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Numerous studies have documented the infrequent use of learner-centered instruction in college science and mathematics classrooms and its negative effects on undergraduate learning and motivation. The present research deepened understanding of why. Specifically, an Internet survey was constructed that explored obstacles, supports, and incentives for instructional innovation in the classroom and was sent out to college science and mathematics faculty of Louisiana. Results revealed that colleges generally were perceived to assign little or an indeterminate weight to instruction in personnel decision making. Faculty members generally have little training in pedagogy; but when they do, they are more likely to consult sources of instructional innovation and consider teaching an important part of their professional identities. Data concerning the most common sources of instructional innovation information are presented. Several suggestions are made for institutional reform that if enacted might contribute to systemic improvement in the quality of instruction undergraduates receive.

Bacterial sexually transmitted infections (STIs) continue to be a worsening public health concern in the United States (US). Though the national incidence of HIV infection has decreased over recent years, that of chlamydia, gonorrhea, and syphilis have not. Despite national recommendations on prevention, screening, and treatment of these STIs, these practices have not been standardized. Nine Health Resources and Services Administration Ryan White HIV/AIDS Program funded clinics across 3 US jurisdictions (Florida, Louisiana, and Washington, DC), were selected as clinical demonstration sites to be evaluated in this mixed method needs assessment to inform a multi-site, multi-level intervention to evaluate evidence-based interventions to improve STI screening and testing of bacterial STIs among people with or at risk for HIV. These 3 US jurisdictions were selected due to having higher than national average incidence rates of HIV and bacterial STIs. Descriptive statistics and deductive analysis were used to assess quantitative and qualitative needs assessment data. Results indicate the following needs across participating sites: inconsistent and irregular comprehensive sexual behavior history taking within and among sites, limited routine bacterial STI testing (once/year and if symptomatic) not in accordance with CDC recommendations, limited extragenital site gonorrhea/chlamydia testing, limited annual training on STI-related topics including LGBTQ health and adolescent/young adult sexual health, and limited efforts for making high-STI incidence individuals feel welcome in the clinic (primarily LGBTQ individuals and adolescents/young adults). These findings were used to identify interventions to be used to increase routine screenings and testing for bacterial STIs., Competing Interests: The authors have declared that no competing interests exist.