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Evidence-based teaching practices (EBPs) foster college science, technology, engineering, and mathematics (STEM) students' engagement and performance, yet our knowledge of what contributes to the effectiveness of these practices is less established. We propose a framework that links four social-cognitive variables-students' trust in their instructors, growth mindset, buy-in to instructional practices, and course engagement-to long-standing desired student outcomes of academic performance and intent to persist in science. This framework was tested in classrooms identified as having a high level of EBP implementation with a multi-institutional sample of 2102 undergraduates taught by 14 faculty members. Results indicate that the buy-in framework is a valid representation of college students' learning experiences within EBP contexts overall as well as across underrepresented student groups. In comparison to students' level of growth mindset, students' trust in their instructors was more than twice as predictive of buy-in to how the course was being taught, suggesting that students' views of their instructors are more associated with thriving in a high-EBP course environment than their views of intelligence. This study contributes to the dialogue on transforming undergraduate STEM education by providing a validated student buy-in framework as a lens to understand how EBPs enhance student outcomes.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with the potential to fill this gap. Unlike curriculum mapping—which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study—course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classroom beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited because the learning benefits for students are often attained through increased instructional complexity to which many instructors cannot commit. When co-instructors are teaching the course, the level of commitment to building a student-centered classroom may be even more profound. For these reasons, new tools are needed to help instructors and co-instructors plan, organize, evaluate, and communicate their classroom innovations. Pathway modeling is a tool with potential to fill this gap. Unlike curriculum mapping -- which identifies academic content gaps, redundancies, and misalignments by examining a series of courses within a plan of study – course pathway modeling creates a visual map of a single course and reveals how teaching practices influence short-, mid-, and long-term student learning outcomes. This essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. We include guides for creating course pathway models and discuss how this approach offers the potential to improve curricular design, course evaluation, student assessment, and communication between co-instructors.

In this guide to conducting clinical ethics consultation, Bashir Jiwani notes that the success of ethics interventions often relies on the personal skills of the particular consultant involved. Therefore, he wrote this volume to articulate the elements of clinical ethics consultation to help foster integrity in those who may not have these inherent skills. By focusing on fostering integrity, this book provides a fresh perspective and process for how to approach clinical ethics consultation without necessarily having to rely on the teaching of others or the advice to simply do what we have seen mentors do.

Nicht Sujet, sondern Vehikel: Anhand der Humboldt-Box in Berlin erproben die Autorinnen und Autoren dieses Bandes, was eine interdisziplinär betriebene Architekturwissenschaft leisten kann. Neugierig nähern sie sich dem umstrittenen temporären Bauwerk auf dem Schlossplatz und reagieren mit überraschenden Antworten auf Fragen, die sich an diesem zentralen Ort der Hauptstadt als einem Exempel für die Theorie des städtischen Palimpsests entzünden. Mit essayistischer Leichtigkeit und wohltuender Distanz zur ideologisch aufgeladenen »Schlossdebatte« entfaltet sich ein Kaleidoskop der Lesarten zeitgenössischer Architektur in ihrem städtisch-diskursiven Umfeld.

In a randomized trial of a brief family intervention with adolescents who had deliberately poisoned themselves, we have previously reported that, within the group of patients who did not have major depression, the family intervention was significantly superior to routine care in reducing suicidal thinking. The present paper examined whether efficacy was related to changes in family functioning or other possible mediating variables. Potential mediators included family functioning, hopelessness, depression, adolescent problem-solving and compliance with treatment. The efficacy of the family intervention in reducing suicidal ideation within the non-depressed sub-group was probably not mediated by changes in these variables. The implications of this finding are discussed.

Der industrialisierte, anonyme Eigenheimbau verheißt den Käufern durch immer flexiblere Produktionsweisen eine nie da gewesene Individualität - in so unbeachteter wie überwältigender Konkurrenz zum genuin individuell geführten Dialog zwischen Bauherr und Architekt. Doch die unter Vermarktungsdiktat stehende Lebenswelt der suburbanen Wohngebiete zeigt vor allem die Aporie standardisierter Individualität. Julia Gills grundlegende Revision anthropologischer Positionen zum Verhältnis von Individualismus und Kultur macht ihr Buch zu einem unverzichtbaren Beitrag zur aktuellen Debatte um die Chancen einer Überwindung der Zwischenstadt. Mit einem Vorwort von Karin Wilhelm.

Objective. Florida, the fourth most populous state in the nation, has had historically low incidence rates of pertussis, the only vaccine-preventable disease with increasing numbers of reported cases. We compared the epidemiology and incidence rates of pertussis in Florida with other states and the United States. Methods. We used Florida and federal surveillance data from 2000 through 2006. Results. Reported incidence of pertussis in Florida, numbers of cases, and proportions of adolescents and adults all increased during the seven-year study period. Florida incidence rates increased from 0.44 to 1.28, but the state's incidence was always ranked 45th or lower among the states. Reported pertussis cases and those among adolescents and adults in Florida increased during the study period. Ten counties, containing 60% of Florida's population, reported two-thirds of the state's cases. Conclusions. Pertussis reported from Florida mirrored national trends with increasing incidence, numbers of cases, and proportions of adolescent and adult cases. Despite the increases, Florida maintained its historic pattern of pertussis incidence rates that are consistently lower than national figu es. Limited laboratory diagnostics and a focus on the pediatric population likely contributed to the lower rates of pertussis in Florida. More emphasis on surveillance of adolescent and adult cases is needed.

To establish whether an intervention given by child psychiatric social workers to the families of children and adolescents who had attempted suicide by taking an overdose reduced the patients' suicidal feelings and improved family functioning.One hundred sixty-two patients, aged 16 or younger, who had deliberately poisoned themselves were randomly allocated to routine care (n = 77) or routine care plus the intervention (n = 85). The intervention consisted of an assessment session and four home visits by the social workers to conduct family problem-solving sessions. The control group received no visits. Both groups were assessed at the time of recruitment and 2 and 6 months later. The primary outcome measures were the Suicidal Ideation Questionnaire, the Hopelessness Scale, and the Family Assessment Device.There were no significant differences in the primary outcomes between the intervention and control groups at either of the outcome assessments. Parents in the intervention group were more satisfied with treatment (mean difference 1.4 [95% confidence interval 0.6 to 2.1]). A subgroup without major depression had much less suicidal ideation at both outcome assessments (analysis of covariance p.01) compared with controls.The home-based family intervention resulted in reduced suicidal ideation only for patients without major depression.

BackgroundLittle evidence exists regarding the effectiveness or cost-effectiveness of alternative treatment services in the field of child and adolescent psychiatry.AimsTo assess the cost-effectiveness of a home-based social work intervention for young people who have deliberately poisoned themselves.MethodChildren aged ⩽16 years, referred to child mental health teams with a diagnosis of deliberate self-poisoning were randomly allocated to either routine care (n=77) or routine care plus the social work intervention (n=85). Clinical and resource-use data were assessed over six months from the date of trial entry.ResultsNo significant differences were found between the two groups in terms of the main outcome measures or costs. In a sub-group of children without major depression, suicidal ideation was significantly lower in the intervention group at the six-month follow-up (P=0.01), with no significant differences in cost.ConclusionsA family-based social work intervention for children and adolescents who have deliberately poisoned themselves is as cost-effective as routine care alone.