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Q:听 Congratulations on your success and accomplishments as Dean. Can you take us back to the beginning of your time at CSON? How does your story begin?

For the longest time, I said I didn鈥檛 want to be a dean. I was never going to be a dean. And my husband, if he were sitting next to me right now, would say, 鈥淓xcept if it were Boston College.鈥� That鈥檚 true. I was coming from elite research institutions, so that level of academic excellence was important to me. But the missing piece was the mission and values that I鈥檇 grown up with and that were a defining part of my Jesuit, Catholic education. I鈥檇 always seen Boston College as a place that could bring those two pieces together.

听

Q:听 What do you take pride in from those early days as a new dean?

I鈥檓 proud that I came in as a stranger and sat down with faculty and asked them three key questions: What do you value so much that you鈥檇 like it to remain? What would you like changed? What resources do you need to do your job? At the time, the University had just gone through a strategic planning process to map out the next 10 years. So鈥攁fter listening to the faculty and reflecting on my strengths in diversity, global health, and research鈥擨 thought about how CSON could fit into and advance the greater University strategy. I knew I needed to use the skills that God gave me to bring the Connell School together as a community before we could move forward. Addressing the concerns of faculty was critical to that process, because one can鈥檛 lead where no one will follow.

Q:听 One of your strategic goals is to educate nurses to lead in a global world. The Connell School has expanded opportunities for students to train in South America, the Caribbean, and Europe and to study global health issues on campus. Why are these international experiences so important?

Global experiences expose our students to new perspectives. Through dialogue and debate, our students have an opportunity to engage in novel ways of thinking. These types of interactions are a vital component in educating the next generation of nurse leaders.

When we started our global strategic effort, we had one trip鈥攖o Nicaragua. We鈥檝e since expanded the number of international service and community health learning experiences to seven. All students get some academic credit鈥攃ourse credit for undergraduates and clinical hours for graduate students鈥攆or what they鈥檙e doing abroad. We purposely did that so there would be undergraduate and graduate students working together and learning from each other.

I鈥檝e been able to go with other Boston College faculty to Ecuador, Jamaica, Lourdes, and other places I wouldn鈥檛 have otherwise. The trip to Nicaragua I took through Intersections [a University Mission and Ministry program] in 2014 was life changing. I was able to talk with women who had been illiterate and who, with the great literacy campaign there, were taught to read. The historic changes that this movement made were incredible.

Q: Another of your priorities has been to foster a diverse and culturally sensitive faculty, staff, and student body. Under your watch, Connell launched KILN (Keys to Inclusive Leadership in Nursing), the Seacole Scholars program (for first-year students from diverse racial, ethnic, and socioeconomic backgrounds), and the Diversity Advisory Board. Is CSON more demonstrably inclusive today?

When I started on July 1, 2008, I learned that the National Association of Hispanic Nurses (NAHN) had scheduled a meeting in Boston later that month, and I said, 鈥淕reat. We鈥檒l have a reception.鈥� The Connell School didn鈥檛 yet have a tradition of this type of community engagement. But the idea was accepted and we did have a reception. And through that small step, we went on to build and maintain an important relationship with NAHN that became the catalyst for our KILN program, which prepares students from backgrounds underrepresented in nursing. In fact, one of the new assistant professors we鈥檝e hired this year is a fabulous funded researcher and a KILN graduate. So, although we have much more to do, we are proud to see some of our early work coming full circle.

We鈥檝e also moved forward on diversity and inclusion through an ongoing process of self-ref lection. We take the time to look at ourselves objectively, improve our strategies, and have conversations that are not always easy. In 2016鈥�2017, we conducted a faculty and staff examination of institutional diversity. It found that as a school, we weren鈥檛 so comfortable talking about race. We wanted everybody to love each other. But what we learned is that we have to have those difficult conversations鈥攂ecause you can鈥檛 know somebody else鈥檚 experience if you鈥檙e not willing to talk about it. And of course, it鈥檚 not just about race; it鈥檚 about all kinds of ways in which we categorize people as 鈥渙ther.鈥�

We may always have been welcoming and loving at the Connell School, but we didn鈥檛 know a lot of the nitty-gritty of what it takes to be inclusive. We have many students who are less advantaged than others. I had to ask myself, What do I need to put in place so that their intelligence can shine and they鈥檙e not facing barriers that other students don鈥檛? Now we have great programs to help everyone succeed, and to support our students who need help with time management, tutoring, and class expenses.

Q: How has the school encouraged nursing research and other ways of developing and disseminating knowledge?

We have put in place so many resources to make sure faculty have financial support and time for research. For example, we created start-up packages for new faculty and new assistant professors that include money to do that first study. We also provide six paid summer months after you come so you don鈥檛 have to write grant proposals over the summer on your own time. We decreased teaching responsibilities in the first years so you have time to start a research team and seek out collaborators. We started funding our doctoral students so they can work with faculty who are conducting research. And we have hired lots of great people.

Our faculty members are doing very important, clinically focused research that is helping people make better choices and live healthier lives. There is more research happening now than when I started, and the discipline as a whole has changed to value research more. I think being a role model and continuing to do my own research has been important too.

听

Q: How have nurses鈥� roles evolved since 2008?

They鈥檝e changed tremendously鈥攁nd for the better. One of my early jobs as a nurse was in South Carolina, in a hospital neonatal intensive care unit. When physicians came into the room, you got up and gave them your seat. Those days are long over.

The fact that Massachusetts Governor Baker on New Year鈥檚 Day signed legislation allowing nurse practitioners to practice independently says a lot. I don鈥檛 know if people were as comfortable with nurse practitioners 13 years ago, but now you see on advertisements, 鈥淭alk to your provider.鈥� They don鈥檛 say, 鈥淭alk to your doctor鈥� all the time. That鈥檚 a huge, huge change.

People like nurses, but they have never fully understood what nurses do. I think that with COVID-19, people see us in a very different light. They see nurses working as part of a team in the ICU and being the ones on the phone with the family as somebody is dying. They see how smart you have to be as a nurse. It鈥檚 not considered just a 鈥渉andmaid鈥� role anymore.