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Recently the notion of Critical Race Theory (CRT) has come under fire by those with a limited knowledge of the theoretical underpinnings surrounding the intersection of education, law, and race in American society. To support those students eager to incorporate CRT as a framework within their research, the authors analyzed the dissertations of students receiving Education Doctorates (EdD). The researchers set out to determine how EdD students used CRT, how they framed problems of practice (POP), how they operationalized CRT, and to understand how those former students interrogated their findings in the pursuit of truth. The authors intend for this work to expand the knowledge base on CRT and inform scholarly practitioners on how to operationalize CRT to create sustainable change in the American education system.

Background: Type 1 Diabetes (T1D) requires consistent disease management for blood sugar regulation. A theoretical framework can assist with interpreting behavioral processes needed for disease management. However, limited qualitative studies have explored disease management practices among college students with T1D using a theoretical framework. Purpose: To theoretically explore college students' engagement in T1D self-care behaviors to further understand disease management experiences. Methods: One-on-one interviews with 31 full-time college students attending universities in the Southeastern United States. A thematic analysis was conducted to generate subthemes. Results: Subthemes explained self-care maintenance behaviors performed daily (i.e. carry supplies, administer insulin), self-care monitoring behaviors (e.g. analyzing blood sugar trends), and how self-care behaviors were adjusted when previous behaviors were no longer effective for blood sugar regulation. Discussion: Although participants routinely performed T1D self-care behaviors, additional information is needed on how technology is used for self-care monitoring. Future studies should explore college students' T1D self-care management behaviors to determine strategies that are used to improve their blood sugar. Translation to Health Education Practice: Findings from this study can assist health education specialists and healthcare professionals with creating interventions to support disease management among college students living with T1D.

Background: Traditional workplace interventions have targeted sedentary behavior using standing desk-based interventions delivered in the physical workplace. However, little is known about standing desk interventions designed for employees in flexible positions working at home and in the workplace. Purpose: The purpose of this study was to determine factors associated with the motivation to participate in and perceived benefits of a mobile standing desk intervention. Methods: After participating in an 8-week intervention using a mobile standing desk, employees (n = 20) completed one focus group session. Focus groups were audio recorded, transcribed verbatim, and analyzed using thematic analysis in NVivo. Results: Themes associated with motivation to participate included: 1) trialability; 2) previous experience; 3) health concerns; and 4) difficulty accessing a standing desk. Themes about perceived benefits of the intervention included: 1) awareness of workday behavior; 2) productivity; and 3) usefulness in the home setting. Discussion: Employees perceived work-related and health-related benefits from the mobile standing desk intervention. Motivating factors to use a mobile standing desk should be considered when recruiting employees for workplace interventions and programs. Translation to Health Education Practice: Findings from this study may help health education specialists design standing desk-based interventions for employees with remote and flexible work schedules. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars http://portal.shapeamerica.org/trn-Webinars

Teacher educators have a moral and civic obligation to examine ways in which language and mathematics are connected and supported in teaching and learning mathematics. It is essential to examine the roles and influence of family, parents, community, teachers, administration, and teacher educators as they collaborate to support learners. Their role should be considered in preparing and supporting teachers to develop curriculum, plan instruction, and implement strategies that support students' development of language in the mathematics classroom. An examination of the literature regarding the effects of language on children's understanding of mathematics was conducted around six areas: (1) impact of language on understanding and meaning making; (2) symbols, expressions and language connections; (3) effects of teachers' listening orientation; (4) language development, play and family influences; (5) implications for multilingual learners; and (6) technology and digital media. Implications for teacher education and future research are presented. We offer readers a potential framework to consider for guiding teacher educators' practices and future research efforts. In so doing, we display various connections and interplays between language and children's mathematical meaning making and understanding.

Teacher education programs (TEPs) prepare educators to provide an environment conducive for student learning regardless of race, class, ethnicity, gender, or socioeconomic status. Drawing from a larger study, this single-unit case study examines the experience of a Latinx pre-service teacher instructor at an urban school. Specifically, we highlight her perceptions as compared to the experiences of her White female counterparts in urban schools. The findings suggest that she appeared to utilize social justice supportive pedagogy to position her interactions with and for students. The implications and recommendations are provided to strengthen the use of social justice approaches in clinical and field experiences.

Institutional websites are powerful tools that communicate wide range of information. Providing access to higher education requires institutions to consider how services are communicated with a goal of engaging students from diverse populations. This study utilized a conceptual content analysis to review university and college websites to determine how information about support services for first-generation students is electronically communicated. The researchers constructed an evaluative study to assess 14 institutions to formulate a critique and extend the work of Eccles's expectancy-value theory (1984), which suggests that achievement-related choices are motivated by students' expectations for success. The results of this study found salient factors to indicate that institutions sought to provide support for first-generation students, but relevant information was not always explicitly conveyed on websites, particularly in ways most likely to engage diverse populations.

Purpose: The purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study. Design/methodology/approach: This paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program. Findings: This paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection. Research limitations/implications: First, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions. Practical implications: Mathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers. Originality/value: This paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.

Nationally Black males comprise less than 2% of public school teachers. The startling figure is not sustainable in a diverse society. Increasingly researchers have focused on the experiences of Black male inservice teachers. However, there is scant research that investigates the role school administrators in urban, suburban, and rural districts play in creating supportive environments for Black male preservice teachers. This article fills in a gap in the research by examining the barriers Black male preservice teachers encounter and provides actionable steps school administrators in urban, suburban, and rural districts should take to create healthy ecosystems for Black male preservice teachers.

A team of researchers at two institutions revised and analyzed a battery of instruments to assess the Critical Dispositions (InTASC, 2013) required in the CAEP (2016a) accreditation standards for teacher education programs. This research presents initial findings for the revised version updating previous results from validity and reliability studies of the first version (Wilkerson & Lang, 2011). An in-depth study of one of the instruments, now in two forms, is presented. Version 2 was necessary because the standards providing an operational definition of the construct measured were updated. In this study, data were collected from teacher education students, in-service teachers, and pre-school teachers (Form A = 1072; Form B = 372). Item analysis using Rasch modeling, results of a qualitative review of specific teacher candidates across multiple measures, and student/program improvement uses are discussed. The results indicated that evidence of validity and reliability is maintained in the new version, and student disposition measures were diagnostic and logical for students of different training and experience.

Online social work educators are responsible for fostering high quality academic growth experiences for their students. Feedback instructors provide to students aims to further this goal. The purpose of this study is to understand how social work instructors and students in an entirely online MSW program value instructional feedback. Open-ended survey questions were used to gather instructor and student perspectives. Qualitative analyses revealed similar themes. Faculty felt the main purpose of feedback was to facilitate learning, improve effectiveness of learning, enhance student social work capability, and foster engagement and connection. MSW students felt the main importance of feedback was that it fostered student development, assessed student progress, facilitated interaction and communication with instructor, and clarified misunderstandings. Contrary to the traditional role of feedback in on-the-ground programs, both MSW faculty and students felt that feedback in the online modality not only increased content comprehension but also influenced the student and instructor relationship. This study highlights the need to train faculty to deliver feedback that is consonant with distance education students' desire to experience connection and support as a part of their online education.

Mathematics teaching and learning are critical aspects of education that impact our world. There are implications for the mathematics education research community that should push us to have critical conversations about our research and how it informs mathematics education. I present a brief overview of research in mathematics education through the lens of Investigations in Mathematics Learning, the official journal of the Research Council on Mathematics Learning, using issues from 2017-2021. Included are findings from qualitative analyses and ideas calling on the mathematics education community to consider that provide a positioning for mathematics education researchers (MERs). I challenge us to consider multiple questions with regard to our research: What does it add to the field of mathematics education? How does it contribute to broadening and deepening our understandings? How does it inform practice to further effective equitable teaching and learning of mathematics? Are we being inclusive? Are we a leading voice in mathematics education research and are we being effective curators and stewards of this work? As MERs, as a field, as professional organizations, what could and should we do? We have a unique opportunity at this juncture to work together to inform and impact mathematics learning in profound ways.

Utilizing culturally relevant pedagogy (CRP) to acculturate first-time-in-college students attending minority-serving institutions into the postsecondary setting is a higher educational imperative. The current study utilizes Ladson-Billings' (1995b) CRP as a theoretical frame to explore the teaching practices in the first-year seminars (FYSs) at three historically Black colleges and universities (HBCUs) in the southeastern part of the United States. A qualitative case study provided six HBCU FYS professionals with the opportunity to discuss perspectives that situate CRP as a tool to engage students in learning. The researchers argue that application of CRP practices in FYS encourages engaged student learning. Implications and recommendations from the findings are provided for college faculty to employ pedagogic practices to facilitate student support in the first year.

Student technology uncertainty was investigated in an introductory e-Social Work (e-SW) practice course. e-SW practice includes technology-mediated advocacy, research, and services delivery. A convergent parallel mixed methods design included pre- and post-test e-SW self-efficacy surveys and student reflections. There were significant measurable changes in the practice self efficacy scale and sub-scales. Thematic analysis demonstrated the course addressed student needs for increasing their knowledge and confidence prior to engaging in e-SW practice. Privacy and security regulation compliance showed the least increase in self-efficacy and should be an area for further development in future e-SW courses. The findings contribute to a growing literature supporting the need for investment in harnessing technology for future growth in the field of social work.

This paper conceptually explores the lived experiences of three Black women classroom instructors who endeavor to change and improve how teachers are prepared to work in diverse K-20 learning environments. Given Black women are often poised to play multiple roles in the classrooms, such as nurturers, mother-like figures (othermothers), as well as teachers, their reflections are vital to the systemic improvement of K-20 education. The question often arises regarding how the system of education might attract and retain Black women teachers, specifically. Thus, it is important that the experiences of Black educators are robustly researched. In this manuscript, the writers critically incorporate reflections of their own classroom experiences and positionality regarding preparation. Relatedly, the researchers believe such reflections are the missing component of the professional development of teachers and its perceived impact could reveal why there are few Black teachers staying in the classroom. They also provide recommendations which reflect the coordination of work by teachers and teacher educators that address researched-based practices for long-term systemic change. The researchers explore the concept of sensemaking as it relates to understanding how it shapes them into who they are today.

Because of their brief nature, vignettes are a strategic way to highlight or explore complex instructional practices. Using a qualitative approach, we examined how the use of vignettes in a Vignette Activity Sequence contributed to secondary mathematics preservice teachers' understanding of the Mathematical Practices and the Mathematics Teaching Practices. By examining three vignettes used in two iterations of a secondary mathematics methods course, the researchers found that preservice teachers were able to draw connections between the vignettes and their own teaching experiences. However, some misconceptions or incomplete understandings related to the practices were revealed. Preservice teachers sometimes provided vague evidence when identifying particular practices in the vignettes that did not clearly indicate if they understood the practices. Taken together, the researchers found the Vignette Activity Sequence to be a valuable formative assessment that could be used to inform instruction in a secondary mathematics methods course. These findings have implications for teacher preparation programs and mathematics teacher educators.

Validity and reliability are a major focus in teacher education accreditation by the Council for Accreditation of Educator Preparation (CAEP). CAEP requires the use of "accepted research standards," but many faculty and administrators are unsure how to meet this requirement. The Standards of Educational and Psychological Testing abbreviated Joint Standards, are the implied accepted research standards. The purpose of this study was to test empirically the extent to which the Joint Standards could serve this purpose. The primary outcome of this study is a pragmatic set of implementation strategies organized into assessment specifications connecting CAEP requirements to the Joint Standards. An example set of assessment specifications is provided. Use of this process can improve assessments in any academic discipline for any accreditation agency, become a faculty professional development tool, raise assessment literacy, and potentially impact instruction of future educators.

This study assessed attitudes toward HIV and awareness of previous HIV prevention campaigns among young black men in the United States of America (USA). The study also ascertained the appropriateness of HIV testing messages for young black men and explored the use of social networking sites to deliver HIV testing messages for social media marketing campaigns. Nineteen (n = 19) black male college students attending a public university in Atlanta, GA, USA from September 2016 to October 2016 participated in three focus groups. The focus groups consisted of a group interview querying experiences with HIV and STI testing, awareness of HIV campaigns, solicited feedback on campaign messages and the use of social networking sites to deliver messages. Data analysis involved the grounded theory approach to identify emergent themes. Fear, stigma and low risk perception were discussed as barriers to HIV testing. HIV prevention, social support and new sexual partners were discussed as reasons for testing. There was a general lack of awareness of existing HIV testing campaigns. Messaging with a universal appeal and disseminated through Twitter, Instagram and Snapchat may counter narratives of fear, stigma and low risk perception to increase HIV testing among young black men.

The aim of this study was to assess gamification as a method of experiential learning theory (ELT) on student motivation and self-efficacy to perform System Engineering/Information Assurance (IA) tasks. The study was a basic qualitative method, whereby data was collected via semi-structured interview and then analyzed for recurring themes and patterns. The students involved in the study were undergraduate students enrolled in system administration and security courses. We introduced ELT in early stages of curriculum in place of commonly used didactic methods of delivering theory. We compared the themes found in increased ELT classes with past didactic sections of the same courses. Data analysis revealed that increasing ELT in IA coursework at all levels of the curriculum increased both student intrinsic motivation and self-efficacy. This paper outlines gamification pedagogy used in 200 and 300 level postsecondary courses of system administration. Gathered results indicated high intrinsic motivation and self-efficacy from the students 96 interviewed. The paper will also present examples of gamification ELT lessons at each level of undergraduate study.

This article discusses the impact of the Standards for Foreign Language Teaching in the 21st Century on language programs at American universities. Surveys were administered to American students and to faculty at a university in Spain asking questions about the five goal areas of the standards. Responses from these groups were analyzed and compared with responses of faculty at American institutions. Although most faculty informants in the U.S. and in Spain said they were familiar with the goals of the standards, findings indicate that grammatical accuracy is perceived to be the primary focus of language programs in the U.S. Faculty in the U.S. reported that they felt underprepared to teach culture and communication skills and unsure of the role of linguistics in the development of students' language proficiency.

Background: Young adults are adopting wearables ahead of research. Purpose: The purpose of this study was to explore the use of trackers through Social Cognitive Theory (SCT). Methods: SCT-guided individual interviews were conducted with young adults (n = 57). Typical case sampling was used to recruit college students (n = 35) and straight-to-work (STW) young adults (n = 22) for in-person/online interviews. Interviews were recorded, transcribed, and analyzed using NVivo. Results: There were few differences between the two groups. Most reported little knowledge of the benefits/risks associated with their health behavior (eg, physical activity) but high expectations of how devices would assist them in developing/maintaining behavior. Self-regulatory aspects were seen as benefits. Many reported not setting goals other than those set by their device. Most reported increased self-efficacy and viewed their device as positive, nonjudgmental social support. Discussion: Young adult device use can be health directed or health related. Utilizing devices and SCT-based education may increase young adults' knowledge, self-efficacy, and self-regulation while managing expectations. Translation to Health Education Practice: Health Educators should focus on increasing health knowledge, managing expectations, and setting goals. Building on the increased self-efficacy and social support that young adults reported as part of their wearable activity tracker use could provide a solid foundation for Health Education efforts. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI)http://portal.shapeamerica.org/trn-Webinars

Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Some teachers may believe critical approaches to combating racial, political, and social issues are outside the scope of their classroom or not relevant to their discipline. Teachers may also feel constrained and disheartened by high-stakes testing, standardization, and policies detached from practice. Research demonstrates that teachers' beliefs on learner equity and social justice are far more important in affecting student-learning outcomes than any other measure of teacher quality. Scholars have called for viewing and training teachers as autonomous, ethical, and reflective professionals, rather than simply as technical workers. In response, teacher education programs across the U.S. have begun to include social-justice oriented mission statements, but as Cochran-Smith (2010) points out, this language is often empty and does not necessarily translate to any real programmatic or institutional changes. This article emerged from a weeklong fellowship, "Transformative Teacher Educator Fellowship" (TTEF), at Arcadia University in Philadelphia in Summer 2018 where all four authors, along with others, collectively learned, discussed, and collaborated on what transforming teacher education for social justice may look like. Given the significance of teacher identity in relation to social justice education, the authors' conversations have led to the following questions, which guide this piece: (1) How can teacher educators introduce, inspire, and encourage social justice pedagogies in teacher education programs?; and (2) How can teacher educators provide candidates with identity options beyond traditional, dominant, and hegemonic models of what it means to be a teacher?

Purpose: K-20 accreditation is contingent on having policies and procedures that provide evidence of quality assurance (QA) and quality improvement (QI), viewed here as the first of two conflicting paradigms, requiring concurrent expressions of excellence and need. Standardized summative assessments using the traditional tabular rubric design (typically writing assessments) serve the QA purpose well while leaving QI difficult to achieve. This is the second-related pair of conflicting paradigms--formative vs summative assessment. The purpose of this study is to illuminate these conflicts, present a sample illustrative solution and suggest that both institutions and accreditation agencies implement policies resolving these conflicts. Design/methodology/approach: This viewpoint is based in part on an analysis of the content of many rubrics, with several selected for presentation herein. For K-12 settings, the AdvancED accreditation standards (used in 70 countries) and a multistate writing rubric are discussed. For postsecondary, a segment of the VALUE rubrics, used by a large number of postsecondary institutions across the USA, is presented. Examples of potential solutions for both levels are presented to clarify the problem and identify policy implications. Findings: This specific aspect of the QA/QI challenge is a solvable problem, and a solution is proposed with the potential to improve learning in the USA and other countries. Originality/value: Institutional personnel struggle with the conflicts often not realizing the source of their struggle. In this viewpoint, a new rubric format is suggested with the hope of initiating policy change discussions.

Background: Workplace interventions have utilized standing desks to reduce sedentary behavior. However, minimal information is available concerning factors that impact use of standing desks under real working conditions. Purpose: To qualitatively explore factors that influence standing desk use under real working conditions. Methods: Individual interviews were conducted with university employees currently using a standing desk using a semi-structured interview guide. Interviews were audio-recorded, transcribed verbatim, and coded for themes. Results: Participants (n = 37) identified factors impacting standing desk use across multiple socioecological levels. Intrapersonal-level barriers included forgetting to use the standing desk and pain or fatigue from standing; whereas, knowledge facilitated use. Social support facilitated use at the interpersonal level, but social norms were a barrier to standing. Access to standing desks and a wellness culture facilitated use at the institutional level, but the built environment was a barrier. Discussion: Findings from this study support a socioecological perspective of sedentary behavior and highlight the importance of incorporating intervention strategies at multiple levels to change sedentary behavior. Translation to Health Education Practice: The findings from this study may be used to develop multi-level strategies to initiate and maintain use of standing desks in order to overcome and prevent barriers impacting regular use.

Given that most postsecondary institutions have recognized the need to prepare interculturally competent undergraduates, this study used the Intercultural Development Inventory to measure the extent to which one group of undergraduate learners demonstrated increased intercultural competence after taking a first-semester foreign language (FL) course. Drawing on research on the role of culture in the FL curriculum and on intercultural competence development, the findings illustrate that (a) beginner-level language courses contribute minimally to students' intercultural competence development, and (b) FL departments need to substantially redesign their beginner-level curriculum if they hope to contribute in meaningful ways to their institution's intercultural, diversity, global learning, and/or 21st-century goals. The data suggest that in addition to re-envisioning the beginner and intermediate FL instructional sequence, universities need more robust FL requirements for general education.

Preservice teachers (PSTs) must be able to link content, effective teaching practices, and student learning; thus, it is critical for teacher educators to emphasize connections between research and practice in methods courses. Reflection plays an important role in this process. In this article, the authors discuss and illustrate a vignette activity sequence used in a secondary mathematics methods course focused on the Common Core State Standards Mathematical Practices and the National Council of Teachers of Mathematics Mathematical Teaching Practices. This activity sequence includes a mathematical task with authentic student work, a targeted vignette, and a reflection exercise connected to the PSTs' ongoing fieldwork. The authors include a guide to implementing the activity sequence with an accompanying example used in a methods course. In addition, implications for research and practice are discussed including utilization in other content areas.

Student retention models were tested via structural equation modeling to examine the interrelations and predictability among socioeconomic status, psychosocial, and student success variables with a sample of 445 undergraduate students attending a large Hispanic serving institution. The proposed theoretical model included socioeconomic status (generational status & Pell grant eligibility), psychosocial (academic efficacy, problem solving, connectedness to professors and college), and student success variables (SAT scores, college GPA, intent to remain, and retention). Results provided support for the proposed model and showed that the psychosocial variables examined herein play an important role in predicting connectedness and student success variables. Implications for institutions are discussed.

Purpose: Understanding and navigating the differences in standards, and the roots and rationales underlying accreditation reviews, is necessary for all institutions that seek multiple accreditations. The purpose of this paper is to demonstrate a method to assist institutional-level leaders and assessment practitioners analyze and align these differences in various national or international agency requirements, to develop a framework for assessment and data collection. The proposed method is demonstrated by using multiple accreditors' standards from the USA. Design/methodology/approach: Guided by a set of process questions, a review and content analysis of national standards and 12 accreditation agency requirements from the USA was conducted using Web-based, documentary sources. An operational definition of institutional quality was derived based on the core themes that emerged. Examples of evidence matched to each core theme were outlined to suggest an assessment framework. The 12 US agency requirements were compared and contrasted with the core themes and validated. Findings: In the USA, recognition requirements set by two national bodies, the US Department of Education and Council of Higher Education Accreditation, drive the standards applied by various agencies that accredit institutions and programs. Six themes emerged from their requirements, serving as a core framework for designing institutional assessment systems. The themes are student achievement and continuous improvement; curriculum quality; faculty; facilities, equipment and supplies; fiscal and administrative capacity; and student support services, admissions and information-gathering systems. While the 12 sampled accreditation agencies generally used these core themes, divergences were found in how they treated the themes in published requirements. Practical implications: Where multiple US or other accreditations are sought, the approach recommended could facilitate the work of institutional accreditation leaders and practitioners in establishing assessment systems that reduce redundancy while also maximizing efficiency in assessment and data collection. Originality/value: There is little guidance in the literature on how institutional leaders and practitioners confronting the challenges of accreditation can negotiate multiple, and sometimes conflicting, sets of requirements. This paper demonstrates a possible solution strategy. Outside the general utility of the demonstrated method, the findings and core assessment framework produced could be useful for institutions seeking accreditation through the agencies in the study sample, in both the USA and overseas.

Objective: Behaviors of weight conscious drinkers (BWCD) include disordered eating, excessive physical activity (PA), and heavy episodic drinking. Considering that approximately 25% of the college students report BWCD, it is important to investigate what characteristics increase the likelihood of college students engaged in BWCD for both moderate and vigorous PAs. Participants: A total of 510 college students were recruited from a large, public southeastern university. Methods: Participants completed a cross-sectional survey during the spring 2015 semester. Results: Of 510 respondents, 11.2% reported moderate PA-based BWCD and 14.7% reported vigorous PA-based BWCD. Weight loss intention, BMI and Greek affiliation predicted both moderate and vigorous BWCD. Conclusions: Study findings suggest that Greek-affiliated students and students with weight loss intentions might be at an increased risk for BWCD. Along with promoting lower levels of alcohol consumption, college practitioners should consider discussing issues of weight and body image with college students as they relate to maladaptive drinking behavior.

Sexual violence is a significant public health issue on US college campuses. This qualitative study aimed to better understand college student perceptions of sexual violence and bystander intervention. Gendered group and individual interviews were conducted with male (n = 3) and female (n = 12) undergraduates. Eight major themes emerged which included slut shaming; victim blaming; the preventive power of social networks; the importance of family influence and early education; ambiguous definitions of sexual behaviour and assault; perpetrator typology; and gendered actions. Sexual behaviour is simultaneously a topic of confusion and importance to college students. Future prevention efforts may be more relevant and efficacious by addressing the university experience and campus climate as perceived by the students.

This paper explores the role that technology can play in engaging pre-service teachers with the iterative, "messy" nature of model-based inquiry. Over the course of 5 weeks, 11 pre-service teachers worked in groups to construct models of diffusion using a computational animation and simulation toolkit, and designed lesson plans for the toolkit. Content analyses of group discussions and lesson plans document attention to content, representation, revision, and evaluation as interwoven aspects of modeling over the course of the workshop. When animating, only content and representation were heavily represented in group discussions. When simulating, all four aspects were represented to different extents across groups. Those differences corresponded with different planned uses for the technology during lessons: to teach modeling, to engage learners with one another's ideas, or to reveal student ideas. We identify specific ways in which technology served an important role in eliciting teachers' knowledge and goals related to scientific modeling in the classroom.

Context: A common goal of professional education programs is to recruit the students best suited for the professional career. Selection of students can be a difficult process, especially if the number of qualified candidates exceeds the number of available positions. The ability to predict academic success in any profession has been a challenging proposition. No studies to date have examined admission predictors of professional master's athletic training programs (PMATP). Objective: The purpose of this study was to identify program applicant characteristics that are most likely to predict academic success within a PMATP. Design: Cohort-based. Setting: University professional PMATP. Patients or Other Participants: A cohort of 119 students who attended a PMATP for at least 1 year. Intervention(s): Common application data from subjects' applications to the university and the PMATP were gathered and used to create the prediction models. Main Outcome Measure(s): Sensitivity, specificity, odds ratio, and relative frequency of success were used to determine the strongest set of predictors. Results: Multiple logistic regression analyses yielded a 3-factor model for prediction of success in the PMATP (undergraduate grade point average = 3.18; Graduate Record Examination quantitative [percentile rank] = 141.5 [=12]; taking calculus as an undergraduate). A student with =2 predictors had an odds ratio of 17.94 and a relative frequency of success of 2.13 for being successful in the PMATP. This model correctly predicted 90.5% of PMATP success. Conclusions: It is possible to predict academic success in a PMATP based on common application data.

A survey of 61 master's degree advertising programs reveals significant trends in program titles, curriculum design, course delivery, and students served. The results provide insight for current and planned master's degree programs as research predicts a continued increase in demand for master's education over the next decade. Survey results are compared against overall education trends such as the growth of non-traditional students, increase in online education delivery, and the increase of for-profit universities.

Objective: To determine the extent to which personal, behavioral, and environmental factors are associated with human immunodeficiency virus/sexually transmitted infection (HIV/STI) testing and disclosure. Participants: Nine hundred thirty HIV-negative collegiate men who have sex with men (MSM) who completed an online survey about alcohol use and sexual behavior. Methods: Correlates of testing and disclosure significant in bivariate analyses (p < 0.05) were grouped into personal, behavioral, or environmental factors and entered into multivariable logistic regression models. Results: About half of participants tested for HIV (51.9%) and for STIs (45.8%) at least annually. Over half (57.8%) of participants always/almost always discussed HIV status with new sex partners; 61.1% with new unprotected sex partners. Personal and behavioral factors (age and outness) explained differences in testing, and the behavioral factor (routine testing) explained differences in disclosure. Conclusions: Collegiate MSM should be supported in coming out, encouraged to engage in routine testing, and counseled on discussing HIV/STI status with potential sex partners.