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In August 2013, the National Institutes of Health sponsored a conference to address major gaps in our understanding of the epidemiology, pathophysiology, and management of fecal incontinence (FI) and to identify topics for future clinical research. This article is the first of a two-part summary of those proceedings. FI is a common symptom, with a prevalence that ranges from 7 to 15% in community-dwelling men and women, but it is often underreported, as providers seldom screen for FI and patients do not volunteer the symptom, even though the symptoms can have a devastating impact on the quality of life. Rough estimates suggest that FI is associated with a substantial economic burden, particularly in patients who require surgical therapy. Bowel disturbances, particularly diarrhea, the symptom of rectal urgency, and burden of chronic illness are the strongest independent risk factors for FI in the community. Smoking, obesity, and inappropriate cholecystectomy are emerging, potentially modifiable risk factors. Other risk factors for FI include advanced age, female gender, disease burden (comorbidity count, diabetes), anal sphincter trauma (obstetrical injury, prior surgery), and decreased physical activity. Neurological disorders, inflammatory bowel disease, and pelvic floor anatomical disturbances (rectal prolapse) are also associated with FI. The pathophysiological mechanisms responsible for FI include diarrhea, anal and pelvic floor weakness, reduced rectal compliance, and reduced or increased rectal sensation; many patients have multifaceted anorectal dysfunctions. The type (urge, passive or combined), etiology (anorectal disturbance, bowel symptoms, or both), and severity of FI provide the basis for classifying FI; these domains can be integrated to comprehensively characterize the symptom. Several validated scales for classifying symptom severity and its impact on the quality of life are available. Symptom severity scales should incorporate the frequency, volume, consistency, and nature (urge or passive) of stool leakage. Despite the basic understanding of FI, there are still major knowledge gaps in disease epidemiology and pathogenesis, necessitating future clinical research in FI.

One of the goals of Professional Development School (PDS) programs is to provide preservice teachers with opportunities for developing in-depth knowledge and experience as they learn to teach (National Council for Accreditation of Teacher Education, 2001). A theme-based PDS adds value to the PDS program model because it allows faculty members to share their particular expertise and research interests with preservice teachers and with teachers at the PDS school site. Additionally, a theme-based PDS enhances university faculty members' opportunities to conduct research in their field as a part of their PDS work in preparing prospective teachers. The purpose of this article is to evaluate the theme-based PDS as a model of linking university teacher development goals with the professional interests of university faculty. To this end, the authors describe three examples of theme-based PDSs, share the results of a faculty survey about how themes enhance the PDS experience for them, and triangulate the survey results with a follow-up faculty survey regarding the costs and benefits of theme-based PDS work.

"Hop to It," a week-long herpetology-focused summer STEM camp for rising fourth-, fifth-, and sixth-grade girls, provided young females with authentic, hands-on science experiences, allowing them to develop the habits of thought and processes of action used by STEM field experts while also engaging and sustaining their interest in the STEM fields. In this way, "Hop to It" also served as an excellent opportunity to redress a longstanding and persisting educational inequity of women being underrepresented in STEM. Scholarships for students from low socioeconomic homes were funded by "The Herpetology Education in Rural Places and Spaces (HERP) Project," a collaborative, statewide informal science education National Science Foundation grant-funded project created to provide opportunities for the general public, high school students, and secondary school teachers to learn about and collect scientific data on common native species of reptiles and amphibians in local habitats. This article explains the activities in "Hop to It," describes the elementary-age girls' engagement in the various activities, and offers suggestions for providing similar learning experiences.