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University of Arizona Innovation Generated $1.6 Billion in Economic Output Over 5 Years

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The Office for Research, Innovation and Impact supports the world-class research enterprise at the University of Arizona, which has more than $761 million in research activity. Our researchers continue to forge innovative pathways, form powerful collaborations and make remarkable discoveries.

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Project Lifecycle

Announcements

Link: Friday, August 5, 2022

Research, Innovation and Impact (RII) and the Office of the Provost are excited to announce the recipients of the Hispanic Serving Institution (HSI) Faculty Seed Grant Program.

The requests for proposals opened to all University of Arizona faculty in April 2022. Ten proposals were received and were reviewed by 14 faculty members from across the institution. Six proposals were awarded funding for AY 2022-2023. Congratulations to the award recipients! Read more about the funded projects below.

Overview:

The HSI Faculty Seed Grant Program is offered through Faculty Affairs and HSI Initiatives with funding from Research, Innovation, and Impact (RII). The goal of the fund is to support scholarly research and creative work among early-career faculty which enriches the UArizona’s designation as an HSI, and advances scholarship that directly impacts Latinx/a/o and BIPOC (Black, Indigenous, and People of Color) students and communities, and advances UArizona’s Purpose and Values around integrity, compassion, exploration, adaptation, inclusion, and determination.

Projects:

Recipients

Felina Cordova-Marks, Assistant Professor, Health Promotion Sciences, Mel & Enid Zuckerman College of Public Health; Jennifer Erdrich, Assistant Professor, Surgery, College of Medicine – Tucson

Abstract

American Indian/Alaska Natives (AI/AN) face greater disparities in breast cancer treatment outcomes than Non-Hispanic White Women. Historically, AI/AN females receiving medical care have been coerced and or forcibly treated with varying levels of consent occurring/not occurring. The goal of this project is to determine the cancer treatment decision making process, including the process for consenting to treatment (such as mastectomy), and overall treatment experience of Pascua Yaqui breast cancer patients, survivors, and the role that their caregivers play in the treatment decision making process (N=60). This project utilizes a Community Based Participatory Research and mixed-methods approach, including a survey and semi-structured interviews with participants. Outcomes include increasing the capacity of UA Indigenous student researchers, reports for the Pascua Tribe on how their breast cancer patients are being consented for cancer treatment, as well as the types of cancer treatment they are choosing, and developing a culturally responsive health promotion tool for Pascua Yaqui breast cancer survivors, patients, and their caregivers that will facilitate patient understanding of the consent process for cancer treatment and surgical cancer treatment.

Recipients

Anna Josephson, Assistant Professor, Agricultural and Resource Economics, College of Agriculture and Life Sciences; Na Zuo, Assistant Professor of Practice, Agricultural and Resource Economics, College of Agriculture and Life Sciences; Katherine Speirs, Assistant Specialist, Early Childhood/Childhood Development, Norton School of Family and Consumer Sciences, College of Agriculture and Life Sciences

Abstract

The proposed project investigates the dynamics of food insecurity on college campuses and, in particular, the heterogeneous effects among BIPOC (Black, Indigenous, and People of Color) students. Food insecurity is an issue of racial equity. Through structural racism, marginalized individuals and families have dealt with poverty and food insecurity at a higher rate than non-Hispanic white individuals and families. Hispanic and BIPOC students begin their time at UA facing an increased likelihood of food insecurity - and are more likely to experience food insecurity as students. When students have trouble securing sufficient food, they have trouble completing their education. As Hispanic and BIPOC students already face lower rates of retention and graduation at UA, food insecurity is yet another hurdle which they must overcome in order to obtain their education. We seek to contribute to the Hispanic Serving Institution (HSI) mission of the UA through the Project Aims presented in Box 1 of the proposal. We seek to understand the constraints in ensuring food security faced by students at the UA, to make recommendations to alleviate these constraints, and to quantify the return on investment to UA of alleviating these constraints for students.

Recipients

Jacqueline Barrios, Assistant Professor, Public and Applied Humanities, College of Humanities with collaborators: Ana Maria Alvarez, Founder and Director, Contra Tiempo Activist Dance Theater; Leigh-Anna Hidalgo, Assistant Professor, Department of Ethnicity, Race, and Migration, Yale University

Abstract

I propose to pilot a program for arts and activism residencies at UArizona, specifically within the Public and Applied (PAH) Humanities core curriculum, as part of a larger goal to cultivate QT BIPOC student access to humanities and arts fields. The “HSI-PAH Artist-in-Residence Program: Arts Praxis, Servingness & the Public Humanities” will bring two teaching artists to collaboratively design separate 3-week units as part of PAH 200, "Introduction to Applied and Public Humanities." This grant will fund teaching artist visits to Tucson where they will provide hands-on immersive instruction to students on methods drawn from their own practice, from choreographic labs to comic-book based graphic design. A larger public engagement for the wider UArizona community (artist talk, performance, showing or demo) will be planned as a part of the residencies, one of which will feature a showcase of student work from the project.

Recipients

Regina Deil-Amen, Professor, Educational Policy Studies and Practice, College of Education, Ashley Domínguez Lopez, Assistant Professor, Teaching Learning and Sociocultural Studies, College of Education; Julio Cammarota, Professor, Teaching Learning and Sociocultural Studies, College of Education; Amelia Kraehe, Associate Professor, School of Art, College of Fine Arts

Abstract

The proposed project advances and broadens a cross-disciplinary curriculum to provide students at two HSI universities –The University of Arizona (UArizona) and The University of Puerto Rico, Cayey (UPR, Cayey) with the critical and creative tools needed to understand how BIPOC students are affected by and respond to the crises around them. This project is made possible by the close collaboration between faculty within the Colleges of Education and Fine Arts and inter-institutional collaborations between UArizona and UPR, Cayey. Education and Cayey will offer (TLS 418/518 and INTD 4116) Participatory Action Research courses with the long term plan to expand to Fine Arts. While these universities share a federal designation as Hispanic-serving Institutions, each offers a distinct cultural and curricular context. Thus, lessons learned from implementing the Creative Resistance course sequence across two HSI institutions will be especially useful to other Hispanic and Minority Serving Institutions exploring experiential curricular and cross-disciplinary approaches to servingness. Students from each campus will work together on PAR projects addressing problems affecting BIPOC students within vastly different cultural contexts. These collaboratives represent vital student networks across contexts where they can support each other in their educational and community praxis and pursuit of graduate school.

Recipients

Daniel Martinez, Associate Professor, Sociology, College of Social and Behavioral Sciences; David Garcia, Associate Professor, Health Promotion Sciences, Mel & Enid Zuckerman College of Public Health; Adriana Maldonado, Postdoctoral Research Associate I, Health Promotion Sciences, Mel & Enid Zuckerman College of Public Health

Abstract

Background: Hispanic Serving Institutions (HSIs) play a crucial role in recruiting, retaining, and graduating Latinx students via the provision of social and academic support, culturally relevant coursework, and an environment of “servingness” that facilitates mentoring and training Latinx students and engaging them in culturally relevant research projects. One critical issue affecting many Latinx students and their families is blocked access to medical care, which is a social determinant of health that contributes to disparities evidenced in immigrant, ethnic minority, and low-income populations.

Methods: “Salud Sin Fronteras” expands existing qualitative research frameworks on healthcare barriers by employing a “life-course” approach to examine the associations between early life health experiences and medical and lay care seeking practices post-migration. To assess these relationships, our research team developed a novel quantitative survey instrument that is being administered to 300 Mexican-origin adults in southern Arizona.

Outcomes & Significance: Salud Sin Fronteras will train Latinx students in quantitative research skills, enhance and support racial and cultural ways of knowing, and help extend the HSI mission across the UArizona campus. Moreover, outcomes will expand our understanding of the binational implications of blocked medical care access that can inform health interventions designed to promote wellness and care access.

Recipients

Megan Carney, Associate Professor, School of Anthropology, College of Social and Behavioral Sciences; Laurel E Bellante, Assistant Professor of Practice, School of Geography, Development, and Environment, College of Social and Behavioral Sciences

Abstract

The Future of Food and Social Justice foregrounds youth storytelling to advance a more equitable, socially and racially just vision for the future of food. Using feminist and participatory methods to engage structurally marginalized youth in southern Arizona, this project will enrich UA’s HSI designation, generate a template for community engagement of interest and potential benefit to other MSIs, and also make important contributions to scholarship advancing the struggles of QT BIPOC. We aim to engage and train at least 30 youth from structurally marginalized backgrounds from across southern Arizona in the project activities and to solicit at least 15 stories on the future of food and social justice in the form of: a short story, essay or statement; audio or video recordings; and brief interviews. Results of the project will be disseminated through digital newsletters, social media outlets, op-eds (locally and nationally), and peer-reviewed publications, while making important contributions to theory on archival activism and decolonial knowledge production as well as interventions to right to food and food studies. Participants of the project will also play an active role in archiving and sharing stories back with their communities.

Link: Thursday, March 31, 2022

The NIH’s new Data Management and Sharing Policy will go into effect January 2023. This is an entirely new policy that will apply to all NIH-funded projects that generate scientific data. As a PI on a current NIH award (or an active applicant for NIH funding), we want to make you aware of this coming change and encourage you to begin preparing for it. University Libraries and Research, Innovation & Impact are actively developing resources to support you in this endeavor.   

Next steps 

Please review existing resources and preliminary guidance to prepare your current NIH grant(s) and any new proposals for the policy change.  

Under the new NIH policy, researchers are required to include detailed plans on how data will be managed and shared during the entire funded period, including: 

  • Data storage 
  • Access policies and procedures 
  • Preservation 
  • Metadata standards and distribution approaches 

You must submit a Data Management and Sharing Plan to comply with the new policy. Compliance with the submitted DMS plan will become a term of condition during the award funding period.    

More information  

For more information, please review the NIH DMS Policy resource webpage. For questions or to request a consult, email the Library Data Management team. We will provide ongoing updates to assist researchers and research assistants with this transition. 

Link: Friday, March 25, 2022

Dear Colleagues,

With the recent update to the face covering guidance and FAQ, we will transition to Phase 6 of the Research Restart Plan. Under this final phase of the plan, all types of on-site research are allowed. It is important, however, that we all remain vigilant in protecting the University community and continue to follow campus recommendations for testingvaccination, and work arrangements

Face Covering Guidance

The Research Restart Plan follows University's face covering guidance.  Based on current public health conditions and aligned with CDC guidance, masks are recommended, but not required, in most indoor spaces including classrooms.  

We will continue to require that surgical masks or higher-grade masks be worn:

  • in any building/facility that is operated by or affiliated with the University where patients or human research subjects participating in clinical research are seen in person;
  • in locations where personal protective equipment (including masks) has always been required to maintain safety protocols for situations with high hazards, such as areas where regulated chemicals are used or stored and other laboratory settings; and
  • inside a Cat Tran shuttle or any other public transportation provided by the University, as recommended by the CDC and TSA.

Surgical masks are three-ply disposable masks. Higher grade masks include KN95 or KF94 masks. 

Locations and/or environments that require the use of respiratory protection (N95) must be enrolled in the University Respiratory Protection Program. Researchers are responsible for ensuring their staff – including employees, students and DCCs – and visitors use the appropriate face coverings and/or PPE for the setting.  

Voluntary use of N95 Respiratory Protection 

Use of self-supplied N95 respirators continues to be allowed, but individuals choosing to use an N95 must follow the UArizona Voluntary Use of Respiratory Protection During COVID-19 guidelines.

Although employees voluntarily choosing to wear an N95 mask are not required to have their N95 mask fit tested, the University will offer N95 fit testing for faculty, staff or students who voluntarily choose to provide and wear their own N95 respirator. Contact Risk Management Services at 520-621-1790 or risk@arizona.edu to request an N95 fit test.

RII will continue to monitor conditions and changes to University protocols and communicate the most updated information to this group. I am grateful for your thoughtful approach to continuing research as we mark the two-year anniversary of navigating the pandemic response.

Elizabeth "Betsy" Cantwell
Senior Vice President for Research and Innovation

FAQs

Researchers ask great questions. We've done our best to answer them. Below is a random sampling of a few of these.

A Data Use Agreement (DUA) is a specific type of agreement that is required under the HIPAA Privacy Rule and must be entered into before there is any use or disclosure of a Limited Data Set (defined below) from a medical record to an outside institution or party for one of the three purposes: (1) research, (2) public health, or (3) health care operations purposes.  A Limited Data Set is still Protected Health Information (PHI), and for that reason, HIPAA Covered Entities or Hybrid Covered Entities like The University of Arizona (UA) must enter into a DUA with any institution, organization or entity to whom UA discloses or transmits a Limited Data Set. 

At a minimum, any DUA must contain provisions that address the following:

1.    Establish the permitted uses and disclosures of the Limited Data Set--narrowly describes the use/disclosure and outlines parameters of specific purpose (research, public health or health care operations).

2.    Identify who may use or receive the information;

3.    Prohibit the recipient from using or further disclosing the information, except as permitted by the agreement or as otherwise permitted by law;

4.    Require the recipient to use appropriate safeguards to prevent an unauthorized use or disclosure not contemplated by the agreement;

5.    Require the recipient to report to UA any use or disclosure to which it becomes aware;

6.    Require the recipients to ensure that any agents (including any subcontractors) to whom it discloses the information will agree to the same restrictions as provided in the agreement; and

7.    Prohibit the recipient from identifying the information or contacting the individuals.

Additionally, Covered Entities, or Hybrid Covered Entities like UA, must take all reasonable steps to cure a recipient's breach of the DUA.  For example, if UA learns that data it provided to a recipient is being used in a manner not authorized under the DUA, then notify the UA Privacy Officer and UA will work with the recipient to correct this problem.  If these efforts are unsuccessful, UA would be required to cease any further disclosures of PHI to the recipient under the DUA and report the matter to the federal Department of Health and Human Services Office for Civil Rights.

Topic(s):
Data Use Agreement
HIPAA Privacy Program

We recommend that you take a proactive role in identifying relevant funding opportunities. To assist you, we have provided helpful resources including a list of hand-curated funding opportunities for Early Investigators, and a compilation of search databases, funding sources, and distribution lists.

Topic(s):
Early Investigators
Research Development

Investigators must:

1.    Complete the Required COI Disclosure Training after July 1, 2021.
2.    Complete the Required COI Disclosure Training once every 4 years thereafter.
Note:  OROI may direct an Investigator to complete the training more frequently.
3.    Submit an annual certification.  This can be an Annual Disclosure Certification or Research Certification.
4.    Update their certification within 30 days of a change to an existing Outside Interest.
5.    Update their certification within 30 days of acquiring a new Outside Interest.
6.    Submit a Research Certification for all non-sponsored and sponsored Research.
 

Topic(s):
Research Investigators
Office for Responsible Outside Interests

Research Facilities