13th Annual NORDP
Research Development Conference

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Concurrent Sessions 6 | Wednesday, May 5 | 2:00 - 3:30 pm EDT


Lightning Talks

  • Institution Hop: Transitioning from an R2 to an R1 | Daniel Arriaga, University of Texas at Austin
    A personal account of a recent transition from an R2 to an R1 institution, including challenges associated therein, and lessons learned. The goal is to provide RD professionals with perspective on how transitioning between institutions can provide necessary vitality, career growth, and a renewed appreciation for the RD profession.

  • Grantsmanship on the Go - Create a New Resource for Time-Strapped Faculty | Katherine Duggan, Brown University
    In response to faculty facing remote work-related constraints on their time and motivation for grant writing, Brown University’s Office of Research Development developed “Grantsmanship on the Go” (GotG)--a list of activities that take an hour or less that can better position faculty for pursuing grants sometime in the future. The goal of this 5 minute Faculty Development lightning talk will be to showcase the GotG tool and empower others to launch similar resources at their institutions. At the conclusion of this talk, participants will walk away with a blueprint for producing a customized new resource for their own campus.

  • Growing Clinical and Translational Research at a Non-medical University | Wendy Hessler, University of Idaho
    Encouraging faculty members at institutions without a medical center or a history of clinical and translational research funding to apply for NIH R01 equivalent research opportunities is a challenge. This presentation will provide three key ideas to increase faculty awareness of and success in applying for NIH funding opportunities. Following the informal best practices initiated at the University of Idaho—a mid-size, graduate-degree granting, land-grant university—other similar institutions could provide early career faculty members with the confidence, knowledge, and support needed to add NIH to their funding portfolio.

  • Aligning Stakeholders and Structures to Enable Research Transformation (ASSERT) | Donna Llewellyn, Boise State University, and William Hughes, Boise State University
    Come hear how Boise State’s ASSERT (Aligning Stakeholders and Structures to Enable Research Transformation) program has effectively built a community of scholars, across rank and discipline, to enable faculty to germinate and move transformative research ideas forward, and how this program fills a gap in the research development ecosystem on our campus. We will show how we recruit faculty and build a cohort in order to break down personal, cultural, and structural obstacles to scholarly risk taking. We will also share testimonials from past participants about the impact of ASSERT on their research trajectories.

  • How a Short Burst of Activity Can Lead to Research-enriching Outcomes | Liza Scarborough, The University of Texas at Austin 
    This session will describe the conceptualization, implementation, and outcomes of a hybrid planning grant/seed funding mechanism that supports short-term bursts of activity for teams of researchers.  Called Pop-Up Institutes, these short-term bursts of activity have generated enough enthusiasm and buy-in from PIs to change the research landscape at a large, decentralized institution. Session participants will learn how a Pop-Up structure can overcome the typical programmatic barriers of time and resource constraints, as well as the key role RD professionals play in supporting Pop-Ups. We’ll evaluate past Pop-Ups’ management styles, personnel, research-related activities, and longer-term impact on the campus research ecosystem.

  • Stepping into the Void: From a Comprehensive University to a Research Intensive University | Evelina Sterling, Kennesaw State University
    This presentation will highlight the challenges and opportunities involved with bringing a comprehensive university (that has been mostly teaching-focused) to a research intensive status. Most new R2 universities did not originally set out to become research intensive. Consequently, the long-established institutional culture and legacy faculty often do not support a strong research environment. New and emerging R2s must intentionally focus on developing an effective infrastructure to support the new research intensive goals and requirements. We will explore lessons learned, best practices, and common pitfalls to success that can help new and emerging R2s on their journey to becoming research intensive.

  • Research Development Professionals in Academic Medicine | Heather McIntosh, University of Oklahoma School of Community Medicine; Krista Kezbers, University of Oklahoma School of Community Medicine; Joanna Downer, Duke School of Medicine;  and Katie Keough, State University of New York Upstate Medical University
    Do you work in an academic medicine or affiliated medical center? If so, this session is for you! The Academic Medicine/Affiliated Medicine Centers (AMC) affinity group’s goal is to provide resources and professional development opportunities for research development professionals (RDPs) working with biomedical scientists, clinician-researchers, and translational researchers in an academic medicine or affiliated medical center setting. We invite you to hear about the group, learn about the challenges and opportunities of working in AMCs, and network with other RDPs at AMCs.

Building Research Leadership Capacity—Opportunities, Issues, and Approaches

Nathan Meier, University of Nebraska-Lincoln; Jeff Agnoli, The Ohio State University: and M.S. (Peg) AtKisson, AtKisson Training Group, LLC

There is an emergent need for programming intentionally focused on developing research leaders—faculty with the confidence, skills, and experience required to shepherd large-scale, collaborative and team science projects. This interactive session explores ways research development professionals can support faculty and institutional capacities for research leadership. Presenters will survey where and how research leadership programming is approached. They also will detail three models for building research leadership capacity. One model is from a research development consultancy, and two are from Big Ten institutions (one with EPSCoR status). Participants will join breakout discussions and gain access to an online resource library. (Advanced | Strategic Research Advancement)

Addressing Equity and Inclusion: Perspectives for Mentors and Mentees

Paula Carney, Loyola University Chicago, and Erica Severan-Webb

Do you find yourself formally or informally mentoring staff or faculty or are you a mentee yourself? Explore how equity and inclusion can be utilized across the work of research development (RD). Equity and inclusion offer challenges and opportunities to any relationship. Learning to identify, reflect upon, learn from, and engage with diverse perspectives is critical to forming and maintaining both an effective mentoring relationship as well as a vibrant learning environment. Using evidence-based strategies, participants will build upon competencies crucial to the success of the mentoring relationship and expand mentor training across the research enterprise. (Intermediate | Career and Personal Development)

Creating and Managing Expectations with Clients

Deborah Frank, Washington University in St. Louis; Laura Bauler, Western Michigan University Homer Stryker MD School of Medicine; Melissa Li, University of Michigan Medical School; and Katie Lindl, Lawrence Livermore National Laboratory

As a research development (RD) professional, have you ever been frustrated by unreasonable demands from clients, impossibly tight deadlines that prevent you from doing your best work, or even outright conflict with a client? In many cases, such problems occur because clients have expectations that do not necessarily align with those of the RD professional. This interactive workshop will provide participants with a roadmap and tools to manage client expectations throughout the service period so as to optimize outcomes for both the client and the RD professional. (Intermediate | Enhancement of Collaboration)

Spur Innovation with Research Insights

Linda Galloway, Elsevier; Hansa Magee, Arizona State University; and Toyin Babarinde, MD Anderson Cancer Center

What sets a highly innovative university apart from the herd? Intelligent decision making is key; using the best available data and information to inform research priorities. Find out from presenters how the nation’s most innovative institution, Arizona State University, uses high impact practices to guide investment in research areas. Learn how to use soft skills, along with highly structured research data, to provide leadership and operational support to assess impact and minimize risk. In a dynamic environment, knowing where to direct organizational resources can maximize innovative potential. (Intermediate | Strategic Research Advancement)