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Phone: Faculty rank: (full-time lecturer, tenured, and tenure-track faculty only): Tenured Full Professor

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Instructions:

Complete this form in its entirety and email it to Jenna Sadue (2210 Eastman Hall, no later than February 27, 2013. Please note to save and rename this document substituting your name (in place of “NAME”) in the file name.

Name: Dr. Caroline J. Easton

Email: Phone: 585-475-4065

Department/College: College of Health Science and Technology Department head name and e-mail: Dr. Daniel Ornt

Faculty rank: (full-time lecturer, tenured, and tenure-track faculty only): Tenured Full Professor Proposed project name: Virtual, Cyber and Human Visualization Interactive Technology in Teaching

Addiction Pharmacology and Behavioral Effects

Total funds requested: (Exploration grants of $3,000-$5,000 will be considered): $5,000 Include these statements under the appropriate heading beginning on page 4. Statement of utility: (two pages maximum)

1. Provide an overview of the experiment/research you are proposing, including: • Its conceptual framework and objectives

• An explanation of the teaching/learning problem(s) it is designed to address
 • An explanation of the significance of the experiment /research

2. The potential application to other courses, faculty, and/or disciplines. (Please note that special

consideration will be given to proposals that have potential for application in more than one discipline.) Provide a brief description of pertinent research already conducted with applicable references.

Statement of creativity: (three paragraphs maximum)

Provide a brief description of how this is a novel approach, or a new application of an existing mode or model of teaching and learning, or represents an entirely new paradigm. (Please note that special consideration will be given to proposals that demonstrate a new use/application of a model, system, or technology already in use at RIT.)

Statement of efficacy: (two pages maximum)

Provide a brief description of the experiment/research design, methodology, and methods of data collection you will use to gauge efficacy.

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Dissemination plan (Optional):

If applicable, provide details about the journal, conference, show, other external vehicle with strong potential for dissemination of your results. Include supporting documentation such as preliminary interest or acceptance with your application, if available. (Please note that special consideration will be given to proposals that have a defined opportunity for external dissemination, such as an academic journal or professional conference.)

Budget:

Provide information on how the funds will be used, modifying the following categories as needed to match your project. (Please note that the budget total must match the “Total funds requested” amount on page one of the application.)

Budget item Amount requested

Amount committed

from other sources Brief statement of explanation/justification Personnel (including

course release, consulting support, etc.)

$5,000

Our clinical research team has 5 students who will be paid $1000 each as a stipend to work together as they did on the previous Alcohol DVD and adapt it to the other drug classes

Equipment Already exists

Already exists (we purchased Posner and other computers etc.) from seed money to further research. It will be utilized with this project to support the faculty, student clinical research team to complete this project.

Licenses (i.e., software) Already exists Posner, already exists. Spss, already exists

Travel Faculty

Students

Our faculty are applying for larger grants to fund presentations of our tools and research work at national and international conferences

Other Resources (specify)

Other Resources (specify)

Other Resources (specify)

Total $5000 $ All $5000 will be needed to carry out this

summer project. Proposed timeline:

Provide a high-level timeline for your investigation.

(see the Dissemination Agreement section of this application for more details)

Task Date

Experiment/study design complete (Pay Summer Students Stipends) May-August, 2013 Preliminary findings complete (pre-pilot our videos on independent study students) May-August, 2013

Summary of final findings complete August, 2013

Final budget accounting complete September, 2013

Faculty Teaching & Learning Commons entry complete (development facilitated by the ILI Teaching & Learning Studio)

Ready for use for Fall Addiction

Pharmacology Class,2013 Participation in faculty panel event complete

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Dissemination agreement:

By completing this grant application, I agree to provide the materials described here, in support of disseminating what is learned from this project to other faculty at RIT.

I also agree to return all/a portion of the funds that I receive for this project to RIT if I fail to complete or provide the materials described here.

• Project plan (including roles and responsibilities, milestone dates, and pertinent project details) • Overview of preliminary findings (may include experiment/study design, lessons learned, initial

data collection, and/or literature review summary)

• Research findings summary (including data collection, lessons learned, implications for further study, and which may be in the form of an article abstract, conference presentation outline, or short report)

• Faculty Teaching & Learning Commons entry (excerpts from research findings summary, the development of which is facilitated by the ILI Teaching & Learning Studio)

• Participation in faculty panel event (presentation of a brief summary of project and lessons learned and response to faculty questions. Event is planned and facilitated by the ILI Teaching & Learning Studio)

• Final budget accounting (reconciliation of budget provided with your application and the actual project expenses)


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Statement of utility: (two pages maximum)

1. Provide an overview of the experiment/research you are proposing, including: • Its conceptual framework and objectives

• An explanation of the teaching/learning problem(s) it is designed to address
 • An explanation of the significance of the experiment /research

2. The potential application to other courses, faculty, and/or disciplines. (Please note that special

consideration will be given to proposals that have potential for application in more than one discipline.) Provide a brief description of pertinent research already conducted with applicable references.

The conceptual framework for this exploration group utilizes a faculty-student clinical research group

for creation of innovative visual aids and videos to be used w/in the class room, teaching about clinical care and for clinical research.

To further the development of our multidisciplinary clinical research team of faculty and students that merges up-to-date science with the strength of RIT’s cutting edge technological advances. Our clinical research team currently focuses on behavioral and medical health (addiction, mental health, brain and behavior) will become a “Clinical Research Class” and students can join to partake in building the novel interactive tools to be taught in other venues throughout RIT’s undergraduate and graduate level courses in the classroom and/or online. The material can also be used to educate clinical practitioners and it can be used in patient care throughout the local Rochester community, nationally or the Global level. The new clinical research class will be contained within our new college (e.g., The College of Health Sciences and Technology (CHST). Our multidisciplinary team will be this writer, Dr. Caroline Easton ( Professor in Clinical Psychology w/Forensic and Addiction Psychiatry expertise), Dr. Richard Doolittle ( Professor and expertise in Gross Anatomy/ Neuroscience/Pathology), Dr. Jim Perkins (Professor and expertise in biomedical illustration and Gross Anatomy), Dr. Glenn Hinz (Professor and expertise in illustration, design, use of programs for human visualization, Avatar development and Virtual World designs/ Filming), Shaun Foster (Assistant Professor, expertise in building simulation environments, avatar designs and human visualization, cyber worlds), Steve Jacobs (Professor, expertise in gaming tools and development). Students partake in the learning process with the faculty. The students along with the faculty will build an initial story board that is grounded in up-to-date evidenced based science. The story board becomes merged with technology (e.g., drawings of receptors, neurotransmitters in the brain, drug reactions on the brain, filming of human behavior under certain environmental situations, gaming components). All the drawings & models created by the RIT student, narration by the RIT student, videography by the RIT student is merged into a final product (web-based or DVD of an interactive educational tool) to illustrate the effects of a particular drug of abuse on the brain and behavior. Current students who are part of our clinical research team that have completed projects relevant to the effects of alcohol on brain and behavior are the following: Valerie Altounian; Alan Gesek, Teraisa Chloros; Timothy Fitzgerald, and Nirja Desai. This multidisciplinary team will work together to build a product that utilizes up to date science to teach students, staff or patients w/in the behavioral health field (addiction psychiatry, mental health, forensic psychiatry or w/in the school systems) about the effects of alcohol and psychoactive drugs on the brain and behavior. Particular emphasis will be placed on the role alcohol and drugs have on the body, behavioral side effects and negative consequences to the individual and family. The product (A DVD interactive FILM) will be used to teach courses in all the aboveforementioned arenas. For example, Creating interactive educational videos with up to date science published within Nature and Lancet coupled with science from the National Institute of Health (NIH; NIDA and NIAAA) will be our primary resource for evidenced based practice, science and research. We propose to adapt our current Web-based tool that

showcases the effects of alcohol on the brain as an example that our team already produced and it was directed and produced by Val Altounian. This preliminary work was completed within 6 weeks. The link is below to illustrate an example of this work. We plan to adapt this vehicle of education to show the effects of other drugs of abuse on the brain. The various classes of drugs, their interactions with the

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neurochemistry of the brain, their negative effects will be displayed in a similar format that was created for the alcohol video. The alcohol video and the other drugs of abuse will be completed and used as educational material to be taught within the classroom (e.g., Addiction Pharmacology, Diagnosing the Criminal Mind, Addiction Diagnoses, Diagnosing the Forensic Client, and so on).

Please see the example educational classroom tool that our team created. It is entitled: “THE

EFFECTS OF ALCOHOL ON THE BRAIN & BEHAVIOR:

This film illustrates all the strengths of the RIT student regarding the building, creativity, talent, use of up- to- date science and the successful completion of this film. The film can be used from this clinical research team to teach addiction pharmacology, and other clinical or medical health classes. It can be used in research, patient care and it can be presented at local, national and international conferences. The students can also display it w/in their portfolios and their resumes when applying for jobs or graduate/medical school. This is an integrative, novel approach that will include a gaming component to assess knowledge acquired from pre to post video education of the effects alcohol and/or drugs can have on the brain

(neuropharmacology/chemistry), medical and behavioral health consequences. It is readily adaptable for a number of audiences (e.g., RIT undergrads, graduate students, clinicians and patient care samples). It has numerous research opportunities and potential collaborations. We plan to adapt it to the following interactive DVD’s for clients to observe from “MY COURSES” and for discussion w/in the classroom. Moreover, this could be developed for distant learning classes and webinars for training professionals. The DVD’s will be adapted to the following drug categories:

 Effects of Anxiolytics on the brain, behavior and negative consequences;

 Effects of Stimulants (e.g.., ADHD medications, Cocaine, Crack) on the brain, behavior and negative consequences;

 Effects of Opiates (e.g.,, Prescription painkillers, Heroin, morphine, methadone) on brain behavior and negative consequences;

 Effects of Marijuana and derivatives(e.g.,THC, Hashish, Salvia) on brain, behavior and negative consequences;

 Effects of Club Drugs and other synthetic drugs (e.g., Ecstasy, Ketamine, Rophynol, Phencyclidine, LSD).

Teaching and Learning: The DVD/Gaming components will use up to date science to educate the RIT student. It uses visual cues, sounds and games as interactive and didactic methods. It uses avatar coaches with positive rewarding comments and gestures when the student obtains correct answers on their role in the DVD game (correct answers will show an avatar coach pop given a “thumbs up” and saying “great job” which has been shown to be an effective strategy for shaping positive behavior and learning responses). The DVDS will be tailored by using our Alcohol DVD as an example of the VEHICLE FOR DELIVERY. We will further develop our technological/educational vehicle but adding a pre & post game at the beginning and end of each Educational Piece. It will be used to assess the student’s prior knowledge of the content being discussed. It will also show any change in learning from beginning to the end of the video demonstration. It will also be tracked on all drug categories to show overall learning throughout the course. All videos will have captions for the hearing impaired. The game will have a built in avatar coach showing them a thumbs up as a reinforcing and positive education experience that will occur for choosing the right answer. We hypothesize that that this tool will be interactive, visual and dynamic but it will also help increase the learning response of each student in an individualized way. It will serve as an example for other clinical research venues regarding the use of this tool to education behavioral health clinicians to improve patient care among clients suffering from drug addiction as the web-based video clips show the behavioral signs and symptoms exhibited among clients who have an addiction (e.g., diagnosing, the negative effects). Moreover, this video tool can be used to show patients how alcohol and/or drugs are affecting their health. Although the

DVD/Interactive Tool will have pre and post gaming quizzes to aid in learning, another added benefit is that these tests will help the RIT student as a study guide for their final exams. The significance is that we are using all the strengths of a multidisciplinary team that is comprised of faculty, students at RIT. We will be building a tool that will be merging behavioral health problems such as addiction, the science behind addiction and the use of technology to disseminate this knowledge. Addiction is a pervasive health problem that destroys lives, families and is linked to violent crimes. Our RIT student

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will learn about these negative effects on the brain and behavior in the classroom format, online classes or via distant learning. We can also utilize these tools within the community w/the RGH Alliance. We can tailor this tool for use w/clinicians for educational purposes re: diagnoses and treatment. We can tailor it for use to educate and treat the patient who has been diagnoses with an addiction. The use of this tool can be easily adapted and disseminated and the research opportunities are great.

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Statement of creativity: (three paragraphs maximum)

Provide a brief description of how this is a novel approach, or a new application of an existing mode or model of teaching and learning, or represents an entirely new paradigm. (Please note that special consideration will be given to proposals that demonstrate a new use/application of a model, system, or technology already in use at RIT.)

EXAMPLE VIDEO/DVD THAT OUR TEAM PRODUCED FOR ADAPTATION: “THE EFFECTS of ALCOHOL ON BRAIN, BEHAVIOR & THE NEGATIVE CONSEQUENCES:

This film illustrates all the strengths of the RIT student and faculty regarding

the building, creativity, talent, use of up- to- date science and the successful

completion of this educational tool. This will simply serve as a model of an

educational vehicle to be adapted for other classes of psychoactive drugs while

introducing interactive gaming technology, pre and post quizzes with an avatar

coach that rewards correct responses in the learning process. This educational

model can be used from this clinical research team to teach addiction

pharmacology, and other clinical or medical health classes. It can be used in

research, patient care and it can be showcased at local, national and

international conferences. The students can also display it w/in their portfolios

and their resumes when applying for jobs or graduate/medical school. This is

an integrative, novel approach that will include a gaming component to assess

knowledge acquired from pre to post video education of the effects alcohol

and/or drugs can have on the brain (neuropharmacology/chemistry), medical

and behavioral health consequences. It is readily adaptable for a number of

audiences (e.g., RIT undergrads, graduate students, clinicians and patient care

samples). It has numerous research opportunities and potential collaborations.

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Statement of efficacy: (two pages maximum)

Provide a brief description of the experiment/research design, methodology, and methods of data collection you will use to gauge efficacy.

We plan to adapt it to the following interactive online Web-based videos or DVD’s for students to observe from “MY COURSES” and for discussion w/in the classroom. Moreover, this could be developed for distant learning and webinars.

The DVD’s will be adapted to the following drug categories:

i. Effects of Anxiolytics on the brain, behavior and negative consequences ii. Effects of Stimulants (e.g.., ADHD medications, Cocaine, Crack) on the brain,

behavior and negative consequences

iii. Effects of Opiates (e.g., Prescription painkillers, Heroin, morphine, methadone) on brain behavior and negative consequences.

iv. Effects of Marijuana and derivatives (e.g., THC, Hashish, Salvia) on brain, behavior and negative consequences.

v. Effects of Club Drugs and other synthetic drugs (e.g., Ecstasy, Ketamine, Phencyclidine, LSD).

Rational: Using Didactic and Interactive Human Visualization Tools have been shown to be effective skills to engage an individual’s attention via visual tracking software studies. Moreover, shaping positive learning and correct responses will occur via an avatar coach that will appear on the screen to show a ‘thumbs up’ response while saying “great job.” Operant conditioning techniques have been cited in the literature as very effective strategies at positive behavior change. Our hypothesis is that the interactive visual cues and exciting learning venue will attract the attention of the RIT student in the learning process. Rewarding positive responses via the coach will allow for an overall positive learning experience and grade improvement.

The teaching tool and game will collect %correct answers for pre and post-game quiz results on each student. The student will be taking a game with a quiz built into it before seeing the video and after seeing the video. We hypothesize that the students overall grades will improve with each post quiz for each class over time. We also plan to assess the students overall satisfaction with this educational tool versus standard classroom teaching skills. We hypothesize that the interactive gaming educational tool will be superior to the standard teaching mechanisms as it pertains to teaching addiction

pharmacology. Our data will be analyzed and graphed via excel or SPSS statistical data management programs.

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Dissemination plan (Optional):

If applicable, provide details about the journal, conference, show, other external vehicle with strong potential for dissemination of your results. Include supporting documentation such as preliminary interest or acceptance with your application, if available. (Please note that special consideration will be given to proposals that have a defined opportunity for external dissemination, such as an academic journal or professional conference.)

Our didactic educational gaming vehicle (Web-based interactive video on The Effects of Alcohol and Drugs on Brain and Behavior) can be easily adapted and disseminated via DVD, Online/Web-based applications. The dissemination will go beyond the classroom, beyond the online capabilities as we plan to publish this tool and the research findings in highly esteemed (high impact factor) peer reviewed journals such as Drug and Alcohol Dependence, American Journal on Addictions, and other Addiction Psychiatry Venues.

We also plan to present our results at the College on Problems of Drug Dependence (CPDD),

Research Society on Alcoholism (RSA) and American Journal of Psychiatry and the Law (AAPL) at the national and international levels to showcase RIT as a leader in the field of behavioral health, science and technology.

References

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