Objectives Many adolescents who die by suicide have never obtained mental health services. In response to this, the National Strategy for Suicide Prevention recommends screening for elevated suicide risk in emergency departments (EDs). This cross-sectional study was designed to examine 1) the concurrent validity and utility of an adolescent suicide risk screen for use in general medical EDs and 2) the prevalence of positive screens for adolescent males and females using two different sets of screening criteria. Methods Participants were 298 adolescents seeking pediatric or psychiatric emergency services (50% male; 83% white, 16% black or African American, 5.4% Hispanic). The inclusion criterion was age 13 to 17 years. Exclusion criteria were severe cognitive impairment, no parent or legal guardian present to provide consent, or abnormal vital signs. Parent or guardian consent and adolescent assent were obtained for 61% of consecutively eligible adolescents. Elevated risk was defined as 1) Suicidal Ideation Questionnaire-Junior [SIQ-JR] score of ≥31 or suicide attempt in the past 3 months or 2) alcohol abuse plus depression (Alcohol Use Disorders Identification Test-3 [AUDIT-3] score of ≥3, Reynolds Adolescent Depression Scale-2 [RADS-2] score of ≥76). The Beck Hopelessness Scale (BHS) and Problem Oriented Screening Instrument for Teenagers (POSIT) were used to ascertain concurrent validity. Results Sixteen percent (n = 48) of adolescents screened positive for elevated suicide risk. Within this group, 98% reported severe suicide ideation or a recent suicide attempt (46% attempt and ideation, 10% attempt only, 42% ideation only) and 27% reported alcohol abuse and depression. Nineteen percent of adolescents who screened positive presented for nonpsychiatric reasons. One-third of adolescents with positive screens were not receiving any mental health or substance use treatment. Demonstrating concurrent validity, the BHS scores of adolescents with positive screens and the POSIT scores of those with positive screens due to alcohol abuse and depression indicated substantial impairment. The addition of alcohol abuse with co-occurring depression as a positive screen criterion did not result in improved case identification. Among the subgroup screening positive due to depression plus alcohol abuse, all but one (>90%) also reported severe suicide ideation and/or a recent suicide attempt. This subgroup (approximately 17% of adolescents who screened positive) also reported significantly more impulsivity than other adolescents who screened positive. Conclusions The suicide risk screen showed evidence of concurrent validity. It also demonstrated utility in identifying 1) adolescents at elevated risk for suicide who presented to the ED with unrelated medical concerns and 2) a subgroup of adolescents who may be at highly elevated risk for suicide due to the combination of depression, alcohol abuse, suicidality, and impulsivity.

In interviews, many undergraduate research advisors stated intrinsic motivations, but some early-career advisors expressed only instrumental motivations. This study explores what this means for how advisors work with undergraduate researchers and the implications for training and retaining advisors who can provide high-quality research experiences.

Faculty development workshops are one strategy for increasing instructor use of evidence-based teaching practices that are known to improve student outcomes in mathematics and other STEM (science, technology, engineering and mathematics) disciplines. Yet relatively little is known about the impact of professional development on teaching practice in higher education. We report findings on participant outcomes from a series of annual, weeklong professional development workshops for college mathematics instructors about Inquiry-Based Learning (IBL) in undergraduate mathematics. We gathered data from surveys with the 139 workshop participants and interviews with a subset of 16 participants. These workshops were found to be effective in encouraging instructors to try this student-centered approach to teaching mathematics, as 58 % of participants reported implementing IBL strategies in the year following the workshop they attended. Analysis suggested that certain features of the workshops supported participants' adoption of IBL strategies. The findings pointed to the importance of (1) sharing broad, inclusive definitions of IBL, (2) representing viewpoints and experiences from diverse institutional contexts, (3) allowing sufficient time within the workshop to explore and revisit topics, (4) addressing common concerns such as content coverage, student resistance, and skills to implement IBL, and (5) providing ongoing follow-up support and inclusion in the community of IBL practitioners. We also make connections with studies of the impact of instructional development in other STEM disciplines and share implications for effective professional development in general.

BackgroundStudies continually show benefits of active learning in college classrooms, yet it is difficult to get faculty to adopt these methods. Particularly challenging is the final step of the instructional change process, “refreezing,” when after making initial changes in instructional methods, instructors decide whether to continue with new instructional methods or return to their previous methods. Though this stage is important, it is not well studied. Most available studies about ongoing support following professional development on teaching merely state that facilitators made an effort to offer support, or report how frequently participants engaged with online support mechanisms through counting postings on listservs or message boards. Such measures do not show evidence that participants actually received positive reinforcement or intellectual and emotional support, which are crucial to refreezing, nor do these frequency analyses help other professional developers learn how to create productive ongoing support mechanisms that yield high participant engagement.ResultsThis workshop for 35 college mathematics instructors used online and in-person communities to provide support to participants during the post-workshop period of “refreezing.” Almost all workshop attendees participated in “e-mentoring” (94%), primarily through a productive, engaging group email listserv. By combining qualitative coding of message content with the techniques of social network analysis, we reveal how facilitators and participants on the group listserv provided intellectual and emotional support, as well as positive reinforcement through feedback loops. The analysis also shows how the facilitators made this a helpful group and maintained participant engagement through frequent encouragement, deliberate community building, and thoughtfully timed responses.ConclusionsThough many professional development workshops offer online support through email listservs, there is little evidence that these listservs successfully engage and support participants. Applying the analytic approach of social network analysis allowed us to model the conversation threads in one highly engaged and supportive listserv following a mathematics professional development workshop. This method revealed the processes of ongoing support in ways that traditional frequency-based analyses cannot. This method also revealed lessons for how other professional developers can create productive, helpful online support listservs. Since this is an innovative application of social network analysis, we describe the method in detail.Electronic supplementary materialThe online version of this article (10.1186/s40594-018-0120-9) contains supplementary material, which is available to authorized users.

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.