De-Risking Transdisciplinary Research by Creating Shared Values

This Lessons Learned Paper describes a yearlong faculty development pilot program that was designed to help a team of faculty de-risk their pursuit of wicked research problems. Wicked problems are extraordinarily difficult to solve due to their incomplete, contradictory, and at times changing requirements. They often include multiple stakeholders with competing interests and worldviews. As a result, they are risky by definition because they are difficult to fund, publish, and collaborate on. Presented here, a team of eleven faculty, from six different academic units, explored their personal and professional values during an initial off-site two and a half day retreat. These values were repeatedly revisited when discussing the implications of the team working together on their curriculum, tenure and promotion guidelines, hiring criteria, and pursuit of wicked problems. Faculty representation included all ranks from a brand new assistant professor to several full professors. This paper will discuss the background and implementation of our program, along with key lessons learned and how we are building on those lessons

Lessons Learned About Building an ASSERTive Community

One of our observations in this lessons learned paper is that there is underwhelming faculty development related to scholarship other than on how to submit and sometimes how to write proposals. This de facto service model misses everything outside of the proposal-writing process; which is the least important, but is often the most celebrated, rewarded, and supported phase. Inspired by national Centers for Teaching & Learning, and modeled after the emerging Communities of Transformation literature, we are piloting a Center for Transformative Research at Boise State University. The vision of our Center is to build and sustain an ASSERTive community -- for Aligning Stakeholders and Structures to Enable Research Transformation (ASSERT). Faculty members from across campus were recruited to participate as fellows to explore what it means to be a scholar and how to move a bold and transformative idea forward. To minimize the energy to apply, the application process included an Instagram post, Twitter response, and/or haiku. Fifteen faculty were selected for the cohort of fellows. To ensure university-wide accountability, a memorandum of understanding was signed by each fellow, as well as their Provost, Vice President for Research & Economic Development, College or School Dean, and Department Chair. Once signed, each fellow was asked to complete a survey and participate in an individual structured interview with the PI and co-PI. These allowed us to determine the specific needs of each fellow, providing validation or perhaps challenging our a priori observations of risk inhibitors at Boise State that prevent germination of bold ideas. By studying the fellows, we were able to look at what may inhibit them from taking risks – personal attributes and beliefs, and structural and cultural issues within their academic units, the university, and in their academic fields. Based on the survey results and individual structured interviews, programming was developed and tailored to the needs of the fellows. An off-campus retreat was held. In addition to the off-campus retreat, on-campus workshops were custom-made for the fellows and included: (a) how to germinate transformative ideas by no longer seeing ideas as precious; (b) how to become an effective collaborator by adapting the Toolbox Project; (c) how to move ideas forward by drawing on the game “Chutes & Ladders” where the chutes represent common obstacles and the ladders are shortcuts; (d) how to manage time at work, and in life; and (e) how to classify, understand, and know when and how to implement intentional versus emergent research strategies. As a culminating activity, the faculty then pitched their ideas to university and community leadership. In conjunction with this pitch event, an advocate was assigned to each fellow to help connect their ideas to future resources. From our motivation to our faculty application to our custom learning community, lessons learned will be shared via a lightning talk

An Online Educational Program Improves Pediatric Oncology Nurses’ Knowledge, Attitudes, and Spiritual Care Competence

This study evaluated the potential impact of an online spiritual care educational program on pediatric nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. It was hypothesized that the intervention would increase nurses’ positive attitudes toward and knowledge of spiritual care and increase nurses’ level of perceived spiritual care competence. A positive correlation was expected between change in nurses’ perceived attitudes toward and knowledge of spiritual care and change in nurses’ perceived spiritual care competence. A prospective, longitudinal design was employed, and analyses included one-way repeated-measures analysis of variance, linear regression, and partial correlation. Statistically significant differences were found in nurses’ attitudes toward and knowledge of spiritual care and nurses’ perceived spiritual care competence. There was a positive relationship between change scores in nurses’ attitudes toward and knowledge of spiritual care and nurses’ spiritual care competence. Online spiritual care educational programs may exert a lasting impact on nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. Additional studies are required to evaluate the direct effects of educational interventions patient outcomes

Vertically Integrated Projects (VIP) Programs: Multidisciplinary Projects with Homes in Any Discipline

A survey of papers in the ASEE Multidisciplinary Engineering Division over the last three years shows three main areas of emphasis: individual courses; profiles of specific projects; and capstone design courses. However, propagating multidisciplinary education across the vast majority of disciplines offered at educational institutions with varying missions requires models that are independent of the disciplines, programs, and institutions in which they were originally conceived. Further, models that can propagate must be cost effective, scalable, and engage and benefit participating faculty. Since 2015, a consortium of twenty-four institutions has come together around one such model, the Vertically Integrated Projects (VIP) Program. VIP unites undergraduate education and faculty research in a team-based context, with students earning academic credits toward their degrees, and faculty and graduate students benefitting from the design/discovery efforts of their multidisciplinary teams. VIP integrates rich student learning experiences with faculty research, transforming both contexts for undergraduate learning and concepts of faculty research as isolated from undergraduate teaching. It provides a rich, cost-effective, scalable, and sustainable model for multidisciplinary project-based learning. (1) It is rich because students participate multiple years as they progress through their curriculum; (2) It is cost-effective since students earn academic credit instead of stipends; (3) It is scalable because faculty can work with teams of students instead of individual undergraduate research fellows, and typical teams consist of fifteen or more students from different disciplines; (4) It is sustainable because faculty benefit from the research and design efforts of their teams, with teams becoming integral parts of their research. While VIP programs share key elements, approaches and implementations vary by institution. This paper shows how the VIP model works across sixteen different institutions with different missions, sizes, and student profiles. The sixteen institutions represent new and long-established VIP programs, varying levels of research activity, two Historically Black Colleges and Universities (HBCUs), a Hispanic-Serving Institution (HSI), and two international universities1. Theses sixteen profiles illustrate adaptability of the VIP model across different academic settings

Immune sensing of Candida albicans requires cooperative recognition of mannans and glucans by lectin and Toll-like receptors

Peer reviewedPublisher PD

Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture

Seasonal SIMS δ18O record in Astarte borealis from the Baltic Sea tracks a modern regime shift in the NAO

IntroductionAstarte borealis holds great potential as an archive of seasonal paleoclimate, especially due to its long lifespan (several decades to more than a century) and ubiquitous distribution across high northern latitudes. Furthermore, recent work demonstrates that the isotope geochemistry of the aragonite shell is a faithful proxy of environmental conditions. However, the exceedingly slow growth rates of A. borealis in some locations (<0.2mm/year) make it difficult to achieve seasonal resolution using standard micromilling techniques for conventional stable isotope analysis. Moreover, oxygen isotope (δ18O) records from species inhabiting brackish environments are notoriously difficult to use as paleoclimate archives because of the simultaneous variation in temperature and δ18Owater values.MethodsHere we use secondary ion mass spectrometry (SIMS) to microsample an A. borealis specimen from the southern Baltic Sea, yielding 451 SIMS δ18Oshell values at sub-monthly resolution.ResultsSIMS δ18Oshell values exhibit a quasi-sinusoidal pattern with 24 local maxima and minima coinciding with 24 annual growth increments between March 1977 and the month before specimen collection in May 2001.DiscussionAge-modeled SIMS δ18Oshell values correlate significantly with both in situ temperature measured from shipborne CTD casts (r2 = 0.52, p<0.001) and sea surface temperature from the ORAS5-SST global reanalysis product for the Baltic Sea region (r2 = 0.42, p<0.001). We observe the strongest correlation between SIMS δ18Oshell values and salinity when both datasets are run through a 36-month LOWESS function (r2 = 0.71, p < 0.001). Similarly, we find that LOWESS-smoothed SIMS δ18Oshell values exhibit a moderate correlation with the LOWESS-smoothed North Atlantic Oscillation (NAO) Index (r2 = 0.46, p<0.001). Change point analysis supports that SIMS δ18Oshell values capture a well-documented regime shift in the NAO circa 1989. We hypothesize that the correlation between the SIMS δ18Oshell time series and the NAO is enhanced by the latter’s influence on the regional covariance of water temperature and δ18Owater values on interannual and longer timescales in the Baltic Sea. These results showcase the potential for SIMS δ18Oshell values in A. borealis shells to provide robust paleoclimate information regarding hydroclimate variability from seasonal to decadal timescales

Marine Ecoregion and Deepwater Horizon Oil Spill Affect Recruitment and Population Structure of a Salt Marsh Snail

Marine species with planktonic larvae often have high spatial and temporal variation in recruitment that leads to subsequent variation in the ecology of benthic adults. Using a combination of published and unpublished data, we compared the population structure of the salt marsh snail, Littoraria irrorata, between the South Atlantic Bight and the Gulf Coast of the United States to infer geographic differences in recruitment and to test the hypothesis that the Deepwater Horizon oil spill led to widespread recruitment failure of L. irrorata in Louisiana in 2010. Size-frequency distributions in both ecoregions were bimodal, with troughs in the distributions consistent with a transition from sub-adults to adults at ~13 mm in shell length as reported in the literature; however, adult snails reached larger sizes in the Gulf Coast. The ratio of sub-adults to adults was 1.5–2 times greater in the South Atlantic Bight than the Gulf Coast, consistent with higher recruitment rates in the South Atlantic Bight. Higher recruitment rates in the South Atlantic Bight could contribute to higher snail densities and reduced adult growth in this region. The ratio of sub-adults to adults in Louisiana was lower in 2011 than in previous years, and began to recover in 2012–2014, consistent with widespread recruitment failure in 2010, when large expanses of spilled oil were present in coastal waters. Our results reveal an important difference in the ecology of a key salt marsh invertebrate between the two ecoregions, and also suggest that the Deepwater Horizon oil spill may have caused widespread recruitment failure in this species and perhaps others with similar planktonic larval stages