IDR AS A SURVIVAL MECHANISM Dr. Kristin Gosselink Associate - - PowerPoint PPT Presentation

IDR AS A SURVIVAL MECHANISM

• Dr. Kristin Gosselink

Associate Professor, Biological Sciences - Border Biomedical Research Center (BBRC) Associate Dean, College of Science

How I learned to hate my calendar…

Peer-reviewed publications since 2013

Sierra-Fonseca, J.A. and K.L. Gosselink. Tauopathy and neurodegeneration: a role for stress. Neurobiol

• f Stress 9: 105-112, 2018.

Ramos-Muniz, M.G.*, M. Palfreeman**, M.A. Sanchez, N. Setzu**, K.M. Garza, K.L. Gosselink, C. Spencer and P. Saenz Portillo. Obesity exacerbates the cytokine storm elicited by Francisella tularensis infection of females and is associated with increased mortality. Biomed Res Int. 2018:3412732, 2018. Flores, I.E.**, J.A. Sierra-Fonseca, O. Davalos**, L.A. Saenz**, M.M. Castellanos**, J.K. Zavala* and K.L.

• Gosselink. Stress alters the expression of cancer-related genes in the prostate. BMC Cancer 17: 621,

2017. Gosselink, K.L., L.E. O’Dell and C.E. Bond-D’Arcy*. Short review: Intermittent vibration increases methamphetamine intake in rats. J. Alc. Drug Depend. Subst. Abuse 2: 005, 2016. D'Arcy, C*., J.E. Luevano*, M. Miranda-Arango, J.A. Pipkin*, J. Jackson**, E. Castaneda, K.L. Gosselink and L.E. O'Dell. Extended access to methamphetamine self-administration up-regulates dopamine transporter levels 72 hours after withdrawal in rats. Behav. Brain Res. 296: 125-128, 2015. Mejia, G.E.*, K.L. Gosselink, D.G. Pérez-Ishiwara and A. Martinez-Martinez. Oxidant/antioxidant effects

• f chronic exposure to predator odor in prefrontal cortex, amygdala and hypothalamus. Mol. Cell.
• Biochem. 406(1-2): 121-129, 2015.

Mejia, G.E.*, K.L. Gosselink, L.A. de la Rosa, D.G. Pérez-Ishiwara and A. Martinez-Martinez. Evaluation

• f antioxidant enzymes in response to predator odor stress in prefrontal cortex and amygdala.

Neurochem J. 8(2): 125-128, 2014.

Another 4 currently in prep /submission

Grants submitted since 2013

• Total = 30

(1 currently in preparation)

• Interdisciplinary = 21
• Funded = 6

(1 currently pending) - Nearly $6.5M, 4 as PI or Co-PI – All are interdisciplinary, but my role in 4 of them is based on my central research interests of neuroscience and stress.

• Training, Neuroscience, HPV/Cancer, Aging, Obesity

– NIH

• NIDA (SMART MIND, VIDA, VIDA CARTT); NIMH
• NINR, NIA, NCI

– NSF

• LSAMP, IUSE, NRT

– Multiple Foundations, UT System, CPRIT, UTEP, CoS

Benefits

• Maintain productivity (and sanity?)
• Work with great colleagues
• Satisfy a wide range of curiosities and ideas
• Develop new research questions and avenues

SUSTAINABLE COMMUNITY-ENGAGED INTERDISCIPLINARY RESEARCH: PARTNERHIP VERSUS PROJECT

• Dr. Thenral Mangadu

Associate Professor, Public Health Sciences

Successful community partnership characteristics

• Elements of an authentic partnership (CCPH, 2017)
• Guiding principles of partnership
• Quality processes
• Meaningful outcomes
• Transformative experiences

Why do we work well together?

• “None of us are pushing a specific agenda-we just want to help our vulnerable and at

risk populations in whatever way we can.”

• “ We work as a team and are always open to brain storm and feedback that can help

us improve.”

• “Mutual respect, focus on outcomes, relevant research that has application to

agency’s purpose and services, clear communication”

What should academicians/researchers do/avoid to promote a partnership?

• To do: “they need to be willing to listen and learn from CBO’s. We work in two very

different worlds. If you choose to do work in our world-then let us teach you too.” “ We can help you understand things that are not taught in academia and teach you how to navigate in the community and build trust. Partnership-we work together, and learn together.”

• To avoid: “Ivory Tower” attitude, creating layers of bureaucracy, asking for excessive

staff time away from agency”

Establishing and sustaining community-engaged interdisciplinary research

Partnership

• Continuous
• Builds towards community,

institutional and personal transformation

• Strategic planning
• Mutually decided goals and
• utcomes

Project

• One point in time
• Mostly focuses on short-term

personal/department transformation

• Program planning
• Dictated by project

Research Evaluation Health Promotion Civic engagement Dissemination

Strategic and accurate documentation

• f programs’
• utcomes

20+ Presentations/ publications 8 MPH projects; ESG engagement; 102 peer educators; 16 RAs

US$ 7.9 million in funding in 6 years

UTEP CASFV DPH Aliviane Inc Partner networks 5000+ in direct services; social media products and reach

Our Partnership Model

Thank you! Questions/Comments?

Keeping your interdisciplinary team

• n task across institutions and

countries: A Tale of Two Projects

• Dr. Gaspare M. Genna

Professor, Political Science Director, North American Studies

“It was the best of times, it was the worst of times…”

• Charles Dickens (1859)

The Two Projects

North American Integration

• Fund for the Improvement of

Postsecondary Education

• Social Sciences & Business
• 12 universities in 3 countries
• Journal Special Issue
• Beyond Borders: Migration,

Security, and Cooperation in North America

• Edited Volume
• North American Integration: An

Institutional Void in Migration, Security, and Development

European Identity Project

• Fulbright Scholars
• Humanities, Social Sciences,

& Fine Arts

• 10 universities in 4 countries
• Edited Volume
• Jürgen Habermas and the

European Economic Crisis: Cosmopolitanism Reconsidered

Lessons Learned

• Disciplines have varying writing styles
• Essays vs. Research Papers
• The process of research in one is different than others
• Emphasis on Secondary vs. Primary Data
• Different approaches on how to handle external reviews
• Opposition vs. Accommodation
• Scholars from outside the US have different expectations

regarding publication outlets

• The meaning behind peer review

Best Practices

• Develop common expectations with the team members at the

start

• What will happen if expectations are not met?
• Create a schedule with approximate dates of milestones
• Flexibility only when absolutely necessary
• If you have multiple papers, use the team for the first round of

peer review

• Provide a common research framework and don’t omit the details

Lessons Learned from Building a Productive Interprofessional Education Community of Practice

• Dr. Celia Pechak

Associate Professor, Physical Therapy Program

• Dr. Margie Padilla

Clinical Associate Professor School of Pharmacy

Who We Are: Health-Focused Interprofessional Education Community of Practice

• Mission: To improve health outcomes of the Paso Del Norte community with particular

emphasis on underserved and vulnerable populations, by fostering interprofessional cultures and competencies.

• Vision: Bridging borders to improve the health and wellness of the Paso Del Norte Community.
• Aspiration Statement: To be a nationally recognized model of highly effective

interprofessional education that is driven by a shared passion to served underserved and/or vulnerable populations.

Current Active Members & Partners

• Rocio Alvarenga – Occupational Therapy
• Carla Campbell – Public Health
• Carla Ellis – Nursing
• Jana Gainok – Nursing (Co-Advocate)
• Vicki Howe – Pharmacy
• Patricia Lara – Speech-Language Pathology
• Chu-ling Lo – Rehabilitation Counseling
• Margie Padilla – Pharmacy (Co-Advocate)
• Celia Pechak – Physical Therapy (Co-Advocate)
• Connie Summers – Speech-Language Pathology
• Arlette Werthmann – Social Work
• Lynn Fuhrman – Paul Foster School of Medicine

2 Institutions 2 UTEP Schools / 1 UTEP College 9 Disciplines

3-Hour Case-Based Interprofessional Education Trainings

• Spring (2017 onward)

– Transgender client in an acute care setting

• Summer (2018 onward)

– Refugee client in detention

• Fall (2017 onward)

– Client experiencing homelessness – transitioning from hospital to shelter

At each training: Students from 6-8 disciplines ~120-220 students

What We Have Done Well

• Implemented trainings that have gotten overwhelmingly positive

feedback from students & faculty

• Created a training “template” that has supported sustainability

– Pre-test on Qualtrics – 20 minute overview of topic (2 of 3 on video) – Small group discussions (each team with 8-10 students) – Large group discussion – Profession-specific group reflections – Post-test and evaluation

Our Recommendations

• Define a mission & vision EARLY that your group members all truly care about
• Build shared leadership & accountability (e.g., co-advocate structure)
• Publish & present your work
• Accept that developing interprofessional education may be a messy process
• Believe it gets easier with time (it has!)

Deep Knowledge Integration through Convergent Learning

• Dr. Deana Pennington

Associate Professor, Geological Sciences

Challenges of Convergence

National Academy of Sciences (2015) Enhancing the Effectiveness of Team Science 1. 1. Hig High diversity 2. 2. Deep ep k knowledge edge integr egration 3. Large size 4. Goal misalignment 5. Permeable boundaries 6. Geographic dispersion 7. Task interdependence

11/9/2018

Deep Knowledge Integration across Disciplinary Perspectives

Ho How NOT to do this is

11/9/2018

Ad hoc dialogue No structure No progress Formal presentations Firm structure Little understanding

Use a lightly structured, participatory process

Convergent Learning

11/9/2018

Start: vague, ill-structured problem definition Shared problem formulation unfolds through time

Divergent thinking activities “Brainstorming” Expose individual perspectives Learn across perspectives Synthesis thinking activities Co Co-creat eate, e, nego negotiat iate, e, & inte tegrate using external representations (di diagrams, ch charts, e etc.) Convergent thinking activities Collaboratively eval aluat uate e alternatives

Ta Target

Pennington et al. (in review)

Synthesis Thinking Activities

• Facilitate participation and turn-taking
• Redefine problems from a variety of perspectives
• Explicitly include critical reflection on what has been said
• Expose differences in vocabulary and concepts
• Externalize individual mental models through visuals
• Co-create shared problem models through visuals
• Iterate, iterate, iterate!

Pennington et al. (in review)

Generate a cognitive system - it takes time!

11/9/2018

Components: People with diverse perspectives Collaboration tools Relevant technical resources Interac action

• ns:

Participatory, inclusive, and empowering leadership Ability to learn each others perspectives Development of common ground Adaptability & flexibility Within-team s structure & & function

• n

Emer ergen ence: Shared vision; Aligned research goals; New integrated conceptual frameworks

Other er p products: Social ties Collaboration skill Material artifacts Context/En /Environment Intrapersonal Factors Sociopolitical, Organizational/ Institutional Factors Physical, Social & Technologic Factors Scale ale Modified from Pennington (2011)

References

■ National Research Council. Enhancing the Effectiveness of Team Science: Committee on the Science of Team Science. Edited by N. J. Cooke and M. L. Hilton. Board on Behavioral, Cognitive, and Sensory Sciences, Division of Behavioral and Social Sciences and Education. Washington D.C.: The National Academies Press, 2015. ■ Pennington, D. “Bridging the Disciplinary Divide: Co-Creating Research Ideas in eScience Teams.” Computer Supported Cooperative Work, Special Issue on Embedding EResearch Applications: Project Management and Usability 20, no. 3 (2011): 165–96. ■ Pennington, D., S. Vincent, D. Gosselin, and K. Thompson. “Convergent Learning in Collaborative Socio-Environmental Problem Solving.” In review, 2018.

Interdisciplinary Research in the Social Sciences: Strengthening Research Methods to Enhance the Usefulness of Policy Recommendations

• Dr. David Knight

Assistant Professor, Center for Education Research and Policy Studies, Department of Educational Leadership and Foundations

• Education policy research with local and national impact
• Funding from the William T. Grant Foundation, the Spencer

Foundation, and the National Science Foundation

• Collaboration with the

American Institutes for Research (AIR) to study dual- credit education

https://www.utep.edu/education/cerps/resources /dual-credit.html

• 1. The Challenge
• Bring together researchers with diverse methodological

training to answer 6 wide-ranging research questions

• Enrollment trends, HB 505, naïve estimates and causal

effects, advising practices, rigor, and cost

• First study of its kind to comprehensively address Texas’s

most pressing concerns about dual credit education programs at scale

• Has potential to make Texas a thought leader in how to

effectively scale dual credit education programs

• 2. Benefits of Multiple-Methods Research
• Findings went beyond determining whether the reform “works”

(Enrollment trends, HB 505, causal effects, advising practices, academic rigor, and cost-Benefit)

• 3. Question Moving Forward
• What forms of qualitative research are valued?
• How can multiple-methods studies focus more on processes?
• What will be the roles of “what works” research and

“continuous improvement” research moving forward?