Eileen Boswell
Eileen Boswell

eileenboswell@huskers.unl.edu Ph.D. Program Teaching, Curriculum and Learning

Brief Biography

Eileen began her teaching career as a Peace Corps Volunteer in Guinea, West Africa from 1998-2001. She earned a master of arts in linguistics from the University of Iowa in 2005 and a master of science in library science from the Catholic University of America in 2009. Prior to beginning her doctoral studies, Eileen taught in the International Professional Development program at the University of Nebraska-Omaha, as well as teaching Medical English courses at the University of Nebraska Medical Center (UNMC). Eileen is conducting her dissertation research on the experiences of Black, African-born students at predominantly White institutions in the Midwest and she is a graduate fellow with the Center for Great Plains Studies. An aspiring research methodologist, Eileen works as a qualitative consultant in UNMC's Human Factors Lab, providing assistance to qualitative and mixed methods projects in the College of Medicine. Her Gallup Strengths are Strategic, Responsibility, Intellection, Deliberative, Learner.

Research Interests

ontology and epistemology, dialectical pluralism, collaborative dynamics in interdisciplinary research, interprofessional education, positionality and reflexivity, qualitative and mixed methodologies, grounded theory designs, research ethics

Publications & Conference Presentations

Babchuk, W.A. and Boswell, E. (in revision). Qualitative research approaches and designs: Grounded theory. For R. Tierney, F. Rizvi, K. Ercikan, & G. Smith (Eds). International Encyclopedia of Education Volume 4. Elsevier LTD: Oxford. Expected in 2022.

Disaggregating Blackness or Dissolving Binaries? Recollecting African ‘Transnational’ Students in Higher Education at Cultivating Black and Native Futures in Education, June 2021

Practical Strategies for Designing and Conducting Grounded Theory Dissertations: Student and Faculty Perspectives. Presentation to the International Congress of Qualitative Inquiry, May 2021, Co-authored as Boswell, E. and Babchuk, W.A.

Member Check Interviews in Qualitative Research: Ethics, Procedures, and Practices. Presentation to the International Congress of Qualitative Inquiry, May 2021, Co-authored as Boswell, E. and Perez, A.

Positionality and Reflexivity in Mixed Methods Education Research: A Systematic Methodological Review. Presentation to the Division D (Measurement & Research Methodologies) Graduate Student In-Progress Research Gala (Finalist Presentation) at the annual meeting of the American Educational Research Association (AERA) April 2021

The Qualitative Imperative: Searching for Positionality and Reflexivity in Mixed Methods-Grounded Theory Studies, at AERA 2021 to the Special Interest Group (SIG) 158, April 2021

Read Me First: Points of Entry to the Vast and Varied Literature on Social Capital, at AERA 2021 to SIG 112 (Sociology of Education), April 2021

Considerations for Planning and Executing a Mixed Methods Dissertation: Wisdom from Current and Recent Doctoral Students, organized on behalf of the Mixed Methods International Research Association for their spring webinar series (Convenor and Facilitator) March 2021

Positionality and Reflexivity in Mixed Methods Research: Navel-Gazing or Quality Control? Guest lecture to EDPS991: Intersecting Qualitative and Mixed Methods Designs, December 2020

Again Awake: A White Researcher’s Iterative Positioning for Entering Black Spaces, Curriculum and Pedagogy Group 21st Annual Conference, October 2020

Getting Writing DONE: Developing a “Writing System” and Committing to It, 34th Women in Educational Leadership Conference, University of Nebraska-Lincoln, October 2020

Content is not Enough: Extend Your Influence by Adding SKILLS to Your Syllabus, “Connecting Teachers, Innovating Learning: A Mini-Symposium with Visiting Scholars from Pakistan” A conference in conjunction with the U.S. Embassy Islamabad, University of Nebraska-Lincoln, November 2019

Feed-Forward for Effective Teaching (Speed Session), Presentation at the Grand Opening of the Center for Transformative Teaching, UNL, October 2019

Leveraging Your Leadership Capital: An Intentional Networking Exercise, 33rd Women in Educational Leadership Conference, UNL, October 2019

‘Iron Sharpening Iron’: Student Motivation Inside and Outside an Education Doctorate (EdD) Cohort, AERA Annual Meeting, Toronto, Canada, April 2019, Co-authored as Hamann, E.T. and Boswell, E.

Leading Change in the Education Doctorate (EdD): Using Multimodal Evidence for Program Development, AERA Annual Meeting, April 2019, Co-authored as Boswell, E. and Hamann, E.T.

Leadership is a Disposition (Not a Position), 32nd Women in Educational Leadership Conference, UNL, October 2018

Learning from Alums: Design Implications of Graduates’ Feedback, National Convening of the Carnegie Project on the Education Doctorate, June 2018, Co-authored as Hamann, E.T., Boswell, E., and Trainin, G.

Reorganizing the Academic Word List to Teach Pronunciation, 12th Annual Colloquium on Language Teaching, sponsored by the Master of Arts in Language Teaching (MALT) program, University of Nebraska-Omaha, February 2018

“Revenge of the Schwa”: A Metaphor for Teaching English Word Stress in Academic Vocabulary, Annual Conference of Asia ESP [English for Specific Purposes], Beijing Foreign Studies University, Beijing, China, October 2017