Cuaderno-10-Rewards-Challenges-and-Outcomes-of-an-Interdisciplinary-InterculturalUndergrad

CUADERNOS DE INVESTIGACIÓN INSTITUTO DE INVESTIGACIONES INTERDISCIPLINARIAS UNIVERSIDAD DE PUERTO RICO EN CAYEY

Rewards, Challenges, and Outcomes of an Interdisciplinary Intercultural Undergraduate Research and Fieldwork Summer Program in Puerto Rico Jannette Gavillán Isar P. Godreau Lillian Ramos Nancy Romero

Cuaderno 10 Año 2009

En la serie Cuadernos de Investigación del Instituto de Investigaciones Interdisciplinarias de la Universidad de Puerto Rico en Cayey se presentarán resultados parciales y preliminares de algunas de las investigaciones auspiciadas por el Instituto, versiones preliminares de artículos, informes técnicos emitidos por nuestras(os) investigadoras(es) así como versiones finales de publicaciones que, por su naturaleza, sean de difícil publicación por otros medios.

Los(as) autores(as) son responsables por el contenido y retienen los derechos de publicación sobre el material contenido en estos Cuadernos.

Copias de los Cuadernos se pueden obtener solicitándolos por teléfono, por correo regular o por correo electrónico al Instituto. También se pueden descargar de nuestra página electrónica en formato pdf.

Instituto de Investigaciones Interdisciplinarias Universidad de Puerto Rico en Cayey 205 Ave. Antonio R. Barceló Cayey, PR 00736

Tel. 787-738-2161, exts. 2615, 2616 Fax 787-263-1625 Correo electrónico: instituto.investigacion@upr.edu Página web: http://webs.oss.cayey.upr.edu/iii/

Diseño de Portada: Prof. Harry Hernández Encargado de la serie de cuadernos: Dr. Errol L. Montes Pizarro Directora del Instituto: Dra. Isar P. Godreau Directora Auxiliar: Sra. Vionex M. Marti

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Rewards, Challenges, and Outcomes of an Interdisciplinary Intercultural Undergraduate Research and Fieldwork Summer Program in Puerto Rico Jannette Gavillán-Suarez, Isar P. Godreau and Lillian Ramos University of Puerto Rico at Cayey Nancy Romero-Daza University of South Florida During two summers (2006, 2007), undergraduate students from Puerto Rico and from USA colleges and universities lived together, in common residences at the University of Puerto Rico- Cayey Campus (UPR-C). They studied and conducted research in rural communities, attended weekly workshops and conferences, and participated in organized social and cultural events that complemented their research experience, away from home. Their ages ranged from 20 to 29 years. Some spoke Spanish as their native language, others English. Some had enrolled in social science programs, while others had taken most courses in the natural sciences. They were interested in public health, sociology, anthropology, pre-med, ecology, and psychology careers, but most did not have any previous research experience.

What brought them together was a desire to gain hands-on research training and the opportunity to carry out applied research on health issues in communities. What they received at the end was an educational experience that, not only strengthened their research skills, but also enabled them to grow personally, explore their own identity, and gain a better understanding of the interdependence between personal health and community health. This article describes the implementation process, rewards, challenges, and outcomes of this one of a kind bi-lingual, intercultural, interdisciplinary educational experience called the Summer Field School (SFS) on “Field Research Methodologies for Community Health Assessment” at UPR-C. The setting Puerto Rico is a densely populated island of the Caribbean (over 1000 people per square mile) with a total population in excess of 3.9 million. UPR-C is one of the eleven-campuses of the University of Puerto Rico system and is the main higher education institution serving the eastern mountainous region of Puerto Rico and the surrounding municipalities, an area of approximately 467,000 people (Figure 1).

UPR- C is well connected by a highway to San Juan, the capital city, where UPR-Río Piedras, the main campus of the UPR system is located. This campus offers undergraduate and graduate programs to a student Archipelago of Puerto Rico and UPR-C service region. population of 21,500. By contrast UPR- C is an exclusively four-year Institution, with approximately 4,000 students in bachelor’s programs in the natural and social sciences, mathematics, education, business, and the

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humanities. Ninety-nine percent of the faculty and student population are Hispanic and most UPR-C students are first-generation college students from low-income families.

Building Infrastructure for Undergraduate Research For many years, UPR-C developed as a teaching institution. Since the 1990’s however, the UPR-C began to develop its research infrastructure in order to strengthen its undergraduate academic programs. A key part of this endeavor was the creation of the Institute of Interdisciplinary Research (IIR) in 2000. The IIR supports applied and interdisciplinary research initiatives that elucidate problems affecting the rural and coastal municipalities comprising the UPR-C service- region. In 2003, the IIR received a grant from the National Center of Minority Health and Health Disparities (NCMHHD) of the NIH to develop its research infrastructure by establishing a RIMI Program (Research Infrastructure for Minority Institutions). The UPR- C’s Summer Field School is a key activity of the RIMI program and of UPR-C strategic goal of increasing students’ exposure to research and community service in its service region.

Good initiatives, however, often take time to implement. Conducting an intensive applied summer research program would require becoming familiar with other summer field schools -their philosophy, what they entailed, the kind of infrastructure needed (in terms of equipment but also IRB and administrative procedures) and the services that needed to be available for students. Also, since we wanted the research to impact and benefit communities of the nearby region, the SFS would require the identification of community partners and leaders to collaborate with participating students and faculty. Furthermore, implementing the SFS also required establishing partnerships with faculty from research- intensive institutions who could complement UPR-C faculty expertise on research methodologies pertinent to the study of community health.

The Importance of Partnerships In all these respects, the team of faculty from UPR-C IIR benefited from the support of a number of collaborating institutions and community partners. A key partner was the University of South Florida (USF). Faculty members from the USF Anthropology Department, Dr. David Himmelgreen and Dr. Nancy Romero-Daza were experts on issues pertaining to community health. Besides, for six summers (2001-2004 and 2006, 2008) Romero-Daza and Himmelgreen developed the field school “Globalization and Community Health Field School” in Monteverde, Costa Rica as a research abroad experience for USF upper level undergraduates and graduate students. We modeled UPR-C SFS after this course that combines classroom training in qualitative and quantitative anthropological methods with direct application in the field. The USF model of SFS is also one of few programs that allows for significant interaction of participants with local residents and seeks to involve stakeholders in the identification of issues that are relevant to their communities.

The two schools were not identical however. Unlike the SFS developed by USF, UPR-C model focused on the training of undergraduates. This, combined with the fact that the program only lasted four weeks, meant that greater efforts had to be dedicated to basic research training.

Another defining aspect of the UPR-C SFS is that – rather than being a “research abroad” program – UPR-C SFS was an intercultural, bi-lingual experience with faculty from Puerto

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Rico and the US actively participating in the design, development and implementation of the academic experience.

The realization of this complex model also benefited from other partners, such as the Graduate School of Public Health in Puerto Rico (UPR-SPH) of the UPR Medical Sciences Campus and Dr. Guha Shankar from the Folklife Center Library of Congress. These collaborators provided valuable resources, training, and workshops for our undergraduates. In addition, graduate students trained in both quantitative and qualitative methods worked as mentors and provided additional support to undergraduate participants. Finally, the support of local community leaders and partners was essential. For example, the local Hospital administrator, Gladys Meléndez worked closely with the research teams, allowing faculty and students to identify areas of research that were later explored through student projects, and that have a direct impact in the provision of health services to the community.

The Research Experience: A Total Experience All these alliances and partnerships, made it possible for UPR-C to have a SFS on “Field Research Methodologies for Community Health Assessment”: an ambitious four-week long, intensive, bilingual course in qualitative and quantitative methods that offers research training, intensive practice, and application of research methodologies in community health assessment fieldwork to US and PR students. The academic program focusing in health issues that affect Puerto Rican communities was also complemented with a program of socio-cultural activities.

How did it all unfold?

Initial meeting.

The team of students, faculty, and mentors arrives early in June to the opening session, eager to begin. This session is of utmost importance, as it opens for students the first window to the SFS. At this session, students get a feel of what is coming, talk about personal backgrounds and career expectations, discuss specific goals and objectives, identify the course objectives, and clarify tasks and expectations. They also review rules, regulations, procedures and curfews…the projected timeline, guide for visitations, conferences and activities, and outlines of the fieldwork requirements… a tightly coordinated program. The Puerto Rican students talk among them (often with their hands too) and laugh, wide and loud. The English-speaking students find themselves in unfamiliar territory, silently thinking “It better be good!” The staff is ready to take action so as to guarantee the best chances for all students to adjust, understand, and succeed.

Academic Program.

Formal classes were held during the mornings, mostly in English. Content included anthropological methods such as participant observation, informal and in depth interviews, and focus groups, the use of quantitative methods (surveys, anthropometric measures, and nutritional assessment), as well as methods used in areas such as visual anthropology. Students also received English and Spanish lessons in the afternoon. A very important component was an overview of research ethics, including training on guidelines regarding research with human subjects, and discussions about ethical dilemmas often encountered in the field.

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Community Service The SFS is not only as a training ground for student researchers, but also as a resource for local stakeholders.

Responding to a community’s need for information is, therefore, also a goal. For example, working in close collaboration with the Cayey Municipal Hospital, we were able to identify areas of research that can directly impact the provision of health services to Cayey residents.

Our research teams also worked in collaboration with community advisors SFS Glaymar Dominguez (UPR-C) (front) and Sarah Lince (neighborhoods residents) who 2007 (Mount Holyoke College ) working on one of the SFS 2007 Health Fair provided guidance through the stations. research process not only in terms of the “cultural appropriateness” of methods, but also in relation to the actual content of the research and data analysis. Thus, between sunrise and sunset there is much fieldwork to do at the SFS. Field Work: Explorers in a rewarding and fascinating experience.

A casual observer might see a group of college students crossing the gate of the university, full of energy and enthusiasm, feeling the pace of the streets, covering the space of the town.

Depending on the research site they chose, you can see them heading to different communities in Cayey.

Fieldwork scenario 1: The Municipal Hospital.

Students who chose to work at the Municipal Hospital enter the emergency room, sitting quietly, holding their note pads firmly and getting familiar with the setting where they will conduct their research. They are “seeing the field, taking it in, soaking it up, ” capturing their first taste of being meaningfully involved in anthropological research.

The 57-year old hospital building draws a monthly clientele of more than 3,000 patients. The majority are adults and females under 45 years of age, with health insurance coverage from the government but that not have access to primary health care services. Students arrive by dawn, and gain a pretty good sense of the disparities in health among low-income populations and communities. They find that this population experiences health disparities across a broad spectrum of illnesses (hypertension, diabetes and asthma) and in accessing treatment. As their research continues, they also find that the most powerful factors shaping both health status and disparities are social and economic determinants as well as the specific physical conditions of the community.

Fieldwork scenario 2: Communities at Cayey, Toita, and Las Vegas.

Another group of students, in another summer day, find themselves driving on a twisting road. After a half an hour ride, they arrive at barrio Toita. Located in a suburb,

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purged on the end of a hill, Toita is a county sub-division (barrio) with a population of 6,291 with 50 % of families living in poverty. Las Vegas, another community where students conduct research is located closer to downtown Cayey and has a population of 3,029 with 58% poverty rate. As the students make their way through the streets looking for the contacts that will guide them through the community, they stop to say hello to residents who are curious about the newcomers. As they carry out their conversations, they document the sounds, smells, and sights of their surroundings, which give them a glimpse of what life is like in the rural barrios. This is one of the many visits they will make to the community, each offering new valuable insights.

During the fieldwork students hold meetings with community leaders that later (maybe that same afternoon or night) would inform the design of research instruments. They also conduct surveys, interview people, design health assessments, collect data, and become involved in many other activities that allow them to learn more about the health priorities of local target communities and community-based organizations.

Community Core Activity: Health Fair.

A key activity of the SFS is the organization of a daylong community health fair in Cayey. The fair takes place in the broader area that includes the neighborhoods in which students conduct their research. The event is organized as a series of “stations” in which students have the opportunity to interact with health fair participants, both adults and children, as they collect data and provide health-education. The data collected include socio-demographics, food security (assessed through the Radimier Cornell Scale) anthropometrics (e.g., weight, height, skinfolds, upper arm and waist 2006 SFS students, community leader, mentors and faculty at circumference), and blood pressure, glucose, Community Health in barrio Toita. Front row: Adriani Cartagena (UPR-C), Annie Rivera (UPR-C), Gloria Lafontainne (leader), and cholesterol testing. In addition, each Anamari Sierra (UPR-C), Sarah Hopkins (Belloit College), Gloria student team collects project-specific data Westerband (UPR-C). Back row: José A. Alvarado (UPR-C mentor), Dr. David Himmelgreen (USF), Dr. Nancy Romero-Daza (USF), through surveys or individual interviews Federico Cintrón-Moscoso (USF mentor) and Calley Connors conducted during the health fair. The health (Dickinson College). fair also includes a medical assessment given to each individual participant in the mobile clinic operated by the Cayey Municipal Hospital. Doctors and nurses from this institution provide a thorough check-up and needed referrals and prescriptions. The data collected by the students provides valuable information to the medical personnel and to residents as well.

Presentation of Findings Once research is concluded, students must present their findings to an academic audience and to the community. Projects on nutrition/food security, health promotion and disease prevention, and environmental health issues were presented orally to local communities in Spanish and as

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posters at undergraduate research conferences in English (SACNAS 2006 and 2007). The following student’s research reports: Perfil social y ambiental del Hospital de Area de Cayey (2006), La Salud es la prioridad de la comunidad (2007) and Perspectives Concerning Prevention of Health Problems (2007) can be accessed through the IIR web site at http://webs.oss.cayey.upr.edu/iii/content/cuadernos.

Socio-cultural Activities: An encounter with history, culture and nature.

While the main goal of the program is to teach research methods, a central component of the SFS is the fostering of cultural exchange between Puerto Rican and mainland students. Specially designed cultural activities allow students to know one another better.

They also help to establish a learning environment of respect, dignity, and understanding that fosters an appreciation of diversity and respect for the cultural, heritage, socioeconomic, and gender composition of the group and the community. The development of From left to right - 2006 SFS students Anamari Sierra (UPR-C), Adriani social insight- a clear understanding of Cartagena (UPR-C), Calley Connors (Dickinson College), Dalixis Rivera (UPR-C) and Sarah Hopkins (Belloit College) during a fieldtrip to El culture, speech patterns (slang), music, YunqueTropical Rainforest. movie and TV preferences, styles of dress, understanding and reacting appropriately-takes time and motivation. The SFS programmed activities that included conferences such as Histories of Puerto Rico and the Cayey Region, visits to natural reserves, and cultural workshops such as the confection of Vejigante masks used during carnival season and the bomba and plena (autochthonous AfroPuerto Rican music where drumming and dancing play a key role). Workshops on salsa dancing, especially after an SPSS workshop, were fun for both US and Puerto Rican students.

In addition to these socio-cultural activities, students received workshops on teamwork that complement the academic program and facilitated the co-habitation experience at the University residencies.

Rewards and Assets of the UPR-C Summer Field School A growing body of research describes the great potential of undergraduate research to complement a comprehensive curriculum. Undergraduate research project are associated with enhanced student development and satisfaction, increased enrollment in graduate education, and effective career preparation (Zhao, Menzemer, Lam, 2008). In the sections that follow, we outline how our UPR-C SFS tried to accomplish this and the challenges and recommendations we will take into account for future SFSs. • The power of the team: Diversity Team building is absolutely necessary to influence students’ success in their research experience. UPR-C SFS used small groups of 10 to 12 students for the establishment of a

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positive relationship and to foster open and supportive communication skills. The challenge was to work with a diverse group of students that differed in academic background, knowledge, and skills, as well as in learning styles, mental sets, cultural backgrounds, language, and expertise. Self-understanding and the ability to distinguish their reactions from reactions that students from different cultural backgrounds experienced was hard for some participants. For example, some US students could not understand why some Puerto Rican female students spent so much time beautifying themselves, while Puerto Rican students resented the association of a “natural or plain” aesthetic with intellectual ability. The management of different viewpoints and building of shared perspectives was not easy. Little by little students learned how to work together, to take advantage of each other’s strengths, and to understand the social context of their viewpoints. By the end of the summer, they had internalized that together they can accomplish more than alone. And they laughed together at how intimidating the first window to SFS had been.

• The power of community building Creating community among undergraduate researchers and helping all students feel comfortable in their research environment is an essential part of any undergraduate research program as emphasized by Bender, Blockus and Webster (2008). They point out that community building requires that students get to know each other, personally and as fellow professionals; that mentors, students, and staff develop trust in each other; and that students spend time with each other outside of the research venue. The challenge was to build this kind of cohesive and interactive community in 4 weeks. To achieve it, we used a variety of strategies: living on campus, orientation meetings, conferences, seminars, field work, field trips, social and cultural activities, daily debriefing sessions and mentoring.

• The power of mentoring The SFS had capable, cooperating, motivated and committed graduate students who served as mentors to the undergraduate participants and who were able to provide additional support to undergraduates. SFS mentors were trained in both quantitative and qualitative methods and played a fundamental role in helping students make major strides in a very short period of time.

A substantial relationship was established between interns and assigned mentors who guided the interns to practice the necessary research skills.

• The power of interdisciplinary experiences The power of interdisciplinary research programs, experiences, and teams is evidenced in various models described by Best, Dejongh, Barton, Brown and Barney (2007). Factors that contribute to the success of interdisciplinary research programs include among others, significant institutional support for fostering interdisciplinary collaboration among faculty and effective communication across disciplinary boundaries.

The UPR- C SFS program had faculty from different disciplines (anthropology, epidemiology, biostatistics, psychology and public health) who worked with interns on their research projects.

They helped them in the preparation of research reports and presentations at scheduled symposia.

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• The power of a total research experience Most commonly, undergraduate research programs involve students in the conduct of research that is already underway –usually as part of their mentors’ -funded projects. Such programs provide the opportunity for students to collect and analyze data, and offer them with valuable –albeit limitedexposure to the research process. On the other hand, programs such as the UPRC SFS, seek to involve students in all aspects of research, from the conceptualization of the actual research topic, to the acquisition of institutional review clearance (IRB), the creation of instruments, data collection and analysis, From left to right - 2007 SFS students Melissa Toncic (Ithaca College), Sánchez (USF), Mitchlery Cardona (UPR-Río Piedras) and Natalia and presentation of results. Importantly, Ilia Rodríguez (UPR-C) during the presentation of their research to the Cayey UPR-C SFS also strives to achieve Hospital staff and community leaders at the Casa del Deporte Cayeyano participation of community members in Museum. the identification of research topics. This is a departure from the model followed by many other programs, in which topics to be addressed are pre-determined by faculty members without real involvement from community stakeholders.

Evaluation and outcomes of the SFS Summer Program Crowe and Bracke (2008) recognize that assessment of undergraduate research experiences is in its early stages. Current literature presented by them and others (Ward, Dixon, 2008) proved particularly useful for our needs assessment, helping us set up criteria for evaluating accomplishments.

What we accomplished.

Sixty per cent (60%) of the students who participated in the SFS continued their training as research assistants working under the supervision of the IIR research associates or in their independent research theses required by the UPR-C Honors Program. Most importantly 100% of the UPR-C students who attended the SFS were admitted to graduate programs. They continued training in social work, clinical psychology, environmental management, academic/research psychology, neuro-psychology, and law school.

These were outstanding results, but there is always room for improvement. The evaluation component of the program yielded valuable data and suggested alternative approaches that allowed us to enhance the content and format of the course in future years. Interns expressed what they had accomplished spontaneously, articulately, thoughtfully and passionately. Their comments also reflect the uncertainty and anxiousness of each intern, the ups and downs during the process: “Language barrier made me feel a little inferior to contribution, but I feel I made up for it in analyzing data and writing written report and translating it back to English.”

“One thing that needed to be addressed, that wasn’t, was making sure people understood when it comes down to “crunch” time, people need make personal sacrifices in order to get the job done.”. In terms of the rewards, students commented The area of methodologies, creation of

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instruments, going to the field was the most valuable(1)” “The most important part of this course was the field work that was done.”, “Working among community residents and applying research methodologies was the key.”

The summer course accomplished a lot in a very limited period of time. It was, by necessity, very demanding on both students and faculty. A major challenge, like in other programs, was achieving a balance between the academic needs of the course and the individual needs of students. Not surprisingly, student remarks demonstrate that time was the most influential factor to be considered. In their words: ‘The feeling that one may not have enough time to achieve stated goals is uncomfortable’, ‘No one can remember all that we are told in the orientation session’, ‘It takes time to be acclimated’.

Where do we go from here?

To capture learning enrichment and help minimize the personal stress, in our next SFS we plan to expand the SFS time-line to five weeks. We also plan to ask interns to keep a simple, structured record of the process as it unfolds, as they experience each new cultural situation.

This will allow them to better understand and successfully cope with the demands of time and energy to achieve goals within the field experience timeline. In addition, we hope to provide opportunities for local interns to continue research at the IIR, where projects take an applied, interdisciplinary approach to elucidate problems affecting communities of the UPR-C servicearea (http://webs.oss.cayey.upr.edu/iii/). Other challenges we face are expanding the number of faculty involved in interdisciplinary projects, enhancing communication with other academic departments, and seeking funding and partnerships to improve and expand interdisciplinary projects and activities.

As interns walk back ’home’ they feel, like interns in other programs reviewed, that they have contributed to the multidisciplinary community of scholarship of their home universities; that the experience is an excellent preparation for graduate work, and more importantly, they also discovered something about themselves and their values. In their own words: “To be able to have the experience as an undergraduate to do research and present it to the community and to have provided significant information to the community for possible future changes was the most valuable experience”. One student stated that the most valuable experience was “To apply what we learned… but beyond that, it was the personal experiences that we acquired during the course , as we shared with the community(2)” “The team-work was very good, it was a unique experience and with so much diversity of people, languages, and fields I was able to learn beyond the research (3)”.

We at the IIR-UPR-C completely agree. Nothing satisfied us more than the energy generated when students become leaders in research and community service. One thing is clear: at the heart of success there is a team of undergraduate students, full of energy and commitment, with a sense of inquisitiveness focused in the achievement of shared goals, working under the supervision of research-active faculty and skillful and supportive mentors. The relationships developed were full of intensity and power. For us at IIR-UPR-C, ‘taking risks takes courage’, and we are ready to carry the tremendous responsibility of facing the emerging challenges posed by the implementation of a successful summer research program for undergraduates students.

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References Bender C, Blockus L, Webster M. Creating community in your Undergraduate research program: It isn’t spontaneous. CUR Quarterly, 2008; 28:8-12.

Crowe M, Bracke D. Assessing the impact of undergraduate-research experiences on students: An overview of current literature. CUR Quarterly, 2008; 28:43-50.

Ward RM, Dixon L. The First year experience: Miami University’s scholastic enhancement program - Undergraduate research option. CUR Quarterly, 2008; 29:36-40.

Zhao J, Menzemer C, Lam P. Reaching Underrepresented Students’ Potential Through Undergraduate Research. Proceedings of the 2008 ASEE North Central Section Conference.

Available at http://www.aseenc.org/Conferences/Spring08Meeting/Srping08Proceedings/pdf/set2/55.pdf. Accessed: April 17, 2009.

Acknowledgments We want to acknowledge the excellent research and fieldwork of the SFS 2006 students Jessica Reyes, Frances M. Torres, Edward Sánchez, Anamari Sierra, Annie I. Rivera, Calley Connors, Gloria Westerband, Mélanis Rivera, Sarah Hopkins and Dalixis Rivera Students and the 2007 SFS students Abby Wells, David Nachi Vázquez, Glaymar Domínguez, Ilia Perdomo, Melissa Toncic, Mithchlery Cardona, Natalia Rodríguez, Sarah Lince and Shirley Bejarano; the support and enthusiasm of collaborators and community leaders Gladys Meléndez, Cayey Municipal Hospital Acting Administrator; Mirta Morales Sullivan and Gloria Lafontainne from Las Vegas and Toita; the commitment and stamina of our SFS mentors Federico Cintrón-Moscoso, José A. Alvarado-Guzmán, Orquídea Frías and Aixa Alemán and the IIR-UPR-C SFS Staff.

The trust, guidance, support and friendship of Dr. David Himmelgreen are respected and valued by all of us at the IIR. The course was offered with partial support of NIH-RIMI Project 1-P20 MDO 01112-01 and the Cayey municipal government. The USF Office of Undergraduate Research offered financial support to the USF students’ participants during the 2007 SFS.

Endnotes: Original quotes in Spanish are presented below.

1- “El área de metodologías, creación de instrumentos, ir al área de investigación e interactuar fue lo más valioso.”

2- “Aplicar lo que aprendimos. Más allá de esto fueron las experiencias personales que adquirimos durante el curso mientras compartimos con la comunidad.”

3- “El trabajo en equipo estuvo muy bueno, fue una experiencia única y con tanta diversidad de personas, idiomas y concentraciones pude aprender más allá de la investigación.”

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Jannette Gavillán-Suárez Professor, Department of Chemistry, University of Puerto Rico at Cayey 205 Antonio R. Barceló Ave. Tel: 787 738-2161 ext 2615, 2616 Fax: 787 263-1625 e-mail jannette.gavillan@upr.edu Jannette Gavillán-Suárez is the SFS and RIMI Program Students Research Coordinator. She is an organic chemist with expertise in phytochemistry. Her current research interests include ethnopharmacology in Puerto Rico and the Caribbean and its application to community health, and development of bioassays of herb products for Quality Assurance.

Isar Godreau University of Puerto Rico at Cayey 205 Antonio R. Barceló Ave. Tel: 787 738-2161 ext 2615, 2616 e-mail isar.godreau@upr.edu Isar Godreau is a researcher and the Director of the Institute of Interdisciplinary Research. She is a cultural anthropologist with expertise in the area of race and racism in Puerto Rico Latin America and the Caribbean. Her research interests include race and aesthetics, current uses of history, the folkorization of blackness, and more recently racism in schools.

Lillian Ramos RIMI Program Evaluator, Institute of Interdisciplinary Research 205 Antonio R. Barceló Ave. Tel: 787 738-2161 ext 2615, 2616 e-mail: prloise@aol.com Lillian Ramos is an independent consultant and research mentor for doctoral students at Interamerican University of Puerto Rico. Her expertise is in research methodologies and program evaluation. She is a member of the Leadership Council of the International Association for Supervision and Curriculum Development (ASCD).

Nancy Romero-Daza Associate Professor, Department of Anthropology, University of South Florida 4202 E. Fowler Avenue, SOC 107 Tel: 813-974-1205 e-mail: daza@cas.usf.edu Nancy Romero-Daza is a medical anthropologist whose areas of specialization include HIV/AIDS, drug abuse, reproductive health, and cultural competence in the provision of health services. She has conducted research in Lesotho, Costa Rica, and inner cities in the United States.

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