Research Collective
The IDEA Research Collective is an exciting opportunity to connect with colleagues, share ideas, and collaborate on cutting-edge initiatives that make a real impact related to inclusion, belonging and excellence. The IDEA Research Collective aims to connect faculty and practitioners whose work is issue-focused, to collectively explore research, publication and corresponding funding opportunities. Faculty affiliates can enjoy a number of benefits with the goal of sparking and nurturing cross-campus and cross disciplinary collaborations, mentoring opportunities, research productivity, and visibility.
Benefits of participating include:
- Interdisciplinary partnerships that span across campuses
- Increased visibility for your research and projects
- Opportunities for funding and publications
We ask that our members commit to providing consulting support for our research initiatives and participating in collaborative discussions to identify publication opportunities that connect research and practice. We believe that the IDEA Collaborative will catalyze research efforts at UC Davis and we look forward to working synergistically with all of you.
Join the IDEA Research Collective
Publications
The following lists publications from IDEA Research Collective affiliated faculty and scholars.
| Acosta-Parra, A. R., Ovid, D., & Tripp, B. (2024). Breaking Stereotypes: How Undergraduates’ Life Experiences of Scientists Shape their Scopes of Possibility. CBE—Life Sciences Education, 23(4), ar58. https://doi.org/10.1187/cbe.24-05-0148 |
| Adkins‐Jackson, P. B., George, K. M., Besser, L. M., Hyun, J., Lamar, M., Hill‐Jarrett, T. G., ... & Babulal, G. (2023). The structural and social determinants of Alzheimer's disease related dementias. Alzheimer's & Dementia, 19(7), 3171-3185. https://doi.org/10.1002/alz.13027 |
| Adkins‐Jackson, P. B., Kraal, A. Z., Hill‐Jarrett, T. G., George, K. M., Deters, K. D., Besser, L. M., ... & Manly, J. J. (2023). Riding the merry‐go‐round of racial disparities in ADRD research. Alzheimer's & Dementia, 19(10), 4735-4742. https://doi.org/10.1002/alz.13359 |
| Ahmed, I., Armstrong, A., Clemons, T. A., Clune-Taylor, C., Love-Rutledge, S. T., Phillips, M. A., ... & Williams, M. J. (2023). How do DEI initiatives impact STEMM, and why do we still need them?. Cell, 186(12), 2506-2509. https://doi.org/10.1016/j.cell.2023.05.015 |
| Aldana, R. E. (2020). Border solutions from the inside. University of Miami Race & Social Justice Law Review, 11, 77-118. https://dx.doi.org/10.2139/ssrn.3771564 |
| Aldana, R. E. (2022). Taming immigration trauma. Cardozo Law Review, 44, 387-476. https://ssrn.com/abstract=4167269 |
| Aldana, R. E., & Moreno, J. M. (2022). A Long-term vision on faculty diversity at UC Davis. Uprooting Bias in the Academy: Lessons from the Field, 99-123. https://doi.org/10.1007/978-3-030-85668-7_6 |
| Aldana, R. E., & O'Donnell, T. (2019). A Look Back at the Warren Court's Due Process Revolution Through the Lens of Immigrants. University of Pacific Law Review, 51, 633-666. https://dx.doi.org/10.2139/ssrn.3625761 |
| Aldana, R. E., Cruz, E., Peña, S. M., & Peterson, K. (2024). Lessons from Colombia’s response to Venezuelan forced displacement. Albany Law Review, 87(1), 1-53. https://dx.doi.org/10.2139/ssrn.4578095 |
| Aldana, R. E., Koga, P. M., O'Donnell, T., Skwara, A., & Perris, C. (2021). Trauma as inclusion. Tennessee Law Review, 89, 767-828. https://dx.doi.org/10.2139/ssrn.4087777 |
| Aldana, R. E., Loza de Siles, E., Maldonado, S., & Moran, R. F. (2023). Latinas in the Legal Academy: Progress and Promise. Harvard Latin American Law Review, 26, 183-202. https://ssrn.com/abstract=4598381 |
| Balaraman, A., McCullough, S., Graham, N., & Hestir, E. (2023). Impact of Shared Values & Power on Successful Mentoring for Minorities in STEM. Journal of Business Diversity, 23(1). https://doi.org/10.33423/jbd.v23i1.5825 |
| Chantarat, T., Rogers, T. B., Mitchell, C. R., & Ko, M. J. (2023). Perceptions of workplace climate and diversity, equity, and inclusion within health services and policy research. Health Services Research, 58(2), 314-324. https://doi.org/10.1111/1475-6773.14032 |
| Degand, D. (2020). Introducing critical race media literacy in an undergraduate education course about technology and arts-based inquiry. International Journal of Multicultural Education, 22(3), 96-117. http://doi.org/10.18251/ijme.v22i3.2461 |
| Degand, D. (2022). “I don’t fit in anywhere”: Undergraduates’ experiences with avatars and games in an Education course. In 2022 Games + Learning + Society Conference Proceedings. https://escholarship.org/uc/item/97k3s1kw |
| Degand, D. (2022). An arts-based inquiry-inspired rubric for assessing college students’ comic essays. Multimodality & Society, 2(4), 386-409. https://doi.org/10.1177/26349795221124811 |
| Degand, D. (2022). Comics, emceeing, and graffiti: A graphic narrative about the relationship between hip-hop culture and comics culture. Studies in Comics, 12(2), 239-248. https://doi.org/10.1386/stic_00064_3 |
| Degand, D. (2022). Golden legacy versus trivialising tropes: An examination of The Saga of TOUSSAINT L’OUVERTURE and the Birth of Haiti, Journal of Graphic Novels and Comics, 13(2), 255-269. http://doi.org/10.1080/21504857.2021.1880952 |
| Degand, D. (2022). Un-silenced Pasts Present in Afrofutures: The Potential of Arts-Based Inquiry and Critical Race Theory. Journal of Futures Studies. 26(3), 7–23. http://doi.org/10.6531/JFS.202203_26(3).0002 |
| Esparza, C. J., Simon, M., London, M. R., Bath, E., & Ko, M. (2024). Experiences of Leaders in Diversity, Equity, and Inclusion in US Academic Health Centers. JAMA Network Open, 7(6). https://doi.org/e2415401-e2415401 |
| George, K. M., Folsom, A. R., Kucharska-Newton, A., Mosley, T. H., & Heiss, G. (2017). Factors related to differences in retention among African American and white participants in the Atherosclerosis Risk in Communities Study (ARIC) prospective cohort: 1987-2013. Ethnicity & Disease, 27(1), 31. https://doi.org/10.18865/ed.27.1.31 |
| George, K. M., Peterson, R. L., Gilsanz, P., Barnes, L. L., Mayeda, E. R., Glymour, M. M., ... & Whitmer, R. A. (2021). Stroke Belt birth state and late-life cognition in the Study of Healthy Aging in African Americans (STAR). Annals of Epidemiology, 64, 26-32. https://doi.org/10.1016/j.annepidem.2021.09.001 |
| Hernandez Negrete A., Deeb-Sossa N., Mendez L., Castaneda A., Caporale, N. (under review). Unpacking barriers: Understanding the institutional challenges faced by Latina STEM students on academic probation. Journal of Diversity in Higher Education |
| Hernandez Negrete A., Mouavangsou K., Caporale N. (2023). Toward asset-based LatCrit pedagogies in STEM: centering Latine students’ strengths to reimagine STEM teaching and practice. Frontiers in Education, Vol 8. https://doi.org/10.3389/feduc.2023.1176913 |
| Ko, M. (2023). Improving Peer Review For Structural Racism And Health Research. Health Affairs Forefront. https://www.healthaffairs.org/do/10.1377/forefront.20230707.6457/full/ |
| Ko, M., Henderson, M. C., Fancher, T. L., London, M. R., Simon, M., & Hardeman, R. R. (2023). US medical school admissions leaders’ experiences with barriers to and advancements in diversity, equity, and inclusion. JAMA Network Open, 6(2). https://doi.org/e2254928-e2254928 |
| Ko, M., Ngo, V., Zhang, A. Y., Mabeza, R. M., & Hahn, M. (2024). Asian Americans and Racial Justice in Medicine. The New England Journal of Medicine, 390(4), 372-378. https://doi.org/10.1056/nejmms2307748 |
| Ledgerwood, A., da Silva Frost, A., Kadirvel, S., Maitner, A., Wang, Y. A., & Maddox, K. B. (2024). Methods for advancing an open, replicable, and inclusive science of social cognition. The Oxford Handbook of Social Cognition, 114-140. https://doi.org/10.1093/oxfordhb/9780197763414.013.4 |
| Ledgerwood, A., Hudson, S. K. T. J., Lewis Jr, N. A., Maddox, K. B., Pickett, C. L., Remedios, J. D., ... & Wilkins, C. L. (2022). The pandemic as a portal: Reimagining psychological science as truly open and inclusive. Perspectives on Psychological Science, 17(4), 937-959. https://doi.org/10.1177/17456916211036654 |
| Ledgerwood, A., Lawson, K. M., Kraus, M. W., Vollhardt, J. R., Remedios, J. D., Westberg, D. W., ... & Zou, L. X. (2024). Disrupting racism and global exclusion in academic publishing: Recommendations and resources for authors, reviewers, and editors. Collabra: Psychology, 10(1), 121394. https://doi.org/10.1525/collabra.121394 |
| Lewis, E. E. (2024). The impact of research and the power of data: Leveraging data as a scholar practitioner to drive decision making for equity!. Impacting Education: Journal on Transforming Professional Practice, 9(3), 39–43. https://doi.org/10.5195/ie.2024.452 |
| McCullough, S. R., Lugo, A., & Stokkum, R. V. (2019). Making bicycling equitable: Lessons from sociocultural research. https://doi.org/10.7922/G22R3PWK |
| McCullough, S. R., & van Stokkum, R. (2021). Answers from the Margins: Participatory Planning with Disadvantaged Communities. https://doi.org/10.7922/G2RX99DZ |
| McCullough, S. R., & Erasmus, C. S. (2024). Performative versus Authentic Equity Work: An Assessment of Current Practices in Transportation Planning. Transportation Research Record, 2678(5), 884-903. https://doi.org/10.1177/03611981231193409 |
| Munoz-Araya, M., Williams, S. R., Geoghan, P., Ortiz-Gonzalo, D., Marshall, K. N., Brewer, K. M., ... & Wauters, V. M. (2024). A knowledge creation framework for academia toward agroecological transformations of food systems. Frontiers in Sustainable Food Systems, 8, 1336632. https://doi.org/10.3389/fsufs.2024.1336632 |
| Murray, D. D., Williams, C. R., Gaddy, J. A., Rogers, C. D., Kirabo, A., Santisteban, M. M., Wanjalla, C. N., Williams, E. M., Sweetwyne, M. T., Damo, S. M., Murray, S. A., Stokes, D., & Hinton, A. (2024). The power of junior faculty mentoring committees. Journal of Cellular Physiology, 239, e31360. https://doi.org/10.1002/jcp.31360 |
| Ovid, D., Rose Acosta-Parra, A., Alemayehu, A., Francisco Gomez, J., Tran, D., & Tripp, B. (2024). “All of us are capable, and all of us can be scientists.” The impact of Scientist Spotlight assignments with undergraduates in physiology courses. Advances in Physiology Education, 48(4), 770-783. https://doi.org/10.1152/advan.00116.2024 |
| Peñaloza, A. C. & Degand, D. (2024). Yo Me Llamo Cumbia: A multimodal autoethnographic analysis on the re-presentation of Cumbia’s AfroIndigenous cantautoras. Multimodality & Society. https://doi.org/10.1177/26349795241291347 |
| Pozzi, T., Legg, E., McCullough, S., & Lubell, M. (2024). Transformative climate change education for graduate students: developing a theory of change to increase equity in climate change science. Environmental Education Research, 1-21. https://doi.org/10.1080/13504622.2024.2411310 |
| Prado, G. H. (2024). Teaching Food Processing to Chemical Engineering Students with Native American Food. Chemical Engineering Education, 58(1), 46-53. https://doi.org/10.18260/2-1-370.660-132143 |
| Rogers, C. D., Amemiya, C., Arur, S., Babonis, L., Barresi, M., Bartlett, M., ... & Brady, S. M. (2024). Pluripotency of a founding field: rebranding developmental biology. Development, 151(3), dev202342. https://doi.org/10.1242/dev.202342 |
| Rogers, C. D., Kirabo, A., McReynolds, M., Sweetwyne, M. T., Wanjalla, C., Benjamin, J., Williams, E. M., Gaddy, J. A., Williams, C. R., Damo, S. M., Murray, S. A., & Hinton Jr., A. (2024). The graduate school guide: How to prepare for the qualifying exam and assemble a thesis/graduate committee. Journal of Cellular Physiology, 239, e31258. https://doi.org/10.1002/jcp.31258 |
| Segura-Totten, M., Dewsbury, B., Lo, S. M., Bailey, E. G., Beaster-Jones, L., Bills, R. J., Tripp, B. ... & Raut, S. A. (2021, December). Chronicling the journey of the Society for the Advancement in Biology Education Research (SABER) in its effort to become antiracist: from acknowledgement to action. In Frontiers in Education (Vol. 6, p. 780401). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.780401 |
| Smith, T., Herda, C., Hsu, M., Fletcher, C., Gadnis, R., Sanchez, M. B., & McCullough, S. R. (2024). Mobility Justice: A New Framework (No. PSR-21-44). https://doi.org/10.25554/skx3-9v41 |
| Tull, R. G., Gurganus, J., Reith, D., Cervantes, L. V., Lihui, X., Groß, I., ... & Sigamoney, R. (2024). Models for international collaborations to nurture students into global engineers. In Academic Leadership in Engineering Education: Learnings and Case Studies from Educational Leaders Around the Globe (pp. 373-396). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-68282-7_20 |
| Tull, R.G. (2019). Journey 31. In Rising to the Top: Global Women Engineering Leaders Share their Journeys to Professional Success (pp. 363-384). International Federation of Engineering Education Societies. |
| Tull, R.G. (2019). Contrarrestando el “Efecto Matilda” por medio de la participación de mujeres en ingeniería de América Latina durante las conferencias de LACCEI. In Matilda (1st ed., pp. 113-122). Universidad FASTA Ediciones. |
| Tull, R.G. (2019) Countering the “Matilda Effect” through the participation of Latin American women in engineering during LACCEI conferences. In Matilda (1st ed., pp. 113-122). FASTA Ediciones University. |
| Tull, R.G. (in press). Idealism, Deservingness, and Preparing for Enlarged Territory, in Partner and Leverage: Stories of Stewardship and Leadership from Women of Color in Engineering (working title), edited by Stephanie G. Adams and Stephanie Y. Evans. In Press |
| Tull, R.G. et al. (2025). Models for international collaborations to nurture students into global engineers. In: Kandakatla, R., Kulkarni, S., Auer, M.E. (eds) Academic Leadership in Engineering Education. Lecture Notes in Networks and Systems, vol 1097. Springer, Cham. https://doi.org/10.1007/978-3-031-68282-7_20 |
| Vora, K., McCullough, S., & Giordano, S. (2022). Asking different questions in STEM research: Feminist STS approaches to STEM pedagogy. ADVANCE Journal, 3(1). https://doi.org/10.5399/osu/ADVJRNL.3.1.10 |
| National Academies of Sciences, Engineering, and Medicine. (2021). The Impact of COVID-19 on the Careers of Women in Academic Sciences, Engineering, and Medicine. Washington, DC: The National Academies Press. https://doi.org/10.17226/26061 |
| National Academies of Sciences, Engineering, and Medicine. (2019). The Science of Effective Mentorship in STEMM. Washington, DC: The National Academies Press. https://doi.org/10.17226/25568 |
| University of California Council of Vice Chancellors for Equity and Inclusion. (2023). A defense of the senior diversity officer in politically charged times. Insight into Diversity, October 2023, 28-29. https://www.insightintodiversity.com/a-defense-of-the-senior-diversity-officer-in-politically-charged-times/ |
Coley, B. C., Bekki, J. M., Tull, R. G., Pollock, M. C., Artis, S., Williams, R. L., Allen, A. M., Vanasupa, L., & Kadir, K. (2024). View from the Kaleidoscope: Conceptualizing antiracist priorities for engineering as a collective across vantages. Paper presented at 7th Annual Conference on Collaborative Network for Engineering and Computing Diversity, CoNECD 2024, Arlington, United States. |
| Degand, D. (January 24, 2024 - April 21, 2024). Still … Racism in America: A Retrospective in Cartoons [Exhibition]. UC Davis Design Museum, Davis, California. https://arts.ucdavis.edu/exhibition/still-racism-america-retrospective-cartoons |
| Gentry, S. P., & Prado, G. (2024, June), Evaluating Students’ Belonging in Two Engineering Departments Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://doi.org/10.18260/1-2--47346 |
| Tull, R.G. & J. Gurganus. (2024). Fostering diverse, globally aware engineers through international conferences. IIE Networker: Spring 2024. https://www.iienetworker-digital.com/iieb/0124_spring_2024/MobilePagedArticle.action?articleId=1965467#articleId1965467 |