room 4: Teaching for Transformation

Facilitator Qazi, EDSA Secretary

Brian Maj, CS PhD

April Greer, EdL PhD

Erik Parsons, CS PhD

Breakout Room 5: Writing as a form of Thinking

Facilitator Andy, EDSA President

Dr. Proweller, Faculty

Danny Costello, Doctoral Writing Tutor

Joel Bock, UCWbL Peer Writing Tutor & COE Doctoral Program Writing Group Co-Facilitator

Breakout Room 6: Failure as the Opportunity for Growth

Facilitator Nicole, EDSA VP

Amy Weatherford, CS PhD

Camilla Penni, VCE for Global Citzenship, PHD

Conference Conclusion: Please see the Padlet section title, "Concluding Words..."

NOTE: We will not conclude in the main zoom room.

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What comes to mind when you think of the word, "Failure?"

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What comes to mind when you think of the word, "Failure?"

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Conference Modality & Registration

The conference will be held over Zoom.

P lease register with your DePaul Email.

Please enter the Zoom room with your full name (First and Last Name) and, if you like, preferred pronouns.

All participants are highly encouraged to enable your video in your Zoom window during the session to create a lively virtual presence.

Breakout Room Details

Non-presenters will have the choice to enter breakout rooms.

Presenters will be pre-assigned to their corresponding breakout room (through their DePaul email address) for their presentations.

Session Guidelines

All participants (non-presenters), please mute your audio/microphone in your Zoom window during presentations.

During the discussion time (after all presentations), participants who would like to ask questions or comment can unmute their audio and then mute themselves again after their question/comment.

All Participants are highly encouraged to comment and heart (<3) on the presenter's post or under the "Q & A" Padlet Post in purple.

The online host and chair will facilitate discussion and Q/A.

To Ask Questions/Comments

Click ‘raise hand’ in your Zoom window OR simply raise hand in your video window.

The online host and chair will facilitate the discussion and Q/A.

Click ‘lower hand’ after asking your question/giving your comment.

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As you've been listening to the presenters and faculty, what are you resonating with? 

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As you've been listening to the presenters and faculty, what are you resonating with? 

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Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout | Dr. Lisa Jaremka 

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Common Academic Experiences No One Talks About: Repeated Rejection, Impostor Syndrome, and Burnout | Dr. Lisa Jaremka 

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Abstract
Academic life is full of learning, excitement, and discovery. However, academics also experience professional challenges at various points in their career, including repeated rejection, impostor syndrome, and burnout. These negative experiences are rarely talked about publicly, creating a sense of loneliness and isolation for people who presume they are the only ones affected by such setbacks. However, nearly everyone has these experiences at one time or another; therefore, talking about them should be a normal part of academic life. The goal of this article is to explore and destigmatize the common experiences of rejection, impostor syndrome, and burnout by sharing a collection of short personal stories from scholars at various stages of their careers with various types of academic positions. Josh Ackerman, Kate Sweeny, and Ludwin Molina discuss how they have dealt with repeated rejection. Linda Tropp, Nick Rule, and Brooke Vick share experiences with impostor syndrome. Finally, Bertram Gawronski, Lisa Jaremka, Molly Metz, and Will Ryan discuss how they have experienced burnout.

Keywords: rejection, impostor syndrome, burnout, mental health

Twitter: https://twitter.com/LisaJaremka

Download the paper here: https://liligoesmental.de/wp-content/uploads/2021/02/Common_Acadamic_Experiences_aps.pdf

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The Hard Truth: Failure, Rejection, & Imposter Syndrome in Grad School and Beyond

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Listen to this episode from Dear Grad Student on Spotify. In this episode of Dear Grad Student, Elana chats with Associate Professor, Dr. Lisa Jaremka, about her experience with failure, rejection, imposter syndrome, and how she's survived it all.Connect with Dr. Lisa Jaremka:Twitter: @LisaJaremkaEpisode 1: deargradstudent.com/episodes/1Episode with Megan (Dr. Jaremka's PhD mentee!): deargradstudent.com/episodes/45Paper mentioned:Jaremka, L.

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What has stayed with you after the conference? 

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What has stayed with you after the conference? 

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Have you joined the EDSA community page? Join to meet others in the program, find resources, & share resources! 

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Have you joined the EDSA community page? Join to meet others in the program, find resources, & share resources! 

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​College of Education | DePaul University

​ Mission
Guided by DePaul University's Catholic, Vincentian, and urban mission and the College of Education's mission, the Education Doctoral Student Association (EDSA) is committed to providing self-led practical experiences for doctoral students in and outside the classroom as scholars and practitioners within the field of education. At the same time, EDSA is committed to co-building a social infrastructure within our doctoral cohort, across doctoral concentrations, and within the College of Education.

​Dr. Melissa Bradford

​ President
Andrea (Andy) Rehani, Curriculum Studies

​ Vice President
Nicole Osborne, Curriculum Studies

​ Secretary
Qazi Muhammad Faaizuddin Biabani, Educational Leadership

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Education Doctoral Student Association (EDSA) · Luma

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Education Doctoral Student Association (EDSA) College of Education | DePaul University Mission Guided by DePaul University's Catholic, Vincentian, and urban mission and the College of Education's mission, the Education Doctoral Student Association (EDSA) is committed to providing self-led practical experiences for doctoral students in and outside the classroom as scholars and practitioners within the field of education.

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Have You Registered for the 2022 EDSA Conference using your DePaul Email? 

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Have You Registered for the 2022 EDSA Conference using your DePaul Email? 

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​DePaul University's Education Doctoral Student Association (EDSA) is thrilled to host the 2022 EDSA Conference on Saturday May, 21, 2022 from 12:00 PM - 2:00 PM!

The 2022 EDSA Conference theme is Re(shaping) Failure: The Lived Experience of Navigating Setbacks During the Doctoral Journey.

​The concept of failure is gaining traction as a subject of critical attention. Our recent history has been defined by significant and far-reaching failures: from the failure of the U.S. and U.K. governments to find weapons of mass destruction in countries such as Iraq and Ukraine to the more recent collapse of global financial markets. Zooming out of the global lens, EDSA wonders about how we, as students, as educators, as humans, see failure within our doctoral community in relation to the education community.

​The doctoral student's lived experience is both the product and process of navigating liminal space and places of learning, teaching, and investigating. The failure and the success of the researcher and of the doctoral student are two sides of the same coin, the same process. The teaching journey, too, shares the same rhythm in the learning process. All are inseparable pieces of the doctoral student journey in not just discovery, but in navigating failure.

​In wake of events and experiences such as these, the viability of old models of 'success' and 'failure' has been called into question. Can we resituate failure as not merely an absence, a lack of success, but rather as a genre of learning in its own right? Whether figured as a fundamental aspect of modernity, a distinct aesthetic for artistic production, or, as the queer theorist Jack Halberstam has argued, a radical alternative to the restrictive, success-oriented norms of our society, we are faced with the possibility that failure might have a value of its own. How might an understanding of failure help us to better understand our present moment? To reinterpret our narratives of the past, of the present, and of the future? What does it mean to, in Samuel Beckett's words, "Fail again. Fail better"?

​And so, EDSA wants to call attention to the number of ways in which failure has transformed stories as doctoral students/educators/humans navigate curricular spaces and places of learning and for learning in academia in relation to education and education research.

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​DePaul University's Education Doctoral Student Association (EDSA) is thrilled to host the 2022 EDSA Conference on Saturday May, 21, 2022 from 12:00 PM - 2:00 PM! The 2022 EDSA Conference theme is Re(shaping) Failure: The Lived Experience of Navigating Setbacks During the Doctoral Journey.

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15 Minutes

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20 Minutes

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10 Minutes

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This is open to all participants (Presenters & Non-Presenters)!

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This is open to all participants (Presenters & Non-Presenters)!

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In one word, how would you describe your doctoral journey?

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In one word, how would you describe your doctoral journey?

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The front has an EDSA logo. The back says: It's Dr. 

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Talking with Teachers of TikTok EDSA Conference 2022

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1) What advice would you give to doctoral students now that you "know better"?
2) What setbacks have taught you the most?
3) How have your personal experiences shaped your research?
4) What processes helped you the most?

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There’s a thread you follow. It goes among
things that change. But it doesn’t change.
People wonder about what you are pursuing.
You have to explain about the thread.
But it is hard for others to see.
While you hold it you can’t get lost.
Tragedies happen; people get hurt
or die; and you suffer and get old.
Nothing you do can stop time’s unfolding.
You don’t ever let go of the thread.

From Ask Me: 100 Essential Poems and used by kind permission of
Graywolf Press.

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Temple

By Rosemerry Wahtola Trommer

O body, cracked bell that still sings when struck, O leaky cup, O broken stem,…

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There’s a thread you follow. It goes among things that change. But it doesn’t change. People wonder about what you are pursuing. You have to explain about the thread.

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EDSA: Faculty Panel on Reshaping Failure