S. Kristine Farmer, MS, PHR, SHRM-CP
​Ph.D. Candidate, Applied Technology & Performance Improvement
College of Information
University of North Texas
My Doctoral Story
My decision to pursue the ATPI doctoral degree was encouraged and inspired during the last two semesters of required coursework in my ATPI master’s degree. The courses were taught by Dr. Kim Nimon, who would later become my initial major professor. My fellow classmates were a mix of doctoral and masters students. Among our twelve classmates were doctoral students, each of whom successfully defended their dissertations and graduated from the ATPI doctoral program: Dr. David Bonner, Dr. Donnie Kirk, Dr. Megan Riley-McKee, and Dr. Joanne Hix. And, one of my master’s classmates, Dr. Mariya Gavrilova Aguilar, also earned her ATPI doctoral degree. Although the time spent together with these classmates was relatively short—two semesters—they each had significant influence on my interest in pursuing a doctorate.
​
​
I can recall with great clarity the first few class meetings, where I felt fairly fraud-like and was convinced the likelihood of graduating was improbable. I had no contextual understanding of testing theories, of locating valid and reliable survey instruments from which to collect data from my chosen sample, of effectively evaluating the veracity of empirical studies, or even how best to research and write a comprehensive literature review of my chosen variables. Moreover, my ability to readily identify a dependent variable from an independent variable required a peek at a cheat sheet-like Post-It I kept on inside cover my 5th edition APA Manual. Yet, because of Dr. Nimon’s patience and my fellow classmates’ encouragement, I did graduate. During the summer of 2010, following graduation, I realized I missed researching and writing, and the collegiality with those who were on the same educational path. By late Fall, I had made an appointment with Dr. Nimon to discuss applying for admission into the ATPI doctoral program. I was accepted into the program beginning the Fall of 2011.
Now, it is the Fall of 2017. In the past 6 years, I have been a full-time, senior trial paralegal for a large international law firm in its Dallas office where I work in the areas of complex commercial litigation, labor/employment law, and patent litigation. My teaching scholarship is reflected as an adjunct instructor of paralegal studies, ATPI teaching fellow, and teaching assistant to each of my major and minor professors. Moreover, I have been deeply committed to service scholarship both to my paralegal profession and to the ATPI department. Finally, I believe my research scholarship reflects my strengths in research, writing, and scholarly presentations.
Earlier this year, I learned that my law firm employs an in-house litigation consultant, who earned her doctorate from the University of Kansas in legal communication, where her research focuses on juror perceptions of witness credibility and persuasive jury arguments. She has extensive mock research experience that helps to create an advantage for litigation teams. We recently used her to facilitate a focus jury study in one of my teams’ cases. Upon learning that I was a doctoral student, she asked me to analyze the data and prepare the written findings to the trial team and our clients (ordinarily she would have hired an outside consultant). Since that time, she has asked me to continue to work with her in other cases in which she has been retained to facilitate mock trials, conduct research, analyze resulting data, and prepare the written findings for the trial teams. She also encouraged me to attend the annual conference of the American Society of Trial Consultants, which was held in June in Chicago. There, I found myself reflecting that I had finally found “my people.” It was seemingly the perfect intersection of my 25+ years’ experience as a trial paralegal and my doctoral work, including my interest in both quantitative and qualitative statistical analyses.
​
As I reflect upon my growth as a scholar, both intellectually and professionally, I cannot help but smile. I feel confident that the master’s student of 2010 would be proud of the work I have done over the past 6 years, and even pleased to know that I can, without having to peek at a Post-It note, identify both dependent and independent variables. Most importantly, I have learned not only a great deal about performance improvement, but also how to dovetail my own research interests with my coursework. My growth as a scholar was built course-by-course, classmate-by-classmate, professor-by-professor along this path to Ph.D. I did not arrive at the doorway to doctoral candidacy by accident or by happenstance. It was through a dogged pursuit of our Department’s set objectives and the ability to be, as a friend once observed, “frenetically driven” to complete my doctoral studies, even when life, work, family, and other outside influences seemed at odds with that goal.
​
I am grateful for these experiences and am looking forward to the dissertation process, no matter how challenging I expect it will be.
Dr. Nimon and my classmates from 2009-10 ATTD 5480 and ATTD 5720.
The DV/IV Cheat-Sheet
Post-It Note
"You are the average of the 5 people you spend the most time with." ~ John Rohn
