Board of Regents gets up-close experience with U of M academic health in action

Erika Harvey, a resident in the College of Pharmacy, coached Co-Vice Chair Regent Doug Huebsch through a VR simulation of the lungs at the Virtual Reality Studio in the Health Science Library on March 7, 2024. Harvey also shared the Libraries’ role in supporting her research project, which explores VR in pharmacy practice and education. Photo by Adria Carpenter.

The Board toured several health sciences spaces on the Twin Cities campus as part of its March meetings.

Members of the Board of Regents experienced academic medicine firsthand through a full day of on-site activities across the University’s health science schools on the Twin Cities campus. The visit highlighted various components of the University’s innovative and interprofessional education model, which develops Minnesota’s future health care workforce and drives new knowledge to improve patient care. 

“As the University considers its approach to enhance and expand the impact of our academic health system, Thursday’s tour was an incredible opportunity to see this work in action,” said Board Chair Janie Mayeron. “The University has numerous strengths that already contribute to a healthier Minnesota, but we also saw how state and philanthropic support is critical to provide the excellent care every Minnesotan needs, the innovative discoveries that save and improve lives, and the world-class education that trains Minnesota’s globally recognized health care workforce.” 

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Board activities on Thursday focused on cutting-edge immersive training for students with M Simulation and the Health Science Library Makerspace and Virtual Reality Studio at the Health Sciences Education Center (HSEC); product development in the Earl E. Bakken Medical Devices Center; progress in rural health care delivery and partnerships with leaders from across the six health sciences schools on the Twin Cities campus; preparing pre-health students for careers in health fields; advancing training on techniques and procedures in the 3M Foundation Dental Simulation Clinic; and the innovative learning environment informing the future of nursing science in the Bentson Healthy Communities Innovation Center. 

The visit demonstrated how previous one-time and recurring state investments fuel enhancements across the University’s academic health work, including through the HSEC facility. Since opening in 2020, it has provided modern, collaborative learning spaces to promote interprofessional education across all health sciences. Open to all U of M students and serving as the hub for health professional schools, HSEC was funded by the State of Minnesota and generous donors following recommendations made by former Minnesota Governor Mark Dayton’s 2015 Blue Ribbon Commission. 

University leaders are actively working with state lawmakers on a request for $80 million in annual state support in alignment with recommendations from the Governor’s Task Force on Academic Health at the University of Minnesota. With full funding of the request, the U of M would prioritize:

  • Investing in sustainability and access to underserved communities, with a focus on serving more patients at facilities like the Community-University Health Care Center. These facilities see patients in underserved areas and bring cultural awareness to the care they provide. Ongoing investments will also help train more students in primary care — the U of M’s Department of Family Medicine and Community Health rose to the No. 1 spot among all family medicine programs in the nation. 
  • Transforming primary care by building out technological capabilities that connect day-to-day care teams with specialists who can supplement the experience and knowledge to support patient health. This will support better access to top-level care throughout the state and physicians in rural and underserved communities.
  • Infusing resources into workforce development available through the U of M’s six health science schools to expand student capacity, build new career pathways/partnerships for high-need professionals like nursing (in partnership with Minnesota State and private colleges), and develop new programming in high-need areas such as mental health, respiratory therapy, dental therapy and addiction.
  • Creating new Medical Discovery Teams focused on mental health, infectious disease, cancer, cardiovascular programs or population health. Previous state investment in U of M Medical Discovery Teams has fueled advances in the lab and direct patient care so patients benefit from the multidisciplinary discoveries these teams produce. These teams have attracted world-class faculty and researchers to the University, while providing hands-on training and research opportunities for students.
  • Expanding the Center for Learning Health Systems, which will drive widespread cost efficiencies and enhance the ability to share best practices in health care delivery across Minnesota’s health systems. 
    Exploring innovation opportunities across all health systems statewide, such as a rural health clinical trials network and a pre-hospital care network.

Presidential employment agreement

Today the Board approved a five-year contract for President-Designate Rebecca Cunningham with a starting base salary of $975,000. The market-competitive employment agreement puts her compensation near the 75th percentile when compared to the U of M’s peers across the Big Ten and other leading research universities. Complete contract details are available in the public March docket materials.

Currently, Cunningham serves as vice president for research and innovation at the University of Michigan. As previously announced, University of Minnesota Interim President Jeff Ettinger will remain in office until June 30 before the presidency officially transitions on July 1. Cunningham and Ettinger will work together closely over the next four months to ensure a seamless transition.

The Board also:

  • Received the annual report from the Student Representatives to the Board of Regents.
  • Reviewed spring semester public safety updates with Interim President Jeff Ettinger and University of Minnesota Police Chief Matt Clark.
  • Approved amendments to the employment agreement for Gopher Football head coach P.J. Fleck.
  • Approved updated language regarding presidential conflicts of interest, concluding a series of public discussions to create these new guidelines.
  • Approved updates to Board of Regents Policy: Reservation and Delegation of Authority.
  • Filed reports on the Board’s Virtual Forum comments and information required for the State of Minnesota. 

The Board of Regents is scheduled to meet next on May 9-10, 2024. Visit regents.umn.edu for more information. 

Following her ‘deep sense of purpose’

Krysta Hill’s journey has taken her from the fashion and entertainment industry in New York City to a pain management clinic in Milwaukee and now to the School of Public Health, where she’s pursuing a master of healthcare administration. In this Q&A she talks about her previous work experiences and her education and cohort  at the School of Public Health. 

Where did you grow up? Where did you attend undergrad, and what was your degree/area of study?

K.H. I grew up in Milwaukee, WI, and pursued my undergraduate degree in fashion marketing and management at the Art Institutes in Chicago. I have always been a deeply creative person, finding joy in self-expression through clothing and fashion.

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After graduation, I spent three crazy years in New York City, working in the fashion and entertainment industry. I was fortunate to work with some of the biggest fashion brands and events, including the Victoria’s Secret Fashion Show. As exciting as it was, I quickly realized that the work didn’t truly provide me with a sense of purpose, and I made the decision to return to Milwaukee. 

After a period of nannying and personal growth, I embraced the opportunity to manage a pain management clinic in Milwaukee, right as the COVID-19 pandemic began. It gave me a deep sense of purpose.

What drew you to public health? 

K.H. While at the pain management clinic, we provided care for a diverse range of individuals, predominantly from marginalized communities. This experience granted me invaluable insights into the healthcare challenges they faced. It marked my first involvement in a role linked to public health and sparked my interest in pursuing a career in healthcare administration.

Additionally, I’ve held a long-standing interest in mental health, largely due to my upbringing. Growing up in poverty in a family affected by mental illness, I realized that mental health challenges not only impact those with the health conditions, but also the people living with them.

How would you like to help address or explore this issue? 

K.H. In addition to graduate school, I volunteer at Open Arms Minnesota every week. We prepare, package, and deliver medically tailored, nutritious meals to individuals facing critical health issues and their families for free. It’s a wonderful opportunity to give back to the community and has connected me with truly amazing people.

What has been your favorite class at SPH so far?

K.H. Intro to Population Health with senior lecturer Stuart Grande has been my favorite class. I am interested in the diversity, equity, and inclusion  space, and this class significantly delves into health equity and the intersection of various social identities—how they compound health disparities and contribute to unique health challenges within marginalized groups. 

I believe it’s crucial to understand and respect cultural differences, tailoring healthcare approaches to meet the specific needs of diverse communities.

In what ways is the School of Public Health a good fit for you? 

K.H. My classmates. I genuinely appreciate and love my cohort. Initially, I was worried about not fitting in due to being much older than my peers. However, they’ve become my favorite people, and I’ve only ever felt supported. Each one of us contributes valuable perspectives, and I take great pride in being alongside them. They all exhibit exceptional intelligence and are destined to become remarkable leaders in healthcare. Just watch!

Talking classroom creativity with U of M

MINNEAPOLIS/ST. PAUL (03/11/2024) —  From artistic expression to problem-solving, creativity is an essential skill for young learners. It is also one that can be overlooked in traditional education. Research shows measured creativity peaks in fourth grade, but experts agree it is possible to continue developing creative skills into the teen years and beyond. 

Brad Hokanson, a professor in the College of Design, answers questions about prioritizing creativity in schools and at home to help student achievement. 

Q: Why is creativity an important skill to develop?

Hokanson: Creativity is highly correlated with success, more so than raw intelligence. It is the distinguishing factor that sets someone apart from the crowd. It’s how you develop and present new ideas, new directions or new thoughts that can advance any field. The larger goal of any university is the development of new knowledge, inventing new solutions and new answers to old problems. It’s this ability we need to instill in learners of all ages to find innovative solutions.

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Q: How can creativity be built into school curriculums?
Hokanson: School and university curriculums frequently focus on content knowledge, the information at the center of every field, not on the skills needed to advance. This often drives out innovative approaches including the ability to be creative, that is, the ability to develop and examine divergent ideas. Creativity can be addressed across the curriculum but often it gets nudged out by the need to address content. Learners need to consider all sorts of alternatives and select the best one rather than developing a single answer. As I say frequently in my courses, the only wrong answer is one answer. 

Q: How can families nurture creativity?

Hokanson: Families can have a great effect on the development of creativity. What is most important for children — and adults — is a variety of experiences at home, at school and through travel. Encouraging different ideas and exploration is key and can occur through a range of activities such as attending cultural events, spending more time in nature and holding time for creative exploration. We should support this at an early age and continue the practice during formal education. We see this in action on campus in the University’s Breakerspace in Walter Library, where students are welcome to draw, make or craft.  

Q: Does screen time hinder creative development? 
Hokanson:
 Screen time does affect creativity generally, but it varies. How screens involve children can happen in several ways, from passive to active engagement. Television, for example, is a passive experience of simply watching what is presented. Computer use, however, can be more active, and encourage a wide range of creative activities. In the case of small screens often used for texting, you should consider how that is taking the place of another source of creative development: in-person communication. As noted MIT learning researcher Mitch Resnick said: “Would you rather that your children learn to play the piano, or learn to play the stereo?” 

Q: What are you currently working on related to creativity in schools? 
Hokanson: I’m involved with several efforts related to creativity in schools. I currently have a U of M-sponsored massive open online course on creative problem solving which currently enrolls about 248,000 people. One of my doctoral students, Stephanie Heidorn, is developing and testing an after-school curriculum to develop creativity in fourth graders. 

I’ve also been extending the teaching of creativity to several local high schools through the University’s College in the Schools program, where U of M courses are taught in high schools by local teachers trained for the course. It’s been extremely successful. This year, four high schools are offering creative problem solving and at least one other is joining next year. Results have been very strong with tested performances that are equivalent to gains in my on-campus classes. The high school students improved their creative capability from about 55% to over 90%. 

Brad Hokanson is a professor of graphic design at the College of Design. His areas of expertise include critical thinking, creativity and innovation. His research focuses on the relationship between creativity and achievement in school children. 

About the College of Design
Located in a major design city and in one of the largest research universities in the U.S., the University of Minnesota’s College of Design encompasses a full range of design disciplines — including landscape architecture, architecture, retail merchandising, and the design of interiors, graphics, apparel, and other products. Faculty, students, and staff aim to advance the quality of manufactured objects and our natural, built, and social environments through sustainably resilient, socially responsible, civically engaged, and human-centered design collaborations. Learn more at design.umn.edu. 


About “Talking…with U of M”
“Talking…with U of M” is a resource whereby University of Minnesota faculty answer questions on current and other topics of general interest. Feel free to republish this content. If you would like to schedule an interview with the faculty member or have topics you’d like the University of Minnesota to explore for future “Talking…with U of M,” please contact University Public Relations at unews@umn.edu.

Addressing trauma in Southeast Asia

Malaysia is the largest recipient of refugees and asylum-seekers in Southeast Asia. Recent reports place the number of registered refugees at 180,440. Additional estimates suggest there may be as many as 140,000 unregistered individuals seeking asylum in the country.

Many of these asylum-seekers experienced war trauma and torture, which places them at a higher risk of developing serious psychiatric illnesses, including post-traumatic stress disorder and major depression. Thus, a need for evidence-based, trauma-focused, and culturally adapted training for the treatment of refugee trauma survivors is urgently needed.

To combat these challenges, experts at the University of Minnesota’s College of Education and Human Development (CEHD), have partnered with colleagues in Malaysia to develop a 30-hour virtual curriculum for mental-health practitioners to help address this need.

In 2021, Mahinder Kaur, a psychoanalyst from Malaysia living in St. Paul, was supervising school-based practitioners who were working with child trauma survivors from refugee families in Kuala Lumpur, the Malaysian capital. Her involvement with the school became the impetus to set up a trauma treatment training program. 

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“Many of the practitioners did not have training in trauma treatment to help refugee families with trauma-related symptoms and problems,” says Patricia Shannon, a licensed psychologist and an associate professor in the U of M School of Social Work. “Dr. Mahinder had been searching for a way to bring trauma education to Malaysia, and she reached out to me due to my background teaching trauma treatment and providing treatment to refugees and asylum seekers from around the world.”

Shannon recognized the need and saw an opportunity where Zoom might offer an opportunity for international training. She then contacted fellow experts Chris Mehus, a research assistant professor in CEHD’s Department of Family Social Science, and Julie Rohovit, the director of the Center for Practice Transformation.

Together, they developed a 30-hour, 10-week curriculum to support refugee trauma survivors in Malaysia. The virtual curriculum incorporates elements such as understanding secondary trauma and self-care, assessment and diagnosis, and culturally adapted treatment interventions, all of which were developed in partnership with Malaysian providers.

The project’s objective was to collaboratively develop and evaluate the feasibility of a practical, scalable, and sustainable model for international trauma training for mental health practitioners. This approach is essential because it addresses concerns about Western practitioners attempting to solve problems in communities without adequately involving local stakeholders. The collaborative approach, involving local participants and stakeholders, ensures that the training aligns with their needs.

“This training was designed not only to enhance the clinicians’ understanding of trauma and its effects but also to provide them with practical tools and techniques for effectively assisting refugees who have experienced severe stress and trauma,” Kaur says. “By doing so, the intention was to improve the overall quality of mental health services available to this vulnerable group.”

On a fundamental level, the training seeks to foster greater awareness among clinicians about the complexities of trauma, especially in the context of the refugee experience, Kaur says.

“By empowering these professionals with a deeper understanding and practical approaches to trauma treatment, the hope was to enhance the therapeutic outcomes for refugees, leading to improved mental health and well-being,” she adds.

Mohamed Faiz, a registered clinical psychologist and senior lecturer at one of the main universities in Malaysia, is already working on sharing what he’s learned. “I started to integrate the knowledge from the course into our academic curriculum at the doctoral level, which focuses on trauma,” he says. “I see a huge potential to train others, especially our in-house clinical trainees at the postgraduate level.”

As the project continues, Rohovit says two central goals for its future are decolonization and accessibility. Although this project is currently based in Malaysia, a longer-term goal involves building a collaborative center for trauma education serving all of Southeast Asia.

Through its collaborative approach and commitment to decolonizing knowledge, this pioneering effort stands as a beacon of progress in the field and offers hope for improved mental health outcomes in Southeast Asia and beyond.

This story was adapted from the U of M College of Education and Human Development. See the original story.

How networking can reduce gender gaps in STEM

March is Women’s History Month, celebrating the outstanding achievements and societal contributions of women. However, despite great strides in recent decades, gender gaps persist in some areas.

Carlson School of Management Assistant Professor Sofia Bapna researches women’s underrepresentation in science, technology, engineering and mathematics (STEM) careers. She uses her findings to identify possible solutions to increasing women’s participation in the workforce.

Sofia Bapna, Ph.D.

“Women’s participation in STEM has increased in recent decades. However, women remain underrepresented in the industry compared to men. According to WomenTech Network, the STEM sector represents about 25% of the total U.S. labor force, but women constitute just 35% of the STEM workforce. When it comes to women holding leadership positions in those fields, that number shrinks even more.

“Increased representation of women in STEM builds inclusivity and taps into more diverse ideas and perspectives. However, there are unseen barriers for women looking to enter STEM. A key example is professional networks, which are vital for career advancement. Networking helps you meet relevant and influential people, identify resources, acquire new knowledge and develop your skills. However, women in STEM are often disadvantaged in their access to such networks.

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“In my study with Associate Professor Russell Funk, we explored a strategy to improve women’s networking outcomes at professional conferences. In this intervention, individuals received contact lists presented as ‘networking recommendations.’ However, the lists were nonreciprocal, which meant there was little overlap between people’s listed contacts. This allowed individuals to connect with more conference participants through the recommendations of the people who were recommended to them. We found this strategy increased:

  • The number of new contacts women met by 57%
  • The time those contacts spent talking with them by 90%
  • The number of LinkedIn connections they added by 29%
  • Their odds of changing jobs by a factor of 1.6

“Networking is a powerful tool that can help reduce the gender gap in male-dominated fields like STEM. While networking may feel uncomfortable, remember that making diverse connections is not just useful to you, but also useful to other people.”

Sofia Bapna is an assistant professor in the Information and Decision Sciences department at the Carlson School of Management. Her research focuses on women’s underrepresentation in STEM fields and entrepreneurship in the digital economy. Dr. Bapna’s work has been published in leading journals, such as Management Science and MIS Quarterly. She is a recipient of the INFORMS Information Systems Society’s Gordon B. Davis Young Scholar Award and the Association for Information Systems’ Early Career Award.
 

UMN offers first-of-its-kind, graduate-level certificate in sustainability leadership

An innovative certificate in Sustainable Environmental, Social and Governance (SESG) Leadership — the University of Minnesota’s first graduate-level program in this specialty — will address a growing need for professionals with the skills to navigate today’s climate, environmental and social justice challenges.

Building on the University’s unique and comprehensive strengths, the multidisciplinary program was developed and sponsored by the Carlson School of Management, Humphrey School of Public Affairs and Institute on the Environment (IonE). The program targets the intersection of policy, business and environmental stewardship with courses that explore applications in areas such as organizational change, supply chain management, financial reporting, and intergenerational justice.

“Our approach underscores our commitment to preparing future leaders who are not only equipped to address pressing global challenges but are also poised to drive meaningful change within their organizations and communities,” said Humphrey School Dean Nisha Botchwey. “This certificate exemplifies our dedication to fostering sustainable solutions and empowering individuals to make a positive impact on the world.”

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Businesses are recognizing the role they play in climate change as well as increasing calls from investors, regulators and the general public to take action. But many companies, nonprofit organizations and government agencies lack the expertise to address these issues and the sustainability talent pool is also limited.

“The changing business landscape requires greater attention to sustainability efforts,” said Carlson School Dean Jamie Prenkert. “This leadership certificate is a strategic joint effort to elevate our University’s educational opportunities to give our students a competitive edge and provide them with tools to be agents of change across industries.”

The 12-credit program is designed for working professionals, with courses offered during evenings and weekends and through a mix of online or hybrid modalities.

“Sustainability is a long game — a lifelong pursuit — and this program offers a new path for working professionals to learn new tools and techniques, build their networks and expand the impact of their work,” said IonE Executive Director Jessica Hellmann. “As a catalyst for interdisciplinary environmental work, IonE is thrilled to be working with the Humphrey and Carlson Schools to build a program that crosses colleges, schools, and the public and private sectors.”

By launching the SESG Leadership certificate, the University of Minnesota remains competitive with similar offerings from leading universities nationwide. Fall enrollment for the SESG Leadership certificate begins April 2024 and is open to all UMN graduate students and non-degree-seeking students.

About the Carlson School of Management
Located on the University of Minnesota Twin Cities campus, the Carlson School of Management exemplifies a commitment to excellence through a focus on experiential learning and international education, and by maintaining strong ties with the Minneapolis/Saint Paul business community. Through its undergraduate and graduate programs, the Carlson School offers access to world-renowned faculty members and an alumni network of 55,000 people. Learn more at carlsonschool.umn.edu.

About the Humphrey School of Public Affairs
The Humphrey School of Public Affairs at the University of Minnesota is ranked as one of the country’s top professional public policy and planning schools. The School is long noted for equipping students to play key roles in public life at the local, state, national and global levels and offers six distinctive master’s degrees, a doctoral degree, and six certificate programs. Learn more at hhh.umn.edu.

About the Institute on the Environment  
The University of Minnesota Institute on the Environment supports research across the disciplines, develops the next generation of global leaders, and builds transformative partnerships – in service of solving our world’s greatest challenges. IonE’s mission is to lead the way to a future in which people and planet prosper together. Learn more at environment.umn.edu.

New insights into deadly acute respiratory distress syndrome

University of Minnesota researchers may have discovered a mechanical explanation for lung instability in cases of acute respiratory distress syndrome (ARDS), particularly following respiratory illnesses such as COVID-19 or pneumonia.

There is no known cure for ARDS, a life-threatening lung injury that allows fluid to leak into the lungs. As many as two-thirds of patients who passed away from COVID-19 had ARDS, and there is not a clear reason why specific people with a severe respiratory illness develop the disease.

The study, published in the Proceedings of the National Academy of Sciences, found:

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  • Adults suffering from ARDS had elevated levels of a lysolipid, which is a byproduct of the immune response to viruses and bacteria. 
  • Increased concentration of lysolipids eliminates the surfactant — a complex composed of fats and proteins generated in the lungs. The result is uneven lung inflation and respiratory distress.
  • Once the surfactant is eliminated and respiratory distress occurs, there are not many ways to reverse the symptoms.
  • Previous research of neonatal respiratory distress syndrome in premature infants found it could be treated by introducing replacement lung surfactant, but that was not the case in adults. It is the amount of lysolipid that determines the outcome of the surfactant in the lungs, not the breakdown of the existing lung surfactant.

“We looked into the correlation of the concentration of the lysolipid in the lungs. Once that fluid reached a certain level, it started to cause severe impacts,” said Joseph Zasadzinski, a professor in the College of Science and Engineering and author of the study.

The next step is to translate these ideas into a clinical environment and test to see if clinicians can manipulate specific molecules to make them less active or stick to a specific place. This could help drop the concentration of the lysolipids to a threshold that may be able to reverse symptoms of ARDS and put people on the road to recovery.

“This research shows frequency dependence, or how quickly one can open and close the lungs. This could help doctors try to tailor the treatment process for each specific patient,” said Clara Ciutara, a recent doctoral graduate and first author of the study.

Research was supported by a grant from National Institutes of Health Heart, Lung, and Blood Institute.

A visionary for women’s health

A native of Ethiopia, surgeon Rahel Nardos knows all too well the sufferings of patients in low-resource countries who develop devastating pelvic floor conditions after childbirth.

But in many countries, surgeons lack access to medical technologies—such as a surgical tool for repairing the pelvic floor—that are standard in most Western countries. The tools they have are old, hard to use, and prone to causing complications like bleeding.

Nardos decided to give women in low-resource countries something better.

An associate professor in the U of M Medical School’s Division of Female Pelvic Medicine and Reconstructive Surgery, she guided graduate students in developing a new tool for repairing pelvic floor injuries. It replaces the tool used in high-income countries, which is disposable and whose use requires specialized sutures.

The new tool is affordable, reusable, and more environmentally sustainable, and it works with locally available sutures that surgeons can use in resource-limited countries.

For Nardos, who is also director of Global Women’s Health at the U of M Center for Global Health and Social Responsibility. the tool and the students’ work help fulfill her life’s goal.

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“My passion is really in improving the quality of care for women, both locally and globally, and advancing health equity and access to care,” she says. “But my bigger vision is making sure that women and girls have the capacity to realize their full potential. No matter where they live or what the circumstances of their births are.”

Tapping the talent reservoir 

Nardos pitched her idea to design a better tool to the people who coordinate the Carlson School of Management and Institute for Engineering and Medicine New Product Design and Business Development graduate course.

They assigned graduate students and Medical School faculty member Tinen Iles to help by conducting voice-of-customer interviews with Ethiopian surgeons, as well as global health leaders and international biomedical engineering experts. These interviews helped the team better understand how to design the new tool to meet the needs of the surgeons so that it can be easily sterilized and maintained locally.

The students learned a great deal about how to develop a product with a huge potential social and environmental impact. They produced their first prototype in late 2021.

“The work of Dr. Nardos and Dr. Iles is inspiring and has introduced me to new opportunities to apply my mechanical engineering knowledge,” says one student. In 2022 a different set of students worked to improve certain features of the tool to create the second prototype.

Nardos and her team recently submitted a provisional patent for this new tool with help from the U of M Technology Commercialization team.

“Tech Comm has been really helpful in helping us figure out next steps and finding sources of funding, such as grants,” she says. The team recently received funding from the U of M’s Office of Discovery and Translation that will allow them to partner with a local industry to further refine the prototype, perform bench testing, and get it ready for the final stage of prototyping before the manufacturing stage.

“It’s been an exciting journey,” says Nardos. “Now we hope to get external funds we need to get our tool to the manufacturing and clinical testing phase, so we can get it in the hands of surgeons in low- and middle-income countries who need to use it to restore the quality of life of women who suffer from devastating pelvic floor conditions after childbirth.”

A new treatment pathway

Charlie, a 13-year-old golden retriever/beagle/basset hound mix, had a tough start in life. He came to Minnesota from Alabama after spending his first six months as a stray.

“He had mange, and he was covered in ticks,” describes his owner Jason Flynn. “Long story short, he’s been with us ever since—happily ever after.”

As much as the move changed Charlie’s life, it changed the life of his new family as well. For Jason, his wife Stacey Boggs, and their 11-year-old son Rhone, Charlie’s sociable, super-affectionate ways are part of the fabric of their daily lives.

So when they woke one morning in April to find Charlie lethargic and unwilling to get up, they knew something was wrong.

“He lets us know when he doesn’t feel good,” Flynn says, “and that day he was definitely letting us know.”

They brought Charlie to the University of Minnesota Veterinary Medical Center (VMC), where the care team who examined him suspected—and confirmed through testing—that he was experiencing abdominal bleeding. Most often, the care team knew, this kind of bleeding was caused by a bleeding tumor of the spleen. Without surgery to remove his spleen, Charlie would die that day.

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In roughly 40 percent of patients who experience the bleeding that Charlie did, the condition is benign and surgery alone is effective. But for many of the remaining dogs, a cancer arising from blood-vessel-forming cells called hemangiosarcoma is the cause of their bleeding. Canine splenic hemangiosarcoma is an aggressive cancer for which treatment options are limited. For those dogs, surgery prolongs their life on average only one to three months. When combined with standard chemotherapy, they may live four to six months.

It’s devastating news for any pet owner to receive. However, a clinical trial aimed at exploring new treatment pathways could offer a promising option for dogs like Charlie.

The VMC is part of the UMN College of Veterinary Medicine, which also is home to the Veterinary Clinical Investigation Center (CIC). The CIC supports more than 40 clinical trials that may lead to new drugs, devices, procedures, and treatments. Several of these trials focus on helping dogs diagnosed with cancer.

The family enrolled Charlie in a trial that seeks to improve outcomes for dogs with hemangiosarcoma by furthering our understanding of the disease and current and experimental treatments. Researchers analyze tumor and blood samples and track the patients’ outcomes to better understand what treatments provide the best chance at extending both length and quality of life.

“I am very excited to be a part of this multidisciplinary collaboration where researchers from different organizations have an opportunity to test new concepts while conducting a clinical trial,” says Antonella Borgatti, director of the Clinical Investigation Center and principal investigator for the trial. “We are all working toward a common goal, which is to contribute to finding curative outcomes for dogs with hemangiosarcoma. We could not do this without the support and dedication of dogs like Charlie and their amazing families.”

For Charlie’s family, the trial provided them with some hope.

“The fact that the trial exists made it a lot easier to make the difficult decision to go forward with treatment,” Flynn says. “We decided to do the surgery because of the possibility to try a new treatment and see if outcomes are better than surgery and standard chemotherapy alone. And knowing that those additional options are covered financially through the study provided some peace of mind.”

At Charlie’s last recheck, his care team was thrilled to report that his recent imaging showed no evidence of cancer progression in his chest or abdomen. While there’s no guarantee of what the future will bring for Charlie with the experimental therapy, he and his family are happy to enjoy the present.

“He’s alert, he’s happy, he’s eager to eat and go on walks. He’s really back to his old self,” Flynn says. “It’s been a win-win. We’re happy to be able to add to the body of knowledge of veterinary science while trying to keep Charlie healthy and happy.”

Talking motion sickness with U of M

In advance of spring and summer road trips, Tom Stoffregen, a professor in the School of Kinesiology, explains motion sickness and how to help manage negative symptoms. 

Q: What is motion sickness?
Prof. Stoffregen: 
Motion sickness involves feelings of discomfort or nausea in settings with unusual demands on our ability to control and stabilize our eyes, head and bodies — from car and water travel to fairground rides, immersive VR environments, IMAX cinema and cell phones.  When we struggle with stabilization, we may enter into a state of persistent instability, or general wobbliness, that causes motion sickness symptoms.

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Q: How is motion sickness diagnosed and what are treatment options?
Prof. Stoffregen: 
Most of the specific symptoms of motion sickness occur with many disorders, so that a “symptom checklist” generally is not helpful. The most reliable way to tell if a person is motion sick is to ask them. That is, people generally know when they are sick. Research indicates the risk of motion sickness can be predicted from quantitative measurements of movement of the head and body during ordinary activities, such as standing. Treatment options include over-the-counter and prescription medications. Recent research indicates it may be possible to predict and prevent motion sickness associated with interactive technologies by changing the characteristics of virtual displays so that they tend to increase the stability of bodily control.

Q: Why do only certain people experience motion sickness?
Prof. Stoffregen: 
People differ in every kind of physical skill. These natural differences extend to our ability to restore stable control when the body is perturbed. People who are able to do this more quickly are less prone to motion sickness. Separately, physical characteristics of the body can influence the likelihood of destabilization and, therefore, the risk of motion sickness. For example, because women tend to be shorter overall and, separately, to have a lower center of mass, the female body is more sensitive to external movements on a ship or in a virtual environment. This may explain why women are more likely than men to experience motion sickness. 

Q: Is there any way to prevent or manage symptoms of motion sickness?
Prof. Stoffregen: 
For unknown reasons, ginger helps to prevent motion sickness. Cruise passengers can benefit from eating a ginger cookie, or sucking on ginger hard candy. The best way to prevent or manage motion sickness is to reduce the degree of bodily stabilization that you require. This can be done by sitting rather than standing, leaning back rather than sitting up, and closing your eyes. I advise cruise passengers to find a comfortable chair on the open deck, to look at the horizon or close their eyes, to use headphones or ear buds to listen to a book or music and to avoid reading or looking at any electronic devices. 

Q: What research are you currently working on?
Prof. Stoffregen:
 We are doing an experiment to determine whether motion sickness may be related to unstable control of gaze, or our ability to control our eyes so as to look at just what we want to look at. Using a head-mounted virtual reality system in which people walk around a virtual world, we’re collecting data on movement of the head and eyes to determine whether motion sickness may be preceded by unstable patterns of gaze. 

Tom Stoffregen is a professor in the School of Kinesiology and specializes in perception and action. Dr. Stoffregen’s research has been funded by the National Institutes of Health, and the European Commission. Currently, his research on cybersickness is funded by a 4-year grant from the National Science Foundation. 

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About the College of Education and Human Development
The University of Minnesota College of Education and Human Development (CEHD) strives to teach, advance research and engage with the community to increase opportunities for all individuals. As the third largest college on the Twin Cities campus, CEHD research and specialties focus on a range of challenges, including: educational equity, teaching and learning innovations, children’s mental health and development, family resilience, and healthy aging. Learn more at cehd.umn.edu. 

About “Talking…with U of M”
“Talking…with U of M” is a resource whereby University of Minnesota faculty answer questions on current and other topics of general interest. Feel free to republish this content. If you would like to schedule an interview with the faculty member or have topics you’d like the University of Minnesota to explore for future “Talking…with U of M,” please contact University Public Relations .