Location: Morrie Jones A-B
C35. “The Fight For Intellectual Freedom: Resisting Literary Censorship and Its Impact on Education”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Jessica Shaw
Mentored by: Dr. Kristi Loberg, Dr. Amy Watkin
Abstract
For many years now book bans have been sweeping the United States, with each year reaching record numbers. Many states including North Dakota have adopted legislation that supports literary censorship and limits to intellectual freedom in schools and public libraries. Across the board we have seen marginalized groups, including women, the queer community and people of color be the primary targets of book banning, removing the societal mirror of diversity in educational spaces. When estimating the criticality of understanding societal risks of removing opportunities for connection, equality and solidarity, it is essential to examine the intersections between policies such as the civil rights act of 1964, the 2025 DEI executive order, and book banning legislation like North Dakota’s Senate bill 2307. Without such examination there is little hope for abolishing systemic racism, gender inequities and accomplishing equitable playing fields. Utilized methods of research in this presentation include both quantitative and qualitative analysis with reviewing statistical data as well as reading and analyzing academic articles, journals, banned and challenged literature and the intersecting policies listed above. These methods collectively offer empirical data and in-depth analysis of the sociopolitical issues related to book banning and its broader implications on education, diversity, and inclusion. The action oriented approach presented will aim to empower the audience to advocate for justice in equal representation and education. The intention is to inform the audience on the intersections between book banning legislation and related policies and motivate the audience to implement one or more of the action items provided in the presentation.
C36. “Breaking the Silence: Building Empathy for Rural Queer People in Prairie Silence”
3:00 p.m. – 3:20 p.m. | Classic
Student Presenter(s): Jordon Perkins
Mentored by: Anna Bushy
Abstract
Prairie Silence, a memoir by Melanie Hoffert, offers a unique look into rural Queer life. Prairie Silence encourages urban and cishet rural people to employ empathy for rural Queer people by breaking stereotypes about rural, Queer, and rural Queer life. Many narratives of Queer life are metronormative–they center the urban environment in Queer experience. Hoffert offers a differing rural perspective that calls out the misguided centering of urban space in Queer discussions. Through engaging with the text and researching rural, Queer, and rural Queer experiences, I found that Prairie Silence and rural Queer literature as a whole can create a more nuanced understanding of rural Queer life. At a time where Queer people are being erased and attacked by legislation, it’s important that we extend empathy toward the diversity of Queer life.
C37. “Diversity, Empathy, & The Hate U Give in the K-12 Classroom”
3:20 p.m. – 3:40 p.m. | Classic
Student Presenter(s): Jay Rust
Mentored by: Anna Bushy
Abstract
Literary curriculum in middle and high schools still remains overwhelmingly White-centric, with classics written by White authors about White characters overwhelmingly dominating required reading for students. Books like The Great Gatsby, To Kill a Mockingbird, and Lord of the Flies, among many others, are still the most popular, despite their openly racist depictions of people of color. With readings that uphold White culture and supremacy making up a large majority of English Language Arts curriculum, it’s no wonder that individual acts of racism and prejudice are still prevalent in American society. To combat ingrained racism in our society, English Language Arts teachers need to emphasize racially diverse and socially relevant novels and curriculum in K-12 classrooms. Through analysis of the research done in the field of empathy, emotional intelligence, diverse literature, and education, I will explain why a socially relevant novel like The Hate U Give offers valuable insight into Critical Race Theory, police brutality, code-switching, casual racism, the overlap between class and race, and many other contemporary topics that should be addressed in the classroom. Through a variety of teaching methods, educators can use The Hate U Give to create more knowledgeable and empathetic citizens of all racial and ethnic identities within their classrooms. With its commentary on current social justice issues and the struggles of the Black community, The Hate U Give can have a variety of positive effects for both Black and non-Black students.
Location: Morrie Jones C-D
C38. “Cap Punched Nazis: An Ideological Analysis of Shifting Political Ideologies through Comic Books”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Nicholas Trzynka
Mentored by: Dominic Meyers
Abstract
Comic books are a form of media that is often overlooked when examining the deeper nuances and meanings of different messages placed within a given media. In this research study, different comic books will be analyzed as rhetorical artifacts, observing the differing political ideologies that are prevalent within them. These artifacts come from a wide timeline, ranging from 1941 and going all the way through 2024, representing a wide range of different writing influences, historical backdrops, etc. This study will employ ideological rhetorical criticism to understand comic books as a microcosm for larger popular culture discourse and the ideological shifts associated throughout the past 60 years. Through these artifacts and their identified political ideologies, historical factors will be considered. Prevailing political ideologies will be examined, to determine if the work was against the tide or conforming, how women, people of color, members of the LGBTQIA+ community are represented, and the background of the authors will be examined to build a data set that will attempt to understand how political ideologies have shifted through the lens of comic books.
C39. “Colonizing Cleanliness: An Ideological Analysis into the ‘CleanGirlAesthetic’”
3:00 p.m. – 3:20 p.m. | Classic
Student Presenter(s): Julia Vickers
Mentored by: Dominic Meyers
Abstract
Rapidly gaining traction and popularity in 2021, the “Clean Girl Aesthetic” is a minimalistic style that made its way into wardrobes and makeup vanities across the country. America’s obsession with cleanliness has a long and dirty history, often hiding behind trends or fads to mask the incessant need to be free from blemish. This study employs ideological rhetorical analysis to provide a closer examination into this latest trend and the underpinning ideologies associated. A content analysis of the top ten most liked short form videos posted on the platform TikToK underneath the #CleanGirlAesthetic was performed. Relevant sources across different disciplines were analyzed and put into a literature review, which was then utilized in conjunction with the video artifacts. Results reveal exclusionary language and harmful associations with purity, cleanliness, and anti-blackness. This opens up further discussion of ‘clean’ rhetoric.
C40. “Australian Women’s Push Through the Patriarchy in Charlotte Jay’s ‘Beat Not the Bones’”
3:20 p.m. – 3:40 p.m. | Classic
Student Presenter(s): Laura Brown
Mentored by: Dr. James Postema
Abstract
This classic presentation will bring you on a journey of female empowerment through Beat Not the Bones by Charlotte Jay. On the island of Papua New Guinea, the main protagonist’s, Stella Warwick, is faced with many societal pressures and expectations in many forms. She untangles masked genocide, greed, and deep-rooted acts of sexism and racism through her encounters with Australian government officials, the people of Papua New Guinea, and women being held back by the gender norms of nineteen-fifty-two. Charlotte Jay redefines what it means to be an Australian woman, pushing boundaries to become stronger versions of themselves despite the expectations of the patriarchal society. By critically reading in a feminist lens, historical analysis, and academic research, the process of decoding Charlotte Jay’s message of female empowerment and individuality in nineteen-fifty-two allows for a clearer interpretation of the text. We see a pattern of male figures arise throughout the book and their specific roles of distraction, hindrance, and societal pressure being thrown at Stella Warwick. Symbolism is the most powerful tool that Charlotte Jay uses to portray both her world in Papua New Guinea in nineteen-fifty-two and the fictional world of Stella Warwick. Characters, traditions, and actions are continuously being translated through Charlotte Jay’s interviews, personal history, and surrounding world to give a clearer understanding of Australian women’s fight towards individuality. This process continues to result in many parallels being drawn between the ideas of past and present Australian female empowerment paths regardless of the patriarchal expectations of society.
Location: Olin 124
C41. “La Romantización de las Comunidades Marginadas por García Lorca (The Romanticization of Marginalized Communities by García Lorca)”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Qwame Martin
Mentored by: Dr. Fanny Roncal Ramirez
Resumen
¿Quién era Federico García Lorca? ¿Qué lo hace distinto? ¿Qué podría haber unido a las comunidades marginadas en la España de los años 1930 y en Nueva York? ¿Qué visiones se perpetraron y se desafiaron en sus obras de poesía, teatro y literatura? ¿Cuál es el impacto duradero y la herencia actual de García Lorca? Este presentación explora las obras de Federico García Lorca representación de las comunidades marginadas en las obras de Federico García Lorca, destacando cómo su poesía y obras desafían las normas sociales y evidencian las injusticias y cambiarán la perspectiva de estas comunidades para los Españoles de su tiempo. También analizando la manera en que Lorca, influenciado por su propia experiencia como marginado, utiliza una mezcla de romanticismo y crítica social para retratar la lucha y resiliencia entre España y Nueva York de los anos 1930, enfocándote en los paralelismos entre la discriminación sufrida por los comunidades marginadas en ambos lugares. Usando las obras de Lorca como Poeta en Nueva York y Romancero Gitano, para su empatía hacia los “otros,” mientras que en su obras como La casa de Bernarda Alba y Bodas de Sangre, denuncia la represión patriarcal y la falta de libertad individual.
Abstract
Who was Federico García Lorca? What makes him different? What might have united marginalized communities in 1930s Spain and New York? What visions were perpetrated and challenged in his works of poetry, drama and literature? And what have been the lasting impacts and ongoing legacy of García Lorca? This presentation explores the works of Federico García Lorca and his representation of marginalized communities, highlighting how his poetry and plays challenge social norms, expose injustices, and shift the perspective of these communities for Spaniards of his time. It also analyzes how Lorca, influenced by his own experience as a marginalized individual, blends romanticism and social criticism to depict struggle and resilience between Spain and New York in the 1930s, focusing on the parallels between the discrimination faced by marginalized communities in both places. Using Lorca’s works, such as Poet in New York and Gypsy Ballads, this presentation examines his empathy toward the “other,” while his plays like The House of Bernarda Alba and Blood Wedding, denounces patriarchal repression and the lack of individual freedom.
C42. “Home or just Homophobia? An Autoethnography on Entering New Christian Spaces as a Queer Pastor’s Kid”
3:00 p.m. – 3:20 p.m. | Classic
Student Presenter(s): Jonah Krogstad
Mentored by: Dominic Meyers
Abstract
It is typical for queer individuals to experience a degree of friction and discomfort with faith communities such as the Christian church. Although the experience is not universal, the levels of homophobia and transphobia expressed by church organizations and individuals in the church lead to the distancing of many queer individuals. Similarly, the children of pastors often experience heightened levels of scrutiny within and outside of the church due to their parent’s profession, but being a pastor’s child also creates a connection and feeling of familiarity with the church. While scholarship has explored religious experiences for both of these communities, no research has attempted to analyze these differing experiences together. As someone who experiences the intersection of being a pastor’s child and having a queer identity, I hope to document the experience of returning to Christian spaces and practices that are separate from my childhood church. Leading to the research question: What is the emotional experience of reentering Christian spaces as a member of the LGBTQ+ community and a non-practicing child of pastors? To answer this question, I will be performing an autoethnography documenting my experiences in various Christian spaces and analyzing the patterns within those notes. I expect to find a heightened awareness of my own identity within those spaces, both in the form of comfort and peace in spaces more accepting and similar to my home church, as well as levels of discomfort in more conservative Christian spaces.
C43. “Unpacking Feminism: A Personal Journey Through Women and Gender Studies, Activism, and Political Change”
3:20 p.m. – 3:40 p.m. | Classic
Student Presenter(s): Olivia Hanson
Mentored by: Dominic Meyers
Abstract
With the current political administration creating doubts about the value of Women’s and Gender Studies (WGS) programs, ultimately creating an uncertain future for programs nationwide. While research shows the benefits of these courses on learning outcomes for a large populus of students (Millar, 2021), there is minimal work that looks at the personal experiences and changes in perspective during a first encounter with WGS classes. This auto-ethnographic study examines how I engage with WGS class discussions and work, presenting at the Red River Women Studies Conference in late March, and through activism work both on and off campus. I will be analyzing how my own perspective, opinions, and knowledge of gender changes and expands the opportunities I experience this semester. I will be looking at this with the additional lens of fourth wave feminism, the political economy, and Trump. I will also use a reflexive approach analyzing the crossover of my own culture, political standing, social influences, and ideological origins and how the outside influences mold my own. Results indicate shifts towards an awareness of feminisms and intersectionality, specifically towards political activity, discourse, and ideological shifts. This study reveals implications about how academic engagement at the collegiate level can shape ideologies and create greater self-awareness.
Location: Integrated Science Center 201
C44. “Cultivating Creative Scholarship in the Minnesota Intercollegiate Honor Band”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Ann Vanderlinde, Aneleise Martinson, Isaak Montemayor, Bryant Neumann
Mentored by: Dr. Jennifer Hawkinson
Abstract
Collegiate musicians from colleges and universities across Minnesota are selected annually through a nomination process to the Intercollegiate Honor Band (ICHB) hosted by the Minnesota chapter of the College Band Directors National Association. The two days of rehearsal culminated in a concert performance under the direction of collegiate guest conductors from state institutions and included the world premiere of a new work written for the ensemble. Four students represented Concordia College in the 2025 event. This presentation on their creative activity as members of this ensemble will explore four areas: the guest conductors, repertoire, the commissioned work, and the commissioned composer. Within each of these areas, the presenters will share how the conductors and repertoire contributed to their musical growth, a compositional analysis of the commissioned work, and the composer and the need for new musical works by composers of color who are traditionally underrepresented in the canon of wind band repertoire.
C45. WITHDREW
C46. “Freedom to Read: A Local Activism Project”
3:00 p.m. – 3:10 p.m. | Nano
Student Presenter(s): Alyssa Czernek
Mentored by: Dr. Amy Watkin
Abstract
In recent years, book banning has increased across the United States. Despite the current administration trying to dismiss book banning as a “hoax,” marginalized voices such as people of color and members of the LGBTQ+ community are being targeted and negatively impacted by these bans. During the 2023-2024 school year, there were 10,000+ instances of book bans across the United States. Of these banned books, 44% featured people and characters of color, and 39% featured LGBTQ+ people and characters. For my women and gender studies class, I have to complete an activism project. I am purchasing banned books written by women of color and distributing them to Little Free Libraries across the Fargo-Moorhead area with informational bookmarks that include information about book banning to raise awareness on this issue. Some people live too far from libraries and can’t make the commute regularly enough to utilize their services. By distributing these books to Little Free Libraries, community members can access these banned books for free without having to commute.
Location: Integrated Science Center 260
C47. “’Meta’s Misinformation Dilemma: The Motive Behind Fact-Checking Rollbacks.’ A rhetorical analysis of the controversy and potential motivations behind Meta’s decision.”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Tate Inniger, Aidan Sears
Mentored by: Dominic Meyers
Abstract
The removal of fact-checking from Meta’s social media platforms has raised significant ethical and societal concerns, particularly regarding misinformation and the role of corporations in regulating digital discourse. This research examines Meta’s motivations behind this decision through the lens of corporate interests, political influence, and user engagement. Drawing from corporate responsibility frameworks and media ethics, this study argues that Meta’s move is driven primarily by financial incentives, the desire to appease certain political groups, and the prioritization of user engagement over factual accuracy. Through a qualitative analysis of Meta’s public statements, financial reports, and expert commentaries, this research aims to uncover the underlying reasons behind the company’s policy shift. The findings suggest that eliminating fact-checking aligns with Meta’s broader strategy of minimizing content moderation costs while maximizing user retention and ad revenue. Additionally, the study anticipates that this decision will lead to increased misinformation, reduced accountability, and a shifting perception of Meta’s role in the information ecosystem. By critically evaluating these motivations, this research contributes to the ongoing debate about corporate responsibility in the digital age and the ethical implications of profit-driven content policies.
C48. “Ctrl + Alt + Understand: Navigating the Changing Role of Digital Literacy in our Communities”
3:00 p.m. – 3:40 p.m. | Panel
Student Presenter(s): Jade Ford, Kiya McLaurin, Emma Ravnaas, Elisabeth Grack, Olivia Feigum, Abby Fisette, Parsley Sternhagen, Mariana Martins Carvalho
Mentored by: Dr. Samantha Archer
Abstract
Digital literacy is a critical skill that shapes how individuals and communities access information, engage with technology, and navigate digital spaces. As technology continues to evolve, the ability to critically assess, interpret, and use digital information has become essential for meaningful participation in an increasingly complex digital landscape. This panel examines the changing role of digital literacy across diverse settings and explores its impact on information access, evaluation, and engagement. Composed of multiple independent research projects in progress by students in COM 484: Computer-Mediated Communication, this panel investigates how different generations, professions, and communities perceive and practice digital literacy in their daily lives. Students are exploring digital literacy as it applies to various groups and professions, including how educators integrate digital literacy across disciplines, how healthcare professionals adapt to digital tools for patient communication, and how marginalized groups leverage online platforms for advocacy and identity formation. Their research also examines how young adults seek, evaluate, and trust financial information online, how digital literacy influences generational divides, and how evolving patterns of information seeking, relationship building, and trust shape digital participation. As digital environments continue to expand, gaps in digital literacy create barriers to equitable engagement and access. This panel underscores the urgent need to cultivate adaptable, inclusive digital literacy skills that empower individuals and communities to critically navigate technology, engage responsibly in digital spaces, and participate effectively in an increasingly digital world.
Location: Integrated Science Center 301
C49. “Uncomfortably Familiar: Snapshots from Nan’s Life”
2:40 p.m. – 3:00 p.m. | Classic
Student Presenter(s): Annika Rickbeil
Mentored by: Dr. Susan Lee
Abstract
In this paper I argue that photographer Nan Goldin (b. 1953) utilizes the specific of her Lower East Side (New York) queer community to understand a universal experience. Goldin’s appropriation of domestic, traditional family photography coupled with her technical approach create an oeuvre that connects the audience to the subjects by making the viewer feel uncomfortably familiar, therefore urging personal introspection. In Misty and Jimmy Paulette in a taxi, NYC, 1991 the mundanity of the scene coupled with the striking presence of two drag queens forces the audience to confront them from the same perspective as Goldin’s. Scholar Harrison Adams, argues that Goldin destabilizes and challenges assumptions about the identity of the viewer, writing that by utilizing her own relationships, Goldin is forcing the audience to constantly vacillate between partial and impartial viewpoints. By looking at the artists Sally Mann (b. 1951) Weegee (1899-1968), and Diane Arbus (1923-1971), I compare Goldin’s portfolio and showcase the ways in which her oeuvre differentiates from and parallels these other artists. Goldin and Weegee operate under the same desire for capturing reality but work with opposing means to capture that reality. Mann also appropriates tropes common in family photography by utilizing her subject/artist relationship to encourage introspection. Lastly by utilizing similar subject matter but highly different technical styles, Arbus and Goldin evoke discourse surrounding the power of Goldin’s subjective point of view.
C50. “Duane Mickelson: Documenting the Legacy of a Local Artist”
3:00 p.m. – 3:20 p.m. | Classic
Student Presenter(s): Belem Ortega
Mentored by: Dr. Susan Lee
Abstract
Duane Mickelson is an artist whose legacy remains in the local community, even after nearly ten years since his death. Friends, faculty, and other art lovers continue to honor him through a pariah of ways; ranging from the Duane K. Memorial Endowed Scholarship and the Rourke allowing a collection of his works to be displayed indefinitely in their gallery. However, the documentation of archival materials offering a deeper exploration into Duane’s life and work has not been established— until now. This presentation will cover the archival work done to create a digitized collection of materials that were supplied by the Concordia College Archives and donated by Dwight Mickelson (who is the younger brother of Duane and currently a faculty member at Concordia College). The collection features physical objects ranging from exhibition pamphlets to photographs processed via digitization methods. Additional digitized materials include a student-conducted 30-minute interview from December 15, 2004, and audio-recorded interviews conducted with Dwight Mickelson, Ross Hilgers, and Heidi Goldberg; all of which highlight the deeper qualities of what made Duane such a renowned artist and educator.
C51. “From Dig to Pedestal: The Life of an Archeologial Artifact”
3:20 p.m. – 3:30 p.m. | Pecha Kucha
Student Presenter(s): Ellie Bergsten
Mentored by: Dr. Heather Waddell Dr. Susan Lee
Abstract
Within the heritage and museum field, taking care of objects is the top priority. Conservation is a cornerstone process of restoring and preserving objects. Dr. Heather Waddell’s privately owned Lekythos was a case file for understanding the role conservation plays in the interpretation and preservation of Ancient Greek pottery and the life of an archaeological artifact from the dig to the museum. To better understand conservation’s role, the Midwest Art Conservation Center (MACC) conservators documented their process and provided insight into conservation. They handled the Lekythos for cleaning and restoration of the foot. To accurately recreate the missing foot, research into lekythoi was vital. Extant examples and other scholarly writing inform us about the use and shape of these objects and aid in accurately and ethically restoring broken pieces. The successful conservation and research then could be transformed into an exhibition in the Bridge of Olin and the Cyrus M. Running Gallery displaying the Lekythos and presenting the story of an object’s life to the public.